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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Afridha Laily Alindra
Universitas Pendidikan Indonesia, Bandung, Indonesia

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Integrating Team Games Tournament and Physics Education Technology Simulation to Improve Cognitive Ability in Elementary Students Learning Energy Transformation Laras Ayu Syahrani; Afridha Laily Alindra; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3623

Abstract

The use of innovative learning approaches, supported by interactive learning tools, is crucial for facilitating students’ understanding of energy conversion concepts, which are often difficult to visualize. This study examined the impact of the “team game tournament” cooperative learning strategy, combined with PhET simulations, on the cognitive performance of fourth-grade students in science class. This study employed a quasi-experimental design with non-equivalent control groups. It involved 48 participants who were randomly assigned to either the experimental group (TGT combined with PhET) or the comparison group (problem-based learning). Students’ cognitive performance was measured using a test based on the revised Bloom’s taxonomy (levels C1 through C6). Statistical analysis using the Mann-Whitney U test yielded a p-value of 0.012, below the predetermined significance threshold of 0.05, indicating a significant difference between the two groups. Students in the experimental group achieved a normalized average performance increase of 57.03% and an effect size of 0.363. The greatest improvements were observed in the cognitive domains of application (C3) and planning/design (C6). These findings suggest that the combination of team game tournament and PhET Simulations can effectively enhance students' cognitive development while promoting collaborative, engaging, and enjoyable learning experiences
Exploring Science Literacy Among Elementary School Students Through the Tatanén di Balé Atikan Program in Purwakarta Regency Dania Widia Cahyani; Afridha Laily Alindra; Nenden Permas Hikmatunisa; Mariano Dos Santos
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 4: OCTOBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i4.3328

Abstract

Indonesian students’ low scientific literacy, as reported in PISA 2022, underscores the need for contextual and meaningful learning innovations. The Tatanén di Balé Atikan (TdBA) program in Purwakarta Regency is an environment- and local wisdom-based educational initiative with potential to foster scientific literacy among elementary school students. This study explored students’ scientific literacy through the TdBA program using the PISA 2022 framework, namely explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data and scientific evidence. A descriptive qualitative approach with a case study design was employed. Participants were the TdBA coordinator teacher and students actively involved in the program. Data were collected through participatory observation, in-depth interviews, documentation, and questionnaires, then analyzed through data reduction, data display, conclusion drawing, and triangulation. Four themes emerged: (1) scientific literacy developed through direct observation-based practices that enabled contextual observation, investigation, and problem-solving; (2) students’ scientific literacy was categorized as good, with a mean score of 61.7%, the highest being in designing scientific investigations; (3) scientific concepts were internalized in daily life through environmental management and plant cultivation; and (4) the program fostered a scientific culture ecosystem through sustainable academic and ecological routines. These findings indicate that the TdBA program contributes positively to students’ scientific literacy by providing authentic learning experiences that holistically integrate environmental contexts, local wisdom, and scientific processes
Co-Authors Dania Widia Cahyani Laras Ayu Syahrani Mariano Dos Santos Mariano Dos Santos Nenden Permas Hikmatunisa