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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Sarintan Nurcahyati Kaharu
Tadulako University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Literasi Numerasi Di Berbagai Konteks Pendidikan Dan Sosial: Tinjauan Sistematis Mengenai Faktor Prediktif, Kesenjangan, Dan Efektivitas Intervensi Nunuk Haryanti; Afadil; Supriyatman; Citra Dewi; Ni Putu Murniasih; Sarintan Nurcahyati Kaharu
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13676

Abstract

This study aims to synthesize global empirical findings on literacy numeracy (LN) through a Systematic Literature Review (SLR) approach. The review focuses on three key aspects: predictive factors of numeracy development, social disparities (including gender and socioeconomic status), and the effectiveness of pedagogical interventions. Data were collected from 15 empirical studies published between 2024 and 2025 and analyzed using thematic synthesis. The findings reveal that numeracy development is influenced by strong cognitive foundations, particularly early numeracy and quantitative language, which act as significant predictors of later mathematical achievement. Neurocognitive evidence also highlights the role of specific brain regions, while family support contributes indirectly through learning environments. Furthermore, significant social disparities persist, where gender and socioeconomic status interact in complex ways to shape numeracy outcomes, with women and low-SES groups consistently showing lower performance. In terms of interventions, domain-specific and differentiated pedagogical approaches, including teacher professional development and contextualized learning, demonstrate effectiveness in improving numeracy skills. However, challenges remain in implementation, particularly in curriculum alignment, assessment bias, and contextual barriers. This study contributes to a comprehensive understanding of literacy numeracy as a multidimensional and context-dependent competence, emphasizing the need for integrated, equitable, and evidence-based educational strategies.
Students’ Misconceptions and Mental Models about Floating, Suspension, and Sinking: A Systematic Literature Review Sarintan Nurcahyati Kaharu; Citra Dewi; Ni Putu Murniasih; Nunuk Haryanti; Supriyatman; Afadil
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13762

Abstract

This systematic literature review examined research on students’ misconceptions and mental models related to floating, suspending, and sinking (FSS) concepts published between 1990 and 2026. The review aims to map research themes, major forms of misconceptions, classifications of mental models, and instructional interventions used to support scientific understanding. The review implemented the PRISMA framework to identify, screen, and ensure the eligibility of the articles. A total of 215 articles met the inclusion criteria. Findings show that misconceptions remain the most investigated aspect, particularly those involving confusion among density, mass, volume, and buoyant force. Research on mental models is still limited, revealing that many learners rely on initial or synthetic, context-dependent representations rather than scientific models. Instructional interventions are the most extensively and widely investigated, including hands-on activities, conceptual change strategies, simulations, and structured learning models, each contributing differently to addressing misconceptions and promoting scientific mental models about FSS phenomena. Overall, the review highlights persistent conceptual difficulties, insufficient assessment tools, and a need for more integrative research that connects misconceptions, mental models, reasoning, and diagnostic measurement. Strengthening appropriate interventions will support deeper insights into learners’ scientific understanding and mental models of FSS concepts.
Co-Authors Afadil Afadil Citra Dewi Citra Dewi Ni Putu Murniasih Ni Putu Murniasih Nunuk Haryanti Nunuk Haryanti Supriyatman, Supriyatman