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NUMERACY ABILITY AS A PREDICTOR OF ELEMENTARY SCHOOL STUDENTS' REFLECTIVE THINKING IN MATHEMATICS LEARNING
Abstract
Purpose – This study aims to examine the relationship between numeracy ability and reflective thinking among elementary school students in mathematics learning. Numeracy ability includes understanding number concepts, interpreting quantitative information, and applying mathematics in everyday contexts. Reflective thinking is a higher-order thinking skill that involves understanding the problem, evaluating strategies, drawing conclusions, and reflecting on the outcomes of problem-solving.
Methodology – A quantitative correlational design was employed involving 134 fourth- and fifth-grade students in Kartoharjo District, Madiun City, selected through purposive sampling. Data were collected using validated and reliable numeracy and reflective thinking tests. The data were analyzed using normality and linearity tests, followed by the Pearson Product-Moment correlation test.
Findings – The data met the assumptions of normality (numeracy: p = 0.087; reflective thinking: p = 0.092) and linearity (deviation from linearity: p = 0.214). Pearson correlation analysis revealed a positive and significant relationship between numeracy ability and reflective thinking (r = 0.623, p < 0.001), indicating that students with higher numeracy ability tend to demonstrate stronger reflective thinking skills.
Significance – This study contributes empirical evidence regarding the relationship between numeracy ability and reflective thinking among elementary school students, an area that has received limited attention in elementary mathematics education. The findings provide practical implications for designing numeracy-oriented mathematics instruction to foster higher-order thinking skills.Keywords
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DOI: https://doi.org/10.36987/jes.v13i5.9755
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