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All Journal Tadulako Journal Sport Sciences And Physical Education Jurnal Penelitian dan Pengembangan Pendidikan MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan JURNAL ILMU EKONOMI & SOSIAL Journal of Educational Research and Evaluation Journal of Education Technology Musamus Journal of Physical Education and Sport (MJPES) MAGISTRA: Jurnal Keguruan dan Ilmu Pendidikan Jurnal Pedagogi dan Pembelajaran Indonesian Journal of Educational Development (IJED) Jurnal Informasi Pengabdian Masyarakat
Pande Made Dharma Sanjaya
Universitas Musamus
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Video-Supported Problem-Based Learning for Deepening Science Concepts and Nurturing Environmental Care Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.107270

Abstract

Many prospective teacher education students still feel anxious or lack confidence when participating in science learning. This condition negatively affects their level of conceptual understanding as well as the development of their social attitudes. This study aims to analyze the impact of video-assisted Problem-Based Learning (PBL) on students’ science conceptual understanding and environmental awareness. In this study, data were collected using test and questionnaire methods. The research subjects consisted of 88 students. The test method was used to measure students’ conceptual understanding, while environmental attitudes were assessed using a questionnaire instrument. Data analysis was conducted using descriptive and inferential statistical approaches. The results indicate that there was an improvement in students’ science conceptual understanding and environmental attitudes after participating in video-assisted PBL learning. Furthermore, there were significant differences in science conceptual understanding and environmental attitudes between students who were taught using video-assisted PBL and those who were not. The difference in science conceptual understanding between the two groups reached 9.34, with the experimental group obtaining a higher mean score. In addition, there was a difference of 5.13 in environmental attitudes, with the experimental group demonstrating higher mean scores compared to the control group. Therefore, it can be concluded that the implementation of video-assisted PBL is effective in enhancing prospective teacher education students’ science conceptual understanding while simultaneously fostering environmental awareness.
Bridging indigenous knowledge and science learning through the tutulena traditional game: A qualitative study Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Yustri
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6884

Abstract

Traditional games are part of indigenous knowledge that has the potential to be a source of contextual learning; however, their use in learning Natural and Social Sciences (IPAS) remains limited. This study aims to explore the ethnoscience dimensions contained in the traditional game of Tutulena and analyze its relevance to science learning in elementary schools. The research used a qualitative approach with an ethnographic design involving 18 informants, consisting of traditional figures, cultural actors, elementary school teachers, the community, and students. Data were collected through participatory observation, in-depth interviews, documentation, and field notes, then analyzed using an interactive analysis model that includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the Tutulena game contains local knowledge that is reflected in the process of selecting materials, making tools, implementing the game, and using natural resources sustainably. The ethnoscience dimensions found include the concepts of plant diversity, material properties, elasticity, force, motion, energy changes, and ecosystems that are relevant to the learning outcomes of science and natural sciences. This study concludes that the Tutulena game has the potential to be an ethnoscience-based learning resource that connects local knowledge with scientific concepts, thus supporting contextual, meaningful, and culturally preservation-oriented science and natural science learning. It is recommended that educators integrate Tutulena and other indigenous traditional games into science learning and that future studies examine their effectiveness in improving students' conceptual understanding, critical thinking skills, and appreciation of local cultural heritage.
Co-Authors Alexander Phuk Tjilen Amin Pujiati Bambang Sujiono Beatus Tambaip Bernadetha Rizki Kaize Dewa Ayu Eka Agustini Dian Agustina Purwanto Wakerkwa Hallatu, Trinovianto G.R Hanifah , Sri Indriyani, Novi Junaidi Mahanjendra, Pande Gede Baba Nainggolan, Herrio Tekdi Ni Nyoman Rediani, Nyoman Karina Wedhanti Okto Irianto Priyudahari, Bhujangga Ayu Putu Pulung Riyanto Rezky Uspayanti Samel Watina Ririhena Samel Watina Ririhena, Samel Watina Sucihatiningsih Dian Wisika Prajanti Yosephina Ohoiwutun Yustri