Analysis of Logical Thinking Ability of Elementary School Students on Symbiosis Material in Science Learning

Abstract

Logical thinking helps students link facts and draw reasonable conclusions, but it is often weak in elementary science learning, where lecture-based teaching encourages memorisation. This study aimed to describe the initial logical thinking ability of Grade III students on symbiosis material. A descriptive quantitative design was used, supported by qualitative analysis of observations. Seventeen Grade III students of SDN Sumberejo 2 Tuban, selected purposively, took a pre-test measuring three indicators: classification, seriation, and cause-and-effect reasoning. Data were collected through the test and an observation sheet and analysed using means, percentages, and the Miles and Huberman model. The mean score was 5.88 out of 15 (39.2%). One student (5.88%) was in the high category, ten (58.82%) in the moderate category, and six (35.29%) in the low category. Classification was the strongest indicator and cause-and-effect reasoning the weakest: students could often choose or name a correct symbiosis type but could not explain the reason. Overall, the ability is at a basic level, consistent with the concrete operational stage. Teaching that trains cause-and-effect explanation, such as problem-based and inquiry learning, is recommended and should be tested in experimental studies.