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Susilawati Susilawati
Elementary School Teacher Education, Faculty of Teacher Training and Education, Muhammadiyah University of Cirebon, Cirebon, 45153, Indonesia
Religion Humanities Education Library & Information Science Other

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Effectiveness of Pop Up Book Media Based on Problem Based Learning in Improving  the Problem Solving Abilities of Grade V Elementary School Students Nafilatun Husna; Susilawati Susilawati; Dewi Yulianawati
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.109-120

Abstract

The research was motivated by the low problem solving skills of elementary students in learning food chain material, which necessitate the use of innovative learning media and models. The novelty of this study lies in the integration of Pop Up Book media and the Problem Based Learning (PBL) model to enhance elementary students’ problem solving skills in food chain learning, while previous studies have generally examined these approaches separately. This study aimed to determine the effect of PBL based Pop Up Book media on the problem solving skills of fifth grade students at SD Negeri 2 Sumber. The study employed a quasi-experimental method with a nonequivalent control group design involving 46 students. Data were analyzed using normality and homogeneity tests, an Independent Samples t-test, and N-Gain analysis. The results showed a significance value of 0.000 < 0.05, indicating a significant effect of the intervention. The experimental class achieved a higher posttest mean score (82.43) than the control class (55.74), with N-Gain scores of 63.75% and 12.10%, respectively. These findings indicate that the intervention had a substantial positive effect on students’ problem-solving skills and can serve as an effective instructional strategy for elementary science learning. Therefore, PBL based Pop Up Book media is effective in improving students’ problem-solving skills.
The Effectiveness of the Discovery Learning Model Supported by the Assemblr Edu Platform on Student Activeness Nayla Prima Eddelweis; Susilawati Susilawati; Dewi Yulianawati
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.565-580

Abstract

This study was motivated by the low level of Learning Activeness among fifth-grade students at SDN Kahiyangan regarding the human respiratory system due to the limited use of learning hmodels and instructional media. This study aims to examine the effect of the Discovery Learning model supported by the Assemblr Edu platform on students Learning Activeness. The novelty of this study lies in the integration of the Discovery Learning model with Assemblr Edu media to enhance students’ learning activeness in the human respiratory system topic; previous studies generally examined these two variables separately. This study employed a quantitative method using a pre-experimental model and a one-group pretest-posttest design involving 20 students, with purposive sampling used as the sampling technique. The data analysis used was the Wilcoxon signed-rank test. The results showed a significance value of 0.000 (0.000 < 0.05), while the N-Gain score was 0.3429, indicating moderate effectiveness. The use of the Assemblr Edu platform to support the Discovery Learning model helps visualize abstract concepts related to the human respiratory system through three-dimensional objects. Based on the research results, it can be concluded that the Discovery Learning model supported by the Assemblr Edu platform is effective in improving students Learning Activeness.
The Effect of Problem-Based Learning Worksheets on Fifth-Grade Students’ IPAS Learning Outcomes Shinta Mutiara Dewi; Muhamad Khozinul Huda; Susilawati Susilawati
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.943-957

Abstract

Low student participation and limited use of worksheets remain challenges in fifth-grade Natural and Social Sciences (IPAS) instruction, particularly in lessons requiring problem-solving. This study examined the effect of Problem-Based Learning (PBL)-based student worksheets (LKPD) on students’ cognitive learning outcomes in the water cycle unit. This quantitative study used a quasi-experimental non-equivalent control group design, with students remaining in their existing classes rather than being randomly assigned. The study involved 47 fifth-grade students at SDN 1 Trusmi Wetan, with 23 students in the experimental group and 24 in the control group. Learning outcomes were measured using a validated 20-item multiple-choice test, while an observation sheet assessed learning implementation. After confirming normality and homogeneity, the data were analyzed using descriptive statistics, N-Gain, an independent-samples t-test, and Cohen’s d. The experimental group obtained an average posttest score of 78.91 and an N-Gain of 56.32%, compared with 71.46 and 31.55% in the control group. The groups differed significantly (p = 0.018), and the effect size was moderate, with Cohen’s d = 0.72. These findings show that PBL-based worksheets positively and significantly affect students’ cognitive learning outcomes.
Co-Authors Dewi Yulianawati Muhamad Khozinul Huda Nafilatun Husna Nayla Prima Eddelweis Shinta Mutiara Dewi