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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Pendas : Jurnah Ilmiah Pendidikan Dasar Theorems (The Original Research of Mathematics) Jurnal Cendekia : Jurnal Pendidikan Matematika Journal on Education Jurnal Didactical Mathematics Jurnal Pendidikan dan Konseling Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat 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 Cokroaminoto Journal of Primary Education Jurnal Cakrawala Pendas Mirabilis : Journal of Biology Education Innovative: Journal Of Social Science Research JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Jurnal Elementaria Edukasia Profesi Pendidikan Dasar Papanda Journal of Community Service Al Ibtida: Jurnal Pendidikan Guru MI
Yeni dwi Kurino
Universitas Majalenga
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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Improving the Critical Thinking Skills of Elementary School Students through Problem Based Learning and Inquiry Models in Social Science Learning Yuyun Dwi Haryanti; Sapriya Sapriya; Johar Permana; Erna Wulan Syaodih; Yeni Dwi Kurino
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 2 (2022): October 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i2.10485

Abstract

AbstractThe critical thinking skills are an important component to be instilled in elementary schools. The purpose of this study was to test the critical thinking skills of fifth grade students elementary school through the Problem Based Learning model and the Inquiry model based on the interest in learning social science using authentic assessments. Employing a quasi-experiment with Pretest-Posttest Control Group Design, this study involved 49 fifth grade elementary school students in two classes. A total of 24 students in the experimental class A learned using the Problem Based Learning (PBL) model, whereas 25 students in the experimental class B learned using the Inquiry model. The data were collected using description tests and questionnaires. The test was based on the level of reliability of 0.551, while the questionnaire with reliability of 0.893 was tested using ANOVA. The results of the study revealed that the implementation of the PBL model in social science learning was quite effective in improving critical thinking skills compared to the Inquiry model. The highest critical thinking ability was in students who had high learning interest in social science learning. This research contributed differently to the improvement of the social science learning process to acquire one of the 21st century thinking skills.Keywords: problem-based learning model, inquiry model, critical thinking.Abstrak Kemampuan berpikir kritis merupakan komponen penting yang perlu ditanamkan di sekolah dasar. Tujuan penelitian ini adalah untuk menguji kemampuan berpikir kritis siswa kelas V sekolah dasar melalui model Problem Based Learning (PBL) dan model Inquiry berdasarkan minat belajar mata pelajaran IPS dengan menggunakan penilaian autentik. Menggunakan eksperimen semu dengan Pretest-Posttest Control Group Design, penelitian ini melibatkan 49 siswa kelas V sekolah dasar. Sebanyak 24 siswa di kelas eksperimen A belajar dengan model Problem Based Learning, sedangkan 25 siswa pada kelas eksperimen B belajar dengan model Inquiry. Data dikumpulkan dengan menggunakan tes deskripsi dan kuesioner. Pengujian didasarkan pada tingkat reliabilitas 0,551, sedangkan kuesioner dengan reliabilitas 0,893 diuji menggunakan ANOVA. Hasil penelitian menunjukkan bahwa penerapan model PBL dalam pembelajaran IPS cukup efektif dalam meningkatkan kemampuan berpikir kritis dibandingkan dengan model Inquiry. Kemampuan berpikir kritis tertinggi terdapat pada siswa yang memiliki minat belajar yang tinggi pada pembelajaran IPS. Penelitian ini memberikan kontribusi yang berbeda terhadap peningkatan proses pembelajaran IPS untuk memperoleh salah satu keterampilan berpikir abad 21.Kata kunci: model PBL, model inquiry, berpikir kritis.
EFEKTIVITAS MODEL REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Putratawa, Tegar; Yeni Dwi Kurino; Dede Salim Nahdi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58965

Abstract

This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) model in improving elementary school students’ motivation and mathematics learning outcomes through a Systematic Literature Review (SLR) approach. This study was conducted by adapting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The articles analyzed were obtained from Google Scholar, Garuda, and various national and international journals that are fully accessible. Article criteria included journal articles published between 2020 and 2026, discussing the application of Realistic Mathematics Education (RME) or Indonesian Realistic Mathematics Education (PMRI) in elementary school mathematics instruction, and focusing on learning motivation, learning outcomes, conceptual understanding, critical thinking skills, or mathematical problem-solving abilities. The selection process yielded 15 articles that met the inclusion criteria. The research findings indicate that the Realistic Mathematics Education (RME) model is effective in enhancing learning motivation, learning outcomes, conceptual understanding of mathematics, critical thinking skills, and problem-solving abilities among elementary school students. These improvements occurred because Realistic Mathematics Education (RME) instruction utilizes contextual problems closely related to students’ daily lives in the learning process. Based on the research results, it can be concluded that the RME model is an effective alternative for improving the quality of mathematics education in elementary schools.
ANALISIS PENERAPAN MODEL RADEC (READ, ANSWER, DISCUSS, EXPLAIN, CREATE) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Silvi Samrotul Fuadah; Yeni Dwi Kurino; Mahpudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63099

Abstract

Mathematical problem-solving ability is an essential competency that should be developed from the elementary school level. One learning model with the potential to foster this ability is the Read, Answer, Discuss, Explain, and Create (RADEC) model. This study aims to analyze the characteristics of previous research and examine the contribution of the RADEC model to elementary school students' mathematical problem-solving ability. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Literature was retrieved from the Google Scholar and Scopus databases, and the articles were screened based on predetermined inclusion and exclusion criteria, resulting in 15 eligible studies for analysis. The findings indicate that the reviewed studies were predominantly quasi-experimental, complemented by Classroom Action Research and Research and Development approaches, and were implemented across various elementary mathematics topics. Furthermore, the RADEC model positively contributes to students' mathematical problem-solving ability by enhancing conceptual understanding, mathematical thinking, mathematical communication, learning achievement, and learning interest. Therefore, the RADEC model can be considered an effective instructional alternative for improving elementary school students' mathematical problem-solving ability.
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH DASAR Ghiska Sheva Reisha Putri; Yeni Dwi Kurino; Ujiati Cahyaningsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63993

Abstract

This study aims to determine the effect of the Discovery Learning model on the mathematical problem-solving ability of elementary school students, specifically on the topic of currency and daily financial transactions. The method used in this research was a quantitative approach with a quasi-experimental design, specifically the nonequivalent control group design. The study was conducted at SDN Kadipaten V, Majalengka Regency, involving 42 fourth-grade students as the sample, divided into an experimental class (IV-A, n = 21) utilizing Discovery Learning and a control class (IV-B, n = 21) utilizing direct instruction. Data were collected using essay test instruments measuring four problem-solving indicators based on Polya's framework: understanding the problem, devising a plan, carrying out the plan, and looking back. Data analysis techniques included descriptive statistics, Paired Sample t-test, Independent Sample t-test, and Cohen's d effect size calculation. The results showed a significant increase in the experimental group's mean score from a pretest of 62.38 to a posttest of 80.95 (p = 0.000 < 0.05). Furthermore, the Independent Sample t-test revealed a significant difference between the experimental posttest mean (80.95) and the control posttest mean (70.71) with p = 0.001. The effect size calculation yielded a Cohen's d value of 1.573, which falls into the large effect category (d > 0.80). It can be concluded that the implementation of the Discovery Learning model significantly enhances elementary students' mathematical problem-solving skills and serves as an effective learning strategy.
Co-Authors - Sapriya Akbar, Ady Alman, Alman Anda Juanda Ani Rosidah Ani Rosidah Ansori, Yoyo Zakari Ansori, Yoyo Zakaria Dede Salim Nahdi Erik Santoso Erna Wulan Syaodih Febriandi, Riduan Febriandi Ghiska Sheva Reisha Putri Giatul Khodijah Almazmar Hani Kurnia Rahmawati Haryanti, Yuyun Dwi Heni Herawati Indi Rahmawati, Pipit Irma Sofiasyari Jihan Nur Fadhilah Johar Permana Laely Farokhah lusy oktaviani Mahpudin Mahpudin Mahpudin Mila Rusmawati Mohamad Gilar Jatisunda Mutaqin, Agin Hamdan Nia Kania Nurudin Araniri Permana, Johar Prasya, Annastasya Aguilera Putratawa, Tegar Qodariah, Laras Siti Rahman Rahman Restu Amalia Istiqomah Rismawati, Silvyra Rosidah, Ani Saputra, Dudu Suhandi Sepina, Imelda Azila Silvi Samrotul Fuadah Sri Mulyati Sudianto, Sudianto Sufyani Prabawanto, Sufyani Suwandi, Iqbal Abdillah Syaodih, Erna Wulan Tatang Herman, Tatang Turmudi Ujiati Cahyaningsih Wahyudin Wahyudin Wina Dwi Puspitasari Yanto, Ari Yonanda, Devi Afriyuni Zaenal Abidin