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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Dyah Purwandari, Ristiana
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PENGARUH PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN LITERASI SAINS SISWA SEKOLAH DASAR Wulandari, Ika; Anggoro, Subuh; Dyah Purwandari, Ristiana; Gunawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62202

Abstract

Indonesia's education still faces serious challenges in developing 21st-century skills, as reflected in the 2022 PISA results, where Indonesia ranked 69th out of 80 countries with reading, mathematics, and science scores below the OECD average. At SD Negeri 2 Darmayasa, Pejawaran, Banjarnegara, 60% of fifth-grade students struggled to understand the water cycle due to its abstract nature and the limited use of contextual, visualized learning media. This study aimed to examine the effect of the Science, Technology, Engineering, and Mathematics (STEM) approach on elementary students' critical thinking and science literacy. A quantitative approach with a Quasi-Experimental Nonequivalent Control Group Design was employed, involving 31 fifth-grade students from two schools in Gugus Sudirman selected through cluster random sampling: 19 students as the experimental group, taught using STEM through Project-Based Learning on the water cycle, and 12 students as the control group, taught conventionally. Data were collected through essay tests and analyzed using independent sample t-tests and Pearson correlation with SPSS 25. Results showed that the STEM approach had a significant effect on both critical thinking (p = 0.000, mean difference = 14.82) and science literacy (p = 0.000, mean difference = 20.67). However, the correlation between critical thinking and science literacy in the experimental group was positive but weak and not statistically significant (r = 0.413, p = 0.079). These findings suggest that STEM effectively enhances critical thinking and science literacy separately, although their development does not necessarily occur in parallel within individual students.
PENGARUH PEMBELAJARAN IPAS MELALUI PENDEKATAN COMPUTATIONAL THINKING BERBASIS SCRATCH TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI SISWA SEKOLAH DASAR Eka Nugraheni, Dian; Anggoro, Subuh; Dyah Purwandari, Ristiana; Gunawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62302

Abstract

Indonesian students' critical thinking skills remain low, reflected in the 2022 PISA results, where Indonesia ranked 69th of 80 countries, with only 0.9% of students reaching level 4–6 higher-order thinking questions in science. A diagnostic test given to 16 fourth-graders at SD Negeri 2 Kesenet, Banjarmangu, Banjarnegara, showed an average score of only 59, far below the mastery criterion, with students struggling to explain reasoning and analyze cause-and-effect relationships on the abstract topic of "Energy and Its Changes." This study examined the effect of Computational Thinking (CT) learning through Scratch on elementary students' critical thinking and communication skills. A quantitative Quasi-Experimental Posttest-Only Control Group Design involved 31 fourth-graders from two schools in one cluster selected through total sampling: 16 students in the experimental group, taught using CT through Scratch simulations, and 15 in the control group, taught using conventional picture-based media. Data were collected through essay tests and Likert-scale observation sheets, then analyzed using independent sample t-tests and Pearson correlation with SPSS. Results showed the CT-based Scratch approach significantly affected both critical thinking (p = 0.001, mean difference = 15.92) and science communication skills (p = 0.014, mean difference = 9.80). The correlation between the two variables was positive, strong, and statistically significant (r = 0.685, p = 0.001). These findings suggest CT-based Scratch learning effectively enhances critical thinking and communication skills, both separately and in parallel within individual students.
PENGARUH PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KETERAMPILAN PROSES SAINS PESERTA DIDIK SD Neviasari, Wendi; Anggoro, Subuh; Dyah Purwandari, Ristiana; Gunawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62592

Abstract

Critical thinking skills and science process skills among elementary school studentsremain relatively low, as observed in Grade III of SD Negeri Tritih Kulon 09,Panjaitan Cluster, North Cilacap District, where students had never conductedsimple experiments, formulated hypotheses, or carried out scientific inquiry on themetamorphosis topic due to teacher-centered instruction. This study analyzes theeffect of the Problem Based Learning (PBL) model on critical thinking skills andscience process skills, while examining the relationship between the two variables.The study employed a quantitative approach with a quasi-experimental design(Nonequivalent Control Group Design), involving 51 Grade III students divided intoan experimental group (28 students from SD Negeri Tritih Kulon 09) and a controlgroup (23 students from SD Negeri Tritih Kulon 06). Data were collected throughtests, interviews, and documentation, and analyzed using the Mann–Whitney U Testsince the data did not meet the assumptions of normality and homogeneity. Resultsshow that PBL had a significant effect on both critical thinking skills (Mean Rankexperimental 36.89 vs. control 12.74; Sig. = 0.000) and science process skills (MeanRank experimental 34.52 vs. control 15.63; Sig. = 0.000), with mean gains of 26.61and 16.07 points in the experimental group, while the control group declined on bothvariables. This study provides empirical evidence that PBL can develop criticalthinking skills and science process skills in an integrated, simultaneous mannerwithin a single learning topic, a focus rarely addressed in previous PBL studies,which have generally examined the two variables separately.
Co-Authors Eka Nugraheni, Dian Gunawan Ika Wulandari Neviasari, Wendi Subuh Anggoro