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All Journal MaPan : Jurnal Matematika dan Pembelajaran Journal of Educational Sciences Journal of Innovation and Research in Primary Education
Vivin, Meyta
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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An Analysis of Elementary School Students’ Number Sense in Solving Numerical Problems Vivin, Meyta; Mariana, Neni; Solihin, Annas; Farman
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a12

Abstract

This study aims to analyze students’ number sense abilities in solving number problems at the elementary school level. The method used was quantitative descriptive with 22 fifth-grade students as subjects at SD Muhammadiyah 24 Surabaya. The instrument used was a diagnostic test based on number sense indicators, including estimation, calculation flexibility, and relationships between numbers. The analysis results show that most students (54.5%) are in the medium ability category, 27.3% in the low category, and only 18.2% in the high category. The average score per aspect shows that students are weakest in estimation (52%), while relationships between numbers are the most mastered aspect (68%). These findings indicate that students’ number sense abilities are still limited to procedural understanding and have not developed conceptually. Therefore, mathematics learning needs to be redesigned to emphasize the development of numerical intuition and contextual understanding of the meaning of numbers. This study recommends integrating exploration-based learning strategies, alternative strategy discussions, and logical estimation in the teaching and learning process in the classroom. Abstrak: Penelitian ini bertujuan untuk menganalisis kemampuan number sense siswa dalam menyelesaikan soal bilangan di tingkat sekolah dasar. Metode yang digunakan adalah kuantitatif deskriptif dengan subjek sebanyak 22 siswa kelas V di SD Muhammadiyah 24 Surabaya. Instrumen yang digunakan berupa tes diagnostik berbasis indikator number sense yang mencakup aspek estimasi, fleksibilitas berhitung, dan hubungan antarbilangan. Hasil analisis menunjukkan bahwa mayoritas siswa (54,5%) berada pada kategori kemampuan sedang, 27,3% dalam kategori rendah, dan hanya 18,2% dalam kategori tinggi. Rata-rata skor per aspek menunjukkan bahwa siswa paling lemah dalam estimasi (52%), sementara hubungan antarbilangan menjadi aspek paling dikuasai (68%). Temuan ini menunjukkan bahwa kemampuan number sense siswa masih terbatas pada pemahaman prosedural dan belum berkembang secara konseptual. Oleh karena itu, pembelajaran matematika perlu didesain ulang agar lebih menekankan pada pengembangan intuisi numerik dan pemahaman makna bilangan secara kontekstual. Penelitian ini merekomendasikan integrasi strategi pembelajaran berbasis eksplorasi, diskusi strategi alternatif, dan estimasi logis dalam proses belajar-mengajar di kelas.
Cognitive Analysis and Student Response to Contextual-Based HOTS Questions on Plant Morphology Materials Solihin, Annas; Munawwaroh, Dinda Arofahtul; Vivin, Meyta; Ramadhanny , Krisny Eka Putri; Julianto, Julianto; Susantini, Endang
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1450

Abstract

This study aims to analyze the cognitive abilities and responses of elementary school students to contextually-based higher order thinking skills (HOTS) on plant morphology materials. The research approach used was a mixed exploratory method, with one student in grade IV elementary school in Surabaya for qualitative data (think aloud) and 25 students in Lamongan for quantitative data (written test). The instruments used were contextual-based HOTS questions developed through expert validation and limited trials. Data collection techniques include observation, interviews, documentation, and tests. Qualitative data were analyzed thematically, while quantitative data were analyzed using descriptive statistics and reliability (α = 0.76). The results showed that students experienced increased cognitive engagement when faced with problems associated with the context of daily life, such as familiar plants. The students' responses showed that analytical thinking skills began to develop, although evaluative abilities were still limited. Students' thinking processes are more structured when they receive visual stimulus and verbal guidance through think aloud techniques. However, some students have difficulty understanding scientific terms, which shows the need for language adjustments in the preparation of questions. Research has also found that students with previous observational and discussion experiences tend to give more complex and reflective answers. These findings underscore the importance of developing HOTS questions that take into account local contexts, cognitive developmental stages, and student learning experiences. The research recommends the integration of contextual-based learning and HOTS assessment in the elementary school science curriculum. HOTS questions not only serve as an evaluation tool, but also as a means to train critical and reflective mindsets from an early age. Thus, this approach supports the strengthening of 21st century competencies at the basic education level.
Financial Literacy in Elementary Schools: A Bibliometric Analysis Vivin, Meyta; Wiryanto, Wiryanto; Gunansyah, Ganes; Farman, Farman; Syukri, Suhartini
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.4908-4923

Abstract

Bibliometric studies on financial literacy have been widely conducted, yet specific attention to elementary school students remains limited. This study aims to explore and identify trends and themes in the literature on financial literacy at the elementary school level from 2010–2024. Data were collected through a search procedure for relevant articles, followed by article selection, metadata completeness checking, and analysis using VOSviewer software. The analysis results show a significant increase in publications since 2016, with the United States and Australia having the most dominant contributions. Carly Sawatzki was recorded as the most productive author, while the most cited article was written by Sherraden et al. Keyword analysis revealed new themes with potential for further research, such as game-based learning, awareness, and culturally relevant pedagogy, began to emerge. These findings provide a comprehensive overview of the development of financial literacy research in elementary schools and identify opportunities and directions for future research in this area.
Co-Authors ENDANG SUSANTINI Farman, Farman Ganes Gunansyah Julianto Julianto Munawwaroh, Dinda Arofahtul Neni Mariana Ramadhanny , Krisny Eka Putri Solihin, Annas Suhartini Syukri, Suhartini Wiryanto Wiryanto