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Pengaruh PBL dengan Strategi HPC terhadap Literasi Emosional dan Keterampilan Pemecahan Masalah Biologi Siswa: Studi Pada Sistem Peredaran Darah Manusia Leasa, Marleny; Pelamonia, Johanes
Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 2 (2024): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.42521

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

Contribution of metacognition awareness to critical thinking skills with pbl model and hpc strategy: A food digestion system study Leasa, Marleny; Fenanlampir, Albertus; Pelamonia, Johanes; Talakua, Melvie; Likumahwa, Henderina
Biosfer: Jurnal Pendidikan Biologi Vol. 16 No. 2 (2023): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.29921

Students are agents of future leaders who need to be prepared from now on to think at a high level. Through PBL models with HPC strategies, elementary science learning can potentially train high-level thinking, including metacognitive awareness and critical thinking skills. This study aims to reveal the contribution of metacognitive awareness to critical thinking skills with PBL models and HPC strategies. Various studies report that PBL has shortcomings in fostering metacognition and critical thinking. Therefore, PBL needs to be implemented with the homogeneity psycho cognition (HPC) strategy so that students can rise in organizing metacognitive awareness and critical thinking. This correlational study examined the relationship between metacognitive awareness and students' critical thinking skills. The predictor and criterion variables in the study were metacognitive awareness and critical thinking skills, respectively. Data analysis was conducted with linear regression. The results showed a correlation between metacognitive awareness and critical thinking skills in learning with PBL. There is a moderate relationship between the two variables. The predictor variables contributed 28.4% to the criterion variable. This study recommends that PBL with HPC is very important to be familiarized with learning in elementary schools to encourage students' metacognition and critical thinking skills.

PENERAPAN MODEL EXAMPLES NON-EXAMPLES UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPA PADA MATERI SISTEM PERNAPASAN HEWAN DI KELAS V SD INPRES WALAKONE Manakutty, Krisna Amelia; Pelamonia, Johanes; Heumassy, Alcytha Pascallia; Kapelle, Noky Rendy
PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 1 No 1 (2021): Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/primary-didactic.1.1.11-18

Penelitian ini di latar belakangi oleh kurangnya efektifnya proses pembelajaran IPA di SD Inpres Walakone dan menyebabkan hasil belajarnya rendah. Hal ini disebabkan pembelajaran yang dilakukan oleh guru IPA kurang bervariasi. Adapun tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar IPA melalui penerapan model Examples Non-Examples di kelas V SD Inpres Walakone. Penelitian ini menggunakan Penelitian Tindakan Kelas (Class Action Research) sebanyak dua siklus. Setiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Sasaran penelitian ini adalah siswa kelas V SD Inpres Walakone. Teknik yang digunakan dalam pengumpulan data anatara lain tes, observasi, wawancara dan refleksi. Indikator keberhasilan dalam penelitian ini apabila penguasaan materi siswa mencapai 80% dari tujuan yang seharusnya dicapai, dengan nilai Kriteria Ketuntasan Minimal 65%. Hasil belajar siswa dari siklus I ke siklus II yaitu nilai rata-rata hasil belajar pada tes akhir siklus I adalah 72,72% sedangkan pada tes akhir siklus II 88,63%.

PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING UNTUK MENINGKATKAN KOGNITIF HASIL BELAJAR SISWA MATERI SUMBER ENERGI PADA SISWA KELAS IV SD NEGERI 1 TIANG BENDERA SERAM BAGIAN BARAT Ohoitabun, Adriana B; Pelamonia, Johanes; Talakua, Melvie; Maipauw, Musa Marsel
PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 2 No 1 (2022): Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/primary-didactic.2.1.10-18

Penelitian ini bertujuan untuk meningkatkan kognitif hasil belajar materi selalu hemat energi dengan menggunakan model pembelajaran Quantum Teacing pada siswa kelas IV SD Negeri 1 Tiang Bendera Seram Bagian Barat. Model pembelajaran Quantum Teaching merupakan upaya guru untuk mengorkestrasikan berbagai interaksi dalam proses pembelajaran menjadi cahaya yang melejitkan prestasi siswa, dengan menyingkirkan hambatan belajar melalui penggunaan cara dan alat yang tepat, sehingga siswa dapat belajar secara mudah dan alami. Instrument penelitian yang digunakan adalah tes dan observasi sedangkan teknik pengumpulan menggunakan data observasi, dokumentasi dan penilaian hasil. Analisis data dalam penelitian ini menggunakan analisis kuantitatif dengan hasil penelitian yang didapat adalah terjadinya peningkatan proses pembelajaran yang ditinjau dari aktivitas mengajar guru dan aktivitas siswa yang mengalami peningkatan di setiap pertemuan yang berpengaruh pada hasil belajar siswa yang meningkat atau berada pada kategori tinggi.

PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA MATERI BAGIAN-BAGIAN TUMBUHAN DAN FUNGSINYA SISWA KELAS IV SD YPPK WAENIBE Tualena, Fabiola; Pelamonia, Johanes; Talakua, Melvie
PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 2 No 2 (2022): Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/primary-didactic.2.2.56-63

This study aims to determine the application of the problem solving learning model to improve science learning outcomes on plant parts and their functions in grade IV students. This study uses Classroom Action Research (PTK) through four stages, namely Planning, Action Implementation, Observation, Reflection. This research was conducted at SD YPPK Waenibe. The subjects in this study were 22 students of grade IV. The data in this study were collected through multiple choice tests. Based on the results of the research, in cycle I it was found that there were still students who had not reached the KKM yet an increase occurred in cycle II through the application of the problem solving learning model where students had learning outcomes that reached the Minimum Completeness Criteria (KKM) in the high category.

Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology Pelamonia, Johanes; Ginting, Cristina; Kempa, Evelin; Tobing, Devi; Leasa, Marleny
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.95

The critical thinking skills of elementary school students are still relatively low, even though these skills are essential for facing the demands of the 21st century and global challenges. The low level of critical thinking skills is a significant problem in the learning process, so an innovative approach is needed to address it. This study aims to analyze the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in improving the critical thinking skills of elementary school students. This study was conducted at an elementary school in Ambon City at the 6th grade level that has implemented STEAM learning, involving 20 students as samples. Qualitative methods and a phenomenological approach were chosen to explore the students' experiences, perceptions, and learning processes in depth. Fifteen essay questions based on Facione's (1990) indicators were used to measure students' critical thinking skills, along with semi-structured interviews and documentation of STEAM project results as evidence of implementation. Data analysis was carried out through the stages of data reduction, data presentation, and verification to ensure the validity of the findings. The results showed that the STEAM approach significantly improved critical thinking skills in interpretation, analysis, explanation, inference, and evaluation. However, students still needed further assistance in independently managing the critical thinking process in self-regulation. In conclusion, STEAM-based learning has been proven effective in stimulating critical thinking skills through contextual and collaborative learning models relevant to real-life situations and encouraging student cooperation.

Penggunaan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar IPA Materi Ekosistem Pada Siswa Kelas V SD Negeri Moain Kabupaten MBD Tiaumessa, Welmina; Pelamonia, Johanes; Umarella, Melati Indah Sari
Honoli of Journal Primary Teacher Education Vol 4 No 2 (2023): Honoli of Journal Primary Teacher Education
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/honoli.4.2.90-98

Tujuan dari penelitian ini adalah untuk mengetahui proses penggunaan model pembelajaran inkuiri untuk meningkatkan hasil belajar IPA dengan Materi Ekosistem pada siswa kelas V SD Negeri Moain dengan subjek penelitiannya adalah sebanyak 12 orang siswa dan penelitian ini dilakukan dalam dua siklus yaitu siklus I dan siklus II serta teknik pengumpulan data yang digunakan adalah lembar observasi, tes dan dokumentasi. Dari hasil penelitian menunjukan adanya peningkatan hasil belajar pada setiap siklus dengan presentase siklus I sebesar 58,33% dengan jumlah siswa yang tuntas sebanyak 7 siswa dan belum tuntas sebanyak 5 siswa. Kemudian presentase untuk siklus II sebesar 80,41% dengan jumlah siswa yang tuntas sebanyak 12 siswa. Berdasarkan hasil penelitian tersebut maka, dapat disimpulkan bahwa penggunaan model pembelajaran Inkuiri untuk meningkatkan hasil belajar IPA materi Ekosistem pada siswa kelas V SD Negeri Moain.

Improving Learning Outcomes in Integrated Science on the Topic of Force through the Children’s Learning in Science Model among Grade IVb Students at Elementary School Negeri Tiakur Knyartutu, Rogerio; Pelamonia, Johanes; Souhoka, Renny
Honoli of Journal Primary Teacher Education Vol 6 No 1 (2025): Honoli of Journal Primary Teacher Education
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/honoli.6.1.22-33

This study aims to improve student learning outcomes by implementing the Children’s Learning In Science (CLIS) learning model in Class IVb of SD Negeri Tiakur, Moa District, Southwest Maluku Regency. The study used a classroom action research (CAR) method, conducted at the school with 32 students as research participants. Data were collected through observation, documentation, and written tests. The results showed a significant improvement in student learning outcomes. In the initial test, only 12 students (37.5%) achieved the Minimum Mastery Criteria (MMC). After applying the CLIS model in Cycle I, the number of students who met the MMC increased to 19 (59.5%). In Cycle II, all students (100%) successfully achieved scores that met the MMC. This improvement indicates that constructivist-based learning such as CLIS helps students develop a deeper understanding of scientific concepts. Therefore, the CLIS model is highly recommended for use in science learning at the elementary school level. This model also effectively increases students' active participation during the learning process.

Students' critical thinking skills based on the STEAM approach: The issue of waste recycling and ecology Pelamonia, Johanes; Ginting, Cristina; Kempa, Evelin; Tobing, Devi; Leasa, Marleny
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.95

The critical thinking skills of elementary school students are still relatively low, even though these skills are essential for facing the demands of the 21st century and global challenges. The low level of critical thinking skills is a significant problem in the learning process, so an innovative approach is needed to address it. This study aims to analyze the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in improving the critical thinking skills of elementary school students. This study was conducted at an elementary school in Ambon City at the 6th grade level that has implemented STEAM learning, involving 20 students as samples. Qualitative methods and a phenomenological approach were chosen to explore the students' experiences, perceptions, and learning processes in depth. Fifteen essay questions based on Facione's (1990) indicators were used to measure students' critical thinking skills, along with semi-structured interviews and documentation of STEAM project results as evidence of implementation. Data analysis was carried out through the stages of data reduction, data presentation, and verification to ensure the validity of the findings. The results showed that the STEAM approach significantly improved critical thinking skills in interpretation, analysis, explanation, inference, and evaluation. However, students still needed further assistance in independently managing the critical thinking process in self-regulation. In conclusion, STEAM-based learning has been proven effective in stimulating critical thinking skills through contextual and collaborative learning models relevant to real-life situations and encouraging student cooperation.

Scientific Literasi Pada Pembelajaran IPA Tema Ekosistem di Kelas V SD Inpres Melinani: Indonesia Berasa, Elfin Enjeli; Pelamonia, Johanes
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.v10i03.31298

This study aims to analyze the level of student literacy in learning Natural Science (IPA) with the theme Ecosystem in Class V of SD Inpres Melinani. The research method used in this study was descriptive quantitative, while the subjects used in the study were 5th grade students consisting of 10 people. The instrument in this study used a questionnaire that had gone through the validity test and then analyzed using descriptive statistical analysis techniques. The results showed that the science literacy of 5th grade students of SD Inpres Melinani in learning science with the theme of ecosystems was at a good level. The average score of students' science literacy is 76.5, which shows that most students have been able to understand the basic concepts of ecosystems, including interactions between living things, ecosystem cycles, and the impact of human activities on the environment.

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