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All Journal E-Tech : Jurnal Ilmiah Teknologi Pendidikan Journal on Mathematics Education (JME) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Teaching and Learning in Elementary Education JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Dedication : Jurnal Pengabdian Masyarakat MONSU'ANI TANO Jurnal Pengabdian Masyarakat JURNAL MUTIARA PENDIDIKAN INDONESIA Jurnal Pendidikan dan Konseling Majalah Ilmiah UPI YPTK e-Jurnal Inovasi Pembelajaran Sekolah Dasar Dedication : Jurnal Pengabdian Masyarakat
Melva Zainil
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR PEMBELAJARAN TERPADU TIPE WEBBED DI SEKOLAH DASAR Nurul Halimah; Alwen Bentri; Elfia Sukma; Melva Zainil
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.4298

Abstract

The purpose of this study was to investigate the impact of using the Problem-Based Learning (PBL) model on learning outcomes in Webbed integrated learning at elementary schools. Webbed integrated learning is an approach that integrates multiple subjects into a single learning theme, while PBL is a learning method that emphasizes real-world problem-solving within the learning context. The research employed an experimental design with a Post-test Only Control Group Design. The sample consisted of third-grade students in Gugus VI, Kuranji District, Padang City, with two groups: an experimental group comprising 20 students and a control group comprising 20 students. The experimental group implemented the PBL model in Webbed integrated learning, while the control group used conventional learning in Webbed integrated learning. Learning outcome data were obtained through written tests that covered cognitive and affective aspects of integrated learning. Data analysis was conducted using an independent t-test to compare the learning outcomes between the experimental and control groups. The results showed a significant difference in the average learning outcomes of Webbed-integrated learning using the PBL model compared to the average learning outcomes of Webbed-integrated learning using conventional learning based on the results of the independent sample t-test, which yielded a sig value of 0.00 < 0.05 and a t-value > t-table with a t-value of 5.463 and a t-table value of 2.024. Therefore, it can be concluded that the use of the PBL model has an impact on learning outcomes in Webbed integrated learning.
Development of Ethnomathematics-Based Module to Improve Students’ Critical Thinking Skills Elfi Indriani; Ahmad Fauzan; Azmi Syarif; Melva Zainil; Nurhizrah Gistituati
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4835

Abstract

Critical thinking skills are crucial for students as they are closely tied to their problem-solving capabilities. This study aims to develop a teaching module integrated with the ethnomathematics of the Jam Gadang architecture to enhance students' critical thinking skills on the topic of flat shapes. This research adopts a Research and Development (RD) approach using the Plomp model. The study involves fifth-grade students from a state elementary school in Sungai Jariang in a one-to-one and small-group method trial class, and a state elementary school in Pahambatan Balingka as a field trial class. Data analysis employs validity analysis techniques, practicality analysis techniques utilizing a Likert scale, and effectiveness analysis techniques using a one-group pretest-posttest design. The research instruments include a questionnaire and a critical thinking test. Validation of the teaching module instrument scored 3.6, and student worksheets (LKPD) scored 3.83, both falling into the highly valid category. The practicality of the teaching module reached 92.86%, while the practicality of student worksheets (LKPD) reported 91.18% from the students' perspective and 95.85% from the teacher's perspective, all categorized as highly practical. The Jam Gadang integrated learning modules for ethnomathematics were declared effective in the medium category based on the calculated N-Gain value in field trials of 0.51. Thus, this learning module is suitable for use in improving students' critical thinking skills.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Aktivitas Belajar Dan Kemampuan Berpikir Kritis Siswa Syofia Engla Sadita; Melva Zainil; Yanti Fitria; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11822

Abstract

This research is motivated by the low learning activity and critical thinking skills of students in science learning in elementary schools. Students tend to be passive and lack understanding of the material presented. One effort that can be made is to apply the Guided Inquiry learning model. This study aims to determine the effect of the guided inquiry learning model on students' learning activities and critical thinking skills in science learning. The research conducted was a quantitative study using a quasi-experimental design involving two groups, namely the control group using conventional methods and the experimental group using the guided inquiry learning model. Data were collected through pretest and posttest. The results showed that the experimental group that applied the guided inquiry learning model experienced a significant increase compared to the control group using conventional learning. After being treated using the inquiry learning model, learning activities increased by 30.87% and critical thinking skills increased by 73.52%. The t-test showed a significant difference (p = 0.000) both in learning activities and critical thinking skills. For the correlation test, it was obtained as much as 0.832 and the percentage of the influence of the learning activity variable and critical thinking ability was 69.20%. Then in the N-gain analysis, the learning activity of the experimental group had an N-gain of 0.76 in the high category while the control group data was obtained as much as 0.45 which was in the medium category. The N-Gain analysis of critical thinking ability for the experimental group was 0.76 in the high category, while for the control class it was 0.4988 in the medium category.
Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Dan Motivasi Belajar Siswa Di Kelas V Sekolah Dasar Riska Nanda Putri; Melva Zainil; Desyandri; Yeni Karneli
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11823

Abstract

Students have not been actively involved in finding their own concepts or learning materials. One effort that can be made is to use the Problem Based Learning model. This study aims to determine the effect of the Problem Based Learning model on students' problem-solving ability and learning motivation in Mathematics learning in Grade V of Elementary School. The type of research used is Quasi Experimental. The sample of this study was class Va students as the experimental class and class VB students as the control class. While to test the hypothesis using the independent t test. To determine the relationship between problem-solving ability and learning motivation, a correlation test was carried out. The results of this study indicate that there is an effect of the Problem Based Learning model on students' problem-solving ability and learning motivation in Mathematics learning in Grade V of Elementary School. Details of the data analysis results are: The results of the independent t test on problem-solving ability obtained a significant value of 0.761 for the pretest and 0.000 for the posttest. By taking a significance value of 5%, it is concluded that the Ha of this study is accepted, while H1 is rejected, meaning that there is an influence of the Problem Based Learning learning model on students' problem-solving ability in Mathematics learning; The results of the independent t test on learning motivation obtained a significance value of 0.588 for the pretest and 0.000 for the posttest.
The Effectiveness of Problem-Based Learning (PBL) Model Assisted by Treasure Hunt Game on Students' Conceptual Understanding and Learning Interest in Grade II Dina Aryanti; Firman; Syafri Ahmad; Melva Zainil
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12194

Abstract

This study aims to determine the effectiveness of the Problem-Based Learning (PBL) model assisted by a treasure hunt game on conceptual understanding and interest in learning mathematics in Grade II elementary school students. This study used a quasi-experimental method with a non-equivalent control group design involving 21 students in the experimental class and 19 students in the control class. Data were collected using a pretest–posttest instrument for conceptual understanding and a questionnaire for learning interest. Data analysis included normality and homogeneity tests, followed by dependent and independent sample t-tests, and N-gain score tests using SPSS version 16.00. The results showed that the implementation of PBL assisted by a treasure hunt game had a positive and significant effect on conceptual understanding and interest in learning mathematics in Grade II elementary school students. Students in the experimental class obtained higher posttest scores and N-gain scores compared to students in the control class who received conventional learning. Thus, PBL integrated with treasure hunt game activities can be considered an effective learning approach to improve conceptual understanding and interest in learning mathematics in early-grade elementary students.
Integrating Science Contexts into a PBL-ViMomath Model: A Needs Analysis for Enhancing Elementary Pre-Service Teachers’ Mathematical Problem-Solving in Geometry and Measurement Maifit Hendriani; I. Made Arnawa; Melva Zainil
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12369

Abstract

This study aims to analyze the needs for developing an integrated instructional model to enhance elementary pre-service teachers’ mathematical problem-solving skills in geometry and measurement. A qualitative needs analysis was conducted through diagnostic tests, interviews, classroom observations, and document analysis involving pre-service teachers and educators. Findings reveal significant difficulties in understanding abstract concepts, low confidence in problem-solving, and minimal integration of science contexts in current mathematics instruction. Despite these challenges, participants expressed strong interest in interdisciplinary, context-based learning. The results highlight the potential of integrating video and mathematical modeling into Problem-Based Learning (PBL) to improve problem comprehension and engagement. Based on the data, the PBL-ViMo model—combining PBL, video-based problem orientation (Vi), and mathematical modeling (Mo)—was developed as a responsive and structured approach. Video facilitates visual understanding of real-world problems, while modeling provides a systematic framework for translating contexts into mathematical solutions. The study concludes that the PBL-ViMo model addresses identified learning gaps and offers an innovative, learner-centered strategy to strengthen both conceptual understanding and pedagogical competence in mathematics teacher education.
Validation of an Innovative Learning Model: Deep Learning Based on Eco-STEAM and Edutainment for Elementary School Science Education Melva Zainil; Ary Kiswanto Kenedi; Nurfarhanah; Syafri Ahmad; Asna Mardin
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12871

Abstract

Science education at the elementary school level requires an approach that can improve conceptual understanding and higher-order thinking skills, such as computational thinking. A Deep Learning-based learning model integrated with Eco-STEAM and Edutainment has the potential to facilitate more in-depth, contextual, and engaging science learning. This study aims to test the validity of this learning model for application in elementary schools. The approach used is research and development (R&D) with validation techniques by three education experts through the first stage for initial assessment and the second stage after revisions based on expert input. The results show that the developed learning model obtained an average score of 148.4 out of 175 in the first stage (valid category) and increased to 160.9 in the second stage (highly valid category) after improvements were made to several model components. The discussion shows that this model effectively integrates deep learning with the Eco-STEAM approach and edutainment media, which supports students' understanding of science concepts while developing their CT skills and ecological awareness. This study implies that this model can be implemented in science learning in elementary schools, considering further revisions involving field implementation and adjustments to local characteristics and school infrastructure.
Co-Authors Agnes Veronica Ahmad Fauzan Arwin Arwin Asna Mardin Asna Mardin Azmi Syarif Chairul Azmi Desyandri Desyandri Dewi Sasrina Dhanny Kurnia Dina Aryanti Elfi Indriani Elfia Sukma Excel Juni Vawanda Fastabiqul Khairat Firman Fitria, Yanti Hamimah, Hamimah Harni Harni I. Made Arnawa Ike Sylvia Ivo Gayatri Ivo Gayatri Kenedi, Ary Kiswanto Lisa Ariani Mayang Sari Mayang Sari Melsi Libra Sari Nila Oktavia Nurfarhanah Nurfarhanah Nurhizrah Gistituati Nurul Halimah Rahmi Yunisa Malta Rani Pausa Risda Amini Riska Nanda Putri Sherlyane Hendri Syafri Ahmad Syofia Engla Sadita Ulfia Rahmi Yanti Fitria Yeni Karneli Yesi Anita Yullys Helsa