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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Edudikara: Jurnal Pendidikan dan Pembelajaran
Budi Febriyanto
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Upaya Meningkatkan Pemahaman Konsep Siswa dalam Pembelajaran IPA dengan Menerapkan Model Inkuiri Terbimbing Ari Yanto; Budi Febriyanto
Edudikara: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2019): March
Publisher : IPTPI Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/edudikara.v4i1.141

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman konsep siswa dengan menerapkan model inkuiri terbimbing (guided inquiry) pada pembelajaran IPA di kelas IV SDN 4 Cinyasag Kecamatan Panawangan Kabupaten Ciamis. Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep siswa dalam memahami materi pembelajaran. Penelitian ini merupakan penelitian tindakan kelas dimana peneliti bekerja sama dengan teman sejawat sebagai observer pada pelaksanaan penelitian. Subjek penelitian adalah siswa kelas IV SDN 4 Cinyasag, sebanyak 20 siswa terdiri dari 9 siswa laki-laki dan 11 siswa perempuan. Teknik yang digunakan dalam pengumpulan data adalah tes, observasi, dan dokumentasi.. Penelitian dilaksanakan dalam 3 siklus. Hasil penelitian menunjukan bahwa penggunaan model Inkuiri Terbimbing ( Guided Inquiry ) dapat meningkatkan pemahaman konsep siswa di kelas IV SDN 4 Cinyasag. Hal ini ditunjukan pada kondisi awal siswa menunjukan presentase ketuntasan 35% berada pada kategori rendah. Pada siklus I mencapai persentase ketuntasan 55% berada dikategori sedang. Pada siklus II persentase ketuntasan 65% berada tinggi. Dan pada siklus III persentase ketuntasan 85% dengan kategori sangat tinggi. Berdasarkan hal tersebut maka dapat disimpulkan bahwa penerapan model pembelajaran Inkuiri Terbimbing (Guided Inquiry) dapat meningkatkan pemahaman konsep siswa kelas IV SDN 4 Cinyasag
Efektivitas Model Inquiry Berbasis Etnosains Terhadap Pemahaman Konsep IPA di Sekolah Dasar Imel Amelia Putri; Budi Febriyanto; Mahpudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32483

Abstract

This study aims to determine the effectiveness of the ethnoscience-based inquiry learning model on elementary school students' understanding of science concepts in the topic of Harmony in Ecosystems (Eating and Being Eaten). The study was conducted in fifth-grade students at SDN Kadipaten VIII Majalengka using a quasi-experimental method and a Nonequivalent Control Group design. Subjects were divided into two groups: the experimental class, which received instruction using the ethnoscience-based inquiry model, and the control class, which received instruction using the Direct Instruction model. The research instrument was a conceptual understanding test administered before and after the learning process. Data were analyzed using the Normality test, Homogenity test, Independent Samples t-Test and N-Gain calculation to determine differences in outcomes and improvements between the two groups. The results showed that the initial abilities of both classes were relatively equal, but after the treatment, there were significant differences in learning outcomes and improvements in conceptual understanding, with the experimental class showing higher results. The ethnoscience-based inquiry model has been proven to encourage students to actively observe, ask questions, conduct simple investigations, and relate learning materials to local phenomena and culture, making learning more meaningful, engaging, and effective in improving students' understanding of science concepts.
PENGARUH PEMBELAJARAN BERBASIS PROYEK TERHADAP HASIL BELAJAR DAN KEAKTIFAN SISWA PADA MATA PELAJARAN IPAS DI SEKOLAH DASAR Siti Amallyah Hasanah; Ujiati Cahyaningsih; Budi Febriyanto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.33146

Abstract

The purpose of this study was to examine the effect of project-based learning (PjBL) on student learning outcomes and engagement in natural and social sciences (IPAS) at the elementary school level. This study was driven by low academic achievement and low student participation in IPAS classes, which generally use traditional teaching methods. This study used a quantitative approach with a non-equivalent control group design, with fifth-grade students from SDN Heuleut 1 participating in both experimental and control groups. Expert evaluation confirmed the feasibility of the PjBL learning tool (90.90%), and student feedback indicated high applicability (88.43%). The t-test showed a significant improvement in the experimental group (t-value 15.75 > t-value 2.045), with an average pre-test score of 55.08 increasing to 82.27 in the post-test. Furthermore, student participation in the experimental class also increased significantly. These findings indicate that PjBL is an effective approach to improve student achievement and engagement in IPAS learning at the elementary school level.
Co-Authors Ari Yanto Iis Fajrin Nuraisyah Imel Amelia Putri Mahpudin Oom Komalasari Siti Amallyah Hasanah Ujiati Cahyaningsih Yuyun Dwi Haryanti