Students' Thinking Process at The Dasalitnum Stage in Learning Numeracy Content
DOI:
10.29303/jppipa.v11i9.11743Published:
2025-09-30Downloads
Abstract
This study explores the thinking processes of Class V students at SDN Buraen 1, South Amarasi District, Kupang Regency, through the 10-step numeracy learning model called Dasalitnum. Using a qualitative approach, the research involved nine students representing the red, yellow, and green zones based on their mastery of mathematical concepts. Data were collected during Mathematics lessons in the odd semester of 2024/2025. The findings indicate that the Dasalitnum approach effectively enhances students’ thinking processes in number material. Red zone students progressed from guessing to understanding problems with guidance, yellow zone students began to think independently and select solution strategies, while green zone students demonstrated critical and reflective thinking. Overall, Dasalitnum supports students in contextual problem understanding, identifying key information, evaluating, and revising solutions. This strategy strengthens numerical mindsets and is relevant for schools with low numeracy achievement.
Keywords:
Dasalitnum Numbers Numeration Thinking processReferences
Adhelacahya, K., Sukarmin, S., & Sarwanto, S. (2023). The impact of problem-based learning electronics module integrated with STEM on students’ critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(7), 4869–4878.
Anam, F., Suteja, J. R., Septianto, A., Purnomo, A., & Utami, Y. P. (2020). Improving the numeracy mathematics ability: The role of abacus learning model. Journal of Physics: Conference Series, 1594(1), 12041.
Andayani, S. (2020). Development of learning tools based on discovery learning models combined with cognitive conflict approaches to improve students’ critical thinking ability. Jurnal Penelitian Pendidikan IPA, 6(2), 238–242.
Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244.
Andriani, D. N., Wibawa, R. P., Firtriawati, D., Winanda, I., & Saputri, M. A. (2025). Project-Based Learning Based on Mastery Learning to Improve Continuous Numeracy Literacy in High School Students: Literature Review. EDUKASIA Jurnal Pendidikan Dan Pembelajaran, 6(1), 595–610.
Apriliawan, P. A., & Parmiti, D. P. (2021). Improve students’ numeracy skills using learning videos. International Journal of Elementary Education, 5(2), 256–267.
Astuti, E. P., Wijaya, A., & Hanum, F. (2024). Characteristics of Junior High School Teachers’ Beliefs in Developing Students’ Numeracy Skills through Ethnomathematics-Based Numeracy Learning. Journal of Pedagogical Research, 8(1), 244–286.
Aunio, P. (2019). Chapter 8 - Early Numeracy Skills Learning and Learning Difficulties—Evidence-based Assessment and Interventions. In D. C. Geary, D. B. Berch, & K. B. T.-C. F. for I. M. L. Mann Koepke (Eds.), Mathematical Cognition and Learning (Vol. 5, pp. 195–214). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-815952-1.00008-6
Aunio, P., Korhonen, J., Ragpot, L., Törmänen, M., & Henning, E. (2021). An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly, 55, 252–262. https://doi.org/https://doi.org/10.1016/j.ecresq.2020.12.002
Azubuike, O. B., Browne, W. J., & Leckie, G. (2024). State and wealth inequalities in foundational literacy and numeracy skills of secondary school-aged children in Nigeria: A multilevel analysis. International Journal of Educational Development, 110, 103112. https://doi.org/https://doi.org/10.1016/j.ijedudev.2024.103112
Campbell, L., Gray, S., MacIntyre, T., & Stone, K. (2020). Literacy, numeracy and health and wellbeing across learning: Investigating student teachers’ confidence. International Journal of Educational Research, 100, 101532. https://doi.org/https://doi.org/10.1016/j.ijer.2020.101532
Chen, C.-C., Huang, H.-H., Takamura, H., & Chen, H.-H. (2019). Numeracy-600K: Learning numeracy for detecting exaggerated information in market comments. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics, 6307–6313.
Chinn, S. (2020). The trouble with maths: A practical guide to helping learners with numeracy difficulties. Routledge.
Dierkx, V., van de Rijt, B., Hessen, D., van Luit, H., & van Viersen, S. (2025). Early numeracy development as a foundation of mathematics achievement in primary education. Learning and Individual Differences, 121, 102706. https://doi.org/https://doi.org/10.1016/j.lindif.2025.102706
Dole, S., & Geiger, V. (2020). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. Routledge.
Douglas, A.-A., Zippert, E. L., & Rittle-Johnson, B. (2021). Parents’ numeracy beliefs and their early numeracy support: A synthesis of the literature. Advances in Child Development and Behavior, 61, 279–316.
Duan, H., Yang, Y., & Tam, K. Y. (2021). Learning numeracy: A simple yet effective number embedding approach using knowledge graph. Findings of the Association for Computational Linguistics: EMNLP 2021, 2597–2602.
Fatmawati, B., Wazni, M. K., & Husnawati, N. (2021). The study of worksheets based on creative problem solving for biology subjects. Jurnal Penelitian Pendidikan IPA, 7(4), 701–706.
Fitrianingrum, S., & Murtiyasa, B. (2023). The Private Student’s Junior High School and Their Numeracy Literacy Competency. Jurnal Penelitian Pendidikan IPA, 9(9), 7645–7650.
Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. J. (2018). Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial. Early Childhood Research Quarterly, 43, 83–95. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.01.009
Furnham, A., & Cheng, H. (2025). Predicting adult literacy and numeracy: Findings from the British cohort study. Acta Psychologica, 258, 105233. https://doi.org/https://doi.org/10.1016/j.actpsy.2025.105233
Gashaj, V., Thaqi, Q., Mast, F. W., & Roebers, C. M. (2023). Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety. Trends in Neuroscience and Education, 33, 100217. https://doi.org/https://doi.org/10.1016/j.tine.2023.100217
Grotlüschen, A., Desjardins, R., & Liu, H. (2020). Literacy and numeracy: Global and comparative perspectives. International Review of Education, 66(2), 127–137.
Gusman, T. A., Novitasari, N., & Yulina, I. K. (2023). The Effect of STEM Integrated Problem-Based Learning Model on Students’ Critical Thinking Skills on Electrolyte and Non-Electrolyte Solution Materials. Jurnal Penelitian Pendidikan IPA, 9(10), 8911–8917.
Hellstrand, H., Korhonen, J., Räsänen, P., Linnanmäki, K., & Aunio, P. (2020). Reliability and validity evidence of the early numeracy test for identifying children at risk for mathematical learning difficulties. International Journal of Educational Research, 102, 101580. https://doi.org/https://doi.org/10.1016/j.ijer.2020.101580
Heryani, T. P., Suwarma, I. R., & Chandra, D. T. (2023). Development of STEM-based physics module with self-regulated learning to train students critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(6), 4245–4252.
Ho, J. C.-S., Cheung, S. K., McBride, C., Purpura, D. J., Ng, M. C. Y., & Ho, A. P. L. (2025). Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language. Journal of Experimental Child Psychology, 252, 106145. https://doi.org/https://doi.org/10.1016/j.jecp.2024.106145
Khairati, K., Artika, W., Sarong, M. A., Abdullah, A., & Hasanuddin, H. (2021). Implementation of STEM-based experiential learning to improve critical thinking skills on ecosystem materials. Jurnal Penelitian Pendidikan IPA, 7(4), 752–757.
Lee-Post, A. (2019). Developing numeracy and problem-solving skills by overcoming learning bottlenecks. Journal of Applied Research in Higher Education, 11(3), 398–414. https://doi.org/https://doi.org/10.1108/JARHE-03-2018-0049
Leyva, D., Yeomans-Maldonado, G., Weiland, C., & Shapiro, A. (2022). Latino kindergarteners’ math growth, approaches to learning, and home numeracy practices. Journal of Applied Developmental Psychology, 80, 101417. https://doi.org/https://doi.org/10.1016/j.appdev.2022.101417
Lynch, K., Lee, M., & Loeb, S. (2023). An investigation of Head Start preschool children’s executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic. Early Childhood Research Quarterly, 64, 255–265. https://doi.org/https://doi.org/10.1016/j.ecresq.2023.04.002
Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. International Journal of STEM Education, 5(1), 39.
MINTY-WALKER, C., PETTIGREW, J., RYLANDS, L., HUNT, L., & WILSON, N. J. (2025). Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety. Nurse Education Today, 144, 106422. https://doi.org/https://doi.org/10.1016/j.nedt.2024.106422
Muliani, M., Novita, N., Mellyzar, M., Pasaribu, A. I., & Fadli, M. R. (2022). Analysis of the characteristics of the ethnoscience-based numeracy test instrument using the rasch model. Jurnal Penelitian Pendidikan IPA, 8(5), 2176–2183.
Napoli, A. R., Ehrman, P., & Purpura, D. J. (2025). A text message-based home numeracy pilot intervention for parents of preschoolers. Journal of Applied Developmental Psychology, 98, 101784. https://doi.org/https://doi.org/10.1016/j.appdev.2025.101784
Ntalindwa, T., Nduwingoma, M., Uworwabayeho, A., Nyirahabimana, P., Karangwa, E., Rashid Soron, T., Westin, T., Karunaratne, T., & Hansson, H. (2022). Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study. JMIR Serious Games, 10(2). https://doi.org/https://doi.org/10.2196/28276
O’Reilly, R., Ramjan, L. M., Fatayer, M., Stunden, A., & Gregory, L. R. (2020). First year undergraduate nursing students’ perceptions of the effectiveness of blended learning approaches for nursing numeracy. Nurse Education in Practice, 45, 102800. https://doi.org/https://doi.org/10.1016/j.nepr.2020.102800
Oktariya, P., Herlina, K., & Abdurrahman, A. (2023). Development of problem-based e-lkpds assisted by canva to stimulate numeracy skill and visual literacy. Jurnal Penelitian Pendidikan IPA (JPPIPA), 12(9), 12303–12308.
Pal, K. K., & Baral, C. (2021). Investigating numeracy learning ability of a text-to-text transfer model. ArXiv Preprint ArXiv:2109.04672.
Pradana, D., Nur, M., & Suprapto, N. (2020). Improving critical thinking skill of junior high school students through science process skills based learning. Jurnal Penelitian Pendidikan IPA, 6(2), 166–172.
Rahmah, I. F., Irianto, A., & Rachmadtullah, R. (2023). Problem based learning models to numeracy literacy skills: a study in elementary school. Journal of Education and Teacher Training Innovation, 1(1), 1–10.
Ramadhani, R., Soeharto, S., Arifiyanti, F., Prahmana, R. C. I., Saleh, A., & Lavicza, Z. (2025). Assessing quality and biases in ethnomathematics-based numeracy worksheets: A Many-Facet Rasch Model analysis. Social Sciences & Humanities Open, 12, 101736. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.101736
Safitri, W., Suyanto, S., & Prasetya, W. A. (2024). The Influence of the STEM-Based Engineering Design Process Model on High School Students’ Creative and Critical Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 10(2), 662–673.
Sakurai, J., & Goos, M. (2023). Revisiting tools in numeracy learning: the role of authentic digital tools. Frontiers in Education, 8, 1291407.
Sapir-Yogev, S., & Ashkenazi, S. (2025). Chapter 2 - The cognition-numeracy model of math learning disabilities (Y. Gliksman, L. Kaufmann, & A. B. T.-D. D. Henik (eds.); pp. 27–53). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-443-22224-5.00002-3
Sekarwinahyu, M., Sapriati, A., & Rahayu, U. (2023). Development of a Reflective Learning Program in Online Tutorials for the Biology Education Department. Jurnal Penelitian Pendidikan IPA, 9(5), 4000–4007.
Usman, N. F., Mustaqimah, N., & Latjompoh, M. (2024). Needs Analysis for The Development of Biology E-Modules Based on Project-Oriented Problem-Based Learning (POPBL) to Improve Students’ Critical Thinking, Creativity, and Collaboration Skillss. Jurnal Penelitian Pendidikan IPA, 10(12), 10859–10867.
Vrochidou, E., Najoua, A., Lytridis, C., Salonidis, M., Ferelis, V., & Papakostas, G. A. (2018). Social robot NAO as a self-regulating didactic mediator: A case study of teaching/learning numeracy. 2018 26th International Conference on Software, Telecommunications and Computer Networks (SoftCOM), 1–5.
Wei, W., Wu, S., Xu, C., Qin, J., & LeFevre, J.-A. (2025). The relation between home numeracy activities and children’s math skills: The moderating role of home numeracy resources. Learning and Individual Differences, 122, 102734. https://doi.org/https://doi.org/10.1016/j.lindif.2025.102734
Zhang, A. J.-J., Maurer, U., McBride, C., & Inoue, T. (2025). Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families. Cognitive Development, 75, 101605. https://doi.org/https://doi.org/10.1016/j.cogdev.2025.101605
License
Copyright (c) 2025 Yunita Makdalena Kollan, Helti Lygia Mampouwr, Wahyu Hari Kristiyanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
