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All Journal AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Journal on Smart Learning Technologies
Isna Qurrotun Aini
Universitas Negeri Surabaya
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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EFEKTIVITAS PENDEKATAN REALISTIC MATHEMATICS EDUCATION BERBASIS SOAL AKM DALAM MENINGKATKAN KEMAMPUAN NUMERASI SISWA UNTUK MENDUKUNG SDGS 4 DI SD X KABUPATEN MAGETAN Isna Qurrotun Aini; Aulia Luthfi Ramadhani; Masayudia Anisa Triyanti; Novi Leny Rahmadhani; Jona Pradigda; Marshya Lutvianes; Iwan Maulana
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ptws8t64

Abstract

Numeracy skills are essential competencies of the 21st century that play an important role in supporting the achievement of quality education as stated in the Sustainable Development Goals (SDGs) 4. However, the results of the Minimum Competency Assessment (AKM) show that the numeracy skills of elementary school students in Indonesia are still relatively low, which is caused by mathematics learning that tends to be abstract and teacher-centered. This study aims to analyze the effectiveness of the Realistic Mathematics Education (RME) approach based on AKM questions in improving students' numeracy skills. The study used a quantitative method with a quasi-experimental design of one group pretest-posttest. The subjects were students of Elementary School X in Magetan Regency. The instrument used was a validated AKM-based numeracy test, while data analysis was carried out through paired sample t-test statistical tests and N-gain calculations. The results showed that the average student score increased from 57.9 in the pretest to 75.6 in the posttest, with a significance value of 0.000 (<0.05) indicating a significant increase. The N-gain value of 0.42 is in the moderate category, indicating that this approach is quite effective. This finding implies that integrating RME and AKM questions can be an innovative strategy for improving student numeracy while supporting the achievement of SDG 4.
Implementation of Jean Piaget's Cognitive Development Theory in Science Learning in Elementary Schools and Its Relevance to SDGs 4 Isna Qurrotun Aini; Rafii Fathul Alim; Yusuf Firmansyah
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.46866

Abstract

Quality education (SDGs 4) demands a paradigm shift from passive learning to active knowledge construction, particularly at the Elementary School (SD) level as the foundation for scientific literacy. In reality, Science (IPA) learning in elementary schools is still dominated by abstract lecture methods, which conflict with the cognitive needs of students, the majority of whom are in the concrete operational stage (ages 7–11). This study aims to analyze and synthesize the practical implementation of Jean Piaget's cognitive development theory in elementary school science learning and its relevance in supporting the achievement of SDGs 4 targets. The research employs a literature review method with a descriptive-analytical approach, examining various scientific studies related to the application of Piaget's constructivist principles within the science context. The synthesis results identify three pillars of effective implementation: 1) The Shift in the Teacher's Role, which involves the teacher transitioning into a facilitator who designs cognitive disequilibrium; 2) The Centrality of Concrete Media, which mandates the use of hands-on media (traditional and digital, such as interactive simulations) to bridge abstract concepts into observable (concrete) thinking; and 3) Relevant Learning Models, specifically the application of constructivist models like Inquiry-Based Learning and Discovery Learning that directly train students' logical skills. The conclusion indicates that science learning aligned with the concrete operational principles significantly improves students' concept comprehension, critical thinking skills, and scientific literacy, which are central to achieving Quality Education targets (SDGs 4.1 and 4.7). Therefore, a mandatory transition from textbook-centered instruction to activity-centered instruction in elementary schools is recommended.
Co-Authors Aulia Luthfi Ramadhani Iwan Maulana Jona Pradigda Marshya Lutvianes Masayudia Anisa Triyanti Novi Leny Rahmadhani Rafii Fathul Alim Yusuf Firmansyah