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All Journal Edutech Mimbar Sekolah Dasar Scholaria: Jurnal Pendidikan dan Kebudayaan EDUHUMANIORA: Jurnal Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah EARLY CHILDHOOD : JURNAL PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) Social, Humanities, and Educational Studies (SHEs): Conference Series Bada'a: Jurnal Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Southeast Asian Mathematics Education Journal DEDIKASI: Community Service Reports Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 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 JURNAL EDUPENA Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) AFORE: Jurnal Pendidikan Matematika PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Circle: Jurnal Pendidikan Matematika Lensa Pendas
Andhin Dyas Fitriani
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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The problem-based learning model has a significant effect on elementary school students' mathematical concept comprehension skills Sarila, Anesa Juliati; Fitriani, Andhin Dyas
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to determine whether there is a difference in the effect before and after learning using the problem-based learning model in improving students' mathematical concept understanding. This study uses a quantitative approach with a one-group pretest-post-test design to examine the effectiveness of the problem-based learning model in improving students' mathematical concept understanding. Based on the results of the Paired Samples T-Test, a sig. value (2-tailed) = 0.001 was obtained, which is smaller than the significance level α = 0.05. This indicates that H0 is rejected and H1 is accepted, which means that the use of the problem-based learning model has a significant effect on improving the mathematical concept comprehension abilities of fifth-grade students in the subject of fractions. As a whole, the problem-based learning model has been proven to contribute to improving students' mathematical concept comprehension skills.
Financial Literacy Levels of Fifth Grade Elementary School Students: An Ex Post Facto Quantitative Study Maryam, Cucu; Fitriani, Andhin Dyas
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Financial literacy is a crucial 21st-century skill that should be developed from the elementary level to ensure students are able to manage economic resources wisely and responsibly. This study aims to analyze the financial literacy levels of elementary school students and to describe the tendencies of achievement for each phase C indicator of financial literacy. This quantitative study employed an ex post facto design, where researchers did not administer direct interventions, but examined the actual conditions of students' abilities based on assessment results. The instrument used was a summative financial literacy assessment covering nine principal indicators: understanding sources of income, socialresponsibility, budget planning, wise spending behavior, social expenditure allocation, loan responsibility, saving strategies, understanding inflation, and risk management. Data were analyzed quantitatively and descriptively to determine average scores and categorize financial literacy levels. The findings revealed that students’ financial literacy was generally in the moderate category, with the highest achievements in saving and social responsibility aspects, and the lowest in budget planning and risk management. These results indicate that while students’ conceptual understanding of the value and function of money is fairly developed, their daily financial decision-making skills still need to be improvedthrough more contextual and practical learning experiences.
Students' Problem-Solving Skills Viewed from Polya's Problem Solving Indicators Syamsudin, Annisa Febrianti; Fitriani, Andhin Dyas; Agustin, Mubiar
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Problem-solving skills are one of the essential skills that must be mastered in the 21st century, as they can develop critical thinking skills and support effective daily decision-making. Based on this, problem-solving skills need to be mastered by everyone, including elementary school students. To measure problem-solving skills, we can use the four problem-solving indicators presented by George Polya, namely understanding the problem, devising the plan, carrying out the plan, and looking back. In reality, many students have not yet mastered problem-solving skills. Therefore, this study was conducted with the aim of describing the problem-solving abilities of sixth grade elementary school students. Theresearch method used was descriptive-qualitative. The research subjects were 51 sixth-grade elementary school students. Each research subject completed a problem-solving test on the material of combined flat shapes, which consisted of eight story questions. The questions in this problem-solving test were adjusted to the problem-solving indicators according to George Polya. The results showed that 54.9% of students were able to understand the problem. As for the indicator of devising a plan, only34.3% of students possessed this skill. Then, only 17.6% of students had the skill of carrying out the plan. Last, only 12.7% of students were able to look back at the problem solution.
Co-Authors Abdurrafi, Mochammad Aqil Adelia, Nazwa Aidilafitri, Dian Alayya, Elga Alkaifa, Farah Syafira Anjani, Muthia Aisyah Aprilia Eki Saputri Arie Rakhmat Riyadi Asep Saepudin Asri Aulia Rachman Asri Aulia Rachman Aulia, Nazwa Aulya, Denisa Zihan Babang Robandi Baihaqi, Adam Balqisfa Salsabila Hidayat Citra Nur Annisa Dadang Juandi Darhim Darhim Dina Mayadiana Suwarma Dwi Heryanto Effy Mulyasari Euis Kurniati Fadilah, Dwi FAJRIYAH Faradina, Najwa Rika Farhania Maulida Fauziyyah, Athifah Faza Shafira Febriani, Dinda Rizki Hakim, Mohamad Alfi Hikmatul Harsa Wara Prabawa Harwiyati, Windi Hasna, Najma Aulia Helena Veronica Heryanto, Dwi Hidayati, Nur Shabrina Indrawati, Risa Indrianti Indrianti, Indrianti Ira Rengganis Khoerunnisa, Syifa Khofifah, Rahma Andriani Kosasih, Ahmad Lahimi, Fira Kurnia Maryam, Cucu Maulida, Farhania Mela Darmayanti Mirawati, Mirawati Mochammad Aqil Abdurrafi Mubiar Agustin Mufliva, Rosiana Muhamad Ramdan Najwa Rika Faradina Nana Djumhana Prajatiningrum, Tiara Pratiwi, Sonia Amanda Pupun Nuryani Putri, Lala Qomara Putri, Tifanny Puspita Ramadhina, Nova Cahyani Risty Justicia Robiatussadiyah, Dian Romadhon, Tiara Novia Rosiana Muvlifa Rudiyanto Rudiyanto Sandi Budi Iriawan Sarila, Anesa Juliati Sendi Fauzi Giwangsa Sri Fitrianti Sri Fitrianti Sulaiman, Nuzulul Muluk Syamsudin, Annisa Febrianti Tatang Herman, Tatang Turmudi Utami, Ainy Tri Wahidien, Muhammad Imadil Fathan Yuanitha, Vivi Zailani, Ridwan Zalianty, Syahla Nur Aqmarina Zulfah Hayatunnisa