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ThesisOpen AccessMetadata saja

Profil Pemahaman Konsep Bilangan Cacah Pada Siswa Kelas IV A Di SD Negeri 015 Tarakan

PIPIT LIMYN JONO

2026•

PROFILE OF WHOLE NUMBER CONCEPTUAL UNDERSTANDING AMONG GRADE IV A STUDENTS AT SD NEGERI 015 TARAKAN Abstract Conceptual understanding of whole numbers is a fundamental skill that elementary school students must develop, as it serves as the foundation for learning more advanced mathematical concepts. Preliminary observations conducted in Grade IV A at SD Negeri 015 Tarakan revealed that several students continued to experience difficulties in understanding whole number concepts. This study aimed to describe the profile of students' conceptual understanding of whole numbers based on four indicators: restating mathematical concepts, representing concepts in various mathematical forms, selecting and applying appropriate procedures or operations, and applying concepts to problem-solving situations. A descriptive qualitative approach was employed, involving six students selected through purposive sampling, with two participants representing each achievement category (high, moderate, and low). Data were collected through written tests and interviews, and were then analyzed using an interactive analysis model consisting of data collection, data reduction, data display, and conclusion drawing. The results show that students in the high-achievement category demonstrated mastery of most indicators of conceptual understanding, although minor computational inaccuracies were still evident. Students in the moderate-achievement category showed satisfactory conceptual understanding but lacked consistency in representing concepts through multiple mathematical representations and applying them to more complex problem-solving tasks. Meanwhile, students in the low-achievement category encountered substantial difficulties in understanding concepts, selecting appropriate solution procedures, and applying conceptual knowledge to solve mathematical problems. Overall, the findings indicate that students' conceptual understanding of whole numbers remains uneven, particularly regarding mathematical representation and problem-solving abilities. These results highlight the need for instructional practices that emphasize conceptual understanding through the use of diverse mathematical representations and contextualized problem-solving activities.

Whole NumbersMathematicsConceptual UnderstandingStudent ProfileElementary School

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ThesisOpen AccessMetadata saja

The Implementation of Pancasila Student Profile Strengthening Project in SMPN 8 Tarakan

WAHYU ADI WIDODO

2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir

This study investigated the implementation of the Pancasila Student Profile Strengthening Project (P5) in English classes at SMP Negeri 8 Tarakan and the challenges teachers faced during its enactment. Using a qualitative case study design supported by interviews, classroom observations, and document analysis, the study found that P5 implementation followed a collaborative yet top-down structure in which the head coordinator determined project themes while teachers adapted them to their subjects. In English lessons, all six P5 dimensions, such as Faith and Devotion to God, Global Diversity, Mutual Cooperation, Independent Learning, Critical Thinking, and Creativity, were integrated through routines, thematic activities, and communicative tasks, with Independent Learning receiving the strongest emphasis. Despite this integration, several constraints limited optimal implementation, including uneven student participation, dependence on teacher guidance, limited time allocation, and the lack of standardized assessment tools. These issues particularly hindered the development of Independent Learning, as many students struggled with self-regulation and confidence in managing tasks independently. Teachers also relied heavily on qualitative judgment rather than systematic rubrics, resulting in inconsistent evaluation of character development. Overall, the findings indicate that while P5 values were embedded across planning, instruction, and evaluation, their success depended on teacher agency, student engagement, and institutional support, highlighting the need for clearer guidelines, improved evaluation frameworks, and stronger strategies to promote learner autonomy.

Pancasila Student Profile Strengthening ProjectImplementation.

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