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The effectiveness numeracy learning strategies for early grade students in elementary school: a systematic review Mustika, Aisyah Senja; Riyadi, Riyadi; Kurniawan, Sandra Bayu
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol. 12 No. 1 (2025): May
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v12i1.a30854

The implementation of the Independent Curriculum in 2022 places improving numeracy skills as one of the priority programs for basic education in Indonesia. Early numeracy skills are an important foundation for children's cognitive development and long-term academic success. This study aims to evaluate and identify the most effective early numeracy learning strategies in supporting the strengthening of elementary school students' numeracy skills. The research method used is a systematic literature review with a qualitative-descriptive approach. Data sources were obtained through manual searches of 18 scientific journal articles and 4 conference proceedings published in the last five years. Of the total 22 publications analyzed, six learning strategies were found to be consistently reported as effective: (1) explicit learning through short-term interventions, (2) the use of concrete manipulatives, (3) the use of visual representations, (4) providing corrective feedback, (5) involving parents in the learning process, and (6) game-based learning. The last strategy is the most dominant, mentioned in eight different studies, with variations of digital and traditional games adapted to the local context. The results of this study provide a comprehensive illustration of relevant and implementable approaches in early numeracy learning. These findings contribute to providing an empirical basis for policy makers and educators to design contextual, adaptive, and evidence-based numeracy learning programs.

Development of local wisdom-based synthetic analytical structural teaching materials for improving early reading students Rahayu, Parmi; Sudiyanto, Sudiyanto; Kurniawan, Sandra Bayu
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 11, No 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525450

The proficiency of early reading skill students is below expectations. Pupils need to read initially to obtain information from the media, help the learning process run well, and master learning activities for the next stage. This study aims to (1) examine expert validation of SAS teaching materials based on local wisdom, and (2) determine the effectiveness of SAS teaching materials based on local wisdom in improving students' early reading. The employed research method was Research and Development. The subjects of this study were grade 1 elementary school students in Boyolali Regency. The data collection techniques used were questionnaires, observations, and tests. The data analysis was descriptive qualitative, and quantitative in the form of a t-test and effect size. This study's results indicate that (1) SAS teaching materials based on local wisdom obtained validity from experts with an average of 85% in the very valid and very practical categories; (2) SAS method teaching materials based on local wisdom have been effective in the high category. The results of this study indicate that the SAS method teaching materials based on local wisdom that was developed were able to improve the initial reading skills of grade 1 elementary school students in Boyolali Regency.

Development of local wisdom-based synthetic analytical structural teaching materials for improving early reading students Rahayu, Parmi; Sudiyanto, Sudiyanto; Kurniawan, Sandra Bayu
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525450

The proficiency of early reading skill students is below expectations. Pupils need to read initially to obtain information from the media, help the learning process run well, and master learning activities for the next stage. This study aims to (1) examine expert validation of SAS teaching materials based on local wisdom, and (2) determine the effectiveness of SAS teaching materials based on local wisdom in improving students' early reading. The employed research method was Research and Development. The subjects of this study were grade 1 elementary school students in Boyolali Regency. The data collection techniques used were questionnaires, observations, and tests. The data analysis was descriptive qualitative, and quantitative in the form of a t-test and effect size. This study's results indicate that (1) SAS teaching materials based on local wisdom obtained validity from experts with an average of 85% in the very valid and very practical categories; (2) SAS method teaching materials based on local wisdom have been effective in the high category. The results of this study indicate that the SAS method teaching materials based on local wisdom that was developed were able to improve the initial reading skills of grade 1 elementary school students in Boyolali Regency.

The impact of learning motivation on mathematics anxiety among 4th grade elementary school students in Indonesia Fadhilah, Miming; Riyadi , Riyadi; Kurniawan, Sandra Bayu
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1633

Affective factors such as math anxiety have become a global concern in elementary education, as they have the potential to hinder students' cognitive development and engagement in mathematics learning. In the context of public elementary schools in a semi-urban area of Sragen Regency, this study aimed to analyze the effect of learning motivation on mathematics anxiety in fourth-grade students. This study used a quantitative approach with a quasi-experimental pretest–posttest control group design, focusing on the comparison between the intervention group and the control group. A total of 95 students were selected through cluster random sampling. Data were collected using a learning motivation questionnaire based on Self-Determination Theory and a validated mathematics anxiety scale. The analysis showed that increasing learning motivation significantly reduced levels of mathematics anxiety. Moreover, linear regression indicated a strong negative relationship between the two variables, with learning motivation explaining most of the variance in anxiety. These findings confirm that strengthening intrinsic motivation plays a significant role in reducing students' emotional distress towards mathematics. Therefore, motivation-based pedagogical strategies are recommended as an effective approach to creating a more positive and adaptive learning experience in elementary schools.

The impact of learning motivation on mathematics anxiety among 4th grade elementary school students in Indonesia Fadhilah, Miming; Riyadi , Riyadi; Kurniawan, Sandra Bayu
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.1633

Affective factors such as math anxiety have become a global concern in elementary education, as they have the potential to hinder students' cognitive development and engagement in mathematics learning. In the context of public elementary schools in a semi-urban area of Sragen Regency, this study aimed to analyze the effect of learning motivation on mathematics anxiety in fourth-grade students. This study used a quantitative approach with a quasi-experimental pretest–posttest control group design, focusing on the comparison between the intervention group and the control group. A total of 95 students were selected through cluster random sampling. Data were collected using a learning motivation questionnaire based on Self-Determination Theory and a validated mathematics anxiety scale. The analysis showed that increasing learning motivation significantly reduced levels of mathematics anxiety. Moreover, linear regression indicated a strong negative relationship between the two variables, with learning motivation explaining most of the variance in anxiety. These findings confirm that strengthening intrinsic motivation plays a significant role in reducing students' emotional distress towards mathematics. Therefore, motivation-based pedagogical strategies are recommended as an effective approach to creating a more positive and adaptive learning experience in elementary schools.

Effectiveness of the RME (Realistic Mathematical Education) Approach to Learning Achievement in View of Students' Mathematic Reasoning Ardiniawan, Dimas Yuniar; Subiyantoro, Slamet; Kurniawan, Sandra Bayu
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 14 No. 2 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i2.3520

This study is expected to collect objective information and analyze the potential differences in improving mathematical reasoning abilities between students taught using the Realistic Mathematics Education (RME) approach and students who received conventional learning. The research used a quantitative quasi-experimental method conducted at a public elementary school in Pacitan District. The results of this study indicate that the use of the Realistic Mathematics Education (RME) approach significantly improves students' mathematical reasoning abilities. In particular, students with high mathematical reasoning abilities experienced more significant improvements than those with medium and low mathematical reasoning abilities.

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