Pengembangan LKPD Berbasis STEM untuk Meningkatkan Kemampuan Numerasi Siswa Sekolah Dasar
DOI:
https://doi.org/10.67686/didaktika.v10i2.2491Abstrak
Penelitian ini bertujuan untuk mengembangkan LKPD berbasis STEM
pada materi penjumlahan dan pengurangan untuk meningkatkan
kemampuan numerasi siswa kelas 1 sekolah dasar. Penelitian menggunakan pendekatan Reseacrh and Development dengan mengacu pada model ADDIE. Teknik pengumpulan data menggunakan observasi, lembar validasi (validasi ahli materi, validasi ahli media, respon guru, dan respon siswa), tes (pretest dan posttest), dan dokumentasi. Subyek penelitian adalah siswa kelas 1 SD Islam Internasinal Al Abidin Surakarta. Data dianalisis menggunakan teknik analisis data desktriftif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa LKPD dinyatakan sangat layak atau valid untuk pembelajaran, dengan skor yang diperoleh dari ahli materi 90%, dan dari ahli media sebesar 95%. Dalam penggunaannya, LKPD mendapat respon yang sangat baik dari guru dan siswa dengan skor pada uji kepraktisan respon guru sebesar 93,75% yang dinyatakan sangat praktis. Hasil untuk respon siswa didapati skor sebesar 90,625% yang dapat dikatagorikan LKPD praktis bagi siswa. Hasil ini tentu berdampak pada kemampuan pemahaman siswa dalam materi penjumlahan dan pengurangan dengan nilai rata- rata pretest 71,25 dan posttest 91,67. Terdapat perbedaan antara nilai pretest dan posttest. Rata-rata nilai meningkat sebesar 20,42 dapat disimpulkan penggunaan LKPD berbasis STEM dapat meningkatkan kemampuan numerasi siswa.
Referensi
Anggraeni, A. (2025). Peningkatan Kemampuan Literasi Numerasi Siswa dengan Pemberian Soal melalui Google Form. Jurnal Didaktika Pendidikan Dasar, 9(1), 379–394. https://doi.org/https://doi.org/10.26811/didaktika.v9i1.1650
Astuti, I., & Isnawati. (2020a). Development of Student Worksheets to Improve Higher Order Thinking Skills in Mathematics Learning. Journal of Physics: Conference Series, 1521(3), 32094. https://doi.org/10.1088/1742-6596/1521/3/032094
Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014a). The Impact Of Conceptual Understanding On Procedural Learning In Mathematics. Journal of Educational Psychology, 106(2). https://doi.org/10.1037/a0035278
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science+Business Media. https://doi.org/10.1007/978-0-387-09506-6
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A Meta-analysis of the Effectiveness of Concrete Manipulatives. Journal of Educational Psychology, 105(2), 380–400. https://doi.org/10.1037/a0031084
English, L. D. (2016). STEM education K–12: Perspectives On Integration. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0036-1
Fitriani, R., & Putra, H. D. (2021). The effect of STEM-based Learning On Elementary Students’ Numeracy Skills. Journal of Mathematics Education Research, 10(3), 201–213.
Fitriani, Y., & Putra, Z. H. (2021). STEM-based Mathematics Learning To Enhance Students’ Numeracy Skills In Elementary School. Journal of Mathematics Education Research, 12(2), 145–156.
Fyfe, E. R., McNeil, N. M., Son, J. Y., & Goldstone, R. L. (2014). Concreteness Fading In Mathematics and Science Instruction: A systematic review. Educational Psychology Review, 26(1), 9–25. https://doi.org/10.1007/s10648-014-9249-3
García, M., & Weiss, L. (2022). Project-based STEM learning and early mathematical reasoning development. International Journal of STEM Education, 9(1), 45–59. https://doi.org/10.1186/s40594-022-00345-6
García-Carrillo, C., Greca, I. M., & Fernández-Hawrylak, M. (2021). Teacher perspectives on teaching STEM subjects in an integrated way. Journal of Science Education and Technology, 30(5). https://doi.org/10.1007/s10956-021-09914-3
Gravemeijer, K., & Doorman, M. (1999). Context Problems In Realistic Mathematics Education. Educational Studies in Mathematics, 39, 111–129. https://doi.org/10.1023/A:1003749919816
Han, S., Capraro, R., & Capraro, M. M. (2016). How STEM Project-Based Learning Affects High-Need Students. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0041-4
Kim, J., & Bolger, M. (2021). Integrated STEM Instruction and Mathematical Conceptual Understanding In Primary Grades. Journal of Educational Research, 114(5), 487–499. https://doi.org/10.1080/00220671.2021.1901123
Kristyowening, D., Ragil, I., Atmojo, W., & Matsuri, M. (2025). International Journal of Pedagogy and Teacher Education Effectiveness of STEM-Based Differentiated Learning in Enhancing Elementary Students Critical Thinking Skills. 9(2), 339–349. https://doi.org/10.20961/ijpte.v9i2.100389
Lestari, P., & Fauzi, M. (2026). Gradual Representation Strategy In Early Grade Mathematics Instruction. International Journal of Primary Education Studies, 5(1), 22–36.
Lubis, R., & Siahaan, T. (2020). The Effect of STEM-based Learning On Students’ Critical Thinking Ability In Mathematics. Journal of Physics: Conference Series, 1462(1), 12018. https://doi.org/10.1088/1742-6596/1462/1/012018
Muhammad, A., & Sari, N. (2023). The Use of Concrete Media In Improving Mathematical Concept Retention In Early Grades. Jurnal Pendidikan Dasar Nusantara, 8(1), 75–88.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Boston College.
OECD. (2019). PISA 2018 results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pratama, Y., & Lestari, D. (2024). STEM-based Mathematics Learning And Story Problem Solving Ability In Lower Grade Elementary School. Jurnal Inovasi Pendidikan Matematika, 12(2), 155–169.
Rahman, F., & Utami, W. (2024). The impact of STEM Learning on Students’ Confidence in Mathematics Problem Solving. Jurnal Pendidikan Dan Pembelajaran Dasar, 11(3), 210–224.
Rohmah, S., & Wahyudi. (2022a). Development of STEM-based Worksheets to Improve Elementary Students’ Mathematical Problem-solving Skills. International Journal of Instruction, 15(1), 721–736.
Rohmah, S., & Wahyudi, W. (2022b). Implementation of STEM-based Worksheets In Improving Mathematical Problem-Solving Skills. Jurnal Pendidikan Matematika, 16(1), 1–14.
Siregar, N., Harahap, M. B., & Sinaga, B. (2020). Students’ Difficulties In Solving Contextual Mathematics Problems In Elementary School. Journal of Mathematics Education, 11(2), 215–226.
Suryadi, A., & Nugroho, R. (2023). Visual Design Quality and Student Engagement In Elementary Learning Media. Jurnal Teknologi Pendidikan, 25(2), 178–190.
Suryadi, D., & Nurhadi, M. (2023). Strengthening numeracy literacy through contextual mathematics learning in primary schools. Jurnal Pendidikan Matematika, 17(1), 45–58.
Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive Load Theory. Springer.
Widayati, T. (2026). Analisis Kemampuan Numerasi Siswa Sekolah Dasar Fase C dalam Menyelesaikan Masalah Kontekstual. Jurnal Didaktika Pendidikan Dasar, 10(1), 355-372. https://doi.org/10.26811/didaktika.v10i1.1939
Zhang, Y., & Chu, H. (2023a). Managing Cognitive Load In Early Mathematics Instruction: Effects on Conceptual Understanding. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09712-4
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2026 Yosi Anggraeni Wisnu Kusumaningtyas, Mohammad Thoriq
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Semua materi yang diterbitkan oleh Jurnal_Didaktika_Pendidikan_Dasar dilisensikan di bawah Lisensi Internasional Creative Commons 4.0 (CC-BY-SA) atau lisensi yang setara sebagai lisensi optimal untuk publikasi, distribusi, penggunaan, dan penggunaan kembali karya ilmiah. Izin akses di luar cakupan lisensi ini mungkin tersedia di perpustakaan digital dan database jurnal akses terbuka.
