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All Journal Jurnal EDUTECH Undiksha Indonesian Journal of Instruction
Komang Sujendra Diputra
Jurusan Pendidikan Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Social Sciences

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Problem-Oriented Educational Games to Improve Learning Outcomes on Flora and Fauna in Indonesia for Fifth Grade Elementary School Students Ni Made Tiara Santika Dewi; Maria Goreti Rini Kristiantari; Komang Sujendra Diputra
Jurnal Edutech Undiksha Vol. 13 No. 1 (2025): June
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i1.93102

Abstract

The learning outcomes of fifth grade students in the subject of Social Studies are still low, this is due to the lack of student learning motivation because the teacher's learning method is still conventional. This study aims to prove the effectiveness of problem-oriented educational games on the material of flora and fauna diversity in Indonesia. This study is a development research using the ADDIE development model. The subjects of this study were 20 fifth grade students. The methods and instruments for data collection used multiple-choice tests, questionnaires, and qualitative descriptive data analysis techniques, quantitative descriptive, and inferential statistics. The results of the one-sample t-test obtained a tvalue of 4.133. The ttable value for db 19 with a significance level of 5% (α = 0.05) is 1.729. This means that tcount> ttable, so H0 is rejected and H1 is accepted. Thus, the results of this study indicate that problem-oriented educational games are effectively applied to the content of science subjects on the diversity of flora and fauna in Indonesia for grade V students. The implications of this study are that it is proven that by utilizing problem-oriented educational games on the diversity of flora and fauna in Indonesia in the learning process, there are positive changes in increasing students' interest in learning and understanding.
Early Grade STEM Learning in Elementary Schools in Buleleng District Reviewed from Rural and Urban Areas Ni Putu Ayu Eka Sari; Putu Nanci Riastini; Komang Sujendra Diputra
Indonesian Journal of Instruction Vol. 6 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i2.100315

Abstract

Science, Technology, Engineering, and Mathematics (STEM)-based learning is a strategic approach to equipping elementary school students with 21st-century skills such as critical thinking, collaboration, creativity, and problem-solving. However, its implementation still faces disparities among educational settings, particularly concerning teacher readiness, resource availability, and contextual learning environments. This study aims to analyze the implementation of STEM learning in lower-grade elementary classrooms by comparing its characteristics across rural and urban educational contexts. The research employed a qualitative descriptive design involving four lower-grade teachers from two schools representing both contexts. Data were collected through classroom observations, in-depth interviews, and document studies, then analyzed using the interactive model of Miles and Huberman to identify implementation patterns, supporting factors, and barriers. The results revealed that STEM learning in rural settings tends to be simpler and more contextual, utilizing natural learning resources, whereas urban schools apply more varied and exploratory approaches supported by adequate facilities. Conceptually, this study highlights the importance of teacher professional development, equitable access to educational facilities, and the design of adaptive STEM learning models that align with the social and environmental contexts of elementary education.
Co-Authors Maria Goreti Rini Kristiantari Ni Made Tiara Santika Dewi Ni Putu Ayu Eka Sari Putu Nanci Riastini