Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Journal of Educational Sciences
Azizah Azizah
Department of Primary Teacher Education, Tadulako University, Palu City, 94111, Indonesia
Religion Humanities Education Library & Information Science Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Effect of the Problem-Based Learning Model on Students’ Critical Thinking Skills in IPAS Learning at SDN Lasoani Isthifara Aulya; Herlina Herlina; Sisriawan Lapasere; Roberto Rolly Bulalong; Azizah Azizah
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.1269-1283

Abstract

This study aimed to determine the effect of the Problem-Based Learning model on the critical thinking skills of fourth grade students in IPAS learning at SDN Lasoani. The study employed a quantitative approach using a pre-experimental method with a one-group pretest and posttest design. The sample consisted of 26 fourth grade students selected through purposive sampling. Data were collected using essay tests developed based on Ennis’s critical thinking indicators and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the mean score increased from 61.15 on the pretest to 82.31 on the posttest. Improvements were observed across all critical thinking indicators, with the highest increase found in the drawing conclusions indicator. The Wilcoxon Signed-Rank Test yielded a significance value of 0.001 (p < 0.05), indicating a significant difference between pretest and posttest scores. These findings demonstrate that the Problem-Based Learning model effectively improves students’ critical thinking skills through contextual problem-solving, investigation, discussion, and reflection activities. Therefore, PBL can be considered an effective instructional approach for enhancing critical thinking skills in IPAS learning within the context of the Merdeka Curriculum.
Application of the Quantum Teaching Learning Model to Improve Mathematics Learning Outcomes in Grade IV Students at SD Inpres 3 Tondo Umul Khairah; Azizah Azizah; Khairunnisa Khairunnisa; Abdul Rahman; Sukri Sukri
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.895-910

Abstract

This research aims to improve the learning outcomes of mathematics students in grade IV of SD Inpres 3 Tondo through the application of the Quantum Teaching learning model. This research uses the Classroom Action Research (PTK) method which is carried out in two cycles. Each cycle consists of the stages of planning, implementation of actions, observation, and reflection. The research subjects amounted to 34 grade IV students of SD Inpres 3 Tondo. Data collection techniques are carried out through tests, observations, and documentation. Data were analyzed using quantitative and qualitative analysis. The results of the study showed that there was an increase in students' mathematics learning outcomes in each cycle. In the pre-action stage, the average score of students was 45.74 with classical learning completeness of 5.9%. After the application of the Quantum Teaching model in cycle I, the average score increased to 71.76 with classical learning completeness of 67.65%. In cycle II, the average score increased again to 79.12 with classical learning completeness reaching 91.18%. These results show that the application of the Quantum Teaching learning model is able to improve the mathematics learning outcomes of grade IV students of SD Inpres 3 Tondo. Thus, the Quantum Teaching model can be one of the effective learning alternatives to improve the understanding and learning outcomes of mathematics in elementary school.
Teachers' Strategies for Motivating Grade III Students with Learning Difficulties at SD Alkhairaat Mamboro Wanda Visqiyah; Abdul Rahman; Nuraini Nuraini; Azizah Azizah; Sukri Sukri
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.1-20

Abstract

Learning difficulties may affect elementary school students’ classroom engagement and participation, highlighting the need for adaptive instructional practices. This study aimed to describe the instructional strategies employed by a Grade III teacher to support students experiencing learning difficulties and to explore their learning responses. A qualitative descriptive approach was conducted in one Grade III classroom at SD Alkhairaat Mamboro, Indonesia, involving one teacher and students as the context of observation. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the teacher employed adaptive instructional strategies, including simple and age-appropriate language, classroom management, individualized guidance, instructional media, collaborative group work, interactive questioning, and positive reinforcement through praise and rewards. These strategies were associated with positive learning responses, including greater attention, active participation, willingness to complete learning tasks, and confidence in answering questions. The findings suggest that these practices were observed alongside a supportive classroom environment that encouraged student participation and engagement. Given the qualitative descriptive design, the findings are context-specific and do not establish a causal effect on students’ learning motivation.
The Effect of the Use of Canva Interactive Media on the Critical Thinking Ability of Science Learning Students in Class VI of SD Inpres 1 Tondo Sri Novriyanti; Azizah Azizah; Nuraini Nuraini; Abdul Rahman; Roberto Rolly Bulalong
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.429-440

Abstract

Critical thinking is an essential competency that should be developed in elementary education to support students in solving problems and making informed decisions. However, students' critical thinking skills in Natural and Social Sciences (IPAS) remain relatively low due to the limited use of interactive digital learning media. This study aimed to examine the effect of Canva-based interactive learning media on the critical thinking skills of sixth-grade students at SD Inpres 1 Tondo. A quantitative approach with a pre-experimental method employing a One Group Pretest–Posttest Design was used. The participants consisted of 14 sixth-grade students selected through total sampling. Data were collected using a multiple-choice critical thinking test and analyzed using descriptive statistics and the Paired Sample t-test with SPSS version 25. The findings revealed that the mean score increased from 61.79 on the pretest to 71.79 on the posttest, representing an improvement of 10.00 points. The Paired Sample t-test indicated a statistically significant difference between the pretest and posttest scores (p < 0.001). These findings demonstrate that Canva-based interactive learning media effectively enhance students' critical thinking skills and can serve as an innovative digital learning medium to support more engaging and meaningful IPAS instruction in elementary schools.
Co-Authors Abdul Rahman Herlina Herlina Isthifara Aulya Khairunnisa Khairunnisa Nuraini Nuraini Roberto Rolly Bulalong Sisriawan Lapasere Sri Novriyanti Sukri Sukri Umul Khairah Wanda Visqiyah