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Revitalization of Mathematics Learning in Phase C: Implementing Teacher Strategies to Strengthen Conceptual Understanding in Elementary Schools

Lembaran Ilmu Kependidikan · Vol. 54 No. 1 (2025) · pp. 89–96

DOI
10.15294/lik.v54i1.22105
ISSN
2987-3320
Published
2025-04-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Background - Mathematics learning at the elementary level, especially at Phase C, requires innovative teaching strategies to enhance students’ conceptual understanding and motivation. Purpose - This study aims to explore and describe the strategies used by elementary school teachers to improve conceptual understanding in Phase C mathematics learning, focusing on their experiences and perceptions in implementing adaptive and innovative instructional approaches. Method/approach - A qualitative phenomenological method was employed to capture teachers’ lived experiences at SD Negeri 001/IV Kota Jambi during the 2024/2025 academic year. Data were collected through interviews, classroom observations, and document analysis involving two teachers, six students, and the principal. Data triangulation and member checking ensured the validity and reliability of the findings. Findings - The results reveal that teachers employ interactive and dynamic teaching strategies, use diverse teaching aids, implement constructivist approaches, conduct continuous assessments with direct feedback, collaborate in professional learning communities, and engage in comprehensive lesson planning. These strategies collectively enhance students’ conceptual understanding, foster active participation, and accommodate individual learning differences. Conclusions - The study provides empirical insights into effective teaching strategies that support adaptive and responsive mathematics instruction at Phase C in elementary schools. The integrated model of teaching strategies identified can serve as a valuable reference for improving mathematics education quality and innovation. Novelty/Originality/Value - This study offers a detailed phenomenological perspective on how teachers practically implement and adapt innovative instructional strategies in a real classroom context, bridging the gap between theory and practice in elementary mathematics education.

Keywords

Collaboration network of the authors

18 authors · 62 co-authorship links

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  • Universitas Muhammadiyah Gorontalo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Alirmansyah AlirmansyahAffiliation unknown2
Ari Surya FebrianaAffiliation unknown1
Sutria NingsihAffiliation unknown1
Islami CitraAffiliation unknown1
Deni AfrildaAffiliation unknown1
Ahlina Mursalati UrfaAffiliation unknown1
Amad MujiyantoAffiliation unknown1
Fradia Mayang IntanAffiliation unknown1
Kiki HandayaniAffiliation unknown1
Aldo DarmawanAffiliation unknown1
Khaini HajarAffiliation unknown1
Fadjar DewanggaAffiliation unknown1
Dina Hermina UnaiAffiliation unknown1
Syahrial SyahrialUniversitas Muhammadiyah Gorontalo1
Lisa AndaryAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LIK/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Revitalization of Mathematics Learning in Phase C: Implementing Teacher Strategies to Strengthen Conceptual Understanding in Elementary Schools</dc:title>
	<dc:creator xml:lang="en">Audria, Novi</dc:creator>
	<dc:creator xml:lang="en">Ayu Wulandari, Bunga</dc:creator>
	<dc:creator xml:lang="en">Destrinelli, Destrinelli</dc:creator>
	<dc:subject xml:lang="en">mathematics learning</dc:subject>
	<dc:subject xml:lang="en">teaching strategies</dc:subject>
	<dc:subject xml:lang="en">elementary school</dc:subject>
	<dc:subject xml:lang="en">constructivist approach</dc:subject>
	<dc:description xml:lang="en">Background - Mathematics learning at the elementary level, especially at Phase C, requires innovative teaching strategies to enhance students’ conceptual understanding and motivation.
Purpose - This study aims to explore and describe the strategies used by elementary school teachers to improve conceptual understanding in Phase C mathematics learning, focusing on their experiences and perceptions in implementing adaptive and innovative instructional approaches.
Method/approach - A qualitative phenomenological method was employed to capture teachers’ lived experiences at SD Negeri 001/IV Kota Jambi during the 2024/2025 academic year. Data were collected through interviews, classroom observations, and document analysis involving two teachers, six students, and the principal. Data triangulation and member checking ensured the validity and reliability of the findings.
Findings - The results reveal that teachers employ interactive and dynamic teaching strategies, use diverse teaching aids, implement constructivist approaches, conduct continuous assessments with direct feedback, collaborate in professional learning communities, and engage in comprehensive lesson planning. These strategies collectively enhance students’ conceptual understanding, foster active participation, and accommodate individual learning differences.
Conclusions - The study provides empirical insights into effective teaching strategies that support adaptive and responsive mathematics instruction at Phase C in elementary schools. The integrated model of teaching strategies identified can serve as a valuable reference for improving mathematics education quality and innovation.
Novelty/Originality/Value - This study offers a detailed phenomenological perspective on how teachers practically implement and adapt innovative instructional strategies in a real classroom context, bridging the gap between theory and practice in elementary mathematics education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LIK/article/view/22105</dc:identifier>
	<dc:identifier>10.15294/lik.v54i1.22105</dc:identifier>
	<dc:source xml:lang="en">Lembaran Ilmu Kependidikan; Vol. 54 No. 1 (2025): Curriculum and Learning, Technology and Innovation in Education; 89-96</dc:source>
	<dc:source>2987-3320</dc:source>
	<dc:source>10.15294/lik.v54i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LIK/article/view/22105/4054</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Lembaran Ilmu Kependidikan</dc:rights>
</oai_dc:dc>