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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) EDUCATIONE: Journal of Education Research and Review
Zulharman
STKIP Taman Siswa Bima
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Social Sciences

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REVOLUTIONIZING ELEMENTARY SCIENCE EDUCATION: IMPACT OF INTERACTIVE VISUAL MEDIA ON LEARNING THE HUMAN RESPIRATORY SYSTEM Faniningsih Ardila Putri; Arif Rahman Hakim; Syahriani Yulianci; Arif Hidayad; Zulharman
EDUCATIONE Vol. 3 No. 2 (2025)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.65

Abstract

The persistent difficulty students face in understanding the human respiratory system—a core yet abstract topic in science education—is rooted in the lack of contextual, visual, and interactive learning media, as highlighted by both national and international research. This study aimed to examine whether technology-based, visual respiratory system media can significantly enhance elementary students’ cognitive learning outcomes, particularly in higher-order thinking skills such as analysis and evaluation. Employing a quantitative, quasi-experimental one-group pretest-posttest design, the study involved 34 fifth-grade students at SDN Inpres Rasa 1, Kabupaten Bima, using purposive sampling. A 20-item multiple-choice test based on the revised Bloom’s taxonomy (C1–C4) was used to measure learning outcomes before and after intervention. Descriptive statistics showed a marked improvement: the mean pretest score was 62.8, rising to 73.3 in the posttest, with gains observed across all ability levels. Inferential analysis using a paired sample t-test confirmed the significance of this improvement (t = -15.2, df = 33, p < .001), demonstrating that interactive visual media have a strong positive effect on students’ conceptual understanding of the respiratory system. The results conclude that technology-based visual media not only promote retention and comprehension but also foster analytical and evaluative skills, aligning with current science education goals. This research provides empirically-tested, practical recommendations for educators and policymakers, supporting the integration of digital media in science curricula and teacher training. Future studies are recommended to expand this approach with control groups, longitudinal designs, and investigations into affective and psychomotor domains, as well as the use of emerging technologies like augmented reality and virtual reality to further enhance science learning outcomes.
Pengaruh Penerapan Model Contextual Teaching and Learning (CTL) terhadap Hasil Belajar IPA Siswa Kelas V SD Inpres Lara Sabrina; Zulharman; Anggih Tri Cahyadi; Suciyati; Nurjumiati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3001

Abstract

The low science learning outcomes of students are attributed to teacher-centered instructional practices, which limit students' ability to relate learning materials to real-life experiences in their surrounding environment. This condition has resulted in a low level of conceptual understanding in science. This study aimed to determine the effect of the implementation of the environment-based Contextual Teaching and Learning model on the science learning outcomes of fifth-grade students at SD Inpres Lara. This research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest Design. The population consisted of all 12 fifth-grade students at SD Inpres Lara, and the entire population was selected as the sample through a saturated sampling technique. Data were collected using a learning achievement test that had been validated by experts. The data were analyzed using descriptive statistics and the Paired Sample t-Test. The results showed that the students' mean score increased from 61.6 in the pretest to 87.3 in the posttest. Furthermore, the Paired Sample t-Test revealed a significance value of p < 0.001, indicating that the implementation of the environment-based contextual teaching and learning model had a significant effect on students' science learning outcomes. Therefore, the environment-based Contextual Teaching and Learning model is effective in improving elementary school students' science learning outcomes.   
Co-Authors Anggih Tri Cahyadi Arif Hidayad Arif Rahman Hakim Faniningsih Ardila Putri Nurjumiati Sabrina Suciyati Syahriani Yulianci