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All Journal Jurnal Elemen Jurnal Cakrawala Pendas
Sarah Anida Putri
Universitas Pasundan
Education Languange, Linguistic, Communication & Media Mathematics Other

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CRITICAL AND CREATIVE THINKING SKILLS IN ELEMENTARY SCHOOL MINIMUM COMPETENCY ASSESSMENT: LITERACY AND NUMERACY Sarah Anida Putri; Nadiya Solastika Andhini; Indah Amalia Putri; Novi Yanthi; Wati Sukmawati
Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i2.8413

Abstract

The purpose of this research was to identifying the occurence of critical thinking and crrative thinking skills indicators in the instruments of AKM (Minimum Performance Assessment). This research used qualitative descriptive method using documentary study. The research results showed that the content of AKM instrument in both literacy and numeracy questions were dominated by critical thinking skills appearance, with the major indicators of making deductions and considerations toward deduction, which belonged to the aspect of making inference. This indicator is the ability to make conclusions. The distribution of critical thinking skills indicators on literacy questions was 42% and 67% on numeracy questions. Meanwhile, the emergence of creative thinking aspects in literacy questions reached 3% and 5% in numeracy questions.
Conceptual and procedural errors of pre-service elementary teachers in solving educational research statistics problems Siti Maryam Rohimah; Sarah Anida Putri; Yullys Helsa
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32327

Abstract

Pre-service elementary teachers often make errors in educational research and problem-solving, highlighting the need to examine the nature and causes of these errors. This study employed a qualitative descriptive case study design to identify the types of errors made by Elementary School Teacher Education (ESTE) students in solving educational research statistics problems and to examine the factors contributing to these errors. The participants were 58 ESTE students enrolled in a statistics course at a private university in Indonesia. Data were collected through problem-solving tests, interviews, and classroom observations. The test instrument was used to assess students’ understanding of statistical concepts, while interviews and observations explored cognitive and contextual factors influencing error occurrence. The findings indicate that conceptual errors occurred in 17% of cases and procedural errors in 22%. Conceptual errors were primarily due to difficulties interpreting statistical software outputs, whereas procedural errors were associated with inaccuracies in applying formulas and performing calculations. These findings contribute to a clearer theoretical understanding of conceptual and procedural errors in statistics learning and highlight the need for instructional approaches that balance conceptual and procedural aspects in educational research statistics.
Co-Authors Indah Amalia Putri Nadiya Solastika Andhini Novi Yanthi Rohimah, Siti Maryam Wati Sukmawati Yullys Helsa