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All Journal Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Profesi Guru Indonesia
Nuramalia Hidayati
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Kurikulum Matematika Abad ke-21 di Pendidikan Dasar: Tinjauan Literatur Sistematis terhadap Kemampuan Berpikir Kritis dan Kreativitas Nuramalia Hidayati; Effy Mulyasari; Deri Hendriawan; Retno Fidyah Nuryani
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.97640

Abstract

Kurikulum matematika abad ke-21 berperan penting dalam mengembangkan kemampuan berpikir kritis dan kreativitas siswa di pendidikan dasar. Penelitian ini bertujuan untuk mengevaluasi strategi desain kurikulum yang mendukung keterampilan abad ke-21 melalui integrasi pendekatan modern seperti pembelajaran berbasis masalah dan proyek, serta teknologi seperti GeoGebra. Metode yang digunakan adalah Tinjauan Literatur Sistematis terhadap 49 artikel yang dipublikasikan antara 2014–2024, yang dianalisis menggunakan aplikasi PRISMA dan VOSviewer. Hasil penelitian menunjukkan bahwa kurikulum yang memanfaatkan teknologi, kesiapan guru, dan evaluasi berbasis kompetensi dapat meningkatkan keterampilan berpikir kritis dan kreativitas siswa. Namun, tantangan seperti akses digital yang tidak merata dan orientasi pada ujian tradisional masih menjadi hambatan signifikan. Penelitian ini menyimpulkan bahwa reformasi pendidikan yang melibatkan pelatihan guru, peningkatan infrastruktur digital, dan alat evaluasi inovatif diperlukan untuk memastikan keberhasilan implementasi kurikulum matematika abad ke-21.
Effectivity of Virtual Reality-Based Media on Elementary School Students' Spatial Skills in Mathematics Learning Nuramalia Hidayati; Andika Arisetyawan; Andhin Dyas Fitriani
Jurnal Profesi Guru Indonesia Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jpgi.v3i2.869

Abstract

Developing geometry-related spatial abilities in primary education is critical to fostering mathematical reasoning and advanced abstract problem-solving skills. Traditional elementary geometry instruction heavily relies on static 2D illustrations, which fail to cultivate structural spatial imagination, yet empirical investigations into how immersive Virtual Reality (VR) environments mathematically reshape three-dimensional cognitive mapping in young learners remain insufficient. This study aims to examine the effect of virtual reality-based media on the spatial abilities of elementary school students in mathematics learning. [Method] Utilizing a quantitative quasi-experimental framework, this study involved 44 fifth-grade students, systematically partitioned into an experimental cohort (n = 22, integrated with VR-based media) and a control cohort (n = 22, utilizing conventional methods). Data were gathered through a validated mathematical spatial ability test and analyzed using descriptive metrics (mean, standard deviation, and learning completeness percentages) in conjunction with paired and independent sample t-tests. The empirical findings demonstrate that VR-based media exerts a profoundly positive and statistically significant effect on students' spatial abilities. The experimental group achieved a vastly superior post-test mean score (90.19) compared to the control group (71.04). Additionally, a tighter standard deviation in the experimental class revealed a more equitable distribution of skill mastery, while their learning completeness percentage reached a staggering 92.37% against the control group's mere 72.63% (p < 0.05). Consequently, VR-based media serves as a potent and transformative pedagogical alternative to address deficits in elementary students' spatial-mathematical capacities. Beyond localized score gains, these insights offer a scalable framework for educational designers to deploy immersive technologies that convert abstract, multi-dimensional mathematical concepts into tangible, concrete learning experiences.
Co-Authors Andhin Dyas Fitriani Andika Arisetyawan Deri Hendrawan Effy Mulyasari Maemunah Maemunah Retno Fidyah Nuryani