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Irman Syarif
Universitas Muhammadiyah Enrekang, Indonesia

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Inquiry-Based Learning in Pancasila and Civic Education: Developing Elementary Students’ Critical Thinking Skills and Learning Outcomes Pegi Melati Sukma; Irman Syarif; Saleha Saleha
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.429

Abstract

Critical thinking in Pancasila Education should be developed through learning that allows students to ask questions, use evidence, and justify their reasoning rather than merely memorize values. This classroom action research aimed to improve the learning process, critical thinking, and learning outcomes through Inquiry-Based Learning (IBL). The study followed the Kemmis and McTaggart model in two cycles and involved 17 fourth-grade students at MI Muhammadiyah Cece, Alla District, Enrekang Regency, Indonesia. Data were collected through classroom observations, a 20-item achievement test, and documentation. The observation score for critical-thinking processes and inquiry activities increased from 10/28 (35.7%) in the pre-action stage to 15/28 (53.6%) in Cycle I and 25/28 (89.3%) in Cycle II. Mean achievement scores increased from 52.35 to 70.00 and 85.85, while classical mastery rose from 23% to 53% and finally 100%. The overall normalized gain was approximately 0.70, indicating a high level of improvement. These findings indicate that IBL, when supported by appropriate scaffolding and reflective improvement across cycles, can shift Pancasila Education from information reception toward more dialogic, evidence-informed, and reasoned learning.
Numeracy Anxiety and Mathematics Self-Efficacy in Mathematics Learning: Elementary Students' Perspectives Asbar Asbar; Hasan Hasan; Irman Syarif
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.432

Abstract

Mathematics learning in elementary schools is not only influenced by cognitive abilities, but also by emotional experiences and students' beliefs in their abilities. This study aims to identify the profiles of numeracy anxiety and mathematics self-efficacy and analyze the relationship between these two variables in fifth-grade students of SDN 12 Enrekang. The study used a quantitative approach with a cross-sectional correlational design and involved 10 students through total sampling. Data were collected using a four-level Likert-type Numeracy Anxiety Scale and Mathematics Self-Efficacy Scale. Data were analyzed descriptively and using Spearman correlation. Based on the simulation data, the average numeracy anxiety score was 24.60, while the average mathematics self-efficacy score was 27.40. Most students were in the moderate category for both variables. The correlation analysis showed a strong and significant negative relationship between numeracy anxiety and mathematics self-efficacy (rs = -0.673; p = 0.033). These findings indicate that students with higher numeracy anxiety tend to have lower beliefs in mathematics abilities. The research results provide implications for teachers to build mathematics learning that supports a sense of security, experiences of success, and strengthening students' belief in their abilities.
Co-Authors Asbar Asbar Hasan Hasan Pegi Melati Sukma Saleha Saleha