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All Journal Jurnal Bersama Ilmu Pendidikan International Journal of Educational Development and Innovation
Abdul Majid
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Model Pembelajaran Matematika Sekolah Dasar Berbasis Pendekatan Kontekstual untuk Meningkatkan Literasi Numerasi Abdul Majid
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 1 (2026): Februari 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i1.555

Abstract

This study aims to develop a contextual-based mathematics learning model for elementary schools to improve students’ numeracy literacy. The study was motivated by the low level of numeracy literacy among students, caused by abstract instructional practices that insufficiently connect mathematical concepts with real-life contexts. This research employed a Research and Development (R&D) method consisting of needs analysis, model design, product development, expert validation, limited trials, field testing, and product revision. The study was conducted in October 2025 at SDN 50 Bono Panno, Pangkep Regency, involving elementary school students and classroom teachers as research participants. The research instruments included expert validation sheets, teacher and student response questionnaires, observation sheets of learning implementation, and numeracy literacy tests (pretest and posttest). Data were analyzed using descriptive quantitative and qualitative methods as well as inferential statistical tests to determine learning improvement. The expert validation results showed an average score of 3.65, categorized as highly valid. The practicality test based on teacher and student responses reached 88%, categorized as highly practical. The effectiveness test indicated a significant improvement in students’ numeracy literacy, with the mean pretest score increasing from 62.4 to 84.7 in the posttest. The N-Gain score was 0.59 (moderate category), and the t-test result showed statistical significance (p < 0.05). Therefore, the developed contextual-based mathematics learning model is considered valid, practical, and effective in improving elementary school students’ numeracy literacy.
Optimizing Primary School Students’ Numeracy through Mind Mapping as a Cognitive Organizational Tool Abdul Majid; Jonathan S Pasinggi; Syed Kaleem Ullah Shah Bukhari
International Journal of Educational Development and Innovation Vol 6, No 2 (2026): February
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijedi.v2i6.82917

Abstract

This study aims to investigate how the implementation of mind mapping as a cognitive organizational tool can optimize numeracy skills among primary school students. Despite the critical role of numeracy in foundational mathematics, many students struggle to achieve meaningful understanding. This research addresses the need for innovative instructional strategies that enhance conceptual comprehension and retention in elementary mathematics education. A quasi-experimental design was employed with 120 fourth-grade students at SD Negeri 38 Bonto Perak, Pangkep, Indonesia, conducted from October to December 2025. Participants were divided into experimental and control groups. The experimental group received instruction using mind mapping integrated with cognitive organizational strategies, while the control group followed conventional teaching methods. Data were collected using pre- and post-tests measuring numeracy skills, along with classroom observations and student interviews to assess engagement and conceptual understanding. Statistical analysis included paired t-tests and effect size calculations to determine the impact of the intervention. The results indicate that students in the experimental group demonstrated a significant improvement in numeracy skills compared to the control group (mean gain = 18.7 points, p < 0.01). Additionally, students reported higher levels of learning meaningfulness and engagement when using mind mapping as a cognitive organizational tool. The findings suggest that integrating mind mapping into mathematics instruction can enhance numeracy and meaningful learning. However, the study is limited to a specific grade level, school, and region, which may affect generalizability. Future research could explore long-term effects and application across different subjects and educational contexts
Co-Authors Jonathan S Pasinggi Syed Kaleem Ullah Shah Bukhari