Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Indo-MathEdu Intellectuals Journal
Haifa Sakinah
Universitas Negeri Padang
Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengaruh Model Problem Based Learning Berbasis Etnosains terhadap Hasil Belajar IPA di Sekolah Dasar: Tinjauan Literatur Haifa Sakinah; Elfia Sukma; Inggria Kharisma
Indo-MathEdu Intellectuals Journal Vol. 7 No. 3 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i3.5625

Abstract

Science education faces challenges in the form of low student learning outcomes due to the use of learning models that do not actively engage students and have not yet connected the material to the local cultural environment. An alternative that can be applied is the ethnoscience-based Problem Based Learning (PBL) model. This study aims to analyze the effect of the ethnoscience-based PBL model on science learning outcomes in elementary schools based on published research findings. The research method used is a literature review by examining various scientific articles obtained from Google Scholar, Sinta and other relevant sources from the period 2016–2026. The article criteria included studies discussing the implementation of the ethnoscience-based PBL model in science learning at elementary schools. The data analysis technique used was descriptive analysis, which presents findings from various studies systematically and critically without conducting in-depth statistical analysis. The review results show that the ethnoscience-based PBL model has a positive effect on elementary school students’ science learning outcomes, as seen in their conceptual understanding, critical thinking skills, and problem-solving abilities. Therefore, the ethnoscience-based Problem Based Learning model is suitable as an alternative innovation in elementary science learning to improve student learning outcomes. Thus, it is recommended that teachers and curriculum developers integrate ethnoscience into science learning, especially in topics related to students’ local environment and culture
ANALISIS ISU-ISU PENDIDIKAN DI SEKOLAH DASAR: KEAHLIAN GURU DAN PERKEMBANGAN PSIKOLOGI PESERTA DIDIK DALAM MENGHADAPI TANTANGAN PEMBELAJARAN ABAD 21 Selvia Elpitri; Salsabila Maghfirah Ramadhani; Harisa Dzikra Adity; Elfina Nazhifah Salwa; Haifa Sakinah; Padil Asrodi; Reinita
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.v12i02.12942

Abstract

This study aims to analyze educational issues at SD Negeri 19 Alai Sako related to teachers’ expertise and students’ psychological development in addressing 21st-century learning challenges. The study employed a descriptive qualitative method, with data collected through in-depth interviews with fifth-grade teachers as the primary informants. The findings revealed that issues regarding teacher competence include limited integration of technology in learning, weak mastery of subject matter, ineffective communication skills, a reliance on monotonous lecture-based methods, and difficulties managing emotions and professional stress. Meanwhile, issues regarding students’ psychological development include bullying behavior, daily misbehavior, lack of learning awareness, low learning motivation, laziness in learning, and low self-confidence. These two dimensions of problems are interrelated and impact both the quality of the learning process and its outcomes. Mitigation efforts include continuous professional development training for teachers, strengthening teachers’ self-reflection, collaboration between teachers and parents, the use of digital media, the implementation of responsive assessment, and enhancing teachers’ understanding of students’ developmental psychology. The integration of teachers’ competencies and psychological approaches is a key solution in realizing effective, meaningful, and student-centered learning
Co-Authors Elfia Sukma Elfina Nazhifah Salwa Harisa Dzikra Adity Inggria Kharisma Padil Asrodi Reinita Reinita Salsabila Maghfirah Ramadhani Selvia Elpitri