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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Journal of International Multidisciplinary Research
Susi Winarni
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Other

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Peningkatan Kemampuan Berpikir Kritis Peserta Didik melalui Penggunaan Media Video Animasi pada Materi Sistem Pernapasan Manusia di Kelas V SDN Rawamangun Lintang Nursyifa Hidayat; Susi Winarni; Engga Dallion EW
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2201

Abstract

Critical thinking skills are essential competencies in 21st-century learning; however, many elementary school students still experience difficulties in analyzing information, evaluating evidence, drawing conclusions, and explaining their reasoning during science learning. This study aimed to describe the implementation of animated video media and improve students’ critical thinking skills in learning the human respiratory system in Grade V-C of SDN Rawamangun 02. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted from April to May 2026 in three cycles involving 30 students. Data were collected through observation, written tests, interviews, and documentation and were analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of animated video media was carried out effectively, as indicated by the improvement in teacher performance from 75.00% in Cycle I to 95.00% in Cycle III. Students’ critical thinking skills also improved, as reflected in the observation results, which increased from 57.14% to 89.29%, and in the written test results, which increased from 50.00% to 86.67%. The improvement was evident in the aspects of analysis, evaluation, inference, and explanation. The findings indicate that animated video media can effectively enhance students’ critical thinking skills in science learning, particularly on the topic of the human respiratory system. Therefore, animated video media can serve as an alternative instructional medium to support the development of critical thinking skills in elementary schools.
Integration of Neuroscience Principles in Science Learning Media: A PICO-Based Systematic Literature Review Susi Winarni; Asep Supena
Journal of International Multidisciplinary Research Vol. 4 No. 1 (2026): Januari 2026
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1417

Abstract

Science education at the elementary school level plays a crucial role in fostering scientific thinking, curiosity, and problem-solving skills from an early age. Nevertheless, science instruction in elementary schools often remains teacher-centered, verbalistic, and insufficient in promoting meaningful scientific literacy. In response to these challenges, neuroscience provides a theoretical and empirical foundation for designing learning media that align with how the brain processes, stores, and retrieves information. This study aims to systematically examine the integration of neuroscience principles into science learning media and their effects on elementary students' scientific literacy. A Systematic Literature Review (SLR) was conducted using the PICO framework (Population, Intervention, Comparison, Outcome). Relevant peer-reviewed studies published between 2019 and 2024 were retrieved from Scopus, Google Scholar, ERIC, and DOAJ databases. The review followed four stages: identification, selection, quality appraisal, and thematic synthesis. The results indicate that neuroscience-based interventions—such as Augmented Reality (AR), Brain-Based Learning (BBL), interactive multimedia, and multisensory instructional strategies—consistently improve students' motivation, attention, conceptual understanding, critical thinking, and scientific literacy compared to conventional instructional approaches. The novelty of this study lies in its systematic synthesis of neuroscience-based science learning media through a PICO-oriented framework, highlighting the interaction between cognitive, affective, and technological dimensions of learning. The findings provide important implications for science education, particularly in guiding the development of neuroscience-informed learning media and instructional designs to enhance scientific literacy in elementary schools.
UPAYA MENINGKATKAN SPEAKING SKILL MELALUI METODE COMMUNITY LANGUAGE LEARNING PADA PEMBELAJARAN BAHASA INGGRIS KELAS IV SDN KELAPA DUA WETAN 02 Aris Harja Kusuma; Herlina Usman; Susi Winarni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14686

Abstract

This study aimed to improve students’ English speaking skills through the implementation of the Community Language Learning (CLL) method in Class IV-B of SDN Kelapa Dua Wetan 02. Preliminary observations revealed that English instruction was still teacher-centered, resulting in low speaking performance among students. They tended to be passive, lacked confidence, and were reluctant to speak English due to fear of making mistakes. Consequently, their ability to pronounce vocabulary, construct simple sentences, and communicate orally had not developed optimally. This classroom action research employed four stages: planning, action, observation, and reflection. The study was conducted in two cycles, with three meetings in each cycle. The findings indicated a significant improvement in students’ speaking skills from Cycle I to Cycle II. In Cycle I, teacher activity reached 80% and student activity reached 85%, while 75% of students (24 out of 32) achieved the minimum mastery criterion of 70, which did not meet the predetermined success indicator of 80%. Therefore, improvements were made and the research was continued to Cycle II. In Cycle II, teacher activity increased to 88.9% and student activity reached 88%, while speaking skill mastery improved to 87.5% (28 out of 32 students), exceeding the success indicator. Based on these results, it can be concluded that the implementation of the Community Language Learning method effectively improved the English speaking skills of Class IV-B students at SDN Kelapa Dua Wetan 02.
Co-Authors Aris Harja Kusuma Asep Supena Engga Dallion EW Herlina Usman Lintang Nursyifa Hidayat