Critical Thinking in Elementary Mathematics: A mindful, Meaningful, and Joyful Learning Model
DOI:
https://doi.org/10.18690/Keywords:
Deeper learning, ped-agogical model, criti-cal thinking, mathe-matics education, ele-mentary school.Abstract
This study evaluates a deeper learning model integrating mindful, meaningful, and joy-ful 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 higher-order mathematical reasoning through affective safety and metacognition.
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