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Aulia Zulfa
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Humanities Education Social Sciences

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Designing Contextual Mathematics Tasks to Enhance Numeracy Skills of Grade 5 Primary School Students at SD Negeri Mijen 2 Aulia Zulfa
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.15330

Abstract

This study aims to develop and evaluate contextual mathematics tasks to enhance the numeracy skills of Grade 5 primary school students at SD Negeri Mijen 2. The research employed a Research and Development (R&D) approach combined with a quasi-experimental one-group pretest–posttest design. The development process followed the ADDIE model (analysis, design, development, implementation, and evaluation). Participants consisted of 19 fifth-grade students from SD Negeri Mijen 2. Data were collected using a numeracy test instrument, classroom observation sheets, and student response questionnaires. Quantitative data were analyzed using descriptive statistics, percentage gain, normalized gain (N-gain), and a paired-sample t-test. The results indicate a statistically significant improvement in students’ numeracy skills, with the mean score increasing from 63.16 on the pretest to 82.11 on the posttest, representing an improvement of 18.95 points (30.00%). The N-gain score was 0.52 (moderate category), and the paired-sample t-test revealed a significant difference (t(18) = 9.87, p < 0.001). These findings suggest that contextual mathematics tasks are effective in improving numeracy skills among primary school students.
Designing Contextual Mathematics Tasks to Enhance Numeracy Skills of Grade 5 Primary School Students at SD Negeri Mijen 2 Aulia Zulfa
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.15330

Abstract

This study aims to develop and evaluate contextual mathematics tasks to enhance the numeracy skills of Grade 5 primary school students at SD Negeri Mijen 2. The research employed a Research and Development (R&D) approach combined with a quasi-experimental one-group pretest–posttest design. The development process followed the ADDIE model (analysis, design, development, implementation, and evaluation). Participants consisted of 19 fifth-grade students from SD Negeri Mijen 2. Data were collected using a numeracy test instrument, classroom observation sheets, and student response questionnaires. Quantitative data were analyzed using descriptive statistics, percentage gain, normalized gain (N-gain), and a paired-sample t-test. The results indicate a statistically significant improvement in students’ numeracy skills, with the mean score increasing from 63.16 on the pretest to 82.11 on the posttest, representing an improvement of 18.95 points (30.00%). The N-gain score was 0.52 (moderate category), and the paired-sample t-test revealed a significant difference (t(18) = 9.87, p < 0.001). These findings suggest that contextual mathematics tasks are effective in improving numeracy skills among primary school students.
Enhancing Creativity and Numeracy in Primary Science Learning: A STEAM-Based IPAS Approach for Fifth-Grade Students at SD Negeri Mijen 2 Aulia Zulfa
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.15331

Abstract

This study aims to examine the effectiveness of STEAM-based IPAS instruction in improving students’ creativity and numeracy skills in primary science learning. The research employed a pre-experimental one-group pretest–posttest design involving 19 fifth-grade students of SD Negeri Mijen 2. Numeracy skills were measured using a validated numeracy test aligned with AKM indicators, while creativity was observed through structured performance rubrics. Data were analyzed using descriptive statistics, normality testing, and paired-sample t-tests. The results indicate a significant improvement in students’ numeracy achievement, with the mean pretest score of 61.47 increasing to 78.95 in the posttest, representing a gain of 17.48 points or 28.4%. Statistical analysis revealed a significant difference between pretest and posttest scores (t(18) = 9.27, p < 0.001). These findings demonstrate that STEAM-based IPAS instruction effectively enhances numeracy skills and supports creative learning processes in primary science education.
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