Teaching Implementation Report: Mathematics Flash Card Media to Improve Understanding of Ordering Numbers in Second Grade Elementary School

Laporan Implementasi Pembelajaran: Penerapan Media Flash Card Matematika untuk Meningkatkan Pemahaman Materi Mengurutkan Bilangan Kelas II Sekolah Dasar

Abstract

General Background: Primary education requires comprehensive competency development integrating cognitive, psychomotor, and affective domains through effective classroom practices. Specific Background: Science and social studies (IPAS) learning in elementary schools frequently relies on conventional lecture methods, resulting in passive student engagement, weak inquiry habits, and deficient scientific attitudes. Knowledge Gap: Existing literature largely focuses on secondary education settings and general socio-emotional metrics, lacking targeted investigations into applying Social and Emotional Skills (SES) approaches to foster scientific attitudes among madrasah students. Aims: This research examines the implementation process of the Social and Emotional Skills approach, describes students' scientific attitudes resulting from this integration, and analyzes student responses toward the intervention in grade VI at Madrasah Ibtidaiyah. Results: Implementation followed planning, execution, and evaluation stages using inquiry learning and experiment methods, yielding significant positive transformations in student engagement, curiosity, critical thinking, objectivity, and honesty, supported by an eighty-two percent very good student response score. Novelty: The study introduces the integration of the Social and Emotional Skills approach specifically paired with inquiry-based lunar eclipse experiments to cultivate scientific attitudes in elementary science education. Implications: Educators can consistently embed social-emotional competencies within science curricula to create supportive learning climates that enhance emotional regulation, collaborative responsibility, and holistic scientific character development.

Key Findings Highlights

1. Social and Emotional Skills integration structured through inquiry learning effectively facilitates holistic scientific attitude development.
2. Collaborative experiments and emotional check-ins significantly improve student curiosity, critical thinking, objectivity, and academic honesty.
3. Student responses demonstrate very high approval ratings, indicating that emotional maturity creates a secure psychological space for scientific inquiry.

Keywords Social Emotional Skills, Scientific Attitudes, Science Learning, Elementary School, Inquiry Learning