Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Borobudur Educational Review
Sari, Septia Nurnita
Unknown Affiliation
Education Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Eksplorasi Penalaran Matematis Siswa SD Kelas Tinggi dalam Menyelesaikan Masalah Numerasi: Tinjauan Epistemologis Pangestika, Rintis Rizkia; Triyono, Ageng; Ngazizah, Nur; Sari, Septia Nurnita
Borobudur Educational Review Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/bedr.15103

Abstract

Numeracy skills are a crucial foundation for developing logical and critical thinking among elementary school students. However, some students still struggle to connect mathematical concepts with real-life contexts. This study aims to analyze the mathematical reasoning patterns of elementary school students through an epistemological lens, focusing on how knowledge is acquired, structured, and utilized in solving contextual numeracy problems. This research employed a descriptive qualitative approach with a case study design. The participants consisted of six fifth-grade elementary students selected based on variations in their numeracy abilities. Data were collected through contextual numeracy tasks, observations of students’ thinking processes, and clinical interviews, then analyzed using an interactive model that involved data reduction, presentation, and verification. The findings indicate that students with high numeracy ability demonstrated conceptual and reflective reasoning patterns with well-organized knowledge structures, while students with moderate and low numeracy ability tended to exhibit procedural and fragmented thinking. Most students were unable to reflect on the validity of their knowledge, indicating a low level of epistemic awareness. These findings highlight the importance of numeracy learning that focuses not only on outcomes but also on students’ thinking processes and knowledge structures.
Co-Authors Ageng Triyono Ngazizah, Nur Pangestika, Rintis Rizkia