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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Sintiya Safitri, Irma
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ANALISIS PENDEKATAN REALISTIC MATHEMATIC EDUCATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA : SYSTEMATIC LITERATUR REVIEW Ayu Lestari, Ryka; Sintiya Safitri, Irma; Efendi Hutagalung, Erwin; Muhammadin Al Fath, Ayatullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45385

Abstract

Mathematical problem-solving ability is a core competency that students must master in the 21st century. However, field realities show that this ability remains low due to mathematics instruction that tends to be procedural and lacks contextual relevance. This study aims to analyze in depth the effect of the Realistic Mathematics Education (RME) approach on students’ mathematical problem-solving abilities through a Systematic Literature Review (SLR). The study examined 12 scientific articles published between 2018 and 2026 from various accredited national journals and seminar proceedings. Articles were selected based on strict inclusion and exclusion criteria, then extracted and analyzed using narrative synthesis and thematic analysis. The PRISMA principle was applied to ensure transparency and replicability of the review process. The SLR results indicate that the RME approach consistently exerts a positive influence on improving students’ mathematical problem-solving abilities across elementary, junior high, and senior high school levels. Thirteen out of 14 articles reported significant results with moderate to high improvement. Variations of the intervention, such as RME supported by interactive technology, learning media, and ethnomathematics, further strengthened the effectiveness of the approach. Only one study found no statistically significant difference. This study concludes that RME is an effective and relevant teaching approach that can be widely implemented in Indonesia. The findings are expected to serve as practical recommendations for teachers, curriculum developers, and researchers to enhance the quality of mathematics education in the future.
ANALISIS HUBUNGAN COMPUTATIONAL THINKING DENGAN LITERASI SAINS SISWA KELAS V PADA PEMBELAJARAN IPA DI SEKOLAH DASAR Sintiya Safitri, Irma; Ayu Lestari, Ryka; Sofwan, Muhammad; Ayuni Esya Putri, Febby
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52414

Abstract

This study aims to describe the relationship between computational thinking and science literacy of fifth-grade elementary school students in science learning. This study uses a qualitative descriptive approach. The subjects consisted of a fifth-grade teacher and fifth-grade students selected through purposive sampling. Data collection techniques included observation, interviews, and documentation. The research instruments used were observation sheets compiled based on computational thinking indicators decomposition, pattern recognition, abstraction, and algorithms as well as science literacy indicators including explaining scientific phenomena, using scientific information, connecting IPA concepts to everyday life, and interpreting scientific data. Data validity was ensured through source triangulation and technique triangulation. Data analysis used the Miles and Huberman model, consisting of data reduction, data presentation, and conclusion drawing. The results show that students' computational thinking skills have begun to emerge in science learning activities, particularly in decomposition and pattern recognition, while abstraction and algorithm indicators still require further development. Students' science literacy was also visible in their ability to explain simple scientific phenomena and connect science material to real-life contexts. Computational thinking and science literacy are interrelated: students who think logically and systematically tend to understand science concepts more deeply. These findings indicate that more interactive and contextual science learning is needed to optimally develop both skills.
Co-Authors Ayatullah Muhammadin Al Fath, Ayatullah Ayu Lestari, Ryka Ayuni Esya Putri, Febby Efendi Hutagalung, Erwin Muhammad Sofwan