| Naslov: | Critical thinking in elementary mathematics : a mindful, meaningful, and joyful learning model |
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| Avtorji: | ID Siregar, Pariang Sonang (Avtor)
ID Hermita, Neni (Avtor)
ID Santosa, Firman (Avtor)
ID Herti, Tety (Avtor) |
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| Datoteke: |  RAZ_Siregar_Pariang_Sonang_2026.pdf (672,50 KB)
MD5: 5662EF7BDBBF8F8665F87252E40644E7
 https://doi.org/10.18690/rei.5575
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| Jezik: | Angleški jezik |
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| Vrsta gradiva: | Znanstveno delo |
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| Organizacija: | PEF - Pedagoška fakulteta
UZUM - Univerzitetna založba Univerze v Mariboru
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| Opis: | This study evaluates a deeper learning model integrating mindful, meaningful, and joyful learning to bridge the procedural-conceptual knowledge gap. Using a sequential exploratory mixed-method design within a Lesson Study framework, we involved 7 teachers and 20 Indonesian fourth graders. Quantitative results showed significant critical thinking improvement (F = 528.603, p < .000) with a large effect size (d = 7.36). Qualitative findings revealed that the model established a psychologically safe environment, facilitating student-led knowledge construction. Despite the small sample, this study provides a validated pedagogical framework for fostering higherorder mathematical reasoning through affective safety and metacognition. |
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| Ključne besede: | deeper learning, pedagogical model, critical thinking, mathematics education, elementary school |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Datum objave: | 30.06.2026 |
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| Kraj izida: | Maribor |
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| Založnik: | Univerza v Mariboru, Univerzitetna založba |
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| Leto izida: | 2026 |
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| Št. strani: | str. 229-246 |
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| Številčenje: | Letn. 19, št. 2 |
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| PID: | 20.500.12556/DKUM-100362  |
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| UDK: | 37.091.3:51:159.955 |
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| COBISS.SI-ID: | 290808067 |
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| ISSN pri članku: | 1855-4431 |
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| Datum objave v DKUM: | 15.09.2026 |
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| Število ogledov: | 117 |
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| Število prenosov: | 0 |
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| Metapodatki: |    |
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| Področja: | Ostalo
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