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All Journal Publikasi Pendidikan Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Riska Pristiani
State University of Malang
Education

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Concrete-to-Abstract Transitions and Affective Factors in Fourth-Grade Mathematics: A Systematic Review of Pedagogical Challenges and Merdeka Curriculum Implementation 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, with the critical pictorial bridging phase often omitted. 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. Findings indicate that effective fourth-grade mathematics pedagogy requires integrated frameworks simultaneously addressing cognitive-developmental progressions, affective support, contextual meaning-making, and differentiated instruction, supported by systemic reforms encompassing sustained teacher professional development, coherent policy alignment, and adequate resource allocation. This review provides evidence-based recommendations for elementary educators and policymakers designing more effective mathematics learning experiences.
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.
Co-Authors Fitrika Asrofatul Arofah Mardhatillah Mardhatillah Nunik Setyowati Oktaviani Adhi Suciptaningsih Risa Septiana Setianingsih Setianingsih Siti Mas’ula Slamet Arifin Suyono Suyono