The Effect of Outdoor Learning Method on Elementary Students’ Motivation and Achievement in Geometry

The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade

“…Furthermore, the student survey results revealed that students had a positive attitude toward hands-on mathematics experiences related to arithmetic and geometric topics. This outcome is also in line with what was discovered by Pambudi's (2022) investigation. This author has concluded that using outdoor learning methods to teach geometry to elementary students positively impacts their motivation and learning achievement.…”

“…Many mathematical concepts have been studied and taught experientially by students at the high school and university levels, including the equation of a circle (Tong et al, 2020), function continuity and angle between two planes (Davidovitch et al, 2014), mathematics with statistics (Venkatraman et al, 2019), arithmetic (Mayoral-Rodríguez et al, 2018), some advanced algebraic topics (Wynn, 2018), as well as mathematics and science (Roberts et al, 2016). Also, according to Pambudi's (2022) research, elementary students' motivation and achievement in geometry can be attributed to outdoor learning methods. For mathematics education in Vietnam and worldwide, research on mathematical experiential activities should be promoted to allow students to experience positive emotions, exploit their personal experiences, and mobilize their knowledge and skills to perform assigned tasks or solve real-world problems.…”

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

“…In order to obtain data on students' learning attitudes, the students were asked to rate how much they agreed or disagreed with four given statements about the application of blended learning, which were assessed on a 5-point Likert scale: Strongly disagree, Disagree, Neutral, Agree, and Strongly agree ( Likert, 1932 ). These instruments were created by Pambudi and Hobri (2012, as cited in Pambudi, 2022 ). The survey was created and distributed using the Google Forms program, and students in the experimental group were required to complete it.…”

“…The study by Stahl (2021) proposed a model for such learning; it illustrated using existing dynamic-geometry technology to translate the study of Euclidean geometry into collaborative learning via student pods. Pambudi (2022) studied how to increase elementary students' motivation and learning achievements in geometry.…”

Kompetensi Matematika: Kemampuan Pemecahan Masalah Matematis Siswa Menurut Polya

“…sekolah dasar adalah tempat di mana mereka pertama kali mengalami kesuksesan atau kegagalan dalam matematika (Turgut & Turgut, 2020). Matematika penting untuk kemajuan ilmu pengetahuan dan teknologi, oleh karena itu, perlu dipelajari sejak sekolah dasar (Pambudi, 2022). Di Indonesia, tujuan pembelajaran matematika di sekolah adalah untuk mengembangkan logika, analitis, kemampuan berpikir sistematis, kritis, dan kreatif (Kemdikbud RI, 2013).…”