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All Journal Simpati: Jurnal Penelitian Pendidikan dan Bahasa Edukasia Jurnal Pendidikan
Diah Anita Hasibuan
Universitas Battuta
Humanities Education Languange, Linguistic, Communication & Media Other

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Meningkatkan Inovasi Dan Kreativitas Siswa Dalam Pembelajaran Ipa Di Sekolah Dasar Arnisa Rambe; Asmidar Dalimunthe; Diah Anita Hasibuan; Dinda Widyastika
Edukasia Jurnal Pendidikan Vol. 1 No. 1: Mei 2024
Publisher : LPPM Universitas Battuta

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Abstract

Penelitian ini bertujuan untuk meningkatkan inovasi dan kreativitas siswa dalam pembelajaran IPA tingkat dasar melalui pemanfaatan teknik pembelajaran berbasis proyek (PBJL) dan media sederhana dari lingkungan. Penelitian ini menggunakan metode l untuk mengumpulkan dan mengevaluasi literatur yang relevan tentang inovasi dan kreativitas dalam pembelajaran IPA sekolah dasar . Data tersebut berasal dari berbagai sumber seperti jurnal dan artikel .Penelitian ini menunjukkan bahwa dengan menggunakan media sederhana dari lingkungan, seperti contoh ekosistem tumbuhan dan hewan melalui teknik PBJL, dapat meningkatkan kemampuan belajar siswa .Dan pembelajaran IPA kreatif melalui PBJL dengan media lokal sederhana dapat meningkatkan minat dan pemahaman siswa terhadap IPA di sekolah dasar .Hal ini menggambarkan pentingnya inovasi dan kreativitas dalam pembelajaran IPA serta penggunaan metode PBJL sebagai pendekatan pembelajaran yang efektif.
Pengaruh Model Pembelajaran Inquiry Berbasis Metakognisi terhadap Keterampilan Berpikir Kritis IPA Siswa Kelas V SDN 104202 Bandar Setia Diah Anita Hasibuan; Dinda Widyastika; Dewi Sartika Panggabean; Zulvia Misykah
Simpati Vol. 4 No. 3 (2026): Juli: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i3.2275

Abstract

This study aims to determine the effect of the metacognition-based Inquiry learning model on the critical thinking skills of fifth-grade students at SDN 104202 Bandar Setia in the water cycle topic of natural science learning. A quantitative experimental approach with a pretest–posttest control group design was employed, involving 46 students divided into an experimental class (n = 23), which received metacognition-based Inquiry learning, and a control class (n = 23), which received conventional learning. Data were collected using a validated and reliable critical thinking skills test and a metacognitive awareness questionnaire, then analyzed using normality, homogeneity, and paired sample t-test procedures with SPSS. The results showed that the mean score of the experimental class increased from 50.43 (pretest) to 92.43 (posttest), while the control class increased from 49.04 to 74.61. The paired sample t-test indicated a significant difference between pretest and posttest scores in both groups (Sig. 2-tailed = 0.000 < 0.05), with a larger mean difference in the experimental class (–42.000) than in the control class (–25.565). The metacognitive awareness questionnaire score also increased from 47.99 to 53.13. These findings indicate that the metacognition-based Inquiry learning model is more effective than conventional learning in improving elementary students' critical thinking skills in science learning.
Co-Authors Arnisa Rambe Asmidar Dalimunthe Dewi Sartika Panggabean Zulvia Misykah