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All Journal Publikasi Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Mimbar Sekolah Dasar
Riska Pristiani
State University of Malang
Education Mathematics Social Sciences

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Concrete-to-Abstract Transitions and Affective Factors in Fourth-Grade Mathematics: A Systematic Review of Pedagogical Challenges and Merdeka Curriculum Setianingsih Setianingsih; Fitrika Asrofatul Arofah; Suyono Suyono; Riska Pristiani
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No. 1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p32-58

Abstract

Fourth grade represents a critical transition period in elementary mathematics education where students encounter increasingly abstract concepts requiring sophisticated pedagogical approaches. This systematic literature review synthesizes 32 empirical studies (2021-2025) examining concrete-representational-abstract (CRA) instructional sequences, affective dimensions, and Merdeka Curriculum implementation challenges in fourth-grade mathematics learning. Analysis reveals three primary findings: First, systematic CRA/CPA progressions significantly enhance conceptual understanding across fractions, geometry, and algebraic thinking, yet classroom implementation frequently exhibits problematic practices including premature abstraction or prolonged concrete manipulation. Second, mathematical self-efficacy, mathematics anxiety, and achievement demonstrate consistent bidirectional relationships, with fourth grade constituting a consequential period for mathematical identity formation. Third, Merdeka Curriculum's numeracy literacy emphasis confronts substantial implementation obstacles including conceptual misconceptions, inadequate professional development, resource limitations, structural constraints, and policy misalignments.
Implementation of the Deep Learning Approach in Elementary School Mathematics: A Literature Review Risa Septiana; Siti Mas’ula; Mardhatillah Mardhatillah; Riska Pristiani; Slamet Arifin
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.84027

Abstract

This study aims to analyze the implementation of the deep learning approach in mathematics subjects in elementary schools based on the study of relevant scientific articles. This study uses a literature study method. The data source was obtained from the Google Scholar, ERIC, and ScienceDirect electronic databases with a publication range of 2018 to 2025. The keywords used include Deep Learning, primary education, mathematics, joyful learning, mindful learning, and meaningful learning. The data analysis technique used is content analysis. The results of the study show that the implementation of deep learning in elementary school mathematics still faces conceptual ambiguity between the meaning of technology and pedagogy. The trend of adoption is dominated by developed countries such as China and South Korea with CNN, RNN, LSTM, and transformer architectures. Implementation challenges include three main dimensions: technical (dataset complexity, overfitting, infrastructure limitations), pedagogical (lack of teacher training, rigid curriculum, unbalanced teacher-student ratio), and ethical (data privacy, algorithmic bias, access gap). Opportunities identified include personalization of learning, early detection of learning difficulties, automation of assessments, and the development of holistic competencies of students through the integration of joyful, mindful, and meaningful learning. This study concludes that the successful implementation of deep learning in elementary school mathematics requires conceptual clarification, teacher capacity strengthening, contextual adjustment, and the development of pedagogical models rooted in local wisdom.
Leadership Strategies in Optimizing Digital Interactive Boards through the Peer Tutoring Model in Elementary Schools: A Literature Review Nunik Setyowati; Siti Mas’ula; Oktaviani Adhi Suciptaningsih; Riska Pristiani; Slamet Arifin
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.84028

Abstract

This study aims to analyze the leadership strategy of school principals in optimizing Digital Interactive Boards through the peer tutor model in elementary schools. The research method used in the literature study is to review ten relevant scientific articles that are related to educational leadership, learning technology, or peer tutoring. The data analysis technique used is content analysis by examining the content of scientific articles that have been collected, then identifying concepts, findings, and information that are relevant to the focus of the research. The results of the study show that the leadership of school principals is a determining factor in the success of the optimization of Digital Interactive Boards, with three main effective strategies, namely modeling, creating opportunities, and promoting. The peer tutoring model has proven to be effective as a professional development approach because it builds trust, is collaborative, and responsive to the specific needs of teachers. The success of this model depends on the ability of school principals to create a collaborative culture through teacher empowerment, administrative restructuring, and delegating responsibility to teachers with superior competencies. The optimization of Digital Interactive Boards is not only determined by the technical aspects, but especially by the pedagogical qualities in their use to create student-centered interactive learning. This research implies the need for policy support from the government and technology leadership training for school principals to facilitate the sustainable implementation of the peer tutor model.
Computational Thinking and Problem Solving in Science Class: A Need Analysis for Innovative Instructional Materials Rifqi Al Farizza; Candra Utama; Sa’dun Akbar; Siti Mas’ula; Riska Pristiani
Mimbar Sekolah Dasar Vol. 13 No. 3 (2026)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/mimbar-sd.v13i3.190

Abstract

The 21st-century learning paradigm demands mastery of complex skills such as Computational Thinking (CT) and Problem Solving (PS) to prepare students for the digitalization era. However, global and local data indicate a significant competency gap where students’ logical and systematic reasoning remains underdeveloped. This study aims to describe the preliminary findings related to the needs analysis of adaptive instructional materials for ecosystem topics in Grade V elementary school as an effort to stimulate CT and PS skills. This research adopts a descriptive qualitative approach, specifically the analysis phase within the ADDIE development model. Data were collected through questionnaires, interview protocols, and diagnostic tests involving fifth-grade students and teachers at SDN Percobaan 1, Malang City. The findings revealed that students' PS and CT skills reached low averages of only 46% and 44%, respectively. Needs assessment data showed that 81% of students require instructional materials for ecosystem topics, with 76% preferring concise, "handy" media, and 72% showing high acceptability for the booklet format. Additionally, 85% of students are proficient in operating mobile phones, providing a strong foundation for technology-integrated media. In conclusion, there is a critical need for developing innovative, systematic, and practical learning tools, such as technology-integrated instructional materials to fill the learning gap and facilitate mastery of scientific concepts.
Analisis Hasil Belajar Matematika Siswa Ditinjau Dari Faktor Internal dan Eksternal Ainur Rofiqi; Suyono; Riska Pristiani
JKPD (Jurnal Kajian Pendidikan Dasar) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Univers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/pxsnab58

Abstract

A low level of conceptual understanding in mathematics among elementary school students is a significant issue that impacts learning outcomes. This condition is also reflected in the results of international studies, such as PISA and TIMSS, which highlight challenges in mathematics education. This study aims to analyze the mathematics learning outcomes of fourth-grade students and identify the most dominant internal and external factors influencing these outcomes in an elementary school setting. A descriptive qualitative method was employed, involving 38 fourth-grade students. Data were collected through tests and interviews, utilizing test sheets and interview guides. Test data were analyzed using percentages, while interview data were subjected to triangulation analysis based on the framework of Miles and Huberman. The findings indicate that the students' mathematics learning outcomes fall predominantly into the low and medium categories. Furthermore, these outcomes are influenced by a multitude of internal and external factors. Theoretically, these findings underscore the challenges involved in improving mathematics learning outcomes; practically, they suggest a need for pedagogical development for teachers, as well as the active involvement of all stakeholders especially families to foster a holistic improvement in mathematics learning outcomes.
Integrasi Steams Berbasis Design Thinking Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Kolaborasi Siswa Kelas V Sd: Sebuah Studi Literatur Ratna Sari Dewi; Slamet Arifin; Siti Faizah; Riska Pristiani
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 10 No 2 (2026): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v10i2.31430

Abstract

Critical thinking and collaboration skills are essential 21st-century competencies that remain relatively low among elementary school students in Indonesia. The STEAM approach integrated with Design Thinking is considered promising for developing these two skills; however, the social element has not yet been explicitly incorporated into the framework. This study aims to analyze the potential of STEAMS (adding the Social element) integration based on Design Thinking in enhancing critical thinking and collaboration skills of grade V elementary school students. The method employed is a literature review, analyzing ten relevant national and international journal articles. Data analysis used content analysis techniques. The results indicate that the Design Thinking-based STEAM approach significantly enhances critical thinking skills with a large effect size (d=0.98) and collaboration skills with a 34% improvement (d=1.73). Improvements in critical thinking sub-skills include interpretation, analysis, inference, information search, creative reasoning, as well as reflection and self-regulation. Enhanced collaboration sub-skills include perspective-taking (d=1.89), conflict resolution (d=1.67), communication effectiveness (d=1.54), and shared responsibility (d=1.42). Studies specifically targeting grade V elementary school students reported significant improvements in interpretation, analysis, and inference skills (Z=-3.982, p=0.00). Social dimensions such as empathy and self-confidence also developed through the Design Thinking process. Thus, STEAMS based on Design Thinking holds great potential for enhancing critical thinking and collaboration skills of grade V elementary school students.
Model Pembelajaran PbL-ME untuk Meningkatkan Kemampuan Numerasi Siswa Kelas V SD: Sebuah Studi Literatur Eli Suryani; Intan Sari Rufiana; Radeni Sukma Indra Dewi; Slamet Arifin; Riska Pristiani
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 10 No 2 (2026): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v10i2.31433

Abstract

This study aims to synthesize the theoretical concepts of the PbL-RME Model in an effort to improve the numeracy skills of fifth-grade elementary school students. The method used in this study is a literature study. Data sources were obtained from ten scientific articles published in national and international journals, which were accessed through Google Scholar, ERIC, and ScienceDirect databases in the period 2019 to 2025. The data collection technique used documentation, while data analysis used a content analysis method that includes collecting, reading, identifying, grouping, synthesizing, and drawing conclusions. The results of the study show that the PbL-RME Model has a strong theoretical synergy because both are oriented towards contextual problem solving and active student involvement. The integration of the two has been theoretically proven to be able to improve numeracy skills in three main dimensions, namely the use of symbols and numbers in contextual problem solving (the percentage of achievement reached 83.5%), the ability to analyze information in various forms of presentation, and the ability to interpret the results of the analysis and draw conclusions. Supporting factors for the successful implementation of the PbL-RME Model include students' curiosity, which contributes 54.4% to numeracy skills, and the use of learning media such as student worksheets, booklets, and videos, which have proven effective. Thus, the PBL-RME Model is a conceptual framework with great potential to improve the numeracy skills of fifth-grade elementary school students.
Co-Authors Ainur Rofiqi Candra Utama Eli Suryani Fitrika Asrofatul Arofah Intan Sari Rufiana Mardhatillah Mardhatillah Nunik Setyowati Oktaviani Adhi Suciptaningsih Radeni Sukma Indra Dewi Ratna Sari Dewi Rifqi Al Farizza Risa Septiana Sa’dun Akbar Setianingsih Setianingsih Siti Faizah Siti Mas’ula Slamet Arifin Suyono Suyono Suyono