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All Journal Jurnal Elemen PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Studi Guru dan Pembelajaran Gema Wiralodra JagoMIPA: Jurnal Pendidikan Matematika dan IPA Prosiding Temu Ilmiah Nasional Guru Journal of Mathematical Pedagogy (JOMP) The International Journal of Mathematics and Sciences Education
Novianti, Idha
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Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Effect of the MURDER Learning Model on Primary Students’ Data Literacy and Mathematical Problem-Solving: A Quasi-Experimental Study Widiawan, Adhi Eka; Wiryanto; Novianti, Idha; Amroni, Hadi
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 1: December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n1.p23-34

Abstract

According to cognitive scripting theory, systematic learning phases can significantly optimize information processing and enhance cognitive retention. Based on this theoretical justification, the Mood-Understand-Recall-Detect-Elaborate-Review (MURDER) model was implemented to address students' low proficiency in data analysis and probability. This study aims to evaluate the influence of the MURDER model on the data literacy and mathematical problem-solving abilities of fourth-grade students. Using a non-equivalent pretest-posttest control group design, the research involved 74 students in Primary Schools Cluster 2, Slahung District. Through purposive sampling, SDN 5 Slahung was designated as the treatment class ( =16) and SDN 3 Slahung as the control class ( =18). The statistical analysis for data literacy revealed a t-value of 2.91, exceeding the t-table value, which indicates a significant difference between the experimental and control groups. In contrast, mathematical problem-solving abilities yielded a t-value of 1.63, falling below the significance threshold. The study concludes that the MURDER model has a significant influence on data literacy both within and between groups. However, its impact on mathematical problem-solving was limited to within-group improvements only. These findings suggest that while cognitive scripting effectively builds literacy, additional logical scaffolding is required to bridge the gap in complex mathematical problem-solving.
Co-Authors Abdul Karim Adnan, Mazlini Amroni, Hadi Anton Zulkarnain Sianipar Antowo, Sulistyo Jeni Cahyati, Nur Harwan Irawati Irawati Kewa, Agussalim Bebe Setiawan, Deden Setyowati, Dina Putri Suroyo Suroyo SUTOPO Thesa Kandaga Tri Dyah Prastiti Widiawan, Adhi Eka Widowati, Iris Prima Wiryanto Yumiati Zahra, Nurul Izah