Journal Progressive of Cognitive and Ability

e-SSN: 2962-1631, p-ISSN: 2961-9912

https://journals.eduped.org/index.php/jpr

Critical Thinking Skills of Fifth-Grade Elementary School Students in
Mathematics Learning through LOC-R Model: A Descriptive Study
Tria Mardiana1*, Arifah Muzayyanah2
1,2

Departement of Elementary School Teacher, Universitas Muhammadiyah Magelang, Indonesia

*Corresponding author: triamardiana@unimma.ac.id
Received: 15/04/2025

Revised: 19/05/2025

Accepted: 15/06/2025

ABSTRACT
Purpose - This study is aimed to describe the critical thinking skills of fifth-grade students at SD Negeri
Sosrowijayan after participating in mathematics learning using the LOC-R (Literacy, Orientation, Collaboration,
Reflection) model.
Methodology - The study is employing a quantitative descriptive design with 20 students. The data were
collected through questionnaires based on indicators, then analyzed using descriptive statistics in the form of
average scores, percentages and ability categories.
Findings - The result of the study revealed an average critical thinking score of 85,2 (high category), The highestscoring indicator was connecting concepts (88%), while the lowest was identifying problems (79%).
Novelty - This study integrated LOC-R model to mathematics learning in elementary school and assess its impact
to eight specific indicator of critical thinking.
Significance - The finding of the study provide evidence that implementation of LOC-R model is effective in
enhancing students’ critical thinking, making it an alternative mathematics teaching strategy for fostering 21 stcentury competencies.

Keywords:

LOC-R, Critical thinking, Mathematics, Elementary school

How to cite: Mardiana, T., & Muzayyanah, A. (2025). Critical Thinking Skills of Fifth-Grade Elementary School
Students in Mathematics Learning through LOC-R Model: A Descriptive Study. Journal of
Progressive
Cognitive
and
Ability,
04(3),
pp,
112-119,
doi:
https://doi.org/10.56855/jpr.v4i3.1682

This is an open-access article under the CC BY license

1.

Introduction

Twenty-first-century education requires schools not only to deliver factual knowledge, but also to
cultivate higher-order thinking skills (HOTS) such as critical thinking skills, problem solving, and
metacognitive abilities (Gunartha, 2024). These skills are essential for enabling learners to analyze
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Critical Thinking Skills of Fifth-Grade Elementary School Students...

information, evaluate evidence, and make rational decisions in real life context. Such competencies
are emphasized in both national education policies and various international frameworks (OECD,
2019). Twenty-first-century learning demands that students acquire three broad categories of
competencies: foundational literacies, competencies, and character qualities. Foundational literacies
encompass proficiency in language, numeracy, science, information technology, finance, culture, and
citizenship, all of which support students’ ability to perform daily tasks effectively. Competencies
include critical thinking, creativity, communication, and collaboration—skills needed to navigate
complex life challenges. Meanwhile, character qualities such as curiosity, initiative, perseverance,
adaptability, leadership, and social awareness are vital for thriving in a constantly evolving world. In
the context of the Fourth Industrial Revolution, education must produce human resources who are
not only technically competent but also possess the ability to think critically, creatively, and
collaboratively.
At the elementary school level, particularly in mathematical learning, several studies have
reported that students often struggle with HOTS-oriented questions (Salsabilla & Hidayati, 2021)
(Agustiana et al., 2023). Students tend to rely on procedural knowledge and rote memorization rather
than analytical and argumentative skills (Afni et al., 2024). Analyses of HOTS question quality alongside
empirical research in various schools, indicate low student performance, especially on items requiring
conceptual connections and knowledge transfer (Irmawati et al., 2021) (Intan et al., 2020). Therefore,
there is a need for instructional strategies capable of fostering critical thinking skills in the context of
foundational mathematics. Enhancing student comprehension and involvement is a top priority in
mathematics education (Kania et al., 2025).
The LOC-R model (Literacy, Orientation, Collaboration, Reflection) has emerged as a relatively
recent approach that integrates contextual literacy activities, goal-oriented learning, collaborative
work, and metacognitive reflection (Segara et al., 2022). Studies conducted between 2023 and 2025
have reported that LOK-R is effective in enhancing student engagement, academic literacy, and
various aspects of thinking skills such as numerical literacy, mathematical disposition, and
argumentation skills (Dhesita, 2022) (Effrisanti, 2023) (Safitri et al., 2024). Designed to increase
student participation, conceptual understanding, and critical thinking, LOC-R model weaves together
four interconnected components: Literacy, Orientation, Collaboration, and Reflection (Segara et al.,
2022). The application of LOC-R is believed to improve learning outcomes by encouraging students to
observe, process information, examine concepts, and reflect on their learning—both individually and
collaboratively (Yasin, 2023). It integrates observation, problem-solving, and reflection as integral
parts of the learning process (Khasanah & Sholihah, 2024). The model is aiming to create a holistic
learning environment in which students not only understand the material but also apply it in diverse
contexts (Purnasari & Sadewo, 2020).
The Literacy component emphasizes the importance ability to read, understand, and use
information, particularly in mathematical contexts. Students are guided to identify, analyze, and solve
problems based on texts, graphs, or data relevant to everyday life. The Orientation stage introduces
students to the learning objectives and the real-world problems they will address. This stage is building
initial understanding and linking new content to prior knowledge.
Then the Collaboration component plays a key role in developing students’ social and teamwork
skills. At this stage, students work in groups to discuss, exchange ideas, and solve mathematical
problems together. Through collaboration, they learn from one another’s perspectives, deepen their
understanding, and build confidence in expressing their opinions (Taher, 2023). Finally,
the Reflection stage allows students to evaluate both their learning process and outcomes,
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Mardiana, T., & Muzayyanah, A.

considering what they have learned, what requires improvement, and how they might apply the
knowledge in real-world situations.
The LOC-R model is highly relevant for elementary mathematics instruction (Lirhan & Hamka,
2024). It encourages students to develop mathematical literacy, enabling them to understand
fundamental concepts in a deep and meaningful way. For example, when learning about fractions,
students may read a relevant problem situation (literacy), identify the steps needed to solve it
(orientation), collaborate with peers to complete the task (collaboration), and then evaluate their
work through a class discussion (reflection).
From a theoretical perspective, LOC-R supports critical thinking Syawaludin (2024) through
several mechanisms: (1) contextual literacy provides authentic stimuli that spark critical questioning
and reduce abstraction topics; (2) orientation clarifies cognitive goals so students are aware of the
direction of problem-solving; (3) collaboration fosters exchange of ideas and argumentation among
learners; and (4) reflection cultivates metacognitive awareness for evaluating and refining thinking
strategies. A systematic review in mathematics education supports the effectiveness of combining
contextual, collaborative, and reflective strategies to nurture HOTS (Safitri et al., 2024).
Recent studies (2023–2025) have shown positive results from applying LOC-R across different
subjects and grade levels (elementary to junior high school), including improvements in literacy scores,
active student participation, and various indicators of critical thinking and mathematical disposition.
For example, research by Lirhan & Hamka (2024) and Agustin & Devi (2024) reported significant gains
in conceptual understanding and solution construction skills when the LOC-R syntax was implemented
systematically.
Despite these promising early findings, most LOC-R studies remain descriptive, case-based, or
quasi-experimental, with variations in instruments and intervention duration. Few research have
focused on systematically and comprehensively measuring elementary students’ critical thinking skills,
particularly in specific mathematics topics such as the area of plane figures. Therefore, the present
study aims to describe the critical thinking skills of fifth-grade students following the implementation
of LOK-R in mathematics learning, with an emphasis on the distribution of scores across individual
indicators.

2.

Methods

The study employed a quantitative descriptive design aimed at portraying students’ critical thinking
skills following mathematics learning using LOC-R. This design was chosen because the research focus
was not to test hypotheses concerning differences or relationship among variables, but rather to
systematically present real conditions based on numerical data.
The research subject consisted of 20 fifth grade students at SD Negeri Sosrowijayan, comprising
10 boys and 10 girls, aged between 10 and 11 years old. The subjects were selected using purposive
sampling, as the class was currently studying the topic of Area of Plane Figures and the teacher was
willing to implement the LOC-R model in her/his class.
The primary instrument used was a critical thinking skills questionnaire developed based on the
indicators proposed by (Ennis, 1984), adapted to the context of elementary school students. The
instrument comprised 16 positive and negative statements covering 8 indicators of critical thinking
skills: identifying problem, analyzing information, providing argument, connecting concepts, designing
solutions, evaluating solutions, reflection and drawing conclusions. A detailed description of these
indicators is presented in Table 1.

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Critical Thinking Skills of Fifth-Grade Elementary School Students...

No
1
2
3
4
5
6
7
8

Table 1 - Critical Thinking Skill Indicators
Critical Thinking Skill Indicator Description
Identifying problem
Students are able to recognize and comprehend
the problem or situation at hand.
Analyzing information
Students are able to sort, process, and evaluate
relevant information.
Providing logical argument
Students are able to express opinions or propose
solutions supported by clear reasoning.
Connecting concept
Students are able to relate mathematical
concepts to contextual situations.
designing
solutions
and Students are able to design solutions and outline
strategies
the steps for problem resolution.
Evaluating solution
Students are able to assess the effectiveness of
proposed solutions and identify areas for
improvement.
Reflecting on the result of the Students are able to reflect on the thinking
thought
process and the solutions produced.
Drawing conclusion based on Students are able to formulate conclusions
analysis
grounded in data, facts, or logical analysis.

Each item employed a 4 point Likert scale (1 = strongly disagree, 4 = strongly agree). The content
validity of the instrument was reviewed by two mathematics education experts and one experienced
teacher, yielding a Content Validity Index (CVI) 0f 0.89, which falls into the excellent category.
Reliability calculated using Cronbach’s Alpha was 0.87, indicating that the instrument is reliable. The
study was conducted over a three-week period in the second semester of the 2024/2025 academic
year, following the steps below:
2.1.

Preparation
Preparation activities:
2.1.1. Coordinating with the teacher to explain the research objectives and design.
2.1.2. Developing a lesson plan based on the LOC-R model for the topic of “Area if Plane
Figures.”
2.1.3. Preparing instructional media (contextual videos, reading materials, and student
worksheet.
2.2. Learning Implementation
The learning activities were carried out using the LOC-R syntax, consisting of:
2.2.1. Literacy: Students read a text and watched a contextual video, such as calculating the
area of public park.
2.2.2. Orientation: The teacher explained the learning objectives and linked lesson to real
world problems.
2.2.3. Collaboration: Students worked in small groups to solve the problems provided.
2.2.4. Reflection: Students presented the results of their group discussions, received feedback,
and conducted self-assessment of their thinking process.
2.3. Filling out The Questionnaire
After completion of the learning process, students independently completed the critical thinking skill
questionnaire in class, with the teacher and researcher providing assistance to ensure understanding
of the instructions.
The collected data were analyzed using descriptive statistics, including: Mean score for each
indicator and for all scale, Percentage achievement compared to the maximum score, and Ability
categorization: high ((≥ 80%), moderate (60–79%), and low (< 60%). The result were presented in

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Mardiana, T., & Muzayyanah, A.

tables and diagrams to facilitate interpretation. This analysis aimed to identify the most prominent
indicator as well as those requiring further attention in the learning process.

3.

Results and Discussion

3.1. Results
The assessment of students’ critical thinking skills was conducted following mathematics learning
using the LOC-R model on the topic of Area of Plane Figures. Data were collected from 20 fifth grade
students who completed a critical thinking skills questionnaire based on eigh indicators. The mean
score, percentage achievement, and ability categorization are presented in Tabel II.
Table 2 - Average Score for Each Critical Thinking Skill Indicators
Indicator
Score (%) Category
Identifying problem
79
Moderate
Analyzing information
83
High
Providing logical argument
84
High
Connecting concept
88
High
Designing solution and strategies
86
High
Evaluating solution
85
High
Reflecting on the result of the thought 84
High
Drawing conclusion based on analysis 86
High
Mean
85,2
High
The results indicate that most indicators fall within the high category. The highest achievement
was recorded for the connecting concepts indicator (88%), which leads that students able to relate
mathematical concepts to the contextual problems at hand. This finding aligns with the characteristics
of the LOC-R model, which emphasizes contextual literacy and collaboration, thereby encouraging
students to establish links between various ideas.
The lowest achievement was observed in the identifying problem (79%, moderate category).
This finding suggests that some students still struggle with the initial stage of critical thinking,
recognizing the problems clearly before engaging in the problem solving process. it may stem from
learning habits of moving directly to calculating without clarifying the problem’s context.
For the indicator analyzing information (83%) and providing arguments (84%), students
achieved score within the high category. Students able to sift relevant information and present logical
explanations, although some students tended to duplicate group opinion without contributing with
personal arguments.
The indicators designing solutions (86%), evaluating solutions (85%), reflecting (84%) and
drawing conclusions (86%) showed good performance. These results indicate that the LOC-R based
learning approach provide students with opportunities to experiment with problem solving strategies,
assess their effectiveness and draw lessons from the process for application to other problems.
Overall, the average critical thinking score was 85,2% (high category). This achievement showed
that implementation of the LOC-R model has a positive impact on developing critical thinking skills on
fifth grade student, particularly in mathematics learning. A visual representation of the average score
for each critical thinking indicator is shown in Figure I.

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Critical Thinking Skills of Fifth-Grade Elementary School Students...

Figure 1. Average Score for Each Critical Thinking Skill Indicator
3.2. Discussion
The results of this study showed that the implementation of the LOC-R model in fifth-grade
mathematics instruction deliver an average student critical thinking score of 85.2%, which falls within
the high category. This finding reinforce previous research reports indicating that the application of
instructional models emphasizing contextual literacy, collaboration, and reflection can enhance the
quality of higher-order thinking skills (Effrisanti, 2023).
More detail, the connecting concepts indicator achieved the highest score (88%), suggesting
that the students were able to relate the mathematical concepts they learn with to real life situations,
aligning with the goals of contextual learning (Apriyanti et al., 2023). Literacy stage at the beginning
of LOC-R enabled students to develop a stronger initial understanding of given problems, thereby
facilitating the process of concept integration (Effrisanti, 2023).
Meanwhile, the identifying problems indicator recorded the lowest score (79%), although still
within the moderate category. This skill involves process of understanding the context, determining
the problem focus, and formulating the main questions (Ennis, 1984). This low achievement in this
indicator may be caused by students’ tendency to jump directly to find the answer or calculation
procedure without conducting adequate preliminary analysis. To overcome this, teachers could
integrate problem framing or problem posing activities prior to the collaboration stage. It could train
students to recognize and define problems.
Other indicators, such as analyzing information (83%), providing arguments (84%), and drawing
conclusions (86%) also scored high, indicating that the LOC-R provides sufficient opportunities for
students to explore information, discuss ideas, and reach conclusions in a structured manner. The
collaboration stage on LOC-R model supported by group discussion. It provide evidence that LOC-R
model enhance students’ logical argumentation skills (Effrisanti, 2023).
The result also in line with the study by Erlin et al., (2021). The study provides evidence that
reflection-based learning models can improve students’ metacognitive awareness, thereby they
enable to evaluate and refine their thinking strategies. The indicator reflecting (84%) and evaluating
solution (85%) in this study support that claim.
Overall, the high achievement across most of the indicators indicate that LOC-R model
demonstrates strong potential as a mathematics-teaching strategies for fostering critical thinking.
These findings further reinforce Vygostsky theory of social constructivism, which emphasizes the
importance of social interaction and scaffolding in cognitive development ((Vygotsky, 1978; adapted
by OECD, 2019). Through a syntax that involves literacy, orientation, collaboration, and reflection,

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Mardiana, T., & Muzayyanah, A.

students are having chance to construct knowledge through active and meaningful learning
experiences.
However, this study is limited by its small sample size and descriptive design. It restrict the
generalizability of the findings. Future research is recommended employ experimental design with
control group to examine the effectiveness of LOC-R model comparatively, and extend the
mathematics topics, such as spatial geometry or measurement.

4. Conclusions
The result of the research showed that the implementation of LOC-R (Literacy,
Orientation, Collaboration, Reflection) learning model in mathematics learning for fifth grade
elementary school students can optimally develop critical thinking skills, with average
achievement of 85,2%, which is classified high. Most of the indicators, such as connecting
concepts, constructing solutions, evaluating solutions, doing reflections, and making
conclusions, being in a high category, indicating that structured learning syntax and oriented
to collaboration and reflection has a positive impact on student’s thinking quality.
Nevertheless, for identify problems indicator gets the lowest score, it is indicating that
problem formulation skill require an extra attention in the learning process. The implication
of these findings is that LOC-R can be one of effective alternative learning strategy for
elementary school teachers, particularly in supporting achievement of 21 st century
competencies that emphasize critical thinking skills. Future research recommended to use
experimental design with larger sample size and more diverse material context, so that the
effectiveness of this model can be tested more comprehensively and the results can be
generalized to various elementary school setting.
Conflict of Interest
The authors declare no conflicts of interest.
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