The Effect of the ECIRR Model on Elementary Students’ Numeracy Skills through Active and Critical Thinking-Oriented Learning

Raihul Jannah; Fery Muhamad Firdaus

doi:10.17509/k3yvf329

Authors

Raihul Jannah Universitas Negeri Yogyakarta Author
Fery Muhamad Firdaus Universitas Negeri Yogyakarta Author

DOI:

https://doi.org/10.17509/k3yvf329

Keywords:

ECIRR Model, Elementary School Students, Numeracy Skill

Abstract

Numeracy skills are an essential competence for elementary school students. However, teacher-centred teaching practices mean that these skills have not yet developed to their full potential. This study aims to investigate the effect of the Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) model on the numeracy skills of 4th grade of elementary school students. This study employed a quantitative approach using a quasi-experimental nonequivalent control-group design involving 62 pupils in the experimental and control groups. The instrument was a numeracy test comprising 10 items, with 7 valid items and a Cronbach’s Alpha reliability of 0.703. The results indicate that the data are normally distributed and homogeneous, and the t-test revealed a significant difference between the two groups with a significance level of 0.025 (< 0.05). The mean score of the experimental class increased from 33.17 to 61.52, which is higher than that of the control class, which increased from 24.88 to 48.38. This indicates that the ECIRR model is more effective at improving 4th-grade students’ numeracy skills, particularly in reasoning (analysis, interpretation, and drawing conclusions). The implications of this study suggest that the ECIRR model can be used as an effective active learning strategy to enhance critical reasoning-based numeracy. Teachers are advised to emphasise the ‘confront’ and ‘identify’ stages to trigger cognitive conflict and to integrate differentiated learning to accommodate differences in students’ abilities.

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