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All Journal Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Pendikdas: Jurnal Pendidikan Dasar SENTRI: Jurnal Riset Ilmiah
Nursa'ban, Eva
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Aerospace Engineering Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Physics

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PENGGUNAAN TEKNOLOGI PENDIDIKAN DALAM PENGAJARAN DI SEKOLAH DASAR: TREN DAN DAMPAKNYA TERHADAP HASIL BELAJAR SISWA Sarafiah, Sarafiah; Oya, Abas; RS, Yuyun Yuningsih; Nursa'ban, Eva
Pendikdas: Pendidikan Dasar Vol 5, No 1 (2024): Mei 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i1.356

Abstract

This study aims to analyze and identify trends in the use of educational technology in teaching at the elementary school level from 2019 to 2024 and evaluate its impact on student learning outcomes. Using a bibliometric approach, data was collected from Crossref via the Publish or Perish application, focusing on keywords such as "educational technology," "elementary school teaching," "student learning outcomes," "interactive multimedia," and "e-learning." The analysis results indicate a significant increase in publications related to educational technology, with a peak occurring in 2022. The most cited articles, such as those by Anggraeni et al. (2021) and Rahmadani Taufina (2020), highlight the effective use of interactive multimedia and problem-based learning (PBL) models in enhancing student engagement and academic achievement. This research also identifies challenges faced by educators in integrating technology, including disparities in access and the need for ongoing training. The findings provide valuable insights for education practitioners and policymakers to better optimize the use of technology in the elementary education system. By recommending further research on new technologies and their impact on education, this study emphasizes that the utilization of educational technology is a crucial step in addressing the educational challenges in the digital era.
PERAN GURU DALAM MENERAPKAN PENDIDIKAN KARAKTER PADA SISWA SEKOLAH DASAR Sarah, Siti; Wardatunnissa, Yeni; Ratnasari, Yuyun Yuningsih; Nursa'ban, Eva
Pendikdas: Pendidikan Dasar Vol 5, No 2 (2024): November 2024
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/pendikdas.v5i2.363

Abstract

Pendidikan karakter di sekolah dasar memiliki peran penting dalam membentuk kepribadian dan nilai moral siswa. Penelitian ini bertujuan untuk mengidentifikasi peran guru dalam penerapan pendidikan karakter dan memahami dampaknya pada siswa. Metode penelitian yang digunakan adalah kualitatif dengan wawancara dan observasi. Hasil penelitian menunjukkan bahwa guru berfungsi sebagai teladan dan mengintegrasikan nilai-nilai karakter dalam aktivitas pembelajaran sehari-hari. Namun, terdapat tantangan seperti keterbatasan sumber daya dan pengaruh negatif dari lingkungan luar. Pendidikan karakter yang efektif dapat meningkatkan perkembangan moral dan sosial siswa, serta mendukung prestasi akademik mereka. Oleh karena itu, diperlukan dukungan dari orang tua dan komunitas untuk menciptakan lingkungan yang mendukung pendidikan karakter.
Upaya Meningkatkan Pemahaman Konsep IPA Siswa Melalui Model Pembelajaran Discovery Learning Nursa'ban, Eva; Ewisahrani, Ewisahrani; Fathurrahmaniah, Fathurrahmaniah
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 8 (2025): SENTRI : Jurnal Riset Ilmiah, Agustus 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i8.4348

Abstract

To enhance students' understanding of science concepts, particularly on the topic of the properties of light, the researcher connected students' real-life experiences with natural phenomena, facilitating their reasoning so that scientific concepts could be applied in everyday life. This study aimed to determine whether the discovery learning model could improve students’ conceptual understanding in science. The research was conducted at SDN Inpres Bala with 20 fifth-grade students in the second semester of the 2024–2025 academic year. The research method was classroom action research, consisting of two cycles. The results showed that the use of the discovery learning model significantly improved students’ understanding of science concepts. The pre-cycle observation indicated a 35% level of conceptual understanding, which increased to 60% in cycle I and reached 100% in cycle II, demonstrating active student engagement in learning. Throughout the process, the application of discovery learning enabled students to comprehend the material better. This study implies that the discovery learning model can be recommended as an effective instructional approach to enhance students’ understanding of science concepts and improve learning outcomes.
Pengaruh Strategi Pembelajaran Inquiry Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa pada Materi Ekosistem Nursina, Desi; Nursa'ban, Eva; Sahrani, Ewi
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 6, No 2 (2025): November 2025
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v6i2.685

Abstract

This study aims to analyze the effect of guided inquiry learning strategies on students' critical thinking skills in ecosystem material at SMP Negeri 3 Wera. The research design used was a quasi-experimental design with a non-equivalent control group involving pretest and posttest in both the experimental and control groups. The data collection technique was carried out by distributing instruments in the form of critical thinking essay tests (pretest post-test) and observation sheets for student and teacher activities during the learning process. The data analysis technique used the Kolmogorov-Smirnov normality test and Levene's homogeneity test as prerequisite tests, then hypothesis testing (t-test) and N-gain to see the comparison between the pretest and post-test using SPSS-25.. The results showed that the critical thinking skills of students in the experimental group improved significantly compared to those in the control group. The N-Gain score of the experimental group was categorized as moderate, while the control group was categorized as low. The guided inquiry learning strategy effectively encouraged students to actively identify problems, develop hypotheses, collect data, and draw conclusions independently. This learning model can be applied effectively even in schools with limited resources.
Co-Authors Abas Oya Ewisahrani, Ewisahrani Fathurrahmaniah, Fathurrahmaniah Nursina, Desi Ratnasari, Yuyun Yuningsih RS, Yuyun Yuningsih Sahrani, Ewi Sarafiah, Sarafiah Siti Sarah, Siti Wardatunnissa, Yeni