Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Education Research (IJoER) Equator Science Journal (ESJ)
Selvina Doranggi
Universitas Sintuwu Maroso Poso
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Improving Science Learning Outcomes and Critical Thinking through Problem-Based Learning in Elementary Education Meggi Rahayu; Wisman Wisman; Selvina Doranggi; Andi Salahuddin
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.363

Abstract

Low science learning outcomes and limited critical thinking skills among elementary school students remain a significant challenge in science education, particularly due to the use of less interactive instructional approaches. This study investigates the effect of the Problem-Based Learning (PBL) model on students’ science learning outcomes and critical thinking skills among fifth-grade students at SD Inpres 3 Tatura. This study employed a quasi-experimental design using a pretest–posttest control group approach. The sample consisted of 53 students selected through total sampling, with one class assigned as the experimental group and the other as the control group. Data were collected using essay-based tests designed to measure students’ learning outcomes and critical thinking skills, and were analyzed using an independent sample t-test. The results indicate that students who were taught using the PBL model achieved significantly higher learning outcomes and demonstrated improved critical thinking skills compared to those who received conventional instruction (p < 0.05). The improvement was evident in students’ ability to analyze problems, construct arguments, and evaluate solutions. These findings suggest that Problem-Based Learning is an effective instructional strategy for enhancing both science learning outcomes and critical thinking skills, and can be considered a practical approach for improving elementary science education.
Analysis of the Effectiveness of Online Learning Based on Google Classroom on High School Students' Learning Achievement Selvina Doranggi; Ardiana Rizka
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 1 (2025): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i1.1481

Abstract

Purpose of the study: This study employs a qualitative descriptive approach using a systematic literature review. Data were collected from scientific journal articles published between 2020 and 2022. The analysis follows the framework of data reduction, data display, and conclusion drawing to synthesize findings on the impact of Google Classroom on students' learning outcomes. Methodology: This study employs a qualitative descriptive approach using a systematic literature review. Data were collected from scientific journal articles published between 2020 and 2022. The analysis follows the framework of data reduction, data display, and conclusion drawing to synthesize findings on the impact of Google Classroom on students' learning outcomes. Main Findings: The findings indicate that Google Classroom significantly enhances students' academic performance, motivation, and engagement. The platform provides flexibility in accessing learning materials, facilitates student-teacher interactions, and supports independent learning. Additionally, Google Classroom fosters active participation, improves discipline in assignment submission, and enhances digital literacy among students. Novelty/Originality of this study: This study contributes to the existing body of knowledge by providing a comprehensive review of Google Classroom's effectiveness in online learning. It highlights the platform's role in fostering student engagement and improving learning outcomes while addressing the challenges of digital education. The findings serve as a valuable reference for educators and policymakers in optimizing online learning strategies.
Co-Authors Andi Salahuddin Ardiana Rizka Meggi Rahayu Wisman Wisman