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Adi Apriadi Adiansha
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Bima Journal of Elementary Education
Published by STKIP Taman Siswa Bima
ISSN : -     EISSN : 29872421     DOI : https://doi.org/10.37630/bijee
Core Subject : Education,
Education
Bima Journal of Elementary Education covers the levels of SD (Elementary School), SMP (Junior High School), Elementary School Teacher Education, and Elementary Education with subjects in Indonesian Language, Mathematics, Natural Sciences (Natural Science), IPS (Science) Social Sciences), Civics (Citizenship Education), Physical and Health Education, and Arts and Culture. The scope or scope of Bima Journal of Elementary Education includes: "Learning Strategies, Curriculum Development, Educational Evaluation, Use of Technology in Education, Education Inclusiveness, Educational Psychology, Teacher Professional Development, and Education Management
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 63 Documents
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Pengaruh Mindfulness-Based Learning Terhadap Fleksibilitas dalam memecahkan masalah Matematika di Sekolah Dasar Saleh, Sitti Fithriani; Mutmainnah, Mutmainnah; Dwidelia, Nurfidhea; Azzahra, Rachel Aura
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2648

Abstract

The background of this research is based on the urgency to increase flexibility of thinking in solving mathematical problems at the Elementary School level. This study aims to examine the effect of Mindfulness-Based Learning (MBL) on students' flexibility of thinking in solving mathematics problems in elementary school. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 fourth and fifth grade students who were divided into two groups: an experimental group that participated in mindfulness-based learning and a control group that participated in conventional learning. Data were collected through a mathematical thinking flexibility test, a mindfulness questionnaire, and classroom observations. The results showed that the experimental group experienced a significant increase in thinking flexibility, with a higher average posttest score (85.767) than the control group (69.733), with a p-value < 0.001. The application of Mindfulness-Based Learning is proven to be effective in improving students' ability to move between various mathematical problem-solving strategies, as well as increasing awareness and focus in the problem-solving process. These findings indicate that mindfulness intervention can be an effective approach to increasing flexibility of thinking in primary school, especially in mathematics learning.
Pengaruh Model Inquiry-Based Learning Berbasis Etnosains Rumah Lengge terhadap Kemampuan Berpikir Logis Siswa Sekolah Dasar Asriyadin, Asriyadin; Fuadi, Muhammad; Ibnusaputra, M.; Anwar, Khairil
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2652

Abstract

This study aims to analyze the effect of the Inquiry-Based Learning (IBL) model integrated with Rumah Lengge ethnoscience on elementary school students’ logical thinking skills. The background of this research is rooted in the low level of students’ logical reasoning abilities, which are still dominated by conventional teaching methods that lack contextual relevance and fail to stimulate scientific reasoning. This quantitative study employed a one-group pretest-posttest design involving one experimental class of 25 fifth-grade students in Wawo District, Bima Regency. The research instrument consisted of a logical thinking skills test based on Ennis' (1996) indicators, comprising 10 multiple-choice items with reasoning. Data were analyzed using a paired sample t-test to examine significant differences between pretest and posttest scores. The results indicated a notable increase in the average score from 61.7 to 71.6, with a statistically significant difference (t = -28.4; p < 0.001). The normality test on the residuals confirmed that the data met the requirements for parametric analysis. These findings demonstrate that the IBL model based on Rumah Lengge ethnoscience is effective in enhancing students’ logical thinking skills by integrating scientific inquiry processes with relevant and meaningful local cultural contexts. The implication of this study suggests that locally contextualized inquiry-based approaches can serve as a strategic alternative to improve the quality of science education in elementary schools.
Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Kurniati, Nurdiyah; Arafah, Andi Asrafiani
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

Abstract

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice

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