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All Journal Journal of Insan Mulia Education JIPI (Jurnal IPA dan Pembelajaran IPA)
Mariano Dos Santos
Instituto Católico Para A Formação De Professores, Baucau, Timor Leste
Education

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A Comparative Analysis of Elementary School Students' Attitudes Toward Science Practicum Activities Yuhaniz Aqila; Hisny Fajrussalam; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.2089

Abstract

Science practicum activities are an important component of science learning because they help students understand concepts through direct experience. This study aimed to conduct a comparative analysis of third-grade and fifth-grade elementary school students' attitudes toward science practicum activities, identify students' positive attitudes toward practicum activities, and examine the consistency of elementary school students' scientific attitudes. The study employed a descriptive qualitative approach involving 180 elementary school students, consisting of 90 third-grade students and 90 fifth-grade students. Data were collected through questionnaires on students' attitudes toward science practicum activities and scientific attitudes, and were analyzed descriptively using percentages. The findings revealed differences in attitudes toward science practicum activities between third-grade and fifth-grade students, with fifth-grade students demonstrating more positive attitudes than third-grade students. In general, elementary school students showed positive responses to science practicum activities because these activities provided engaging, enjoyable, and meaningful learning experiences that facilitated direct understanding of scientific concepts. However, fifth-grade students exhibited higher levels of interest, participation, and enthusiasm than third-grade students. The results also indicated that fifth-grade students demonstrated greater consistency in scientific attitudes during practicum activities. Science practicum activities contribute to the development of students' curiosity, cooperation, honesty, and thinking skills. Therefore, science practicum activities play an important role in supporting the development of students' attitudes and enhancing the quality of science learning in elementary schools
Map-Based Unplugged Coding in Elementary Social Studies: A Pre-Experimental Study on Third-Grade Students’ Computational Thinking Skills Mila Marliana; Nurdiansyah Nurdiansyah; Tiara Yogiarni; Mariano Dos Santos
Journal of Insan Mulia Education Vol. 4 No. 3 (2026): Journal of Insan Mulia Education
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/joinme.v4i3.956

Abstract

This study was motivated by the importance of computational thinking (CT) skills in elementary school Social Studies learning, particularly for helping students decompose travel routes and understand map concepts. It aimed to examine the difference in third-grade students’ CT skills before and after learning that integrates unplugged coding with map media in Social Studies. A quantitative pre-experimental approach with a one-group pretest-posttest design was employed, involving 23 third-grade students (from an initial cohort of 26) in Class III-A at SDN 02 Sindangkasih. Data were collected using a five-item CT test covering decomposition, pattern recognition, abstraction, and algorithmic thinking, and were analyzed using the Shapiro-Wilk normality test, a paired-sample t-test, and the Normalized Gain (N-Gain) index. The mean CT score increased from 45.87 (pretest) to 74.56 (posttest). The paired-sample t-test indicated a statistically significant difference, t(22) = -6.74, p < .001, with a large effect size (d ≈ 1.41), leading to the rejection of H₀ and the acceptance of Hₐ. The mean N-Gain was 0.54, falling into the medium category. These findings indicate that map-based unplugged coding was associated with a significant improvement in third-grade students’ computational thinking skills, although the absence of a control group means this improvement cannot be attributed to the intervention alone.
Co-Authors Hisny Fajrussalam Mila Marliana Nenden Permas Hikmatunisa Nurdiansyah Nurdiansyah Tiara Yogiarni Yuhaniz Aqila