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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Kusumawati Shindi Nur Rahmawati
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Efektivitas Pembelajaran Berbasis Proyek dalam Meningkatkan Ekoliterasi: Tinjauan Pustaka Sistematis Berdasarkan PRISMA Kusumawati Shindi Nur Rahmawati; Siti Mas'ula; Riska Pristiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47820

Abstract

This study aims to analyze the effectiveness of Project-Based Learning (PjBL) in enhancing students’ ecoliteracy through a Systematic Literature Review (SLR) based on the PRISMA 2020 framework. The review included peer-reviewed journal articles published between 2020 and 2026, obtained from several international databases such as ScienceDirect, SpringerLink, MDPI, Taylor and Francis, Sage Journals and Google Scholar. A total of 10 articles met the inclusion criteria and were analyzed using thematic synthesis. The findings indicate that PjBL consistently has a positive impact on students’ ecoliteracy across various educational levels. The improvement is reflected in multiple dimensions, including environmental knowledge (cognitive), environmental attitudes and awareness (affective), pro-environmental behavior (conative), and creativity and practical skills. Among these, the cognitive dimension is the most frequently developed, followed by affective and behavioral aspects. Variations in PjBL implementation, such as PjBL-STEM, STEAM, ecopreneurship-based PjBL, and differentiated PjBL, show different strengths in enhancing specific ecoliteracy dimensions. Overall, PjBL is proven to be an effective and holistic learning approach that integrates knowledge, skills, and real-world experiences. However, gaps remain in terms of limited global research distribution and the lack of long-term studies. Therefore, future research is recommended to conduct longitudinal and cross-cultural studies to strengthen the generalizability of findings.
IMPLEMENTASI ASESMEN MATEMATIKA BERBASIS PENDEKATAN CULTURALLY RESPONSIVE TEACHING DALAM MENINGKATKAN KETERAMPILAN LITERASI MATEMATIS SISWA SD: - Rifqi Al Farizza; Kartika Arlianasari Nurrohmah; Kusumawati Shindi Nur Rahmawati; Ade Eka Anggraini; Siti Faizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.45828

Abstract

This study aims to describe the implementation of mathematics assessment based on the Culturally Responsive Teaching (CRT) approach and to analyze its effect on the mathematical literacy skills of third-grade elementary school students. The study employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest model. The subjects consisted of 28 third-grade students from a elementary school in Malang, selected through purposive sampling. The research instrument was an multiple choice test designed to measure three indicators of mathematical literacy: the ability to identify relevant information, explain problem-solving processes in their own words, and present mathematical ideas in a structured manner. Data were analyzed using the Shapiro-Wilk normality test, t-test, and the non-parametric Wilcoxon Signed-Rank Test with the assistance of SPSS version 29. The results showed that the data were not normally distributed; therefore, the Wilcoxon test was used, yielding a significance value of 0.001 < 0.05, indicating a significant effect of CRT-based assessment on students’ mathematical literacy skills. Improvement was also evident from the increase in the mean score from 46.7 in the pretest to 68.5 in the posttest. The implementation of CRT-based assessment was carried out by integrating local cultural elements, such as the Bapang Mask Dance and temple architecture, into angle measurement materials. This approach proved effective in enhancing conceptual understanding, student engagement, and the ability to communicate mathematical ideas contextually. Thus, CRT-based mathematics assessment is effective in improving elementary students’ mathematical literacy skills.
Co-Authors Ade Eka Anggraini Kartika Arlianasari Nurrohmah Rifqi Al Farizza Riska Pristiani Siti Faizah Siti Mas'ula