Absis: Mathematics Education Journal Vol.
No.
May 2026, pp.
ISSN 2686-0104 .
, 2686-0090 .
http://journal.
id/index.
php/absis/index Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve Cognitive Learning Outcomes of Fourth Grade Elementary Students Anisa Khayati Nur Kafaha,1* .
Ita Handayania,2 .
Widyah Novianaa,3.
Weni Gurita Aedia,4 Faculty of Teacher Training and Education Pamulang University.
Pamulang 15417.
Indonesia dosen03305@unpam.
id *.
2 dosen02314@unpam.
3 dosen01947@unpam.
4dosen01906@unpam.
* Corresponding Author Received 10 April 2026.
accepted 19 May 2026.
published 23 May 2026
KEYWORDS
ABSTRACT
Education plays an important role in developing studentsAo character, intellectual abilities, and problem-solving skills, particularly in mathematics education.
However, mathematics learning in elementary schools is often dominated by teacher-centered instruction, resulting in low student engagement and cognitive learning outcomes.
Therefore, this study aimed to analyze the implementation of De KeLuVa media based on the Tri-N approach (Niteni.
Nirokke, and Nambah.
to improve fourth-grade studentsAo cognitive learning outcomes in mathematics, especially on the topic of perimeter and area of plane figures.
This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart cyclical model consisting of planning, acting, observing, and reflecting stages.
The subjects of the study were 28 fourth-grade students of Mekarwangi Elementary School selected purposively based on their low mathematics learning achievement.
Data were collected through cognitive achievement tests, classroom observations, and documentation.
The research instruments were validated through expert judgment and content validity review.
The results showed a significant improvement in studentsAo cognitive learning outcomes after the implementation of De KeLuVa media.
The average score increased from 38.
40 in the pre-cycle stage to 63.
57 in Cycle I and reached 81.
43 in Cycle II.
In addition, students became more active, collaborative, and confident during mathematics learning activities.
The findings indicate that the integration of De KeLuVa media and the Tri-N approach provides meaningful and deep learning experiences by encouraging students to observe, imitate, and modify mathematical problem-solving strategies.
In conclusion, the implementation of De KeLuVa media based on the Tri-N approach effectively improved studentsAo cognitive learning outcomes in mathematics.
This study implies that innovative and student-centered mathematics learning media can support deep learning processes and enhance elementary studentsAo conceptual understanding.
De KeLuVa Media Tri-N.
Cognitive Learning Outcomes Fourth Grade Students Elementary School Copyright A 2026 The Author.
This is an openaccess article under the CCAeBY-SA Introduction Education is a fundamental effort to foster the development of studentsAo character .
nner strength and moral value.
, intellect, and physical abilities.
This concept was emphasized by Ki Hajar Dewantara, who viewed education as the cultivation of cultural seeds that must be aligned with both the nature of learners and the demands of the era (Susanti, 2.
In this perspective, students possess inherent potential that can be developed in accordance with their contextual environment and time.
Education also functions as a means for individuals to fulfill their life and achieve a meaningful According to Law No.
20 of 2003, the purpose of education is to develop individuals who are intellectually capable, morally upright, physically and mentally healthy, independent, and socially responsible (Susanti, 2.
Therefore, education plays a crucial role in developing individual quality, potential, and talents.
Mathematics education is not only aimed at improving studentsAo computational abilities but also at developing logical thinking, critical reasoning, creativity, and problem-solving skills in everyday life (Firmansyah & Husnia, 2025.
Handayani, 2019.
Hattie, 2.
In elementary schools, mathematics learning should provide meaningful learning experiences that encourage students to actively construct knowledge through exploration and interaction.
However, many students still perceive mathematics as a difficult and abstract subject, resulting in low learning motivation and cognitive achievement.
doi : https://doi.
org/10.
32585/absis.
univetbantara@gmail.
Absis: Mathematics Education Journal ISSN 2686-0104 .
, 2686-0090 .
Vol.
No.
May 2026, pp.
Students exhibit diverse characteristics, which require active participation in the learning process.
This aligns with the principles of 21st-century learning, which emphasize a student-centered approach.
Schools are therefore expected to design learning objectives that incorporate essential competencies such as critical thinking, creativity, communication, and collaboration (Wiratna et al.
, 2.
These competencies can be achieved through effective teaching and learning processes involving teachers, students, and supporting elements.
The learning process involves various components and requires collaboration between teachers and Learning activities should be designed to be engaging in order to stimulate studentsAo curiosity and motivation to explore new knowledge.
Effective learning environments encourage students to think critically, broaden their perspectives, and solve real-life problems.
In response to current educational demands.
Indonesia has implemented the Merdeka Curriculum, introduced by Nadiem Makarim, which promotes the concept of Merdeka Belajar (Freedom to Lear.
The implementation of the Merdeka Curriculum encourages the application of deep learning in classroom instruction (Fullan et al.
, 2.
Deep learning refers to meaningful learning processes that allow students to understand concepts comprehensively, connect prior knowledge with new experiences, and apply concepts in real-life situations (Iriawan et al.
, 2.
This approach emphasizes flexible learning environments that support student expression and teacher creativity in designing meaningful learning experiences (Anggraini & Wiryanto, 2022.
Awaludin & Yulianto, 2.
The Merdeka Curriculum also focuses on developing the Pancasila Student Profile, which includes six key competencies: faith and piety, independence, collaboration, global diversity awareness, critical reasoning, and creativity (Azwar & Haridza, 2025.
Ernawati & Rahmawati, 2.
These competencies are rooted in the educational philosophy of Ki Hajar Dewantara, which emphasizes independence and creativity in learning (Sulistyorini, 2.
Creativity is one of the essential competencies in 21st-century learning.
It refers to the ability to respond to and solve problems through innovative thinking and discovery processes (Diella et al.
, 2019.
Lusiana & Fatmawati, 2022.
Syaodih et al.
, 2.
According to Torrance and Guilford, creativity includes four indicators: fluency, flexibility, originality, and elaboration (Aliyyah et al.
, 2017.
Aziz & Yasin, 2.
Students with high creativity tend to demonstrate better problem-solving abilities, particularly in mathematics learning.
Mathematics plays a significant role in developing logical reasoning and problem-solving skills in daily life (Julia et al.
, 2020.
Linda* et al.
, 2021.
Magdalena et al.
, 2.
However, mathematics is often perceived as a difficult subject by students, which affects their learning motivation and achievement (Susanti et al.
, 2.
International assessments such as TIMSS and PISA reveal that IndonesiaAos mathematical literacy remains relatively low, indicating the need for improvements in teaching strategies (Isromi et al.
, 2.
(Rosmauli & Watini, 2.
These challenges are partly caused by suboptimal teaching practices that do not fully support studentsAo creative thinking (Verger et al.
, 2.
Teachers are required to adopt appropriate instructional strategies that accommodate diverse student characteristics and learning styles (NiAomah & Sukartono.
Putri et al.
, 2.
The Merdeka Curriculum emphasizes the importance of facilitating individual learning needs, thereby shifting the focus from teacher-centered to student-centered learning.
To support student-centered learning, appropriate instructional models are necessary.
One such model is the Tri-N model (Niteni.
Nirokke, and Nambah.
(Krishantari et al.
, 2.
, developed by Ki Hajar Dewantara, which emphasizes observing, imitating, and modifying as key learning processes (Abyan & Nursyam, 2024.
Anggraini & Wiryanto, 2022.
Niteni et al.
, 2021.
Prastiwi et al.
, 2.
This model is expected to enhance student engagement and learning effectiveness by integrating cognitive and physical aspects of learning (Budiati et al.
, 2.
De KeLuVa media is an innovative mathematics learning media designed to support elementary students in understanding geometric concepts concretely and interactively.
The media integrates visual elements, manipulative activities, and collaborative learning processes based on the Tri-N approach, namely Niteni .
Nirokke .
, and Nambahi .
(Nisa et al.
, 2.
Through Anisa Khayati Nur Kafah, et.
al (Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve A) Absis: Mathematics Education Journal Vol.
No.
May 2026, pp.
ISSN 2686-0104 .
, 2686-0090 .
these stages, students are encouraged not only to memorize formulas but also to explore, analyze, and develop their own understanding of mathematical concepts.
Based on observations and interviews conducted with fourth-grade students and teachers at Mekarwangi Elementary School, several issues were identified in mathematics learning, particularly in the topic of perimeter and area of plane figures.
These include limited instructional media, low student engagement, teacher-centered learning, and studentsAo difficulties in understanding mathematical Many students relied on memorizing formulas without understanding their application, leading to incorrect problem-solving.
Furthermore, studentsAo learning outcomes were relatively low, with only 42% of students achieving scores above the minimum mastery criteria.
Students often felt unprepared and experienced difficulties in solving mathematical problems, particularly those involving complex calculations.
These findings indicate a gap between actual learning conditions and the expected outcomes, where students should demonstrate creativity and effective problem-solving skills (Mukti et al.
, 2020a.
Wilda & Ekawati, 2.
To address these issues, the use of instructional media is essential.
Learning media can enhance student engagement, provide concrete learning experiences, and improve understanding (Magdalena et , 2.
In elementary education, where students are still in the concrete operational stage, the use of visual and interactive media is particularly important (Ayu et al.
, 2025.
Suryanti et al.
, 2.
Audio-visual media can make learning more engaging and meaningful.
Previous studies have shown that the implementation of the Tri-N approach can enhance studentsAo creativity and learning outcomes (Mukti et al.
, 2020a.
Nisa et al.
, 2.
Therefore, integrating innovative learning media with the Tri-N model is expected to improve studentsAo cognitive learning outcomes in mathematics.
Previous studies indicate that interactive and visual learning media significantly improve studentsAo motivation, engagement, and mathematics learning outcomes (Suryanti et al.
, 2020.
Magdalena et al.
Ayu et al.
, 2.
Furthermore.
Tri-N-based learning has been proven to enhance studentsAo creativity, participation, and conceptual understanding.
Therefore, the integration of De KeLuVa media and the Tri-N approach is expected to support deep learning and improve studentsAo cognitive learning outcomes in mathematics education.
Method This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which consists of planning, acting, observing, and reflecting stages conducted in two cycles (Kemmis et , 2.
The subjects of this study were 28 fourth-grade students of Mekarwangi Elementary School.
The participants were selected using purposive sampling (Sugiyono, 2.
, because the class demonstrated low mathematics learning outcomes and limited student engagement during the learning The research focused on improving studentsAo cognitive learning outcomes in mathematics, particularly in the topic of perimeter and area of plane figures.
The instruments used in this study included cognitive achievement tests, observation sheets, and The cognitive tests were used to measure studentsAo mathematics learning outcomes, while the observation sheets were used to evaluate studentsAo participation and classroom activities during the implementation of De KeLuVa media.
All instruments were validated through expert judgment and content validity review (Fraenkel et al.
, 2.
by mathematics education experts and elementary school teachers to ensure content validity and suitability with the learning objectives.
Data collection techniques included tests, classroom observations, and documentation.
Quantitative data were analyzed descriptively using percentage and mean score analysis techniques (Arikunto, 2.
by calculating studentsAo average scores and learning mastery percentages in each cycle.
Qualitative data from classroom observations were analyzed descriptively following the stages of data reduction, data display, and conclusion drawing (Miles et al.
, 2.
to identify changes in studentsAo engagement and participation during the learning process.
The categorization of studentsAo cognitive learning outcomes was determined as follows:
Low Category : 0Ae59 Anisa Khayati Nur Kafah, et.
al (Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve A) Absis: Mathematics Education Journal Vol.
No.
May 2026, pp.
ISSN 2686-0104 .
, 2686-0090 .
Moderate Category : 60Ae74 High Category : 75Ae100 Data analysis in this study employed both quantitative and qualitative descriptive approaches.
The research was conducted in cycles, consisting of two cycles rather than a single implementation.
Each cycle comprised three main stages as follows:
Fig.
Flowchart of the Research Methodology The implementation of De KeLuVa media in classroom learning followed the Tri-N approach stages:
Niteni (Observin.
: Students observed visual representations and demonstrations related to perimeter and area concepts.
Nirokke (Imitatin.
: Students practiced solving mathematical problems by following examples demonstrated using De KeLuVa media.
Nambahi (Modifyin.
: Students modified problem-solving strategies and solved contextual mathematics problems independently and collaboratively.
Results and Discussion Results StudentsAo Assignment Scores on the Topic of Perimeter and Area of Plane Figures at Mekarwangi Elementary School Table 1.
StudentsAo Assignment Scores Interval Skor 21Ae30 31Ae40 41Ae50 51Ae60 61Ae70 71Ae80 81Ae90 91Ae100 Jumlah Frekuensi Pra-Cycle Frekuensi Cycle I Frekuensi Cycle II Anisa Khayati Nur Kafah, et.
al (Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve A) Absis: Mathematics Education Journal Vol.
No.
May 2026, pp.
ISSN 2686-0104 .
, 2686-0090 .
The studentsAo assignment scores were classified into three categories to describe the development of their cognitive learning outcomes in each cycle.
The categorization was based on predetermined score ranges, namely Low for scores between 0Ae59.
Moderate for scores between 60Ae74, and High for scores between 75Ae100.
This classification was applied to the scores obtained in the Pra-Cycle.
Cycle I, and Cycle II in order to identify the distribution of studentsAo achievement levels and to observe the improvement of their learning outcomes throughout the learning process.
Table 2.
Distribution of StudentsAo Cognitive Learning Outcomes by Category Category Low
Moderate High
Score
Range 0Ae59
60Ae74
Pra-Cycle Frequency Pra-Cycle Percentage Cycle I Frequency Cycle I Percentage Cycle II
Frequency Cycle II
Percentage Total
89,29
28,57
28,57
3,57
7,14
Pra-Cycle Cycle I Low Medium Cycle 2 High Fig.
Distribution of StudentsAo Cognitive Learning Outcomes by Category Based on the learning outcomes of 28 students, a clear improvement can be observed from the PreCycle stage to Cycle I and Cycle II.
In the Pre-Cycle stage, the total score was 1,075 with an average of 40, indicating that studentsAo initial abilities were relatively low and had not yet reached the expected level of learning mastery.
This condition suggests the need for more effective instructional interventions to enhance studentsAo understanding of the material.
After the implementation of actions in Cycle I, the total score increased to 1,780 with an average of This improvement indicates that the instructional strategies applied in the first cycle began to have a positive impact on studentsAo understanding and learning outcomes, although some students had not yet achieved optimal performance.
In Cycle II, the improvement in learning outcomes became more significant, with the total score reaching 2,280 and the average increasing to 81.
Nearly all students demonstrated substantial progress, and the majority achieved the minimum mastery criteria.
The increase in the average score from the PreCycle to Cycle II indicates that the continuous improvements in instructional practices across each cycle were effective.
The improvement in studentsAo mathematics learning outcomes was supported by quantitative data obtained from each cycle.
In the pre-cycle stage, only 21.
43% of students achieved the minimum mastery After the implementation of De KeLuVa media in Cycle I, the percentage increased to 53.
In Cycle II, 85.
71% of students successfully achieved the minimum mastery criteria.
These findings demonstrate that the use of De KeLuVa media had a positive effect on studentsAo cognitive learning Anisa Khayati Nur Kafah, et.
al (Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve A) Absis: Mathematics Education Journal ISSN 2686-0104 .
, 2686-0090 .
Vol.
No.
May 2026, pp.
These findings are consistent with previous studies indicating that interactive learning media and student-centered instructional approaches significantly improve mathematics learning outcomes and studentsAo conceptual understanding (Fitri & Sari, 2019.
Mukti et al.
, 2020.
Previous research also revealed that Tri-N-based learning activities encourage students to actively participate in meaningful learning experiences and support deep learning processes (Krishantari et al.
, 2025.
Nisa et al.
, 2.
Thus, it can be concluded that the implemented instructional interventions significantly and consistently improved studentsAo learning outcomes and successfully achieved the intended learning Discussion The findings of this study indicate a significant and continuous improvement in studentsAo cognitive learning outcomes from the Pre-Cycle stage to Cycle II.
The average score, which was initially categorized as low .
, increased to a moderate level in Cycle I .
, and eventually reached a high category in Cycle II .
This improvement demonstrates that the implemented instructional interventions were effective in addressing the weaknesses of the initial learning process and in providing more meaningful learning experiences for students.
The increase in both total scores and average scores across each cycle indicates that the systematic and reflective improvement process, in accordance with the principles of Classroom Action Research, was successfully implemented.
This finding is consistent with the Kemmis and McTaggart Model, which emphasizes improving instructional practices through iterative cycles of planning, acting, observing, and The improvement in learning outcomes is also consistent with the findings of (Guo et al.
, 2024.
Mansell & Kirksey, 2.
, who states that knowledge is actively constructed by students through meaningful learning experiences.
When learning is designed to be more active, contextual, and studentcentered, students become more engaged in the learning process, leading to improved conceptual Similarly, (Zuraidah et al.
, 2.
argue that learning becomes more effective when instructional materials are connected to studentsAo prior knowledge and presented systematically.
The instructional strategies applied in this study enabled students to relate their learning experiences to the material being studied, which contributed to the improvement of their cognitive learning outcomes.
Furthermore, the results of this study are supported by several previous studies.
(Primadianningsih & Sumarni, 2.
found that systematically and reflectively designed instructional practices within Classroom Action Research significantly improve student learning outcomes.
In addition, (Fadilatunnisa et al.
, 2.
reported that active and innovative learning approaches enhance student engagement, which directly contributes to improved learning outcomes.
Another study by (Sari et al.
, 2.
also revealed that instructional improvements through Classroom Action Research cycles can enhance studentsAo learning mastery both individually and collectively.
Therefore, the findings of this study reinforce previous research, indicating that appropriate, continuous, and student-centered instructional interventions are effective in improving studentsAo cognitive learning outcomes.
Conclusion The implementation of De KeLuVa media based on the Tri-N approach effectively improved fourthgrade studentsAo cognitive learning outcomes in mathematics learning.
The improvement was reflected in the increase in studentsAo average scores from 38.
40 in the pre-cycle stage to 81.
43 in Cycle II.
In addition, students demonstrated better participation, collaboration, and conceptual understanding during classroom learning activities.
The findings indicate that the integration of interactive learning media and the Tri-N approach supports meaningful and deep learning processes in mathematics education.
Through observing, imitating, and modifying activities, students were encouraged to actively construct mathematical concepts and apply problem-solving strategies independently.
This study implies that innovative and student-centered mathematics learning media can improve elementary studentsAo cognitive learning outcomes and engagement in mathematics learning.
However.
Anisa Khayati Nur Kafah, et.
al (Implementing AoDe KeLuVaAo Media Based on the Tri-N Approach to Improve A) Absis: Mathematics Education Journal Vol.
No.
May 2026, pp.
ISSN 2686-0104 .
, 2686-0090 .
this study was limited to one class and one mathematics topic.
Therefore, future research is recommended to involve larger samples, different educational levels, and various mathematics topics to obtain broader findings regarding the effectiveness of De KeLuVa media.
Acknowledgment The researchers would like to express their deepest gratitude to the Institute for Research and Community Service of Pamulang University for providing support and funding for this research until its The authors also sincerely thank the students who participated and contributed to the data collection process in this study.
It is hoped that the implementation of innovative learning strategies, particularly through the use of the De KeLuVa media based on the Tri-N approach, can provide meaningful contributions and benefits to the advancement of educational practices.
References