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All Journal Journal of Indonesian Primary School Indonesian Journal of Education and Social Humanities Jurnal Profesi Guru Indonesia
Supriadi
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Effectivity of the Problem-Based Learning Model on Elementary School Students' Critical Thinking Skills in Mathematics Learning Arif Munandar; Supriadi; Andika Arisetyawan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.862

Abstract

Developing critical thinking skills in primary mathematics remains a significant pedagogical challenge, as traditional teacher-centered instruction often fails to stimulate higher-order cognitive processing. While various methodologies have been proposed, empirical confirmation of structured problem-solving frameworks in early mathematics education warrants deeper exploration. This study aims to examine the effect of the Problem-Based Learning (PBL) model on the critical thinking skills of elementary school students in mathematics. Utilizing a quantitative approach with a quasi-experimental design, this research involved fifth-grade students from SKD State Elementary School, divided into an experimental class (grade Va, n = 30, utilizing the PBL model) and a control class (grade Vb, n = 30, utilizing conventional learning). Data were gathered through a dedicated critical thinking ability test and analyzed using descriptive statistics (mean, standard deviation, and percentage of completeness) alongside inferential parametric statistics (independent and paired-sample t-tests). The findings demonstrated that the PBL model exerts a highly positive and statistically significant effect on students' critical thinking skills. The experimental class achieved a substantially higher post-test mean score (M = 90.33) compared to the control class (M = 72.15). Additionally, the experimental group exhibited a smaller standard deviation, indicating a more homogenous and evenly distributed acquisition of critical thinking skills among students. In terms of academic mastery, the experimental class achieved a 92.12% completeness rate, significantly outperforming the control class at 68.43% (p < 0.000). These results suggest that PBL effectively fosters analytical capabilities by immersing students in real-world mathematical inquiry. Consequently, this study underscores the PBL model as a potent pedagogical alternative to mitigate low mathematical reasoning in primary education.
The Effect of Social Emotional Learning on Elementary School Students' Social Skills: A Quantitative Approach Maria Ulfah; Supriadi; Andika Arisetyawan
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.866

Abstract

Developing robust social skills in early childhood is foundational to academic success and lifelong emotional well-being. Despite its importance, conventional elementary curricula predominantly focus on cognitive metrics, often leaving teachers unequipped to address rising behavioral challenges and social deficits in the modern classroom. This study aims to examine the effect of Social Emotional Learning (SEL) on the social skills of elementary school students. Employing a quantitative quasi-experimental framework, this study involved 67 fifth-grade students, assigned to an experimental class (n = 32, receiving SEL intervention) and a control class (n = 35, receiving conventional instruction). Data on students' social skills were systematically gathered using a validated questionnaire and analyzed through descriptive metrics alongside paired and independent sample t-tests. The empirical findings indicate that SEL implementation exerts a profoundly positive and statistically significant effect on students' social skills. The experimental group demonstrated an exponential increase in mean social skill scores, rising from a pre-treatment baseline of 65.07 (low category) to an impressive 94.28 (very high category) post-treatment. Conversely, the control group’s post-test mean stagnated at 63.19 (low category), establishing the definitive superiority of the SEL framework over traditional teaching methods (p < 0.05). Consequently, SEL serves as a potent and scalable pedagogical alternative to address contemporary deficits in elementary students' social skills. These results provide vital empirical backing for educational policymakers to systematically integrate emotional intelligence and social-framework modeling into primary school curricula.
The Effect of Augmented Reality Media on Elementary School Students' Understanding of the Solar System Concept Hesti Wulandari; Supriadi; Mubarok Somantri
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.868

Abstract

Comprehending astronomical concepts, such as the solar system, requires high spatial visualization and abstract reasoning, which elementary school students often struggle to develop through static, two-dimensional textbook illustrations. While digital interventions are expanding, empirical insights regarding how Augmented Reality (AR) media can structurally bridge the gap between concrete perception and abstract macro-scientific concepts in early science education remain limited. This study aims to test the effect of augmented reality media on the understanding of the concept of the solar system in elementary school students. Employing a quantitative quasi-experimental design, this study involved 60 sixth-grade students, divided into an experimental class (n = 30, utilizing AR-based media) and a control class (n = 30, utilizing conventional instruction). Quantitative data were gathered via a validated conceptual understanding test and evaluated using descriptive metrics (mean, standard deviation, and learning completeness percentages) alongside paired and independent sample t-tests. The empirical outcomes reveal that AR media exerts a profoundly positive and statistically significant effect on students' conceptual understanding of the solar system. The experimental cohort achieved a vastly superior post-test mean score (92.37) compared to the control group (69.74). Furthermore, a lower standard deviation in the experimental group indicated more equitable knowledge distribution among students, complemented by a staggering 94.02% learning completeness rate against the control group's mere 75.43% (p < 0.05). Consequently, AR media serves as a potent pedagogical alternative to mitigate low conceptual comprehension in elementary science. Beyond classroom-level performance, these findings provide critical empirical baseline data for educational tech-developers to design interactive, three-dimensional spatial environments that make complex scientific phenomena accessible to young minds.
Co-Authors Andika Arisetyawan Arif Munandar Hesti Wulandari Maria Ulfah Mubarok Somantri