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Muh. Luqman Arifin
Universitas Peradaban, Brebes, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Peran guru dalam implementasi pembelajaran kontekstual berbasis etnosains pada pata pelajaran IPAS kelas IV Seli Fitriani; Muh. Luqman Arifin; Noviea Varahdillah Sandi; Umi Chabibatus Zahro
Jurnal Pendidik Indonesia Vol. 7 No. 3 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v7i3.154

Abstract

This study aims to describe the teacher's roles in implementing an ethnoscience-based contextual learning model in Grade IV IPAS at SD Negeri Bumiayu 03. The study employed a qualitative approach with a case study design. The participants consisted of the Grade IV teacher as the main informant and Grade IV students as supporting informants. Data were collected through observation, interviews, and documentation. Data credibility was examined through technical triangulation, while data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing and verification. The findings show that the teacher performed seven roles in implementing ethnoscience-based contextual learning: learning resource, facilitator, learning manager, demonstrator, guide, motivator, and evaluator. These roles were demonstrated through delivering material in accessible language, using learning media and worksheets, managing learning stages, providing examples through pictures and videos, assisting students during observation and group discussion, providing motivation and reinforcement, and conducting initial, formative, and summative assessments. The learning implementation connected IPAS content with students' daily experiences and local culture through observing, comparing, classifying, and communicating activities. The findings indicate that the teacher's active roles are important in creating contextual and meaningful IPAS learning.
Pengaruh model problem-based learning berbantuan video pembelajaran berbasis Canva terhadap kemampuan berpikir kritis siswa Cinta Dwi Anjani; Muh. Luqman Arifin
Jurnal Pendidik Indonesia Vol. 7 No. 3 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291//jpi.v7i3.166

Abstract

Students' critical thinking skills were still low because the learning models used were conventional and not interactive. This study aimed to determine the effect of the Problem-Based Learning model assisted by Canva-based learning videos on students' critical thinking skills and to determine the improvement in students' critical thinking skills after the model's implementation. This study used a quantitative approach with a pre-experimental one-group pretest–posttest design. The sample consisted of 20 fifth-grade students at SD Negeri Waru 01, selected using a saturated sampling technique. Data collection techniques included interviews, tests, observation, and documentation. The data were analyzed using simple linear regression and a paired-samples t-test with SPSS 25. The results showed that the PBL model assisted by Canva-based learning videos had a significant effect on students' critical thinking skills. This was evidenced by a significance value of 0.000 < 0.05 and an F-value of 59.657. The coefficient of determination (R²) of 0.768 indicated that the model contributed 76.8% to students' critical thinking skills, while 23.2% was influenced by other factors. The paired-samples t-test also produced a significance value of 0.000 < 0.05, indicating an increase in students' critical thinking skills after the treatment. Thus, the Problem-Based Learning model assisted by Canva-based learning videos had a positive and significant effect on improving students' critical thinking skills in IPAS.
Co-Authors Cinta Dwi Anjani Noviea Varahdillah Sandi Seli Fitriani Umi Chabibatus Zahro