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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 Al-Irsyad: Journal of Education Science 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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ANALYSIS OF NUMERATION ABILITY PROFILE OF ELEMENTARY SCHOOL STUDENTS BASED ON AKM COGNITIVE LEVEL: A DESCRIPTIVE META-ANALYSIS STUDY Riduan Febriandi Febri; Zaenal Abidin; Laely Farokhah; Yeni Dwi Kurino
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17863

Abstract

This study aims to analyze the profile of elementary school students' numeracy abilities based on the cognitive levels of the Minimum Competency Assessment (AKM), namely knowing, applying, and reasoning, through a descriptive meta-analysis approach based on the Systematic Literature Review (SLR). Numeracy is an essential competency of the 21st century that is the foundation for developing logical, critical, and problem-solving thinking skills since elementary school. The national assessment policy through AKM requires Mathematics learning that is not only oriented towards mastery of concepts, but also reasoning and application in real-life contexts. This research method refers to the PRISMA 2020 guidelines by analyzing 30 scientific articles published between 2019 and 2025, consisting of articles from national journals accredited by SINTA 1–2 and international journals indexed by Scopus. Data were analyzed descriptively quantitatively by classifying numeracy indicators into AKM cognitive levels. The results showed that elementary school students' numeracy abilities were dominated by the knowing level, followed by applying, while the reasoning level was the lowest achievement. These findings indicate the need to strengthen numeracy learning based on reasoning and authentic contexts. This research provides important implications for teachers, researchers, and policy makers in improving the quality of elementary school mathematics learning in line with AKM demands.
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.
Co-Authors - Sapriya Akbar, Ady Alman, Alman Anda Juanda Ani Rosidah Ani Rosidah Ansori, Yoyo Zakari Ansori, Yoyo Zakaria Dede Salim Nahdi Dudu Suhandi Saputra Erik Santoso Erna Wulan Syaodih 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 Mila Rusmawati Mohamad Gilar Jatisunda Mutaqin, Agin Hamdan Nia Kania Nurudin Araniri Permana, Johar Prasya, Annastasya Aguilera Qodariah, Laras Siti Rahman Rahman Restu Amalia Istiqomah Riduan Febriandi Febri Rismawati, Silvyra Rosidah, Ani Saputra, Dudu Suhandi Sarastiara, Adinda Sepina, Imelda Azila 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