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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI FONDATIA Jurnal Ilmiah Wahana Pendidikan 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 DINAMIKA ILMU: Jurnal Pendidikan Madani: Multidisciplinary Scientific Journal Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Educational Studies and Research Journal Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Hikmatunisa, Nenden Permas
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STEM in ecological issues (STEMCology): Block-based programming for computational thinking in pre-service elementary teachers Hikmatunisa, Nenden Permas; Nurussama, Alfiana; Rahayu, Teten Ginanjar; Nuraeni, Fitri; Wulan, Neneng Sri; Yogiarni, Tiara; Ravy, Hun
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2581

Abstract

Pre-service elementary teachers face persistent challenges in developing computational thinking (CT) alongside ecological literacy, an area underexplored at the elementary teacher-education level and lacking a validated, population-specific instrument. This study designed and evaluated STEMCology, a design-based research (DBR) framework integrating STEM principles, biological ecological content, and Tynker block programming, to develop pre-service elementary teachers' CT competencies. A one-group pretest-posttest design was used with 74 participants from two classes at one university. The framework comprised four phases: analysis and exploration, identifying eight ecological anchor topics and contextualizing a 29-item, five-dimension CT scale; design and construction, where students built flowchart-guided, ecology-themed Tynker games; evaluation and reflection, in which MSI-converted CT scores showed statistically significant improvements across all five dimensions (p < 0.05), with creativity showing the largest gain (N-Gain = 0.401, medium category) and the remaining dimensions showing low-category gains (0.089 – 0.199); and redesign and refinement, where students revised their games based on evaluation findings to enhance ecological accuracy, logical structure, and playability. These findings suggest that ecologically grounded, block programming-based interventions can be meaningfully integrated into teacher education curricula to cultivate CT competencies in future elementary school teachers.
Pengembangan Instrumen Berpikir Kritis Matematis Peserta Didik Sekolah Dasar Putri, Hafiziani Eka; Fitri, Rizka Malfiana; Rahayu, Teten Ginanjar; Nurussama, Alfiana; Hikmatunisa, Nenden Permas; Santos, Mariano Dos
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14498

Abstract

Mathematical Critical Thinking (MCT) is a key 21st-century competency, yet elementary students’ MCT skills remain underdeveloped, partly due to the lack of age-appropriate assessment instruments. Existing instruments primarily target secondary and higher education and inadequately represent critical thinking indicators in elementary mathematics. This study aimed to develop and evaluate the validity and reliability of an MCT instrument on integer addition and subtraction for elementary students. Using a Research and Development (R&D) approach with the ADDIE model, the instrument was tested on 17 third-grade students at an elementary school in Purwakarta through purposive sampling. Nine essay items were designed based on six indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed a reliability coefficient of 0.88, with item difficulty ranging from easy to moderate and good discrimination indices. Five items met validity criteria and were deemed suitable for assessing elementary students’ mathematical critical thinking skills.
Co-Authors Alindra, Afridha Laily Chotimah, Khosyi Anindya Diani, Destina Inggrid Dzikrullah, Mochmammad Fadhlan Erna Suwangsih, Erna Fazriyah, Aflahatul Fitri Nuraeni Fitri, Rizka Malfiana Hafiziani Eka Putri, Hafiziani Eka Illahi, Rumai Syah Septiani Nuur Indradewa, Rhian Insari, Farah Rosmelia, Indah Putri Jabalrohmah, Lidya Damayanti, Nisa Khoirunnisa, Nur Assyifa Krisnawati, Nopi Liptia Venica Lumbanraja, Viona Christina Anatasya Meilandani, Putri Anandika Pratiwi, Risfi Mulyani, Hanifah Mutmainah, Nadia Tiara Antik Sari, Elsa Neneng Sri Wulan Nurhajati, Ayu Rahayu Nurussama, Alfiana Puji Rahayu Putri, Hilma Innayah Putri, Sherina Herdiana Rahayu, Teten Ginanjar Ravy, Hun Rizki Hadiwijaya Zulkarnaen Rizky Maulana, Rizky Rizq, Annisa Yumna Rohmaningsih, Fiddini Nafa Eka Santos, Mariano Dos Wahyuni, Linda Yogiarni, Tiara