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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Insights: Journal of Primary Education Research
Aulia Usman
Universitas Pamulang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Numeracy Literacy Skills Based on Gender of Second-Grade Elementary School Students Yuliani Yuliani; Muhammad Turmuzi; Baiq Yuni Wahyuningsih; Aulia Usman
Insights: Journal of Primary Education Research Vol. 3 No. 1 (2026): Insights: Journal of Primary Education Research
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/insights.v3i1.919

Abstract

This study aims to describe in depth the numeracy literacy skills in number concepts from a gender perspective among second-grade students at SD Negeri 1 Selebung in the 2025/2026 academic year. The approach used in this study is a mixed-methods design with a sequential explanatory approach. The research population comprised all 26 second-grade students. The qualitative sample was determined using a purposive sampling technique, consisting of 6 subjects selected based on the representation of their cognitive competence levels. Data collection was carried out through test instruments, interviews, and documentation. The validity of the quantitative data was ensured through expert judgment, while the qualitative data was verified via technical triangulation and member checking. Quantitative data analysis utilized descriptive statistics, whereas qualitative data analysis followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The quantitative results revealed a significant disparity in achievement, where female students achieved a higher mean score of 91.66 (with 91.66% categorized in the Proficient level and 1 person student in the proficient category (8.33%), while male students obtained a mean score of 77.85 (50% Proficient, 42.85% Competent, and 7.14% Basic), demonstrating a score gap of 13.81 points. The qualitative analysis further confirmed that this disparity was influenced by psychological traits and learning habits. Female students upervised study patterns at home. Conversely, male students exhibited impulsive tendencies, lacked meticulousness during testing, and preferred to spend their free time on playtime activities without revising their lessons.
PENGARUH PEMBELAJARAN DEEP LEARNING TERHADAP DIMENSI PROFIL PELAJAR BERPIKIR KRITIS DALAM MUATAN MATEMATIKA SD MATERI OPERASI HITUNG PEMBAGIAN BERBANTUAN AI Aulia Usman; Luqman Rohmad Maghribi; Fauzan Nafis Firdaus; Darul Mutakin; Pipit Novita
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58937

Abstract

This study examines the effect of deep learning approaches assisted by Artificial Intelligence (AI) on the critical thinking dimension of graduate profiles in elementary school mathematics, specifically on division operations. Using a quasi-experimental design with pretest-posttest control group, the study involved grade IV students as subjects. Data were collected through critical thinking tests validated through expert judgment and empirical trials. Reliability was tested using Cronbach's Alpha, yielding a coefficient of 0.817 (high category). Inferential analysis employed the Independent Sample T-Test following normality (Shapiro-Wilk) and homogeneity (Levene) tests. Results indicate a significant difference in posttest scores between the experimental group (deep learning with AI) and the control group (conventional). Students in the experimental class demonstrated higher ability to analyze, evaluate, infer, and communicate mathematical reasoning. AI-assisted deep learning positively influenced student engagement, motivation, and eco-digital literacy competence, supporting the formation of the Pancasila Student Profile, particularly critical thinking, independence, and reflective learning. These findings confirm that integrating AI technology in elementary mathematics effectively promotes higher-order thinking skills aligned with 21st-century education demands.
Co-Authors Baiq Yuni Wahyuningsih Darul Mutakin Fauzan Nafis Firdaus Luqman Rohmad Maghribi Pipit Novita Yuliani Yuliani