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Peran Pendidikan Sains dalam Mengembangkan Kompetensi Abad 21 pada Sekolah Dasar Maulida Arum Fitriana; I Wayan Suastra; Ida Bagus Putu Arnyana; I Made Citra Wibawa
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/napw9294

Abstract

This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs.   Keywords: 21st-Century Competencies, Elementary School, Science Education This study aims to identify the role of science education in developing 21st-century competencies among elementary school students and to provide recommendations for more effective instructional implementation. The method used was a literature review by examining relevant scientific articles concerning the role of science education in fostering 21st-century competencies at the elementary school level. The research stages included designing the review, conducting the review, data abstraction and analysis, and organizing the review results. The data were obtained from articles that met predetermined inclusion and exclusion criteria. The results indicate that science education contributes to enhancing 21st-century skills through the utilization of digital media such as learning videos, YouTube, PowerPoint, Macromedia/Adobe Flash, digital comics, e-books, flipbooks, augmented reality (AR), virtual reality (VR), educational websites, educational television, and learning applications. Furthermore, the implementation of instructional models and approaches such as Problem Based Learning (PBL), inquiry, discovery learning, Science, Environment, Technology, and Society (SETS), Socio-Scientific Issues (SSI), and Science, Technology, Engineering, and Mathematics (STEM) supports the development of these competencies. In conclusion, science education at the elementary school level plays a strategic role in fostering 21st-century competencies through the integration of digital media and innovative learning models aligned with students’ needs.   Keywords: 21st-Century Competencies, Elementary School, Science Education
Revitalisasi Pendidikan Sains Sebagai Pilar Pembentukan Kompetensi Adaptif dan Kritis: Sebuah Systematic Literature Review I Kadek Aditia Putra; I Wayan Suastra; Ida Bagus Putu Arnyana; I Made Citra Wibawa
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/yvkv3424

Abstract

This study aimed to explore the role of science education in developing students’ critical thinking and adaptability in facing the challenges of the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) era and Society 5.0. The method used was a Systematic Literature Review (SLR) by analyzing 20 primary articles published between 2020 and 2024 and indexed in reputable databases, namely Scopus and Sinta. The results identified four main strategies for developing critical and adaptive skills: (1) positioning students as verifiers of knowledge through Argument-Driven Inquiry, (2) training students to manage uncertainty through socio-scientific issues, (3) building mental resilience through technology-based simulations, and (4) strengthening metacognitive aspects. In conclusion, science education should be positioned not only as a subject but also as a means of developing students’ mental resilience in facing uncertainty. Keywords: Adaptability, Critical Thinking, 21st Century Competencies, Science Education, Systematic Literature
Development of an Augmented Reality-Based Comic Integrating Balinese Local Wisdom for Enhancing Elementary Students’ Learning Outcomes I Wayan Eka Swarjawa; Ida Bagus Putu Arnyana; I Ketut Gading
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19657

Abstract

This study aims to develop an Augmented Reality (AR)-assisted comic based on Balinese local wisdom to improve Indonesian language learning outcomes for third-grade elementary school students. The study employed a Research and Development method adapted from the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and learning outcome tests and analyzed using both qualitative and quantitative methods. Product validity was evaluated by experts in content, media, and language, while practicality was assessed by 15 students and 11 elementary school teachers. Effectiveness testing employed a Non-Equivalent Control Group Pretest–Posttest Design involving 19 students per group. The developed comic integrates Balinese local stories, particularly the traditions of Pengrupukan and Nyepi Day, into a child-friendly visual medium enriched with AR features, including simple animations, videos, audio narration, and supporting visual objects. The comic was designed based on the Indonesian Language Learning Outcomes for Phase B. The results indicate that the product is highly valid, with a validity coefficient of 1.00, and highly practical, with a practicality score of 92.68%. It was also effective in improving students’ learning outcomes, particularly in reading and listening comprehension, understanding story content, and information retention, as indicated by an N-Gain score of 0.79 and a Cohen’s d effect size of 1.78. In conclusion, the AR-assisted comic is valid, practical, and effective as an interactive and contextual learning medium for elementary school students.
Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation I Putu Eka Sugiantara; Ida Bagus Putu Arnyana; I Ketut Gading
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19670

Abstract

This study aims to examine the effect of a Project-Based Learning (PjBL) model assisted by interactive video on elementary students’ science literacy, with self-regulated learning as a moderating variable in the IPAS subject. A quasi-experimental design with a pretest–posttest control group was employed. The population consisted of all fifth-grade students in Cluster IV, Sukawati District, during the 2025/2026 academic year (N = 260). The sample was selected through simple random sampling and comprised 39 students from SD Negeri 1 Batubulan Kangin and 40 students from SD Negeri 2 Batubulan Kangin. Science literacy data were collected using a test instrument, while self-regulated learning was measured using a non-test instrument. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS. The results indicated that the PjBL model assisted by interactive video had a statistically significant main effect on students’ science literacy (F(1,76) = 249.416, p < 0.001). Additionally, a significant interaction effect was observed between the learning model and students’ self-regulated learning on science literacy outcomes (F(1,76) = 6.363, p = 0.015). These findings suggest that interactive video–assisted Project-Based Learning is an effective instructional approach for enhancing science literacy in elementary education.
Optimalisasi Peran Tri Hita Karana dalam Meningkatkan Hasil Belajar melalui Kedisiplinan Siswa Sekolah Dasar Ni Wayan Listyawati; I Wayan Suja; Ida Bagus Putu Arnyana
Journal of Education Action Reseach Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v8i4.89884

Abstract

Rendahnya kedisiplinan yang dimiliki oleh siswa berpengaruh terhadp ketercapaian hasil belajar yang maksimal. Oleh karena itu, penelitian ini bertujuan untuk mengoptimalkan peran nilai-nilai Tri Hita Karana dalam meningkatkan kedisiplinan dan hasil belajar siswa kelas V di SD Negeri. Penelitian ini menggunakan desain pre-experimental dengan one group pretest-posttest design, di mana pretest dan posttest digunakan untuk mengukur kedisiplinan dan hasil belajar siswa sebelum dan setelah penerapan nilai Tri Hita Karana. Subjek penelitian terdiri dari 30 siswa yang dipilih menggunakan purposive sampling. Data dikumpulkan melalui observasi, tes hasil belajar, wawancara, dan angket. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam kedisiplinan dan hasil belajar siswa. Ketepatan waktu siswa meningkat dari 40% menjadi 80%, dan kepatuhan terhadap aturan meningkat dari 50% menjadi 90%. Rata-rata nilai posttest juga meningkat dari 65 menjadi 80, yang menunjukkan dampak positif penerapan nilai-nilai Tri Hita Karana terhadap prestasi akademik. Selain itu, 85% siswa melaporkan merasa lebih termotivasi untuk belajar setelah penerapan nilai Tri Hita Karana. Penelitian ini menyimpulkan bahwa penerapan Tri Hita Karana dapat meningkatkan kedisiplinan dan hasil belajar siswa, serta menciptakan lingkungan yang mendukung pembentukan karakter dan prestasi akademik siswa. Oleh karena itu, penerapan nilai-nilai budaya lokal dalam pendidikan sangat relevan untuk meningkatkan kualitas pendidikan di tingkat sekolah dasar.
PENGARUH KEPEMIMPINAN KEPALA SEKOLAH BERBASIS TRI HITA KARANA TERHADAP KINERJA GURU Budiarti, Luh Putu Yudha; Ida Bagus Putu Arnyana; Ketut Suma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58288

Abstract

This study aims to analyze and empirically prove the effect of Tri Hita Karana-based principal leadership on teacher performance in elementary schools across Cluster 4 Taro, Tegallalang District. This study used a quantitative approach with a correlational ex-post facto research design. The population in this study consisted of 50 teachers. Data collection was carried out using a closed-ended Likert scale questionnaire that had met the validity and reliability test criteria. The collected data were analyzed using classical assumption tests and simple linear regression analysis assisted by IBM SPSS Statistics 26 software. The results showed that Tri Hita Karana-based principal leadership had a positive and significant effect on teacher performance. This is evidenced by a t-test significance value of 0.000 < 0.05 and a t-count value of 18.357, which is greater than the t-table of 2.011. The regression equation formed is Y = 2.248 + 0.969X. The coefficient of determination (R Square) value of 0.875 indicates that 87.5% of the variation in teacher performance can be explained by Tri Hita Karana-based leadership, while the remaining 12.5% is influenced by other factors outside the model. In conclusion, the implementation of Parahyangan, Pawongan, and Palemahan values by the principal is proven to be essential in building a harmonious work ecosystem and is able to improve educators' professionalism.
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF JIGSAW BERBANTUAN LEMBAR KERJA SISWA DENGAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PADA MATERI PERUBAHAN LINGKUNGAN DI SMA Ika Eunike Br Sembiring; Putu Budi Adnyana; Ida Bagus Putu Arnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61575

Abstract

This study aimed to describe the profile of students' cognitive learning outcome improvement, to analyze differences in cognitive learning outcomes between students taught using the Jigsaw cooperative learning model assisted by contextual student worksheets (LKS) and students taught using the Jigsaw model without contextual worksheets, and to determine the magnitude of the effect of the treatment on environmental change material. This study used a quantitative approach with a quasi-experimental type and a Pretest-Posttest Nonequivalent Control Group Design. The population comprised all Grade X students of SMA Negeri 1 Banjar in the 2025/2026 academic year, totaling 256 students. The sample was determined through purposive sampling with an intact-group approach, namely class X8 as the experimental class and class X6 as the control class, each consisting of 34 students. Data were collected through multiple-choice cognitive learning outcome tests administered before and after treatment, then analyzed using N-Gain, prerequisite tests, Analysis of Covariance (ANCOVA), and effect size through Partial Eta Squared. Results showed that the mean N-Gain of the experimental class was 0.62, higher than the control class at 0.36, although both fell into the moderate category. The most notable improvement in the experimental class occurred in the evaluating (C5) and creating (C6) aspects. The ANCOVA results showed a significance (p) of 0.005 (<0.05), indicating a significant difference in cognitive learning outcomes between the two classes after controlling for pretest scores. A Partial Eta Squared value of 0.117 indicated a moderate effect. This study concludes that the Jigsaw cooperative learning model assisted by contextual worksheets is more effective in improving cognitive learning outcomes, particularly students' higher-order thinking skills.
Co-Authors - Khaeruman ., A.A.Istri Paramita ., Feni Ilma Hidayati ., Gede Rendra Widyotama ., Hema Alini Manihuruk ., I Gede Budiasa ., I GEDE DAKTARIANA U ., I GUSTI NGURAH WAHYU ANDITYARAMA ., Ida Ayu Kade Aprilia Darmasanti ., Ni Kadek Delis Tina ., Ni Kadek Mira Sapitri ., Ni Kadek Nanti ., Ni Made Ari Ryantini ., Ni Made Ayu Pratiwi ., Ni Made Diah Intan Purwanti ., Ni Made Dwi Sintya Prabayanthi ., Ni Made Karmini Sridewi ., Ni Pt Novi Wulandari ., Ni Putu Febri Ardiantari ., Ni Putu Siswandari ., Ni Wayan Ning Sujati ., Ni Wayan Pradnyawati Kartika ., Ni Wayan Tiara Yasmantika ., NILUH PUTU PUTRI P D ., Safaratul Aini A.A.Istri Paramita . Adnyana , Putu Budi Ajeng Purnama Heny Ajeng Purnama Heny Alexander Hamonangan Simamora Alexander Hamonangan Simamora Amos Patiung Anak Agung Purwa Antara, Anak Agung Purwa Anandea Nurmutia Herdiana Andi Wapa Anton Santiasa, I Made Pasek Apriani, Luh Ariasih, I Gusti Agung Ayu Cinthya Meitri Atiaturrahmaniah Atiaturrahmaniah Billik, Agsen Hosanti Susana Budiarti, Luh Putu Yudha candra prastya Citra Raflesia Damiati - Desak Made Citrawathi Desak Made Oka Purnawati Desy Akyuni Dewa Ayu Made Manu Okta Priantini Dewa Gede Agus Putra Prabawa Dewa Nyoman Oka Dewi, Dewa Ayu Pramita Dewi, Ni Kadek Siwi Cipta Dewi, Ni Kadek Yun Yun Rosita Dewi, Resty Mutiara Dhea Adela Dimas Mahendra Wijaya Dina Apriana Dr. I Made Sugiarta, M.Si. . Dr. I Nyoman Tika,M.Si . Dr. Ni Made Pujani,M.Si . Dukha Yunitasari Dukha Yunitasari Eni Astuti Ni Putu Fachry Abda El Rahman Fatwini Fatwini Febriani, Ismi Fitri Febriella Happy Agata Febriella Happy Agata Feni Ilma Hidayati . Firda Alani Fitri . Firda Alani Fitri ., Firda Alani Fitri Firman, Firmansah Fitriani, Herdiyana Fonny Katili Fransiska Yunita Sembung Gede Rendra Widyotama . Gede Wira Bayu Gusti Ayu Putu Yanthi Widyantini hanifah hanifah Hartono, Rudi Hasbullah Hasbullah Hema Alini Manihuruk . Heron Hunaepi, Hunaepi Husnul Mukti I Dewa Putu Partha I Gede Budiasa . I GEDE DAKTARIANA U . I Gede Margunayasa I Gede Sudirgayasa I Gede Wisnu Antara I Gst Lanang Agung Parwata I Gusti Agung Ayu Wulandari I Gusti Agung Nyoman Setiawan I Gusti Ngurah Agung Wiryanata I Gusti Ngurah Santika I GUSTI NGURAH WAHYU ANDITYARAMA . I KADEK ADHI DWIPAYANA . I Kadek Aditia Putra I Kadek Alit Wirawan I Kadek Ardyawan Putra I Kadek Edi Yudiana I Kadek Suartama I Kadek Suranata I Ketut Gading I Ketut Suma I Ketut Suparya I Komang Nudina I Made Aditya Dharma I MADE ADNYANA I Made Agus Astina Putra I Made Ardana I Made Ardana I Made Ardika Yasa I Made Ardika Yasa I Made Arsana I Made Candiasa I Made Citra Wibawa I MADE JAYA . I Made Kartika I Made Kartika I Made Pasek Anton Santiasa I Made Sila I Made Sudarman Utama I Made Sutajaya I Nengah Suastika I NYOMAN MASTIKA . I NYOMAN SRI YUDIANA . I NYOMAN SUTAMA . I Nyoman Tika I Nyoman Wijana I Putu Eka Sugiantara I Putu Hendra Wirawan I Putu Oktap Indrawan I Wayan Ade Yantika I Wayan Ade Yantika I Wayan Eka Swarjawa I Wayan Kertih I Wayan Lasmawan I Wayan Putra Yasa I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Suastra I Wayan Subagia I Wayan Suja I Wayan Suja I Wayan Sukra Warpala I Wayan Widyastama I Wayan Wirjanata I Wayan Wirjanata Ida Ayu Dian Citra Dewi Ida Ayu Kade Aprilia Darmasanti . Ida Ayu Purnama Bestari Ida Ayu Putu Lisya Dewi Ida Bagus Jelantik Swasta Ida Bagus Putrayasa Ida Bagus Putu Mardana Ika Eunike Br Sembiring ILMA WIRYANTI . Indahwati, Christine Ismi Fitri Febriani Iwan Usma Wardani Jamaah, Jamaah JOHARI MARJAN . Juliana Tirza Juni Harta Kadek Idha Suarmayanti Kadek Mahayanti Kadek Meitasari . Kadek Meitasari ., Kadek Meitasari Kami, Kanisius Kanisius Kami Kartini Ester Ketut Partami Ketut Sedana Arta Ketut Srie Marhaeni Julyasih Ketut Suma Ketut Susiani Ketut Susiani Komang Indah Suryati Komang Wina Ratnasari . Komang Wina Ratnasari ., Komang Wina Ratnasari Komang Wiratama, Gst. Ngurah Kristoforus Dowa Bili, Kristoforus Lestari, Ayu Putu Intan Yulia Luh De, Liska Luh Kompyang Sukewati . Luh Kompyang Sukewati ., Luh Kompyang Sukewati LUH MADE MAHAYU HANDAYANI . Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M. Deni Siregar Made Cristiana Made Hery Santosa Made Padmarani Sudewiputri Mahayani, Luh Pt Oka Mahendra Data, I Gede Teguh Arya Marfuatun Marfuatun Mashal Hadi Masjudin Masjudin Maulida Arum Fitriana Mekel Putu Ayu Sekar Sari Muhammad Fadlurrahman Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Mustamiin, M.Zainal Nadi, Desak Putu Merta Nengah Kadek Selamet Ng, Khar Thoe Ni Kadek Candra Swandewi Ni Kadek Delis Tina . Ni Kadek Mira Sapitri . Ni Kadek Nanti . Ni Ketut Purniwantini Ni Ketut Rapi Ni Ketut Suarni NI LUH MADE DIAH ERNAWATI . Ni Luh Wayan Yasmiati Ni Luh Yuni Merawati . Ni Luh Yuni Merawati ., Ni Luh Yuni Merawati Ni Made Ari Ryantini . Ni Made Ari Saputri Ni Made Ayu Pratiwi . Ni Made Diah Intan Purwanti . Ni Made Diantari Pratiyaksi Ni Made Diantari Pratiyaksi Ni Made Dwi Sintya Prabayanthi . Ni Made Karmini Sridewi . Ni Made Meliyawati Ni Made Pebriani Santika Dewi Ni Made Putri Dwi Apriliani NI NYOMAN AYU SUCIATI . Ni Nyoman Saras Kamala Dewi Ni Pt Novi Wulandari . Ni Putu Febri Ardiantari . Ni Putu Feni Sukmawati ni putu nadia pebiana Ni Putu Ristiati Ni Putu Siswandari . Ni Putu Sri Handayani Ni Putu Sri Indra d . Ni Putu Sri Indra d ., Ni Putu Sri Indra d Ni Putu Sri Pratiwi Ni Putu Sri Ratna Dewi Ni Putu Wulan Pratami Dewi Ni Putu Yuniari Ni Wayan Listyawati NI WAYAN MASIH . Ni Wayan Ning Sujati . Ni Wayan Pradnyawati Kartika . Ni Wayan Sri Santika Dewi . Ni Wayan Sri Santika Dewi ., Ni Wayan Sri Santika Dewi Ni Wayan Tiara Yasmantika . NILUH PUTU PUTRI P D . Nurhasanah Nurhasanah Nuris Hidayat Nyoman Arysta Agustini Nyoman Ayu Putri Lestari Nyoman Dantes Nyoman Dantes Nyoman Dantes Parista, Ni Made Sudiyasih pebiana, ni putu nadia Pratiwi Kubayan, Dian Priyadewi, Dewa Ayu Sri Hari Proditia Situmorang, Sanny Pujilestari, Pujilestari Purwa Antara, Anak Agung Puspasari, Yeni Dina Putra, I Made Ardinata Putu Artawan Putu Budi Adnyana Putu Diah Asparini Putu Dian Handayani Putu Eka Krisnayani PUTU EKA SASTRIKA AYU . Putu Gede Asnawa Dikta Putu Widiarini Resty Mutiara Dewi Rudi Hartono Safaratul Aini . Santika, Dewa Gede Alit Widya Sanusi Mulyadiharja Sari, Mekel Putu Ayu Sekar Sariyasa . Sepnita Lestari Yanti, Ni Putu Siagian, Yosua Marasi Parningotan Sinta Javani SITI MARIAM Siti Nurhidayati siti rabiatul fajri, siti rabiatul Son, Rosalina Suarkardini, Made Sugiantara, I Putu EKa Suhendra, I Wayan Sukiastini, I Gusti Ayu Ngurah Kade Sulasmini, Ni Made Sulisthia, Putu Sri Supriani, Ni Made Syaiful Bahri SYAIFUL BAHRI TRIANA KARTIKA SANTI . Wahyuni, Luh Tu Selpi Widiartha, Komang Kurniawan Wiguna, I Gusti Lanang Agung Pratama Wiguna, I Nyoman Artha Yeni Dina Puspasari YOSEFINA UGE LAWE . Yosua Marasi Parningotan Siagian Yusak Ratunguri