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All Journal Mimbar Agribisnis: Jurnal Pemikiran Masyarakat Ilmiah Berwawasan Agribisnis Jurnal Pendidikan UNIGA Pendas : Jurnah Ilmiah Pendidikan Dasar Indo-MathEdu Intellectuals Journal Jurnal Bintang Pendidikan Indonesia Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, Dan Sosial Humaniora JURNAL PENDIDIKAN BAHASA Indonesian Journal of Jamu PESHUM
Hery Setiyawan
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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PENERAPAN MODEL PJBL MATERI SUMBER DAYA ALAM DISEKITAR SEKOLAH PADA PEMBELAJARAN IPAS DIKELAS 5 SDN PAKIS V SURABAYA Miranda Noerdianasari; Hery Setiyawan; Reza Syehma Bahtiar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60466

Abstract

This study aimed to describe the implementation of the Project Based Learning (PjBL) model in teaching Natural and Social Sciences (IPAS) on the topic of natural resources around the school environment for fifth-grade students at SDN Pakis V Surabaya. The research employed a descriptive qualitative approach using a one-shot case study design. The participants were 30 fifth-grade students who engaged in a simple water filtration project as the primary learning activity. Data were collected through classroom observations, learning outcome tests, and student response questionnaires. The findings indicated that the teacher's instructional skills reached 89.64%, categorized as very good, while students' learning activities achieved 89.07%, also categorized as very good. Learning mastery reached 93.33%, exceeding the minimum classical mastery criterion of 85%, indicating that the implementation of PjBL effectively improved students' learning outcomes. Furthermore, students' responses toward the learning process obtained a positive percentage of 76.33%, demonstrating that most students enjoyed and actively participated in project-based learning activities. The implementation of PjBL through the simple water filtration project successfully promoted students' engagement, critical thinking, collaboration, and understanding of natural resource concepts in a contextual learning environment. Therefore, the Project Based Learning model can be considered an effective and meaningful instructional approach for improving the quality of IPAS learning in elementary schools.
PENERAPAN MODEL PEMBELAJARAN SAVI MATA PELAJARAN IPAS MATERI PERUBAHAN WUJUD ZAT PADA MURID KELAS IV SDN PAKIS V SURABAYA Fajar Sodik; Hery Setiyawan; Suprihatien
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63235

Abstract

This study was initiated due to low student participation in IPAS learning, the dominance of teacher-centered instruction, and sub-optimal student understanding of changes in the states of matter. The purpose of this study was to describe the teacher's classroom management, student learning activities, cognitive learning outcomes, and student responses after implementing the SAVI (Somatic, Auditory, Visual, Intellectual) learning model on the topic of changes in the states of matter in the fourth grade of SDN Pakis V Surabaya. This research employed a descriptive quantitative approach with a One-Shot Case Study design involving 25 fourth-grade students as subjects. Data were collected through observations of the teacher's classroom management, observations of student learning activities, learning achievement tests, and student response questionnaires, which were then analyzed descriptively. The results showed that the teacher's classroom management achieved a mean score of 4.87 (Very Good), and student learning activities obtained a mean score ranging from 3.68 to 4.74 (Very Good). The cognitive learning outcomes indicated a classical learning mastery of 88% with a class average of 79.6, successfully meeting the predetermined mastery criteria. Furthermore, student responses to the implementation of the SAVI learning model reached 100% (Very Positive). Based on these findings, it can be concluded that the SAVI learning model is effectively implemented to improve classroom management quality, student activities, learning outcomes, and foster positive responses in IPAS learning at the elementary school level.
Co-Authors Agus Setiadi Alesia Nala Maheswari Alifta, Nafilah Ana Mardiyaningsih Andita Amma Azhara Angel Maria V. K Anisah Kurniasih Annisa Delvira Putri Cantika Dinova Ramadila Dwi Agus Tina Ningrum Fajar Sodik Hanny Nur Jannah Masrurroh Masulla Hana Sajidah Miranda Noerdianasari Nur Ismiyati Pramita Yuli Pratiwi Putri Apriliyah Putri Aulia Nabilatuz Zakiyah Qonita Ayu Nabilah Rani Oktavia Rerika Landaini Putri REZA SYEHMA BAHTIAR Risanda Ramadamayanti Risma Ayu Oktavia ZN Shafarina Ainurrahma Shinta Agis Shalsabilla Suprihatien Taryzca Putri Laela Ramadhani Veronika Vebriani Yosepin Betssy Tomasoa Yudha Popiyanto Yustbita Salsadiar Mayla