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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Zaenal Abidin
State University of Surabaya
Education

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The Bibliometric Analysis of Spatial Thinking Research in Elementary Education: Global Trends from 2015 to 2025 Syafrizal Isnain Maulana; Dini Rahma Wati Handono Putri; Azzahra Qurrota A'yun; Zaenal Abidin; Felmar Roy S. Adam
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p286-296

Abstract

Spatial thinking supports learning in mathematics and other STEM-related domains, and classroom studies have examined how it can be developed in elementary education. Limited research has examined how this body of work is distributed over time, which records attract the most citations, and which themes co-occur in the literature. This study aims to map publication trends, citation patterns, and term co-occurrence structures of research on spatial thinking in elementary education published between 2015 and 2025. The study extends previous synthesis work by applying bibliometric mapping to the elementary education level. Records were retrieved from Google Scholar through Publish or Perish using the search term “spatial thinking in elementary school” and analyzed with VOSviewer. The search returned 420 records. Annual output rose from 27 records in 2015 to a peak of 67 in 2020 and declined to 3 records in 2025, a year that may be incompletely covered. Title-based classification of the ten most cited records showed that one addressed spatial thinking among elementary students, one addressed spatial ability among middle school students, and the remaining records addressed other forms of thinking or STEM education more broadly. Term co-occurrence analysis identified 103 terms in six clusters, with student, spatial thinking, and elementary school as the most frequent terms. The findings suggest that, within this retrieved set, highly cited records combining a spatial focus with an elementary-level focus are limited. Because the data source is Google Scholar, the results should be interpreted with caution and tested through replication in curated databases.
Adapting Muhadharah as a Religious Activity-Based Strategy to Develop Students’ Speaking Confidence and Skills Zumrotus Sa'diyah; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p313-330

Abstract

Limited opportunities for speaking practice and low self-confidence remain common concerns in elementary classrooms. This study examines the implementation of Muhadharah, a religious speaking activity adapted from an Islamic school program, and explores changes in students’ speaking confidence and behavior. A qualitative descriptive case study was conducted with fourth-grade students over two months. Data were collected through semi-structured interviews with four purposively selected students and teachers, participatory observation, field notes, and documentation. The data were analyzed thematically. Before Muhadharah, students reported nervousness, fear of ridicule, and limited experience with extended speaking. Observations revealed limited eye contact, stiff posture, and low voice volume. During implementation, students demonstrated gradual improvements in composure, voice projection, eye contact, and willingness to participate. Follow-up interviews indicated reduced fear of mistakes and greater readiness to speak voluntarily. Teachers considered the religious elements meaningful and familiar to students. These findings suggest that regular, structured speaking routines, role rotation, and a supportive setting may help develop speaking confidence. However, the findings are context-specific because the study involved one class and relied on interviews and observations.
Integrating Ethnomathematics into the Quantum Learning Model to Support Mathematics Learning and Quality Education Ach. Eka Hendriawan; Khamiliya Khoirunnisa; Sya’adhatun Ariayah; Hilda Izatun Nafsi; Ni’matur Rohmah; Zaenal Abidin; Jeanbile A. Rebaula
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p360-372

Abstract

This study aims to describe how the quantum learning model and ethnomathematics have been examined in recent research and to examine whether and how the two approaches can be combined to support elementary mathematics learning and quality education. The study extends previous research, which has largely examined each approach separately, by analysing quantum learning and ethnomathematics together within the context of elementary mathematics learning and by relating them explicitly to SDG 4. A qualitative descriptive design was used, combining a literature corpus (56 articles screened, 28 included), semi-structured teacher interviews, and documentation. Data were analysed through data reduction, data display, and conclusion drawing. Half of the included articles were published in 2024, and the articles were distributed across ethnomathematics (n = 15), quantum learning (n = 9), and SDG 4 (n = 4). The Scopus-indexed studies summarised here report positive outcomes of quantum learning for achievement, retention, critical thinking, and collaboration, and positive but variable outcomes of ethnomathematics for mathematical learning. A conceptual alignment between the six phases of quantum learning and ethnomathematics-based activities is proposed for empirical testing in elementary classrooms.
Student Misconceptions in Elementary School When Solving Problems on Mathematical-Literacy-Based Question Types Firstlyta Bulan Aulya Ahmad; Alifatul Hidayah; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p373-388

Abstract

Existing studies have examined context-based mathematical errors and topic-specific misconceptions, while less attention has been given to their distribution across mathematical literacy processes and their persistence over time. This study examines misconceptions among 15 Grade 5 students when solving mathematical literacy problems involving plane figures and fractions. A descriptive qualitative design was employed using two written tests administered approximately one month apart and probing questions during problem solving. Students’ responses were classified according to the formulating, employing, and interpreting processes. Eight types of misconceptions were identified. Half of the identified errors occurred in the employing process, while the formulating and interpreting processes each accounted for one quarter. In the second test, approximately half of the students answered correctly, while the remaining students displayed misconceptions consistent with those identified previously. The findings highlight the need for explicit instruction on shape properties, formula selection, keyword interpretation, and result verification. A structured, context-first learning sequence incorporating Problem-Based Learning warrants further empirical investigation.
Integrating Ludo Games into Mathematics Instruction: A Startegy to Boost Elementary Student’s Literacy Mita Rossida Yahya; Hayatun Nufus Kamilah; Annas Solihin; Zaenal Abidin; Hutkemri Zulnaidi
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 2 (2026): Vol. 12 No. 2 Juni 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n2.p275-290

Abstract

The mathematical literacy of elementary school students in Indonesia is still relatively low, as shown by the results of the 2022 PISA which placed Indonesian students' mathematical achievement at level 2. Conventional whole number learning through lecture methods without concrete manipulatives contributes to students' difficulties in understanding concepts, reasoning, representation, and solving mathematical problems. This study aims to evaluate the effectiveness of the educational Ludo game media based on whole numbers in improving the mathematical literacy of elementary school students. The study used a quasi-experimental design with a one-group pretest-posttest model involving fifth-grade elementary school students in Surabaya, Indonesia, through Game-Based Learning syntax including apperception, concept demonstration, game implementation, mathematical strategy reflection, and concept reinforcement. Data analysis was carried out using the N-Gain test, the Wilcoxon Signed-Rank Test, and the consistency test between experimental groups. The results showed that the majority of students (65%) experienced an increase in mathematical literacy in the moderate to high category, with the Wilcoxon test showing a significant difference between pretest and posttest scores (p < 0.001). These findings confirm that the educational Ludo game based on whole numbers is a concrete, interactive, and affordable mathematics learning strategy for strengthening elementary school students' mathematical literacy.
Improvement in Mathematical Critical Thinking Ability Following Gamification-Based Learning on Fraction Material among Sixth-Grade Students Arika Rahmania; Elfin Sifaul Jannah; Diva Arifka Lestari Putri; Zaenal Abidin
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No. 3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p428-441

Abstract

Mathematical critical thinking is a core competency in primary education, and fraction learning provides a demanding context for developing it. Previous research has documented the benefits of gamification for motivation, engagement, and mathematics performance, while less attention has been directed toward indicator-level changes in critical thinking within fraction learning. This study aims to examine changes in sixth-grade students' mathematical critical thinking ability following gamification-based learning, measured through Facione's interpretation, analysis, evaluation, and inference indicators. A descriptive quantitative approach with a one-group pretest-posttest design was applied to 10 students selected through random sampling. The intervention incorporated points, a leaderboard, simple rewards, explanation of solution procedures, and peer feedback. Data were analyzed using Hake's normalized gain. The combined mean normalized gain was 0.25 (low). Interpretation showed the highest gain (0.35, moderate), followed by evaluation (0.26), analysis (0.24), and inference (0.15), all in the low category. The findings are exploratory because the design lacked a comparison group and involved a small sample.
Integrating TPACK and Ethnomathematics to Enhance Deep Learning in Prospective Elementary School Teachers’ Numeracy Literacy Wiryanto Wiryanto; Ika Rahmawati; Ramadhan Kurnia Habibie; Prayogo Prayogo; Zaenal Abidin; Arizkylia Yoka Putri
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p291-305

Abstract

This study aimed to examine whether and how an instructional design integrating Technological Pedagogical Content Knowledge (TPACK) and ethnomathematics enhances numeracy and deep learning, using a modified Borg and Gall Research and Development approach followed by a non-randomized pretest-posttest quasi-experiment with 132 preservice elementary teachers, with data from a numeracy test, a deep learning engagement scale, an ethnomathematics product rubric, self-efficacy and engagement questionnaires, interviews, and reflection sheets, analyzed through analysis of covariance (ANCOVA), mediation analysis, and thematic analysis. After controlling for pretest scores, the intervention group outperformed the control group on posttest numeracy (F(1, 129) = 18.72, p < .001, ηp² = .13; posttest means of 76.5 and 64.1), and the indirect effects through self-efficacy (β = 0.21, 95% CI [0.10, 0.33]) and engagement (β = 0.18, 95% CI [0.07, 0.29]) were statistically significant, while three qualitative themes on local culture, learning management system support, and reflection and transfer were consistent with these patterns. These findings suggest that embedding local cultural contexts within a TPACK-based instructional design is associated with stronger numeracy and deeper learning among preservice elementary teachers, and that self-efficacy and engagement are plausible mechanisms, although the non-randomized design calls for cautious interpretation.
Co-Authors Ach. Eka Hendriawan Alifatul Hidayah Annas Solihin Arika Rahmania Arizkylia Yoka Putri Azzahra Qurrota A'yun Dini Rahma Wati Handono Putri Diva Arifka Lestari Putri Elfin Sifaul Jannah Felmar Roy S. Adam Firstlyta Bulan Aulya Ahmad Hayatun Nufus Kamilah Hilda Izatun Nafsi Hutkemri Zulnaidi Ika Rahmawati Jeanbile A. Rebaula Khamiliya Khoirunnisa Mita Rossida Yahya Ni’matur Rohmah Prayogo Prayogo Ramadhan Kurnia Habibie Syafrizal Isnain Maulana Sya’adhatun Ariayah Wiryanto Wiryanto Zumrotus Sa'diyah