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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) PEDAGOGIKA JPPIPA (Jurnal Penelitian Pendidikan IPA) Edunesia : jurnal Ilmiah Pendidikan Journal of Research on English and Language Learning (J-REaLL) Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Proceedings of The International Conference on Social and Islamic Studies Jurnal Pijar MIPA Proceedings of The ICECRS Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Elementaria Edukasia Academia Open Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Fitria Wulandari
Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Guided Learning Model Raises Elementary Science Concept Mastery: Model Pembelajaran Terbimbing Meningkatkan Penguasaan Konsep Sains pada Tingkat Dasar M.Aliffiyano Rozzaq; Fitria Wulandari
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12390

Abstract

General Background: Concept mastery in elementary science learning is essential to develop students’ scientific reasoning and meaningful understanding of natural phenomena. Specific Background: Classroom practice often remains teacher-centered, resulting in passive participation and limited comprehension of core science concepts. Knowledge Gap: Although various instructional models and media have been reported, contextual evidence describing their classroom application and students’ conceptual outcomes remains limited. Aims: This study aims to describe the implementation of a guided learning model supported by instructional media and to examine students’ concept mastery within an elementary classroom. Results: Using educational research procedures with tests, observations, and documentation, the findings show increased student engagement, more active participation, and higher post-learning scores compared with initial performance. Structured activities, visual media, and collaborative tasks supported understanding, while time constraints and varied readiness posed challenges. Novelty: The study provides a detailed classroom-based account of model implementation combined with analysis of supporting and inhibiting factors. Implications: The results suggest that organized instructional design and appropriate media selection can support sustainable concept mastery in elementary science education. Keywords: Science Education, Concept Mastery, Elementary Students, Learning Model, Instructional Media Key Findings Highlights: Greater learner participation during instructional activities Posttest scores surpassed baseline achievement Classroom tools assisted clearer material comprehension
Effectiveness of Project Based Learning (PjBL) Model on Mathematics Learning Outcomes of Elementary School Students Fitria Wulandari; Uswatin Anggraeni; Ria Anggraeni Puspitasari; Voni Andriyani; Syihabudin Robbani
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25350

Abstract

This study analyzes the effectiveness of the Project-Based Learning (PjBL) model on primary school students' mathematics learning outcomes. The research highlights the importance of primary education in developing students' cognitive and analytical skills, addressing challenges such as low interest in mathematics. Using a quantitative design, 24 students were randomly sampled. Data were collected through pretests and posttests to measure students' mathematics learning outcomes before and after implementing the PjBL model. Descriptive statistics were employed to calculate the mean, standard deviation, and standard error. A paired samples t-test was conducted to compare pretest and posttest scores, revealing a significant improvement in learning outcomes (mean difference = -11.125, p < 0.05). The findings confirm that the PjBL model significantly enhances mathematics learning outcomes. This study concludes that the PjBL model is an effective instructional strategy to improve mathematics achievement in primary education.
The Influence of Problem Based Learning Model on the Critical Thinking Elementary School Ellen Widy Yuliasandra; Fitria Wulandari
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3766

Abstract

This study aims to determine the influence and effect’s magnitude of Problem Based Learning on the critical thinking skills of fifth grade students at Jeruk Purut II Elementary School. The research method used is quantitative research with the type of Pre-Experimental Design and One Group Pretest-Posttest Design. The data collection technique uses a critical thinking ability test sheet consisting of 12 questions. Data analysis technique using paired sample t-test and ETA squared t test. The results of the pretest and posttest hypothesis testing showed a sig. (2-tailed) 0.00 which is less than 0.05 so that there is a significant effect of the Problem Based Learning model on critical thinking skills. Then, the eta squared calculation shows a value of 0.88 which is belong to very large category. The conclusion from the research results is that the Problem Based Learning model influences the critical thinking skills of fifth grade elementary school students and with effect’s magnitude belong to very large category.
ANALISIS PEMAHAMAN KONSEP IPA PADA MASA COVID-19 DI SDN KALANGANYAR Rifdah Ayu Fajri; Fitria Wulandari
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 3 (2022): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v11i3.8531

Abstract

Natural science learning in elementary school is fundamentally learning that directs students to see the facts, concepts, and theories regarding the universe. The Covid-19 pandemic has caused the implementation of the natural science learning process and had to be applied to online learning. This student’s learning difficulty is an important issue to understand the concept of natural science learning. The teacher is required to be able to know and identify the students' conceptual understanding of natural science learning. The research in this article is aimed to describe the conceptual understanding and factors on the material of temperature and heat in natural science learning. The research was conducted at SDN Kalanganyar Sedati. The type of research is qualitative research. The research methods used were tests, interviews, and documentation. Based on the results, the analysis of the conceptual understanding of natural science learning showed that 37.5% of students did not understand concepts enough, 50% of students who understood the concepts, and 12.5% of students who really understood the concepts in natural science learning. In conclusion, many students still did not understand the concept of natural science learning because the learning process was conducted online. Therefore, the students did not understand the learning material a lot presented by the teacher.
Pengaruh Model PBL-STEM terhadap Peningkatan Pemahaman Konseptual IPA Berbasis Taksonomi SOLO pada Materi Pelestarian Alam di Sekolah Dasar Mitha Putri Dewi; Fitria Wulandari
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 2 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i2.4694

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pembelajaran Problem Based Learning (PBL) yang terintegrasi dengan pendekatan STEM terhadap pemahaman konseptual IPA siswa kelas IV sekolah dasar pada materi pelestarian alam, berdasarkan indikator Taksonomi SOLO. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain nonequivalent control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 27 siswa. Instrumen penelitian berupa tes pretest dan posttest yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan uji prasyarat (normalitas dan homogenitas), uji hipotesis independent samples t-test, serta perhitungan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen (77,29) lebih tinggi dibandingkan kelas kontrol (66,66). Nilai N-Gain kelas eksperimen sebesar 0,50 (kategori sedang), sedangkan kelas kontrol sebesar 0,26 (kategori rendah). Hasil uji independent samples t-test menunjukkan nilai signifikansi sebesar 0,003 (p < 0,05), yang berarti terdapat perbedaan signifikan antara kedua kelompok. Dengan demikian, dapat disimpulkan bahwa penerapan model PBL terintegrasi STEM berpengaruh signifikan dan lebih efektif dalam meningkatkan pemahaman konseptual IPA siswa pada materi pelestarian alam dibandingkan pembelajaran konvensional.
Effect of Guided Inquiry Learning Model Through Ice Cream-Making Experiments on Students Higher Order Thinking Skills (HOTS) Arinda Salsabila Putri; Fitria Wulandari
Jurnal Pijar MIPA Vol. 21 No. 2 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i2.11622

Abstract

Developing Higher Order Thinking Skills (HOTS) has become an important focus in elementary science education because students are expected not only to understand concepts but also to analyze, evaluate, and create solutions to real-life problems. This study aims to examine the effect of a guided inquiry learning model implemented through ice cream-making experiments on the Higher Order Thinking Skills (HOTS) of fourth-grade elementary school students. The research employed a quantitative approach with a nonequivalent control group quasi-experimental design. The participants were 53 fourth-grade students, including 25 in the experimental class and 28 in the control class. The experimental class received guided inquiry-based experimental learning, while the control class was taught using conventional methods. Students' higher-order thinking skills were assessed using essay exams that focused on three areas of advanced thinking: analyzing, evaluating, and creating. These tests were given before and after the learning period to measure progress. The data were checked for normality and homogeneity before conducting the independent-samples t-test. The results showed that the data followed a normal distribution and had similar variability, meeting the requirements for hypothesis testing. The t-test results showed a very low significance value of 0.000, which is less than 0.05. This indicates a significant difference in HOTS scores between the treatment and control groups. The experimental group scored higher, on average, in HOTS (88.10) than the control group (77.86). The average difference of 10.24 points shows a big improvement in the experimental group's ability to think critically and solve complex problems. The results show that using the guided inquiry learning method with ice cream-making experiments helps students improve their higher-order thinking skills in a meaningful way. Therefore, guided inquiry-based experiments can be an effective and relevant way to help students develop higher-order thinking skills in elementary science classes.
AI use in teaching module and assignment development: Reported practices from Indonesian EFL pre-service teachers Fika Megawati; Sheila Agustina; Muhlasin Amrullah; Saltanat Meiramova; Fitria Wulandari; Tia Rahmahwati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24622

Abstract

The rapid development of artificial intelligence (AI) in education has not been matched by sufficient research on how pre-service English as a foreign language (EFL) teachers perceive the use of AI for developing instructional modules. This study explores these perceptions among pre-service EFL teachers from three universities in Indonesia who already have experience using AI. Most participants were female, in the final stage of their studies, and enrolled in a micro-teaching course. A survey was administered using an online questionnaire to investigate the practices and experiences of AI among pre-service teachers and analyzed using descriptive quantitative methods. The findings show that the pre-service teachers were enthusiastic yet cautious in using AI. Many used AI regularly, while others used it occasionally. They perceived clear benefits of AI, particularly in generating ideas, improving efficiency, and enhancing the quality of learning materials. AI was most commonly used to design lesson topics, develop content, and create test items. However, several challenges were identified, including plagiarism risks, inconsistent AI-generated outputs, and concerns about overreliance on AI. ChatGPT was the most frequently used tool, and participants expressed interest in more adaptive features that tailor content to students’ needs. The study recommends that AI use in teacher education be guided by instructors, with limited use in student assignments to maintain ethical standards and critical thinking skills. These findings provide valuable insights into AI literacy and pedagogical AI applications, contributing to the development of AI-adaptive teacher education curricula.
Analysis of Students’ Science Process Skills Through Inquiry-Based Learning (IBL) in Elementary School Nazroatul Ummah; Fitria Wulandari
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.20424

Abstract

Science Process Skills (SPS) are fundamental competencies that form the foundation of scientific thinking; however, national achievement levels remain relatively low. This study aims to conduct an in-depth analysis of the achievement profiles of third-grade elementary school students’ SPS indicators through the application of the Inquiry Based Learning (IBL) model to the topic of the five senses. The study employs a descriptive qualitative approach using a single-case study design. The research subjects involved 22 third-grade students at SD Muhammadiyah 1 & 2 Taman, selected through purposive sampling. Data collection was conducted through SPS tests, documentation of student worksheets, and structured interviews, which were then analyzed using the Miles and Huberman model and tested for validity through triangulation of techniques and sources. The results of the study indicate that the implementation of IBL is highly effective in facilitating the mastery of basic science process skills, particularly in the areas of observation and hypothesis formulation. However, achievements in integrated process skills, such as planning experiments, communicating results, and asking questions, are still considered moderate. This suggests that lower-grade students’ mastery of science process skills remains at the guided inquiry level, where students are not yet able to conduct independent inquiry and are still heavily reliant on teacher guidance. The novelty of this study lies in the mapping of the hierarchy of mastery of basic science process skills in lower grades, which demonstrates that content rooted in concrete experiences (the five senses) can accelerate the ability to formulate hypotheses a skill that is theoretically often considered too complex for young children. Practically, this study implies the need for elementary school teachers to design more structured IBL scenarios by providing scaffolding and intensive stimuli to bridge students’ transition toward more open inquiry.
PENGARUH MODEL PjBL BERBASIS ETNOSAINS TERHADAP PEMAHAMAN KONSEP DAN KOMPETENSI SAINS SISWA SEKOLAH DASAR Fajriya Lailatus Syifa; Fitria Wulandari
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 4 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i4.8137

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Project Based Learning berbasis etnosains terhadap kemampuan pemahaman konsep dan kompetensi sains siswa sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi eksperimen serta desain non-equivalent control group design. Populasi penelitian mencakup siswa kelas IV SDI Darul Hikmah yang terdiri dari tiga kelas. Teknik pengambilan sampel yang digunakan adalah probability sampling dengan jenis cluster random sampling. Sampel yang terpilih terdiri dari kelas IV A sebagai kelompok kontrol sebanyak 24 siswa, dan kelas IV C sebagai kelompok eksperimen sebanyak 23 siswa. Pengumpulan data dilakukan melalui pretest dan posttest menggunakan soal pilihan ganda yang mengukur indikator pemahaman konsep dan kompetensi sains. Data yang dikumpulkan dianalisis dengan uji one-way ANCOVA. Hasil analisis menunjukkan bahwa nilai signifikansi pada data pemahaman konsep adalah 0,009 dan pada data kompetensi sains sebesar 0,000, yang keduanya lebih kecil dari 0,05. Dengan demikian, dapat disimpulkan bahwa penggunaan model PjBL berbasis etnosains berpengaruh secara signifikan terhadap peningkatan pemahaman konsep dan kompetensi sains siswa sekolah dasar.
Co-Authors Agus Salim Arinda Salsabila Putri Choirun Nisak Aulina Dela Tri Rahayu Ela Nurul Aini Elisa Chalimatus Sa&#039;diyah Elisa Prezilia Dewi Ellen Widy Yuliasandra Erlita Khoirun Nisa Fajriya Lailatus Syifa Fika Megawati Fuadatul Karimah Ilmiatul Hidayanti Indira Bernica Krida Putri Izzatur Rohmawati lina faiza M.Aliffiyano Rozzaq Mitha Putri Dewi Muhimmatur Rofiqoh Muhlasin Amrullah Nazroatul Ummah Nia Maulidah Putri Permata Sari Ria Anggraeni Puspitasari Rifdah Ayu Fajri Rifdah Ayu Fajri Saltanat Meiramova Sheila Agustina Sisfia Titis Zurachman Siti Aulia Febriyanti Syihabudin Robbani Tia Rahmahwati Uswatin Anggraeni Vivi Alynda Sari Voni Andriyani Widji Lestari