Designing Stad-Assisted Place-Value Addition-Pot Learning to Strengthen Grade 4 Mathematical Problem Solving
Keywords:
mathematical problem solving; STAD; concrete manipulatives; place value; primary mathematicsAbstract
Mathematical problem solving in primary school requires more than procedural fluency; pupils must interpret information, select a strategy, represent operations, justify steps, and check the reasonableness of an answer. This contextual design study develops a low-cost intervention for Grade 4 at SD Negeri 13 Pallarangan, West Sulawesi, by integrating Student Teams Achievement Divisions (STAD) with a place-value addition-pot manipulative. The study synthesised 27 publications issued between 2021 and 2025, including international assessment reports, recent reviews, Indonesian primary-mathematics studies, and the source experiment on addition-pot media. Evidence was coded across problem-solving processes, cooperative-learning structures, concrete-to-symbolic representation, differentiation, assessment, and implementation feasibility. The resulting POT-STAD cycle consists of problem orientation, object manipulation, translation to mathematical representations, small-team explanation, team practice, individual assessment, and differentiated feedback. Design outputs include a curriculum-aligned lesson sequence, construction specifications for the manipulative, a four-dimension problem-solving rubric, fidelity indicators, and an evaluation protocol. The framework is intended for an offline and resource-conscious setting, while preserving individual accountability and preventing high-achieving pupils from becoming substitute teachers. Because no primary data were collected at the school, the article reports design results rather than learning-effect claims. A field pilot with verified school data, pretest-posttest measures, implementation observations, and effect-size analysis is required before effectiveness is concluded.
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