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Journal
Journal of Education and Teaching Learning
ISSN
e-ISSN 2986-3015 · p-ISSN 2986-3791
Issue
Vol.4 No.2 October (2026)
Section
Articles
Pages
730-734
Article ID
329
Submitted
06-07-2026
Published
21-10-2026
Language
English
License
CC BY-NC-SA 4.0
DOI
10.59211/mjpjetl.v4i2.329

Development of Mathematics Problems to Measure Critical Thinking Skills in Fifth-Grade Elementary School Students

Authors

  • Septhia Indah Putri Universitas PGRI Palembang image/svg+xml
    • Nila Kesumawati
      • Destiniar

        DOI:

        https://doi.org/10.59211/mjpjetl.v4i2.329

        Keywords:

        mathematics problem development, critical thinking skills, data presentation and interpretation, fifth-grade elementary school students, Tessmer model

        Abstract

        This study aims to produce mathematics questions that can be used to measure the critical thinking skills of fifth-grade elementary school students on the material of data presentation and interpretation and that meet the criteria of validity and reliability. The method used is Research and Development (R&D) with the Tessmer development model, consisting of preliminary stages, self-evaluation, expert review, one-on-one, small group, and field testing. This study involved 3 students in the one-on-one stage, 6 students in the small group stage, and 30 students in the field testing stage. Data collection was carried out through expert validation sheets, interviews, and tests and was then analyzed using qualitative and quantitative approaches. The results of the study showed that the assessment of the three validators obtained an average percentage of 81.3%, which was included in the valid category. In the one-on-one and small group stages, the questions developed were considered easy for students to understand and had met the aspects of readability and clarity, so they were worthy of being tested in the field testing stage. The results of the validity test showed that 10 questions (83.33%) were declared valid and 2 questions (16.67%) were declared invalid. Meanwhile, the reliability test results obtained a coefficient of 0.967, which is categorized as reliable. Therefore, it can be concluded that the developed mathematics questions have met the validity and reliability criteria, making them suitable for measuring the critical thinking skills of fifth-grade elementary school students.

        Authors and contributors

        3

        • Indonesia

          Author Corresponding author

          Universitas PGRI Palembang ROR

        • Indonesia

          Author

        • Indonesia

          Author

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        References

        [1] Agustine, D., Surya, E., & Zuhur, M. (2020). Pengembangan Instrumen Kemampuan Berpikir Britis Siswa Sekolah Dasar. Jurnal Pendidikan Dasar, 11(2), 45–56.

        [2] Febriano, R., & Enawaty, E. (2021). Analisis Pembelajaran Matematika Berbasis Pemecahan Masalah Di Sekolah Dasar. Jurnal Pendidikan Matematika Indonesia, 6(1), 1–8.

        [3] Hastuti, Y., Hapsari, P., & Gularso, D. (2024). Pengembangan Kepraktisan Instrumen Penilaian Berbasis Keterampilan Berpikir Kritis Siswa Kelas IV SD Negeri Wirosaban. Jurnal Cendekia: Jurnal Pendidikan Matematika, 08, 1351–1357.

        [4] Hollingshead, A. B. (2024). Assessing Critical Thinking Skills In Elementary Education. Journal of Educational Assessment, 18(2), 101–115.

        [5] Iskandar. (2020). Metodologi Penelitian Pendidikan Dan Sosial. Jakarta: Referensi.

        [6] Kemendikbudristek. (2022). Capaian Pembelajaran Kurikulum Merdeka: Sekolah Dasar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi.

        [7] Lestari, S., & Kurniawan, D. (2024). Pengembangan Asesmen Matematika Berbasis Kurikulum Merdeka Fase C. Jurnal Pendidikan Dasar Indonesia, 8(2), 95–105.

        [8] Sapitri, D. (2025). Systematic Literature Review: Kemampuan Berpikir Kritis Dalam Pembelajaran Matematika. Gammath: Jurnal Ilmiah Program Studi Pendidikan Matematika, 10(1), 46-62.

        [9] Sari, R., & Widodo, S. (2021). Pengembangan Instrumen Berpikir Kritis Matematis Di Sekolah Dasar. Jurnal Pendidikan Matematika, 12(1), 55–65.

        [10] Trisnani, N., Retnawati, H., & Wuryandani, W. (2024). Pengembangan Instrumen Berpikir Kritis Berbentuk Soal Uraian. Jurnal Penelitian Dan Evaluasi Pendidikan, 28(1), 60–75.

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        Published

        21-10-2026

        Issue

        Vol.4 No.2 October (2026)

        Section

        Articles

        License

        Copyright (c) 2026 Septhia Indah Putri, Nila Kesumawati, Destiniar

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        This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

        Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.

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        References

        10
        1. Agustine, D., Surya, E., & Zuhur, M. (2020). Pengembangan Instrumen Kemampuan Berpikir Britis Siswa Sekolah Dasar. Jurnal Pendidikan Dasar, 11(2), 45–56. Google Scholar
        2. Febriano, R., & Enawaty, E. (2021). Analisis Pembelajaran Matematika Berbasis Pemecahan Masalah Di Sekolah Dasar. Jurnal Pendidikan Matematika Indonesia, 6(1), 1–8. Google Scholar
        3. Hastuti, Y., Hapsari, P., & Gularso, D. (2024). Pengembangan Kepraktisan Instrumen Penilaian Berbasis Keterampilan Berpikir Kritis Siswa Kelas IV SD Negeri Wirosaban. Jurnal Cendekia: Jurnal Pendidikan Matematika, 08, 1351–1357. Google Scholar
        4. Hollingshead, A. B. (2024). Assessing Critical Thinking Skills In Elementary Education. Journal of Educational Assessment, 18(2), 101–115. Google Scholar
        5. Iskandar. (2020). Metodologi Penelitian Pendidikan Dan Sosial. Jakarta: Referensi. Google Scholar
        6. Kemendikbudristek. (2022). Capaian Pembelajaran Kurikulum Merdeka: Sekolah Dasar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi. Google Scholar
        7. Lestari, S., & Kurniawan, D. (2024). Pengembangan Asesmen Matematika Berbasis Kurikulum Merdeka Fase C. Jurnal Pendidikan Dasar Indonesia, 8(2), 95–105. Google Scholar
        8. Sapitri, D. (2025). Systematic Literature Review: Kemampuan Berpikir Kritis Dalam Pembelajaran Matematika. Gammath: Jurnal Ilmiah Program Studi Pendidikan Matematika, 10(1), 46-62. Google Scholar
        9. Sari, R., & Widodo, S. (2021). Pengembangan Instrumen Berpikir Kritis Matematis Di Sekolah Dasar. Jurnal Pendidikan Matematika, 12(1), 55–65. Google Scholar
        10. Trisnani, N., Retnawati, H., & Wuryandani, W. (2024). Pengembangan Instrumen Berpikir Kritis Berbentuk Soal Uraian. Jurnal Penelitian Dan Evaluasi Pendidikan, 28(1), 60–75. Google Scholar

        Cite this article

        Putri, S. I., Kesumawati, N., & Destiniar (2026). Development of Mathematics Problems to Measure Critical Thinking Skills in Fifth-Grade Elementary School Students. Journal of Education and Teaching Learning, 4(2), 730–734. https://doi.org/10.59211/mjpjetl.v4i2.329

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