Didactic activities among elementary school students in mathematics: urban vs rural schools in Indonesia
Abstract
This research analyzes the differences in didactical activities in mathematics learning in elementary schools between urban and rural environments, using a mixed method approach. Participants involved teachers and fifth grade students from 10 schools (5 urban and 5 rural), with a total of 325 students. Data collection methods include classroom observations, interviews with teachers, and analysis of mathematics learning outcomes. In urban environments, with access to sophisticated technology, activities that prioritize discipline and class resistance are found to dominate, apply group assignments and technology, but tend to be individualistic. Meanwhile, in rural environments, activities focus more on the use of traditional methods and local resources, integrating students' daily experiences and the natural environment, which encourages interest and collaboration in the classroom. Statistical analysis using the Mann-Whitney U Test revealed significant differences in mathematics learning outcomes, with urban students tending to have higher scores than rural students. These findings underscore disparities in educational quality and access to resources, emphasizing the need for policy interventions to reduce educational disparities, including more equitable allocation of resources, increasing access to technology, and strengthening teaching methods that are adaptive and responsive to student needs.
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