The Relationship Between Learning Readiness and Scientific Reasoning Ability of Elementary School Students
DOI:
https://doi.org/10.17509/mimbar-sd.v13i1.59Keywords:
Elementary School, High Order Thinking, Learning Readiness, Science Learning, Scientific Reasoning AbilityAbstract
This study aims to examine the relationship between learning readiness and the scientific reasoning ability of Grade V students in public elementary schools in Laweyan District. The research problem is based on the fact that the scientific reasoning ability and learning readiness of elementary school-aged students are still underdeveloped. This research employed a quantitative method with a correlational design. The population of this study were all fifth-grade elementary school students in the Laweyan district, with a sample of 100 students taken by cluster random sampling. Data were collected using two techniques, namely a questionnaire to collect data on learning readiness and a written test to assess scientific reasoning ability. The data were analyzed using Pearson correlation analysis with the results of the coefficient value of 0.816, p < 0.001, and an R-square of 0.665. These results indicate a significant relationship between learning readiness and scientific reasoning ability. This finding implies that teachers can use the research results as a reference to develop learning strategies that not only focus on students' cognitive abilities but also focus on factors that influence scientific reasoning, one of which is learning readiness. Therefore, the cultivation of these abilities becomes more effective.
References
Adeoye, M. A., & Jimoh, H. A. (2023). Problem-Solving Skills Among 21st-Century Learners Toward Creativity and Innovation Ideas. Thinking Skills and Creativity Journal, 6(1), 52–58. https://doi.org/https://doi.org/10.23887/tscj.v6i1.62708
Akış, D., & Metli, A. (2022). Relationship between Scientific Reasoning and Scientific-Mathematical Content Knowledge in International General Certificate of Secondary Education and International Baccalaureate Diploma Programs. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 50–67. https://doi.org/https://doi.org/10.53629/sakaefd.736800
Alberida, H. (2020). The Implementation of Scientific Approach in Learning Science Through Problem Solving. 10(ICoBioSE 2019), 349–353. https://doi.org/https://doi.org/10.2991/absr.k.200807.071
Anand, V. (2024). 21st-century learning skills and nep 2020. International Journal for Multidisciplinary Research (IJFMR), 6(6), 1–10. https://doi.org/https://doi.org/https://doi.org/10.36948/ijfmr.2024.v06i06.34134
Bartley, J. E., Riedel, M. C., Salo, T., Boeving, E. R., Bottenhorn, K. L., Bravo, E. I., Odean, R., Nazareth, A., Laird, R. W., Sutherland, M. T., Pruden, S. M., Brewe, E., & Laird, A. R. (2019). Brain activity links performance in science reasoning with conceptual approach. Npj Science of Learning, 4(1), 1–8. https://doi.org/10.1038/s41539-019-0059-8
Carroll, L. S. L. (2020). Fundamentals of logic, reasoning, and argumentation: An evidence-supported curriculum targeting scientific literacy to increase public understanding and engagement in science. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 72. https://doi.org/https://doi.org/10.4995/muse.2020.12787
Casares, M. Á., Gómez, A., Albéniz, A., & Pedrero, E. (2024). Anxiety and depression in educational settings: Prevalence, assessment, and impact on psychological adjustment. Revista de Psicodidáctica (English Ed.), 29(1), 1–8. https://doi.org/https://doi.org/10.1016/j.psicoe.2023.12.003
Chen, X. (2022). Enhancing motivation to think critically. Journal of Higher Education Research, 3(4), 389–391. https://doi.org/https://doi.org/10.32629/jher.v3i4.1019
Chorrojprasert, L. (2020). Learner readiness why and how should they be ready? learn. Journal: Language Education and Acquisition Research Network, 13(1), 268–274. https://doi.org/https://so04.tci-thaijo.org/index.php/LEARN/article/view/237856
Çökük, K., & Kozikoğlu, İ. (2020). A correlational study on primary school students’ school readiness and adaptation problems. International Online Journal of Education and Teaching (IOJET), 7(2), 523–535. https://doi.org/http://iojet.org/index.php/IOJET/article/view/831
Cruz, D. R. L. (2020). Edward lee thorndike and john broadus watson: Two explanations of learning. Revista Venezolana de Educación, 25(81), 647–656. https://doi.org/https://dialnet.unirioja.es/servlet/articulo?codigo=8485441
Cuzzocrea, A. (2024). Correlation analysis over big multidimensional datasets: A powerful paradigm for next-generation big data analytics research−definitions, models, implementations. Frontiers in Artificial Intelligence and Applications, 398(4), 339–347. https://doi.org/https://doi.org/10.3233/FAIA241435
Dangol, R., & Shrestha, M. (2019). Learning readiness and educational achievement among school students. International Journal of Indian Psychology, 7(2), 467–476. https://doi.org/https://doi.org/10.25215/0702.056
Demetriou, G., & Papageorgiou, G. (2020). Individual learning capability and its association to organisational learning. International Journal of Learning and Intellectual Capital, 17(2), 145–164. https://doi.org/https://doi.org/10.1504/IJLIC.2020.108890
Faciolan, D. H. (2020). Exploring the role of mental preparedness and emotional competence in nurturing academic success among students in the post-pandemic instructional landscape. Randwick International of Education and Linguistics Science Journal, 5(2), 360–371. https://doi.org/https://doi.org/10.47175/rielsj.v5i2.976
Farisia, H., & Mukhoyyaroh, T. (2025). Students ’ learning readiness from kindergarten to primary school. Jurnal Cakrawala Pendas, 11(2), 402–417. https://doi.org/https://doi.org/http://dx.doi.org/10.31949/jcp.v11i2.13210
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/https://doi.org/10.9734/ajess/2020/v10i430273
Gahramanli, N. (2024). The relati̇onshi̇p between students’ learni̇ng moti̇vati̇on and academi̇c achi̇evement. Revista Gênero e Interdisciplinaridade, 5(6), 491–504. https://doi.org/https://doi.org/https://doi.org/10.51249/gei.v5i06.2349
Galitskaya, V. (2024). Understanding the challenges of learning disabilities and psychosocial disorders. Scientific Electronic Archives, 17(6), 1–11. https://doi.org/https://doi.org/http://dx.doi.org/10.36560/17620242008
Hačatrjana, L., & Namsone, D. (2024). Breaking down the concept of students’ thinking and reasoning skills for implementation in the classroom. Journal of Intelligence, 12(11), 1–21. https://doi.org/https://doi.org/10.3390/jintelligence12110109
Haro, A., Noroozi, O., Biemans, H., & Mulder, M. (2022). Argumentation competence: Students’ argumentation knowledge, behavior and attitude and their relationships with domain-specific knowledge acquisition. Journal of Constructivist Psychology, 35(1), 123–145. https://doi.org/https://doi.org/10.1080/10720537.2020.1734995
Iqbal, M., Farida, L. Z. N., & Win, K. T. (2023). The influence of student attitudes on learning achievement. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(12), 92–98. https://doi.org/https://doi.org/10.22437/jiituj.v7i2.26697
Joshi, B., Bhople, C., & Shastri, S. (2022). Enhancement of concentration in studies through simple games an innovative pedagogy methodology. Graduate Research in Engineering and Technology, 1(8), 54–56. https://doi.org/https://doi.org/10.47893/gret.2022.1151
Jung, J., Chang, J., & Park, J. (2020). An analysis of different grade levels of elementary school students’ reasoning about the changes of state of water within a learning progression. Asia-Pacific Science Education, 6(2), 548–563. https://doi.org/https://doi.org/10.1163/23641177-bja10004
Kalinowski, S. T., & Pelakh, A. (2024). A hypothetico-deductive theory of science and learning. Journal of Research in Science Teaching, 61(6), 1362–1388. https://doi.org/https://doi.org/10.1002/tea.21892
Kasymaliev, M., Ibraev, A., & Ongarbaeva, A. (2023). The role of electronic educational resources in improving the quality of education. Alatoo Academic Studies, 23(3), 79–90. https://doi.org/https://doi.org/https://doi.org/10.17015/aas.2023.233.09
Klemm, J., Flores, P., Sodian, B., & Neuhaus, B. J. (2020). Scientific reasoning in biology the impact of domain-general and domain-specific concepts on children’s observation competency. Frontiers in Psychology, 11(1050), 1–12. https://doi.org/https://doi.org/10.3389/fpsyg.2020.01050
Kocagül, M., & Çoban, G. (2023). A teacher training program for learning and teaching about scientific reasoning skills. Sakarya University Journal of Education, 13(3), 456–483. https://doi.org/https://doi.org/10.19126/suje.1287592
Koyunlu Ünlü, Z., Babayiğit, Ö., & Ünlü, V. (2024). Development of preservice elementary teachers scientific reasoning skills through scientific inquiry. Research in Science and Technological Education, 43, 1–18. https://doi.org/https://doi.org/10.1080/02635143.2024.2332720
Krell, M., Dawborn-Gundlach, M., & van Driel, J. (2020). Scientific reasoning competencies in science teaching. Teaching Science: The Journal of the Australian Science Teachers Association, 66(2), 32–42. https://doi.org/https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=146405567&site=eh ost-live
Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of Development in Children’s Scientific Reasoning: Results from a Three-Year Longitudinal Study. Journal of Cognition and Development, 22(1), 108–124. https://doi.org/10.1080/15248372.2020.1814293
Le, S. K., Hlaing, S. N., & Ya, K. Z. (2022). 21st-century competences and learning that technical and vocational training. Journal of Engineering Researcher and Lecturer, 1(1), 1–6. https://doi.org/https://doi.org/10.58712/jerel.v1i1.4
Luo, M., Wang, Z., Sun, D., Wan, Z. H., & Zhu, L. (2020). Evaluating scientific reasoning ability: The design and validation of an assessment with a focus on reasoning and the use of evidence. Journal of Baltic Science Education, 19(2), 261–275. https://doi.org/https://doi.org/10.33225/jbse/20.19.261
Mai, T. (2022). Readiness for online learning: Learners’ comfort and self-directed learning ability. International Journal of TESOL & Education, 2(1), 213–224. https://doi.org/https://doi.org/https://doi.org/10.54855/ijte.222113
Masnick, A. M., & Morris, B. J. (2022). A model of scientific data reasoning. Education Sciences, 12(2), 1–19. https://doi.org/https://doi.org/10.3390/educsci12020071
Pimentel, J. L. (2019). Some biases in likert scaling usage and its correction. International Journal of Sciences: Basic and Applied Research, 45(1), 183–191. https://doi.org/http://gssrr.org/index.php?journal=JournalOfBasicAndApplied
Poggiolesi, F. (2024). Conceptual explanations in logic. Journal of Logic and Computation, 35(1), 1–34. https://doi.org/https://doi.org/https://doi.org/10.1093/logcom/exae064
Polat, M. (2024). Readiness, resilience, and engagement: Analyzing the core building blocks of online education. Education and Information Technologies, 29(13), 17387–17414. https://doi.org/https://doi.org/10.1007/s10639-024-12534-0
Rigolizzo, M. (2019). Ready and willing to learn: Exploring personal antecedents to taking on learning challenges. Journal of Workplace Learning, 31(4), 289–304. https://doi.org/https://doi.org/10.1108/JWL-08-2018-0101
Schiefer, J., Golle, J., Tibus, M., & Oschatz, K. (2019). Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle. Journal of Advanced Academics, 30(2), 1–34. https://doi.org/10.1177/1932202X18825152
Schlatter, E., Molenaar, I., & Lazonder, A. W. (2022). Adapting scientific reasoning instruction to children’s needs: Effects on learning processes and learning outcomes. International Journal of Science Education, 44(17), 2589–2612. https://doi.org/https://doi.org/10.1080/09500693.2022.2140019
Sugiyono. (2022). Metode Penelitian Kuantitaif, Kualitatif, dan R&D (Sutopo (ed.)). ALFABETA.
Tamasova, V., & Zapletal, L. (2022). Positive education in secondary schools as a requirement of formative education. AD ALTA: Journal of Interdisciplinary Research, 12(2), 252–256. https://doi.org/https://doi.org/10.33543/1202252256
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/https://doi.org/10.3390/jintelligence11030054
Todorova, S. (2024). 21-st century skills in the context of education. Kulturno-Istoričesko Nasledstvo : Opazvane, Predstavâne, Digitalizaciâ, 10(1), 101–111. https://doi.org/https://doi.org/https://doi.org/10.55630/kinj.2024.100109
Tomak, B., & Ataş, U. (2023). Learner readiness and efficiency of learning english in online higher education context: Voices of turkish efl learners. Participatory Educational Research, 10(5), 168–183. https://doi.org/https://doi.org/10.17275/per.23.80.10.5
Unger, L., & Sloutsky, V. M. (2022). Ready to learn: Incidental exposure fosters category learning. Psychological Science, 33(6), 999–1019. https://doi.org/https://doi.org/10.1177/09567976211061470
Utkurovna, A. S. (2024). The psychological characteristics of developing healthy thinking in students. Journal Psikologi, 2(1), 1–6. https://doi.org/https://doi.org/https://doi.org/ 10.47134/pjp.v2i1.3329
Üzerİne, Ö., & Deneylerİ, D. (2022). On the importance of scientific reasoning in social sciences education: Thought experiments. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergis, 15(40), 133–165. https://doi.org/https://doi.org/https://doi.org/10.14520/adyusbd.1000072
Van Vo, D., & Csapó, B. (2023). Exploring inductive reasoning, scientific reasoning and science motivation, and their role in predicting STEM achievement across grade levels. International Journal of Science and Mathematics Education, 21(8), 2375–2398. https://doi.org/https://doi.org/10.1007/s10763-022-10349-4
Vilhunen, E., Chiu, M. H., Aro, K., Lavonen, J., & Juuti, K. (2023). Epistemic emotions and observations are intertwined in scientific sensemaking: A study among upper secondary physics students. International Journal of Science and Mathematics Education, 21(5), 1545–1566. https://doi.org/https://doi.org/10.1007/s10763-022-10310-5
Wubante, M. (2020). Review on behaviorist approach and the construction of knowledge. Journal of English Literature and Culture, 8(6), 164–171. https://doi.org/https://doi.org/10.14662/IJELC2020.125
Xu, M., Jaffri, H., & Yang, X. (2024). a systematic review on the relationship between emotional regulation and psychological well-being in higher education. Quantum Journal of Social Sciences and Humanities, 5(11), 93–109. https://doi.org/https://doi.org/10.55197/qjssh.v5isi1.568
Yancey, K. B., Andrus, S., Davis, M., Mitchler, S., Robertson, L., Taczak, K., Tinberg, H., & Wouldgo, T. (2023). Readiness to learn: Variations in how students engage with the teaching for transfer curriculum. In College Composition and Communication, 75(2). https://doi.org/https://doi.org/10.58680/ccc2023752248
Yildiz, A. (2022). Examining gifted primary school students’ logical reasoning ability. Turkish Journal of Educational Studies, 9(1), 85–100. https://doi.org/https://doi.org/10.33907/turkjes.892597
Yuan, C. (2023). From knowledge transmission to thinking teaching: The integrated design of interdisciplinary curriculum for empowering minds. Journal of Education, Teaching and Social Studies, 5(3), 1. https://doi.org/https://doi.org/10.22158/jetss.v5n3p1
Zhang, W. (2024). The influence of emotion on memory process. Theoretical and Natural Science, 63(1), 74–79. https://doi.org/https://doi.org/10.54254/2753-8818/63/20241604
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
