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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Puspita, Lily Auliya
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Multiliteracy Learning on Mathematical Literacy Skills of Elementary School Students Puspita, Lily Auliya; Cahyani, Isah; Rahman, Rahman
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.145 KB)

Abstract

This research is motivated by the results of observations of researchers who showed that elementary school students on average were not used to receiving questions of mathematical literacy, so their abilities were low. The purpose of this study was to obtain a comprehensive picture of the effect of multiliteration learning on students' mathematical literacy abilities. The research method used was quasi-experimental research with a nonequivalent control group design. The sampling technique used was purposeful sampling with a sample size of 60 students, consisting of 30 experimental group students and 30 control group students. Data collection methods used in this study are observation sheets, tests (open-ended questions), and documentation. The data obtained were analyzed using parametric statistical test, namely t-test. The results of data analysis show that the significance level is 0,0005 <0,005, so the hypothesis is accepted, so it can be stated that there are significant differences in students' mathematical literacy skills between students who take multiliteration learning and direct learning with = 0,005 and df = 58. The application of multiliteration learning can be used as a way to improve the mathematical literacy skills of elementary school students
ANALISIS KEMAMPUAN LITERASI DAN PEMECAHAN MASALAH MATEMATIS BERBASIS INQUIRY DALAM KURIKULUM INTERNATIONAL BACCALAUREATE PADA JENJANG PRIMARY YEARS PROGRAMME Puspita, Lily Auliya; Bianca Ayu Prastika; Su’ad Jauharoh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35033

Abstract

This study aims to comprehensively analyze the enhancement of students’ mathematical literacy and problem-solving abilities through inquiry-based learning within the framework of the International Baccalaureate (IB) Primary Years Programme (PYP) at SD Al Firdaus Surakarta. The research uses a descriptive qualitative approach with a case study design, involving one mathematics teacher and twenty-one fifth-grade students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and document analysis, and validated by triangulating sources and methods. The results indicate that inquiry-based learning implemented through the stages of tuning in, finding out, sorting out, going further, and reflecting encourages active participation, conceptual understanding, and students’ reflective thinking in mathematics learning. Students demonstrate improvement in mathematical literacy, specifically in the aspects of interpretation, representation, and reflection, as well as in problem-solving abilities according to the four Polya stages: understanding the problem, devising a plan, carrying out the solution, and looking back. The teacher acts as a facilitator, guiding students’ thinking processes through reflective questions and connecting concepts to real-life contexts and local Islamic values. Despite challenges such as varying numerical abilities and the need for additional time, adaptive strategies, including guided inquiry and differentiated support, have been employed. The study demonstrates that inquiry-based learning enhances logical reasoning, fosters metacognitive awareness, and promotes contextual, reflective, and student-centered mathematics learning by integrating global IB principles and local Islamic values as a holistic primary school learning model. Keywords: Inquiry-based learning, mathematical literacy, problem solving
PROFIL KOMPETENSI DIGITAL GURU: ANALISIS DESKRIPTIF MENUJU TRANSFORMASI PEDAGOGI BERBASIS TPACK Puspita, Lily Auliya; Dian Kurniasari; Ilham Fannani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48910

Abstract

The transformation of education in the digital age demands the effective integration of technology; however, there is a real challenge in the form of limited initial diagnostic mapping of teachers’ digital competence profiles, particularly at the upper primary level (Years 4, 5 and 6), which requires higher-order thinking skills (HOTS). This study aims to comprehensively describe the digital competence profiles of upper-year primary school teachers based on the variables of age, educational background, and training experience in the Solo Raya region, which has disparities in technology access. The research method employed was descriptive quantitative analysis. The sample was selected using proportionate stratified random sampling from the population of upper-year teachers in Solo Raya. Data were collected using a questionnaire measuring aspects of device mastery, adaptability, and integration of digital devices within the Technological Knowledge (TK) domain, and were analysed using descriptive analysis and cross-tabulation. The results indicate that teachers’ digital competencies fall within the moderate to high range for digital communication and administration, but are low in the creation of interactive multimedia content and moderate in technical problem-solving (troubleshooting). A dichotomy in competencies was found to be linked to age; younger teachers (Gen Z and Millennials) demonstrated strong TK but were weak in the Pedagogical Knowledge (PK) domain, whilst senior teachers (Gen X) possessed mature PK but were held back by low digital self-efficacy. Meanwhile, a Master’s degree (S2) was found to have a positive impact on the mastery of Technological Content Knowledge (TCK). This study concludes that the imbalance between domains means the ideal TPACK model has not yet been uniformly established, so the use of technology remains dominated by the consumption of information rather than the production of learning content to design a roadmap for sustainable pedagogical transformation.
Co-Authors Bianca Ayu Prastika Dian Kurniasari Ilham Fannani Isah Cahyani Rahman Rahman Su’ad Jauharoh