Integrating the AMORA learning model and KOBIAS manipulative media for enhancing elementary students’ mathematical conceptual understanding: A quasi-experimental study

Nina Rostiana; Mubiar Agustin; Sandi Budi Iriawan

doi:10.58524/jasme.v6i3.1402

Authors

Nina Rostiana Universitas Pendidikan Indonesia, Indonesia
Mubiar Agustin Universitas Pendidikan Indonesia, Indonesia
Sandi Budi Iriawan Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i3.1402

Keywords:

AMORA Learning Model, Elementary Mathematics Education, KOBIAS Manipulative Media, Mathematical Conceptual Understanding, Quasi-Experimental Study

Abstract

Background: Elementary students’ mathematical conceptual understanding remains a critical challenge because mathematics instruction often emphasizes procedural knowledge rather than meaningful concept construction. Although learner-centered pedagogies and manipulative media have individually demonstrated positive effects on mathematics learning, empirical evidence regarding their integrated implementation is still limited.

Aims: This study investigated the effect of integrating the AMORA learning model with KOBIAS (Kotak Bilangan Asli) manipulative media on elementary students’ mathematical conceptual understanding.

Method: A quasi-experimental study employing a nonequivalent control group design was conducted with fifth-grade students selected through cluster random sampling. The experimental group received instruction using the integrated AMORA–KOBIAS approach, whereas the control group experienced conventional instruction. Data were collected through a validated mathematical conceptual understanding test and analyzed using descriptive statistics, normality and homogeneity tests, an independent-samples t-test, and normalized gain (N-gain) analysis.

Results: The experimental group significantly outperformed the control group (p < .05), achieving a higher mean post-test score (70.26 vs. 38.83). Moreover, the N-gain analysis indicated a moderate-to-high improvement in students’ mathematical conceptual understanding following the intervention.

Conclusion: Integrating the AMORA learning model with KOBIAS manipulative media effectively enhances elementary students’ mathematical conceptual understanding by promoting active concept construction through learner-centered instruction and concrete mathematical representations. This approach offers an effective instructional alternative for strengthening conceptual learning in elementary mathematics.

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