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All Journal Jurnal Inovasi Pendidikan IPA Journal Informatic, Education and Management (JIEM)
Evendi
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Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Analysis of Elementary School Students’ Scientific Literacy Skills on the Topic of Animal Life Cycles Evendi; Arviani, Venni; Ezmar; Rizki Aria
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.151

Abstract

The mastery of scientific literacy is a critical competency in 21st-century education, enabling students to apply scientific knowledge in solving real-world problems. However, evidence shows that elementary school students in Indonesia generally achieve low levels of scientific literacy, particularly in conceptual reasoning and the application of scientific evidence. This study aimed to analyze the scientific literacy skills of Grade IV students at UPTD SD Negeri 2 Peusangan Siblah Krueng, focusing on three key indicators: identifying scientific evidence, explaining scientific phenomena, and applying scientific evidence in daily life. Employing a descriptive qualitative approach with an intrinsic case study design, data were collected from 25 students through a 15-item test developed based on the Programme for International Student Assessment framework. The responses were analyzed using content analysis to categorize ability levels. The results indicated that 44% of students were in the low category, 40% in the high category, and 16% in the moderate category. Students performed best in identifying scientific evidence, followed by applying evidence in real-life contexts, while the lowest achievement was in explaining phenomena, reflecting limited conceptual understanding and reasoning ability. These findings highlight the need for transforming science instruction from content delivery to experiential, inquiry-based, and problem-based learning integrated with real-life contexts and technology. Such pedagogical reforms are expected to foster deeper conceptual mastery, critical thinking, and practical application of scientific knowledge, thereby contributing to both the theoretical development of science education and practical efforts to enhance 21st-century competencies at the primary school level.
Effect of Learning Intervention on the Improvement of Students' Questioning Skills in Physics Learning Andrian; Evendi; Saminan; Hamid, Abdul; Susanna; Ngadimin; Saputri, Mawarni; Cooper, Katelyn M; Nguyen, Tuan Dinh
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.86425

Abstract

This study aims to reveal the effect of a learning intervention on the questioning ability in physics learning of the students of SMA Negeri 1 Kuta Baro. Employing a quantitative approach with a nonequivalent control group quasi-experimental design, the research involved 84 students, comprising 41 students in the experimental group (Classes X-1 and XI-1) and 43 students in the control group (Classes X-2 and XI-2). The learning intervention in the experimental class integrated the problem-based learning (PBL) model, teacher-student question-and-answer interactions, collaborative group discussions, and inter-group Q&A sessions. The research results showed that the learning intervention significantly and substantially enhanced students' questioning ability, as measured by the dimensions of questioning skills, including clarity, focus, conciseness, depth of information, and cognitive level. There was a 27.56% increase in the quantity of written questions in the experimental class, far exceeding the 7.9% increase in the control class. Although the quantity of oral questions increased in the experimental class, the cognitive level of oral questions in both groups remained low; however, their effectiveness (clarity and focus) was categorized as high. Overall, the learning intervention proved effective in facilitating the development of students' questioning skills, although further strategies were still needed to encourage questions at higher cognitive levels. Further follow-up is required to enhance students' oral questioning ability at the mental level by improving their prior knowledge of the subject matter and critical thinking skills
Co-Authors Abdul Hamid Andrian Arviani, Venni Cooper, Katelyn M Ezmar Ngadimin Nguyen, Tuan Dinh Rizki Aria Saminan Saputri, Mawarni Susanna