Enhancing Mathematical Understanding through Direct Instruction: A Study at MIS Al-Hilal Waetina

Abstract

This study aims to explore the effectiveness of Direct Instruction (DI) in improving students' understanding of mathematics at MIS Al-Hilal Waetina. Mathematics, as a fundamental subject in education, requires a clear and structured approach to ensure students grasp key concepts and problem-solving techniques. However, many students struggle with mathematical comprehension due to a lack of engagement or a structured approach in the learning process. This research investigates how DI, which emphasizes teacher-led instruction, clear explanations, and step-by-step guidance, can enhance students' mathematical skills and confidence.

The study adopts a Classroom Action Research (CAR) methodology, which involves two cycles of planning, action, observation, and reflection. Data were collected through classroom observations, student assessments, and teacher interviews. The findings suggest that DI significantly improved students' understanding of mathematical concepts, particularly in areas such as arithmetic operations, fractions, and geometry. The teacher's clear and structured explanations, along with frequent checks for understanding, allowed students to build foundational knowledge progressively and with greater clarity.

Furthermore, the study revealed that DI fostered a more disciplined and focused classroom environment, as students were more engaged and less likely to be distracted. However, challenges such as varying student abilities and the need for additional practice material were noted. These challenges were addressed in the second cycle by providing more differentiated instruction and additional resources for students who required extra support.

In conclusion, Direct Instruction proved to be an effective teaching strategy for enhancing mathematical understanding at MIS Al-Hilal Waetina. This study highlights the importance of structured, teacher-led learning in improving students' academic performance in mathematics.