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All Journal Jurnal Manajemen & Supervisi Pendidikan Al Ishlah Jurnal Pendidikan MODELING: Jurnal Program Studi PGMI Journal of Research and Technology Visipena Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basicedu JURNAL PENDIDIKAN MIPA Ed-Humanistics : Jurnal Ilmu Pendidikan Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Didaktika: Jurnal Pemikiran Pendidikan Trapsila: Jurnal Pendidikan Dasar LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Basicedu Jurnal Muassis Pendidikan Dasar JGK (Jurnal Guru Kita) Islamic Journal of Integrated Science Education Nusantara Community Empowerment Review Journal of Science and Education Research Nusantara Educational Review Jurnal Penelitian Pendidikan Indonesia (JPPI) Multidisciplinary Indonesian Center Journal Elenor: Elementary School Journal Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Arie Widya Murni
Universitas Nahdlatul Ulama Sidoarjo
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Meningkatkan Hasil Belajar Siswa Kelas 3 SDN Pucang IV pada Mata Pelajaran Matematika Materi Perkalian dan Pembagian dengan Model Pembelajaran Realistic Mathematics Education (RME) Dinar Mufidatus Sholiha; Rosyidah Umami Octavia; Arie Widya Murni
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/jn743337

Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas pembelajaran dan hasil belajar matematika siswa kelas 3 sekolah dasar pada materi perkalian dan pembagian melalui penerapan model Realistic Mathematics Education (RME). Permasalahan penelitian berangkat dari rendahnya ketuntasan belajar, di mana 59% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM), yang menunjukkan perlunya pendekatan pembelajaran yang lebih kontekstual dan bermakna. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 27 siswa kelas 3 SDN Pucang IV Sidoarjo. Data dikumpulkan melalui observasi aktivitas guru dan siswa serta tes hasil belajar. Hasil penelitian menunjukkan adanya peningkatan aktivitas guru dari 64,8% menjadi 89,1% dan aktivitas siswa dari 61,6% menjadi 83,8%. Ketuntasan belajar meningkat dari 37% pada siklus I menjadi 74,07% pada siklus II. Temuan ini menunjukkan bahwa penerapan RME efektif dalam memperkuat keterlibatan siswa dan pemahaman konsep operasi hitung. This study aims to improve classroom learning activities and mathematics achievement of third-grade elementary students in multiplication and division through the implementation of the Realistic Mathematics Education (RME) model. The study was motivated by low learning mastery, where 59% of students failed to reach the minimum mastery criterion, indicating the need for more contextual and meaningful instructional strategies. The research employed a Classroom Action Research design conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 27 third-grade students of SDN Pucang IV Sidoarjo. Data were collected through teacher and student activity observations and learning outcome tests. The results show an increase in teacher activity from 64.8% to 89.1% and student activity from 61.6% to 83.8%. Learning mastery improved from 37% in Cycle I to 74.07% in Cycle II. These findings indicate that RME effectively enhances student engagement and conceptual understanding of arithmetic operations.
Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar IPAS Materi Rotasi dan Revolusi Bumi di Kelas VI Rezza Amanda pratiwi; Arie Widya Murni; Rosyidah Umami Octavia
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/h0ye2815

Abstract

This Classroom Action Research (CAR) aims to improve students' learning achievement in the field of Natural and Social Sciences (IPAS) related to the topic of Earth's rotation and revolution by implementing the Problem Based Learning (PBL) model supported by the Paroreb media (Earth Rotation and Revolution Board). The subjects involved in this study were 25 students from grade VI of SDN Pucang 4. The research was conducted in two cycles, which included the stages of planning, action implementation, observation, and reflection. From the observations in the pre-cycle, it was found that the learning mastery level only reached 45%, indicating students' low understanding of the concepts of Earth's rotation and revolution. In cycle I, after implementing the PBL model with the support of Par media, the learning mastery level increased to 60%. Improvements made in cycle II resulted in a better mastery level, namely 88%. This increase indicates that the use of the PBL model together with the media
Meningkatkan Hasil Belajar Peserta Didik melalui Penggunaan Media Papan Jurang pada Materi Penjumlahan dan Pengurangan Bersusun di Kelas 2 SD Negeri Pucang 4 Sidoarjo Nurus Alfina; Arie Widya Murni; Rosyidah Umami Octavia
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/a4fv6020

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika peserta didik kelas II melalui pemanfaatan media papan jurang. Penelitian menggunakan desain Penelitian Tindakan Kelas yang melibatkan 25 peserta didik dan dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes hasil belajar dan lembar observasi aktivitas peserta didik. Hasil penelitian menunjukkan bahwa tingkat ketuntasan belajar meningkat dari 42% pada tahap prasiklus menjadi 60% pada siklus I dan mencapai 84,96% pada siklus II. Temuan ini menunjukkan bahwa media papan jurang efektif membantu visualisasi nilai tempat dan proses meminjam serta menyimpan angka, sehingga meningkatkan keterlibatan dan pemahaman peserta didik. Kebaruan penelitian terletak pada integrasi media konkret papan jurang dengan pendekatan pembelajaran berbasis masalah dalam konteks operasi hitung bersusun di sekolah dasar. This study aims to improve mathematics learning outcomes of second-grade students through the use of the gap board media. The study used a Classroom Action Research design involving 25 students and was carried out in two cycles, each including planning, action, observation, and reflection stages. Data were collected through learning outcome tests and student activity observation sheets. The results showed that the learning completion rate increased from 42% in the pre-cycle stage to 60% in the first cycle and reached 84.96% in the second cycle. These findings indicate that the gap board media effectively helps visualize place value and the process of borrowing and storing numbers, thereby increasing student engagement and understanding. The novelty of the study lies in the integration of the gap board concrete media with a problem-based learning approach in the context of stacked arithmetic operations in elementary schools. 
Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Keterampilan Proses Sains pada Materi Siklus Hidup Hewan untuk Siswa Kelas III SDN Pucang 1 Sidoarjo Alam Arsy Ahmad; Novaria Lailatul Jannah; ArieWidya Murni
JURNAL PENDIDIKAN MIPA Vol. 16 No. 4 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i4.4979

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan proses sains siswa kelas III SDN Pucang 1 Sidoarjo pada materi siklus hidup hewan, khususnya pada indikator menyimpulkan dan mengomunikasikan hasil pengamatan, akibat pembelajaran IPA yang masih berpusat pada guru. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap keterampilan proses sains siswa. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experimental design berbentuk Nonequivalent Control Group Design. Sampel penelitian terdiri atas 60 siswa kelas III yang dibagi menjadi kelompok eksperimen (kelas III A, n=30) yang mendapat perlakuan model inkuiri terbimbing dan kelompok kontrol (kelas III B, n=30) dengan pembelajaran konvensional, dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui tes pretest dan posttest keterampilan proses sains serta lembar observasi, dianalisis menggunakan uji Shapiro-Wilk, Levene, paired sample t-test, independent sample t-test, dan uji N-Gain berbantuan SPSS. Hasil penelitian menunjukkan rata-rata posttest kelompok eksperimen sebesar 85,77 lebih tinggi dibandingkan kelompok kontrol sebesar 66,97, dengan rata-rata N-Gain kelompok eksperimen 0,62 (kategori sedang) dan kelompok kontrol 0,08 (kategori rendah). Hasil uji independent sample t-test memperoleh nilai t hitung sebesar 13,776 dengan signifikansi 0,000 < 0,05, sehingga H0 ditolak dan H1 diterima. Analisis pada subsampel kelompok eksperimen menunjukkan peningkatan tertinggi pada indikator menyimpulkan (53,3% menjadi 80,0%) dan mengamati (62,5% menjadi 75,0%), sementara indikator mengelompokkan relatif tidak berubah (72,2%) dan indikator mengomunikasikan menurun (72,8% menjadi 66,7%). Disimpulkan bahwa model pembelajaran inkuiri terbimbing berpengaruh signifikan terhadap keterampilan proses sains siswa kelas III pada materi siklus hidup hewan di SDN Pucang 1 Sidoarjo.
PENGARUH MODEL GUIDED DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI MAGNET DAN LISTRIK MELALUI GENERATOR SEDERHANA KELAS V SDI Khoiriyah Khoiriyah; Arie Widya Murni; Hikmah Luqiyah Kartikasari
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.14182

Abstract

This study was motivated by the low level of students' critical thinking skills, which was attributed to the dominance of conventional teacher-centered learning. This condition limited students' active participation in the learning process, resulting in insufficient opportunities to analyze, evaluate, and construct conceptual understanding. This study aimed to examine the effect of the Guided Discovery Learning model on students' critical thinking skills. A quantitative approach with a Quasi-Experimental Design using a Non-Equivalent Control Group Design was employed. The sample consisted of 25 students in the experimental class and 25 students in the control class. Data were collected using pretest and posttest instruments. Data analysis included the Shapiro–Wilk normality test, Levene's Test for homogeneity, and the Independent Samples t-test. The results showed that the mean pretest score of the control class was 47.64, while that of the experimental class was 55.76. After the treatment, the mean posttest score increased to 56.96 in the control class and 72.96 in the experimental class. The normality test indicated that all data were normally distributed, while the homogeneity test produced a significance value of 0.956 (p > 0.05), indicating homogeneous variances. Furthermore, the Independent Samples t-test yielded a t-value of -7.706 with a significance value of 0.000, indicating a significant effect of the Guided Discovery Learning model on students' critical thinking skills. Therefore, the Guided Discovery Learning model can be considered an effective instructional alternative for improving elementary school students' critical thinking skills on the topic of magnets and electricity. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa yang disebabkan oleh dominasi pendekatan pembelajaran konvensional yang berpusat pada guru (teacher-centered learning). Kondisi tersebut mengakibatkan partisipasi aktif siswa dalam proses pembelajaran belum optimal sehingga kemampuan mereka dalam menganalisis, mengevaluasi, dan mengonstruksi pemahaman terhadap materi pembelajaran masih rendah. Penelitian ini bertujuan untuk menguji pengaruh penerapan model pembelajaran Guided Discovery Learning terhadap kemampuan berpikir kritis siswa. Penelitian menggunakan pendekatan kuantitatif dengan rancangan Quasi Experimental Design berbentuk Non-Equivalent Control Group Design. Sampel penelitian terdiri atas 25 siswa pada kelas eksperimen dan 25 siswa pada kelas kontrol. Data dikumpulkan menggunakan instrumen tes berupa pretest dan posttest. Analisis data meliputi uji normalitas Shapiro–Wilk, uji homogenitas Levene's Test, dan uji hipotesis menggunakan Independent Samples t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai pretest kelas kontrol sebesar 47,64, sedangkan kelas eksperimen sebesar 55,76. Setelah diberikan perlakuan, rata-rata nilai posttest kelas kontrol meningkat menjadi 56,96, sedangkan kelas eksperimen meningkat menjadi 72,96. Hasil uji normalitas menunjukkan seluruh data berdistribusi normal, sedangkan uji homogenitas menunjukkan nilai signifikansi sebesar 0,956 (p > 0,05), sehingga varians kedua kelompok dinyatakan homogen. Hasil Independent Samples t-test menunjukkan nilai t hitung sebesar -7,706 dengan nilai Sig. (2-tailed) sebesar 0,000, sehingga |t hitung| (7,706) > t tabel (2,011) dan 0,000 < 0,05. Dengan demikian, H₀ ditolak dan H₁ diterima, yang menunjukkan bahwa penerapan model pembelajaran Guided Discovery Learning berpengaruh signifikan terhadap kemampuan berpikir kritis siswa. Oleh karena itu, model pembelajaran Guided Discovery Learning dapat dijadikan sebagai salah satu alternatif pembelajaran untuk meningkatkan kemampuan berpikir kritis siswa pada materi magnet dan listrik di sekolah dasar.
EKSPLORASI KESULITAN SISWA KELAS III SEKOLAH DASAR DALAM MEMAHAMI DAN MENYELESAIKAN SOAL CERITA MATEMATIKA Alvina Elistya Rahmad; Muawwinatul Laili; Fakhrur Rozy; Arie Widya Murni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14020

Abstract

The ability to solve mathematical word problems is an important skill that students need to possess because it is closely related to conceptual understanding and problem-solving abilities. However, field observations indicate that many students still experience difficulties in solving mathematical word problems. This study aimed to describe students' difficulties in solving mathematical word problems and to identify the factors causing these difficulties among Grade III students of SDN Banjarbendo. This research employed a qualitative approach with a descriptive qualitative design. The research participants were 25 students of Grade III at SDN Banjarbendo. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman model. The analysis of students' difficulties was based on Newman's theory, which consists of five stages: reading, comprehension, transformation, process skills, and encoding. The findings revealed that students experienced difficulties at all stages of Newman's theory. The most dominant difficulties were found in the process skills and encoding stages, while the fewest difficulties were found in the reading stage. The factors causing these difficulties consisted of internal factors, including lack of understanding of word problems, low accuracy, lack of self-confidence, low learning interest, and limited study habits at home, as well as external factors, including an unconducive classroom environment, the dominant use of lecture-based teaching methods, and limited learning media. These findings indicate that students' difficulties in solving mathematical word problems are influenced by various interrelated factors. ABSTRAK Kemampuan menyelesaikan soal cerita matematika merupakan salah satu kemampuan penting yang perlu dimiliki siswa karena berkaitan dengan pemahaman konsep dan pemecahan masalah. Namun, fakta di lapangan menyatakan bahwa masih banyak siswa yang mengalami kesulitan dalam menyelesaikan soal cerita matematika. Penelitian ini bertujuan untuk mendeskripsikan kesulitan siswa dalam menyelesaikan soal cerita matematika serta mengidentifikasi faktor-faktor penyebabnya pada siswa kelas III SDN Banjarbendo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas III SDN Banjarbendo dengan jumlah 25 siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Analisis kesulitan siswa mengacu pada teori Newman yang meliputi tahap membaca (reading), memahami masalah (comprehension), transformasi (transformation), keterampilan proses (process skills), dan penulisan jawaban akhir (encoding). Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan pada seluruh tahapan Newman. Kesulitan yang paling dominan ditemukan pada tahap keterampilan proses dan penulisan jawaban akhir, sedangkan kesulitan paling sedikit ditemukan pada tahap membaca. Faktor penyebab kesulitan tersebut terdiri dari faktor internal, yaitu kurangnya pemahaman terhadap soal, rendahnya ketelitian, kurangnya kepercayaan diri, rendahnya minat belajar siswa, dan kurangnya kebiasaan belajar di rumah, serta faktor eksternal berupa kondisi kelas yang kurang kondusif, penggunaan metode ceramah yang dominan, dan keterbatasan media pembelajaran. Hal ini menunjukkan bahwa kesulitan siswa dalam menyelesaikan soal cerita matematika dipengaruhi oleh berbagai faktor yang saling berkaitan.
PENGARUH MODEL GROUP INVESTIGATION TERHADAP KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI BENCANA ALAM KELAS V SDN KEMANTREN 2 TULANGAN SIDOARJO qhurota a'yun, yasmin; Widya Murni, Arie; luqiyah kartikasari, hikmah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.59938

Abstract

The limitations of elementary school students in critical thinking about natural disaster material are the reason for this research. The teacher-centered learning process makes students less active in studying problems, discussing them, and making conclusions. The purpose of this study was to determine how the implementation of the Group Investigation (GI) learning model impacts the critical thinking skills of students in grade V of SDN Kemantren 2 Tulangan. With an experimental design, this study used a quantitative approach. A total of 21 students in class V-A, which served as the experimental class, and 19 students in class V-B, which served as the control class. Data collection methods were carried out through observation and tests. First, the research instrument was tested for validity and reliability. Data analysis was carried out using normality tests, homogeneity, N-Gain, and independent sample t-tests with SPSS 27. The results showed that the posttest score of the experimental class was 76 higher than the control class by 58. In the medium category, the experimental class received a score of 0.5348, while the control class received a score of 0.1173. The results of the hypothesis test show that H0 is rejected and H1 is accepted, with a significance value of 0.001 < 0.05 and a t_count value of 6.513 greater than the t_table of 2.024. Therefore, the Group Investigation learning model influences students' critical thinking skills about natural disaster materials.
PENGARUH MODEL PEMBELAJARAN INQUIRY TERHADAP KETERAMPILAN BERPIKIR KREATIF SISWA KELAS V PADA MATERI RANTAI MAKANAN Amilah Uzlifatul Jannah; Novaria Lailatul Jannah; Arie Widya Murni; Hikmah Luqiyah Kartikasari
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.14212

Abstract

This research was motivated by the low creative thinking skills of fifth-grade B students at SDN Sidokepung 1 in Science learning, specifically regarding the food chain material, as evidenced by students' passive attitude during conventional learning. This study aimed to examine the effect of the inquiry learning model on students' creative thinking skills. Employing a quantitative approach with a pre-experimental method and a One Group Pretest-Posttest Design, this study involved a saturated sample of 34 students. The data collection instrument consisted of 10 essay test items that had been tested for validity and reliability. Data were analyzed using the non-parametric Wilcoxon Signed Rank Test and N-Gain Score analysis. The results demonstrated an increase in the mean score from 42.79 in the pretest to 77.94 in the posttest. The Wilcoxon test yielded a significance value of 0.000 (< 0.05), indicating a significant difference in competence before and after the treatment. Furthermore, the average N-Gain score reached 0.60 (medium category), and the N-Gain percentage was 60.60% (moderately effective). The main finding of this study indicates that the implementation of the inquiry learning model significantly improved students’ creative thinking skills, with the level of improvement falling within the medium category and demonstrating moderate effectiveness. In conclusion, the inquiry learning model exerts a positive and significant influence on enhancing elementary school students' creative thinking skills through active and independent learning experiences. ABSTRAK Penelitian ini di latar belakangi oleh rendahnya keterampilan berpikir kreatif siswa kelas V B SDN Sidokepung 1 pada pembelajaran IPA materi rantai makanan, yang tercermin dari dominasi sikap pasif selama proses belajar konvensional. Penelitian ini dilaksanakan dengan tujuan mengevaluasi dampak implementasi model pembelajaran inquiry terhadap keterampilan berpikir kreatif siswa. Pendekatan kuantitatif melalui metode pre-experiment dengan rancangan One Group Pretest-Posttest Design diadopsi dalam studi ini, dengan melibatkan sampel jenuh yang terdiri atas 34 siswa. Data dikumpulkan menggunakan instrumen tes esai sebanyak 10 butir soal yang statusnya telah valid dan reliabel. Teknik analisis data yang diaplikasikan meliputi uji non-parametrik Wilcoxon Signed Rank Test serta analisis N-Gain Score. Temuan penelitian mengonfirmasi adanya kenaikan skor rata-rata dari 42,79 saat pretest menjadi 77,94 saat posttest. Selain itu, uji Wilcoxon menorehkan nilai signifikansi 0,000 (< 0,05), yang membuktikan adanya perbedaan kompetensi yang nyata sebelum dan sesudah intervensi. Capaian ini didukung oleh rata-rata N-Gain score senilai 0,60 (kategori sedang) dan N-Gain persen sebesar 60,60% (kriteria cukup efektif). Temuan utama penelitian menunjukkan bahwa penerapan model pembelajaran inquiry mampu meningkatkan keterampilan berpikir kreatif siswa secara signifikan, dengan tingkat peningkatan berada pada kategori sedang dan efektivitas cukup. Dapat disimpulkan bahwa model pembelajaran inquiry memberikan pengaruh positif dan signifikan demi mendongkrak kreativitas berpikir siswa sekolah dasar melalui iklim belajar yang mandiri serta aktif.
PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPAS KELAS IV SDN GELANG 1 TULANGAN Rizqa Putri Ramadhanti; Arie Widya Murni; Hikmah Luqiyah Kartikasari
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14580

Abstract

Critical thinking is an important competency in IPAS learning because students need to analyze phenomena, provide logical reasoning, and draw conclusions based on the information obtained. However, learning that emphasizes theoretical concept delivery may limit students’ opportunities to develop these skills. This study aimed to determine the effect of the experiential learning model on students’ critical thinking skills in learning energy transformation in Grade IV at SDN Gelang 1 Tulangan, Sidoarjo. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The study was conducted in May 2026 and involved 14 students. Data were collected through a critical thinking skills test and observations of teacher and student activities. The instrument underwent content validation, validity testing, and reliability testing. Data were analyzed using the Shapiro-Wilk test and paired sample t-test with SPSS version 21. The results showed that the mean pretest score was 52, with a mastery rate of 0%, while the mean posttest score increased to 95, with a mastery rate of 100%. The data were normally distributed, with significance values of 0.090 for the pretest and 0.233 for the posttest. The paired sample t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference before and after implementation. Thus, experiential learning can be an alternative approach to support students’ critical thinking skills in IPAS learning. ABSTRAK Kemampuan berpikir kritis merupakan kompetensi penting dalam pembelajaran IPAS karena siswa perlu mampu menganalisis fenomena, memberikan alasan, dan menarik kesimpulan berdasarkan informasi yang diperoleh. Namun, pembelajaran yang berorientasi pada penyampaian konsep secara teoritis dapat membatasi kesempatan siswa untuk mengembangkan kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh model experiential learning terhadap kemampuan berpikir kritis siswa pada materi perubahan bentuk energi di kelas IV SDN Gelang 1 Tulangan Sidoarjo. Penelitian menggunakan pendekatan kuantitatif dengan jenis pre-experimental dan desain one-group pretest-posttest. Penelitian dilaksanakan pada Mei 2026 dengan subjek 14 siswa. Data dikumpulkan melalui tes kemampuan berpikir kritis dan observasi aktivitas guru serta siswa. Instrumen telah melalui validasi isi, uji validitas, dan reliabilitas. Data dianalisis menggunakan uji Shapiro-Wilk dan paired sample t-test dengan bantuan SPSS versi 21. Hasil penelitian menunjukkan rata-rata pretest sebesar 52 dengan ketuntasan 0%, sedangkan rata-rata posttest meningkat menjadi 95 dengan ketuntasan 100%. Data berdistribusi normal dengan nilai signifikansi pretest 0,090 dan posttest 0,233. Uji paired sample t-test memperoleh Sig. (2-tailed) sebesar 0,000 < 0,05, menunjukkan perbedaan signifikan sebelum dan sesudah penerapan model. Dengan demikian, experiential learning dapat menjadi alternatif pembelajaran IPAS untuk mendukung pengembangan kemampuan berpikir kritis siswa.
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR IPAS PESERTA DIDIK KELAS IV SD PLUS CAHAYA BUDAYA Anzeli Rohmatul Khulud; Nurul Aini; Novaria Lailatul Jannah; Achmad Wahyudi; Arie Widya Murni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14639

Abstract

IPAS learning on plant reproduction requires active student engagement so that concepts are understood not merely through memorization but through observation, exploration, and discovery. This study aimed to analyze the effect of the Discovery Learning model on the IPAS learning outcomes of fourth-grade students at SD Plus Cahaya Budaya, particularly on the topic of plant reproduction. This quantitative study employed a pre-experimental method with a One Group Pretest-Posttest design. The participants were 14 fourth-grade students selected using a saturated sampling technique. Data were collected through observation and a learning achievement test. The test instrument was subjected to expert validation as well as validity and reliability testing before being administered. Data were analyzed using the Shapiro-Wilk normality test and a Paired Sample t-Test with the assistance of IBM SPSS Statistics version 24. The results showed that the mean learning outcome increased from 47.1 in the pretest to 74.2 in the posttest, representing an increase of 27.1 points. The Paired Sample t-Test yielded a t value of -6.592 with a significance value of 0.000 < 0.05, indicating a significant difference between students' learning outcomes before and after the implementation of the Discovery Learning model. These findings indicate that Discovery Learning had a positive effect on students' IPAS learning outcomes, although causal interpretation should take into account the limitation of the one-group design without a control group. Therefore, Discovery Learning can be considered an alternative approach to IPAS instruction that encourages active student engagement in discovering and understanding concepts. ABSTRAK Pembelajaran IPAS pada materi perkembangbiakan tumbuhan memerlukan keterlibatan aktif peserta didik agar konsep tidak hanya dipahami melalui hafalan, tetapi melalui proses pengamatan, eksplorasi, dan penemuan. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Discovery Learning terhadap hasil belajar IPAS peserta didik kelas IV SD Plus Cahaya Budaya pada materi perkembangbiakan tumbuhan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain One Group Pretest-Posttest pada jenis penelitian pre-experiment. Subjek penelitian berjumlah 14 peserta didik kelas IV yang ditentukan menggunakan teknik sampling jenuh. Data dikumpulkan melalui observasi dan tes hasil belajar. Instrumen tes telah melalui validasi ahli serta uji validitas dan reliabilitas sebelum digunakan. Analisis data dilakukan menggunakan uji normalitas Shapiro-Wilk dan Paired Sample t-Test dengan bantuan IBM SPSS Statistics versi 24. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar meningkat dari 47,1 pada pretest menjadi 74,2 pada posttest, dengan peningkatan sebesar 27,1 poin. Hasil Paired Sample t-Test menunjukkan nilai t = -6,592 dengan signifikansi 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara hasil belajar sebelum dan sesudah penerapan model Discovery Learning. Temuan ini menunjukkan bahwa penerapan Discovery Learning memberikan pengaruh positif terhadap hasil belajar IPAS peserta didik, meskipun interpretasi kausalitas perlu mempertimbangkan keterbatasan desain tanpa kelompok kontrol. Model Discovery Learning dapat dipertimbangkan sebagai alternatif pembelajaran IPAS yang mendorong keterlibatan aktif peserta didik dalam menemukan dan memahami konsep.
Co-Authors Achmad Wahyudi Aisyah Hindy Maharani Ajijah, Nur Chamidah Alam Arsy Ahmad Alvina Elistya Rahmad Alya Rohani Su’udah Amilah Uzlifatul Jannah Amiruddin Hadi Wibowo Amrita Sabilla Wardatul Khusna Anfailul Aulia Anzeli Rohmatul Khulud Aprilia, Devi Nurrochmah Arif Nur Hidayat, Arif Nur Ashfa Diniyyah Assabilah Asrofi, Ahmad Jauhar Assabilah, Ashfa Diniyyah Athika Dwi Wiji Utami Avina Salsabilatun Nabila Avivah Indah Parawangsa Bhuie, Manmeet Kaur Chusnul Khotimah Dina Maulidda Is Karomah Dinar Mufidatus Sholiha Evi Mahsunah Fajar Nur Yasin Faradita Ariska Widya Putri Hamdan, Achmad Rofi Hikmah Luqiyah Kartikasari Ika Silvi Anisa Ilmiyatus Salsabila Intan Firdaus Isti qoma Izzatul lailiyah Jannah Putri Silvia Larasati Kartikasari, Hikmah Luqiyah Khilda Audina Khoiriyah Khoiriyah Lailatun Nazilah Laili, Nurul Islamiyatul Listy, Afina Sufiana Luqiyah Kartikasari, Hikmah M. Faizal A M. Faizal Hanif Masyitah Noviyanti Mas’ula, Fitri Maulidyah Tri Setyorini Miftahul Jannah Mochamad Nursalim Mochammad Rafly Ad&#039;ha Mohammad Setyo Wardono Muawwinatul Laili Muhimmah, Rofiatul Ni’mah, Jazilah Nailatun Novaria Lailatul Jannah Nur Widiawati Nurul Aini Nurul Istiq&#039;faroh Nurus Alfina Putra, Dimas Aditya Putri, Laily Santinia Rahmah Putri, Rizki Amalia qhurota a'yun, yasmin Rafsanjani, Ali Akbar Rajif Rahma, Isna Maulita Rezza Amanda pratiwi Rif’atul Lathifa Rikke Kurniawati Rizka Dewi Maslakha Rizqa Putri Ramadhanti Rofiatul Istianah Rosyidah Umami Rosyidah Umami O Rosyidah Umami Octavia Rosyidah Umami Octavia Rosyidah Umami Octavia Rosyidah Umami Octavia Rosyidah Umami Oktavia Rozy, Fakhrur Saifudin, Mochamad Zainal Salsabillah Ainur Rochmah SUJARWANTO Suryanti Syväjärvi, Mikael Tri Septianto Ummul Muchlisho Untung Usada Violita Atika Putri Wahyu Maulida Lestari Wiryanto Wiryanto Zayyun Sa Zulfa Zuyyin Sa Zulfi