This research discusses interesting Natural Sciences (IPA) learning strategies for elementary school students in the digital era. With the development of technology, the use of digital media such as animated videos, learning applications, and 3D simulations has become an effective solution in improving students' understanding of science concepts. The research method used is a literature study by analyzing various literature related to the application of technology in science learning. The results of the study show that the integration of digital media can increase students' learning motivation as well as learning effectiveness. However, challenges such as limited infrastructure and teacher readiness are still obstacles in its implementation. Therefore, training for educators and facility support is needed so that the use of digital technology in science learning can run optimally.

The difficulties students experience when solving problems that require calculation indicate a need to improve their arithmetic skills. This research aims to describe students' numeracy skills in solving number problems while also identifying the obstacles they encounter in developing these skills. Specifically, this study explores the mathematical numeracy literacy abilities of fourth-grade elementary school students in facing the Minimum Competency Assessment (AKM) questions on number material at one elementary school in Indonesia. This research uses a descriptive qualitative approach with data collection techniques including AKM numeracy tests, observation, interviews, and documentation. The research findings show that students' mathematical numeracy literacy ability is in the moderate category, with an average achievement of 65.8%. The main difficulties experienced by students include: (1) recognizing mathematical information from contextual problems, (2) performing numerical calculations, (3) interpreting calculation results in the context of real-world problems, and (4) communicating mathematical reasoning in writing. Based on these results, this research recommends strengthening numeracy learning that connects material with everyday life contexts, as well as improving students' mathematical reasoning abilities through problem-based learning approaches, to optimize the mathematical numeracy literacy of elementary school students.

The purpose of this study is to assess the computational thinking skills of fourth-grade elementary students within the framework of mathematics instruction. Computational thinking is a crucial 21st-century competency that should be cultivated from an early age, particularly in solving mathematical problems. This study adopts a descriptive quantitative method using a written test instrument developed based on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic processes. The participants in this research were fourth-grade students from a selected elementary school. The results indicate that most students demonstrate a moderate level of computational thinking. Among the assessed indicators, decomposition was the most successfully achieved, while algorithmic thinking was the least mastered. These results highlight the importance of integrating contextual and problem-based learning strategies to further enhance students’ computational thinking abilities in mathematics education.

This article explores the significance of gaining a clear understanding of the topic concept addition as the main foundation in mathematical literacy. This study examines various pedagogical approaches in introducing the concept of addition to students, emphasizing the importance of conceptual understanding compared to procedural learning. Analysis of several learning methods shows that the use of manipulative objects, visual representations, and the application of real contexts significantly improve students' understanding of the idea behind addition. The results of the research also indicate that difficulties in understanding the concept of addition at the early stage of Learning may affect the progress of advanced mathematical abilities. This article concludes that a learning approach that emphasizes conceptual understanding of addition as a quantity combination operation will establish a strong basis for the advancement of students' mathematical abilities in the future.

Mathematical connection ability is a crucial competence that should be developed from the elementary level, as it helps students understand the interrelationships between mathematical concepts and their applications in daily life. This study aims to analyze the mathematical connection abilities of first-grade elementary school students in learning flat shapes. The research employed a descriptive quantitative method using cognitive and psychomotor assessment instruments. The cognitive test consisted of multiple-choice and essay questions measuring students' ability to recognize, understand, classify, and apply flat shapes. The psychomotor test involved tasks such as assembling flat shapes into meaningful objects and classifying shapes by type. The results showed that students were fairly capable of identifying and grouping flat shapes, but had difficulty explaining classification reasons or relating shapes to real-life objects. The psychomotor results also indicated that fine motor skills and the ability to make real-world connections need improvement. These findings highlight the importance of contextual learning approaches and the use of concrete media to strengthen students’ mathematical connections from an early age.
 
 

This study aims to examine in-depth and comprehensively the various obstacles faced by elementary school students in understanding the concept of fractions. Fractions represent one of the key components in basic mathematics education and often pose a significant challenge for many students. Through a structured literature review and in-depth analysis of empirical data, this research seeks to clearly describe the various difficulties students encounter when learning and understanding fractions. Additionally, this study investigates the underlying factors contributing to these difficulties and offers a number of creative and effective instructional strategy recommendations to help students overcome these barriers. The findings indicate that the primary challenges hindering students' understanding include several critical aspects: weak comprehension of basic fraction concepts, difficulty in representing fractions both visually and symbolically, struggles with performing arithmetic operations involving fractions, and challenges in relating fraction concepts to real-life situations. A thorough understanding of these challenges is expected to serve as a crucial foundation for improving the quality of mathematics instruction at the elementary school level.
 
 

Mathematical representative ability is a person's ability to express mathematical ideas, objects, and relationships in various forms of representation, both visually, symbolically, verbally, and contextually. This study aims to analyze the mathematical representative ability of students through counting operations in grade III elementary school in the form of story problems. The method used was descriptive qualitative research with written test instruments to assess cognitive abilities and observation to assess psychomotor skills. The research subjects consisted of five grade III elementary school students, by giving test questions on mathematical reasoning skills, observing students directly in solving and understanding story problems, conducting documentation to obtain accurate data when in the field by classifying students' mathematical representative abilities based on math scores. The results showed that most learners had a very good level of cognitive ability in completing arithmetic operations, but there were some learners who were still lacking in understanding story problems. This finding confirms that the importance of appropriate learning strategies so that learners are not only able to solve problems in the form of operations but also able to understand problems in the form of story problems that are applied in real life.

Understanding geometric concepts is an essential part of the mathematics learning process in elementary school. However, many fifth-grade students face challenges in grasping these concepts due to monotonous and less interactive learning media. These difficulties contribute to students' low comprehension of geometric concepts. The purpose of this study is to analyze the contribution of interactive media in strengthening students' understanding of geometric concepts in elementary school. The research employs a qualitative approach, with data collected through observations, interviews with teachers and students, and documentation. The findings reveal that less interactive teaching methods, the lack of concrete learning media, and an unconducive learning environment are the main factors hindering students' understanding. Increasing student participation and facilitating their comprehension of geometric concepts can be achieved by implementing interactive media such as digital simulations, animated videos, and educational games. Thus, interactive media can enhance students' learning motivation and create a more enjoyable learning atmosphere. By integrating interactive media into the mathematics learning process, students are expected to become more actively engaged, focused, and able to understand geometric concepts more effectively.

Measurement is an essential part of learning. It involves comparing an object with certain criteria or measures. In the context of education, measurement helps educators to understand the level of student achievement of the learning objectives that have been set. This study aims to analyze the ability of grade I elementary school students to understand the basic concepts of measurement, both from the cognitive, psychomotor, and affective aspects. Data collection was carried out through assessment instruments in the form of multiple choice questions and short fillings, practical activities using measuring instruments, and attitude observations during the learning process. The results showed that most students had understood the basic concepts of measuring standard and non-standard units, although there were still some errors in unit conversion and accuracy in measurement practices. This finding is an important basis for developing more contextualized and interactive measurement learning in the early grades of elementary school.

Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.