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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 Al-Ta'lim Dedication : Jurnal Pengabdian Masyarakat MONSU'ANI TANO Jurnal Pengabdian Masyarakat JURNAL MUTIARA PENDIDIKAN INDONESIA Jurnal Pendidikan dan Konseling Jurnal Pengabdian Masyarakat Indonesia Majalah Ilmiah UPI YPTK e-Jurnal Inovasi Pembelajaran Sekolah Dasar Jurnal Pendidikan Terapan Dedication : Jurnal Pengabdian Masyarakat PEDAGOGIC: Indonesian Journal of Science Education and Technology
Melva Zainil
Universitas Negeri Padang
Religion 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 Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health 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.
The Effect of Project Based Learning on Students’ Motivation and Mathematics Learning Outcomes in Kurikulum Merdeka at the Elementary School Level Asna Mardin; Hadiyanto Hadiyanto; Melva Zainil; Nurhizrah Gistituati; Azrul Azrul; Ary Kiswanto Kenedi
AT-TA'LIM Vol 31, No 1 (2024)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v31i1.962

Abstract

This study aims to investigate the effect of the Project Based Learning (PjBL) model on students’ motivation and mathematics learning outcomes in the context of Kurikulum Merdeka at the elementary school level. Learning mathematics in a mechanical way, without engaging students in communicating and constructing their understanding, often leads to superficial comprehension. In the current era of advanced technology, student engagement should ideally be enhanced. However, the Covid-19 pandemic negatively impacted students’ motivation to learn. This research is a quasi-experimental study conducted in the first semester of the 2022/2023 academic year involving two classes. The hypothesis was tested using the t-test with a significance level of 5% (? = 0.05). The results showed that the t-value for learning motivation was 2.614 and for learning outcomes was 5.368, both of which exceeded the critical t-table value of 2.04. These findings indicate that the use of the Project Based Learning model has a significant positive effect on both student motivation and mathematics learning outcomes in the implementation of Kurikulum Merdeka. The implications of this study suggest that incorporating PjBL into mathematics instruction can enhance students’ intrinsic motivation and deepen their understanding of mathematical concepts through real-world application. For educators, especially within the Kurikulum Merdeka framework, this model offers a practical and student-centered approach that supports the development of critical thinking, collaboration, and problem-solving skills. Policymakers and curriculum developers are encouraged to support the integration of PjBL through teacher training and resource development to optimize learning outcomes at the elementary level.
Pengembangan Media Pembelajaran Kotak Pintar Dengan Multimedia Pada Materi Perkalian dan Pembagian di Kelas III Sekolah Dasar Resti Laila Hasanah; Melva Zainil; Alwen Bentri; Salmaini Syofyan
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.137119

Abstract

This study was motivated by the limited use of concrete media integrated with technology in mathematics learning for third-grade elementary students, indicating the need for innovative learning media. The research aimed to develop a multimedia-based “smart box” learning media that is valid, practical, and effective for teaching multiplication and division in the Merdeka Curriculum. The study used a Research and Development approach with the ADDIE model, involving the stages of analysis, design, development, implementation, and evaluation. The subjects were third-grade students from SDN 40 Korong Gadang, SDN 42 Korong Gadang, and SDN 22 Ulak Karang Utara. Data were collected through expert validation sheets, practicality questionnaires, and pretest–posttest assessments. The results showed that the developed media was categorized as valid based on evaluations from material experts (92.9%), media experts (80%), and language experts (95%). Practicality tests indicated that the media was very practical according to teachers (97.5%) and students (91.85%). The effectiveness of the media was shown by an increase in the average learning outcomes from 70 in the pretest to 94.57 in the posttest with an N-Gain score of 0.8 (high category). These findings indicate that the multimedia-based smart box learning media is valid, practical, and effective in supporting interactive mathematics learning for third-grade elementary students.
Pengaruh Pendekatan Realistic Mathematic Education Berbantuan Video Animasi Terhadap Minat dan Hasil Belajar Pecahan di Kelas V Sekolah Dasar Rosihan Anwar; Syafri Ahmad; Melva Zainil; Salmaini Salmaini
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.136139

Abstract

The background of this study is the low interest and learning outcomes caused by conventional learning, which lacks media and directly presents fractions at the symbolic stage (formulas). The research method used was a quasi-experiment with a non-equivalent control group design. The sampling technique used was purposive sampling, in which the sample was determined non-randomly with the criteria that both classes had comparable characteristics and initial ability levels. This study involved 18 students as the experimental class (RME approach assisted by animated videos) and 16 students as the control class (conventional approach assisted by image media). Data were collected through learning interest questionnaires and learning outcome tests (pre-test and post-test). The results of the study show that the treatment in the experimental class was significantly superior. In terms of learning outcomes, there was an increase in the average score of the experimental class from 58.11 to 85.83, surpassing the control class, which only increased from 58.31 to 76.81. A more striking increase was seen in learning interest, where the percentage of students in the “very high” category in the experimental class jumped from 5.6% to 83.3%. The results of statistical tests using the Independent Sample T-Test and F-Test showed a significance value of 0.037 < 0.05, thus proving the significant effect of the application of video animation-assisted RME. It was concluded that this approach was very effective in increasing students' interest and learning outcomes in mathematics on the subject of fractions.
Co-Authors Agnes Veronica Ahmad Fauzan Ahmad Fauzan Alwen Bentri Arwin Arwin Asna Mardin Asna Mardin Azmi Syarif Azrul Azrul Chairul Azmi Darmansyah Desyandri Desyandri Dewi Sasrina Dhanny Kurnia Dina Aryanti Elfi Indriani Elfia Sukma Excel Juni Vawanda Fastabiqul Khairat Firman Fitria, Yanti Hadiyanto, Hadiyanto Hamimah, Hamimah Handika, Refiona Harni Harni I. Made Arnawa Ike Sylvia Ivo Gayatri Ivo Gayatri Kenedi, Ary Kiswanto Lisa Ariani Mahirah Naifah Mardhiah Mardha Tillah Maria Montessori Mayang Sari Mayang Sari Melsi Libra Sari Nana Fauzana Azima Nila Oktavia Nive tiken Novalina INDRIYANI Novia Rita Nurfarhanah Nurfarhanah Nurhizrah Gistituati Nurul Halimah Rahmi Yunisa Malta Rani Pausa Resti Laila Hasanah Risda Amini Riska Nanda Putri Rosihan Anwar Salmaini Salmaini Salmaini Syofyan Sartono Sherlyane Hendri Syafri Ahmad Syofia Engla Sadita Syofianti Engreini Ulfia Rahmi Ulfia Rahmi Wahyuningsih Wahyuningsih Waldi, Atri Yanti Fitria Yeni Karneli Yesi Anita Yullys Helsa Zuryanty