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All Journal Pedagogia: Jurnal Pendidikan MODELING: Jurnal Program Studi PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar EDUKATIF : JURNAL ILMU PENDIDIKAN Tunas: Jurnal Pendidikan Guru Sekolah Dasar DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) Edunesia : jurnal Ilmiah Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Journal of Empowerment and Community Service Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Jurnal Pendidikan Guru Sekolah Dasar Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal kiprah pendidikan Academia Open
Enik Setiyawati
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Analysis of Students' Critical Thinking Ability Through Problem-Based Learning Model: Analisis Kemampuan Berpikir Kritis Siswa Melalui Model Pembelajaran Berbasis Masalah M. Imam Amanda Putra; Enik Setiyawati
Academia Open Vol. 7 (2022): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.7.2022.4170

Abstract

This study discusses the analysis of students' critical thinking skills through a problem-based learning model. With this, the researcher found a problem that needed to be researched. The problem is about how the results of a literature study on critical thinking skills of elementary school students through the use of problem-based learning models in science learning. This problem makes the researcher take a qualitative descriptive research approach using the literature study method. Sources of data obtained from journals, articles and other previous research. Sources of data taken in the study must be maximum within the last ten years. The results obtained from the research are that there are 15 previous studies with 35 total content of critical thinking indicators and there is relevance of the five critical thinking indicators in influencing the improvement of critical thinking skills of elementary school students through the use of problem-based learning models. Highlights: The study analyzes students' critical thinking skills through a problem-based learning model in science education. A qualitative descriptive research approach is employed, using literature studies from the past decade as the primary data source. The research reveals 15 previous studies with a total of 35 critical thinking indicators, emphasizing the relevance of five indicators in improving elementary school students' critical thinking skills through problem-based learning. Keywords: Critical thinking skills, Problem-based learning, Elementary school students, Literature study, Science learning
Using Stop Motion Video to Improve Students' Understanding of Science Concepts: Penggunaan Video Stop Motion dalam Meningkatkan Pemahaman Konsep IPA Siswa Anjalita Nanda Budiarti; Enik Setiyawati
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

General background in recent years, the integration of multimedia, particularly video-based tools, has been increasingly explored in educational settings to enhance student engagement and comprehension. Specific background stop motion videos are believed to support conceptual understanding by illustrating scientific processes in a dynamic, visual format. Knowledge gap however, empirical evidence on the effectiveness of stop motion videos specifically in improving science concept comprehension in elementary education remains limited. Aims this study investigates the role of stop motion video as an instructional medium in enhancing science concept understanding among sixth-grade students. Results a quasi-experimental design was employed with two groups, an experimental group using stop motion videos and a control group using traditional methods. Post-test results indicated a statistically significant improvement in science concept comprehension in the experimental group compared to the control group, with a p-value of 0.000 < 0.05 and a t-value of 9.613 > 1.685. N-Gain analysis showed a moderate increase in the experimental group (0.3 ≤ N-Gain ≤ 0.7) compared to a low increase in the control group. Novelty this study provides empirical support for the effectiveness of stop motion videos in elementary science education, contributing new insights into multimedia learning tools. Implications the findings suggest that stop motion videos may serve as a beneficial tool for teachers to facilitate deeper understanding of complex science concepts, particularly in topics like the solar system. Highlights: Significant improvement in science concept comprehension in the experimental group. Moderate N-Gain of 0.3 ≤ N-Gain ≤ 0.7 in the experimental group. Encouragement for teachers to adopt multimedia tools for better learning outcomes. Keywords: Video, Stop Motion, Science Concepts, Elementary Education, Quasi-Experimental
Scientific Reasoning Profile on Light Properties in Elementary Students: Profil Penalaran Ilmiah tentang Sifat-Sifat Cahaya pada Siswa Sekolah Dasar Engel sesilia putri Putri; enik setiyawati
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12435

Abstract

General Background: Scientific reasoning is a fundamental component of science learning and a key competency in 21st-century education, particularly in elementary school science. Specific Background: In IPAS learning on light properties, students are expected to observe phenomena, formulate hypotheses, analyze evidence, and draw logical conclusions, yet classroom practices often do not fully facilitate these reasoning processes. Knowledge Gap: Limited empirical descriptions exist regarding elementary students’ scientific reasoning profiles specifically on the topic of light properties within authentic classroom contexts. Aims: This study aims to analyze and describe the scientific reasoning abilities of elementary school students in learning about light properties. Results: The findings indicate varied levels of reasoning across indicators, including observation, classification, hypothesis formulation, and conclusion drawing, with some students demonstrating partial understanding and others showing difficulties in connecting evidence to explanations. Novelty: The study provides a focused qualitative profile of scientific reasoning on light properties using structured observation indicators in an elementary classroom setting. Implications: The results suggest the need for instructional strategies that systematically engage students in inquiry-based and evidence-based learning to strengthen scientific reasoning in IPAS. Keywords: Scientific Reasoning, Light Properties, Elementary Education, IPAS Learning, Qualitative Analysis Key Findings Highlights: Students show uneven mastery across reasoning indicators in science learning Difficulties emerge in linking experimental evidence to logical explanations Structured observation reveals detailed patterns of classroom reasoning processes
Discussion Method and Critical Thinking Growth in Elementary IPAS: Metode Diskusi dan Pertumbuhan Pemikiran Kritis dalam Pendidikan Dasar IPAS Voni Andriyani; Enik Setiyawati
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12486

Abstract

This study addresses the development of higher-order thinking skills in primary education within the context of 21st-century learning demands. General Background: Critical thinking is recognized as a core competency required to respond to global educational challenges and to support meaningful learning in science and social science subjects. Specific Background: In Indonesian elementary classrooms, learning practices often remain teacher-centered, limiting students’ opportunities to actively analyze, argue, and construct knowledge in IPAS subjects. Knowledge Gap: Empirical evidence at the elementary level regarding structured discussion methods and measurable critical thinking indicators in IPAS remains limited, particularly using quantitative pre-experimental design. Aims: This study aimed to measure changes in students’ critical thinking skills after the implementation of the discussion method. Results: Using a one-group pretest-posttest design involving 23 fifth-grade students, statistical analysis through paired sample t-test showed a significance value of 0.000 < 0.05, indicating a meaningful difference between pretest and posttest scores across five critical thinking indicators. Novelty: The study integrates structured discussion syntax with measurable critical thinking components in IPAS learning at the elementary level. Implications: The findings support discussion-based active learning as a practical classroom strategy to foster analytical reasoning, student participation, and 21st-century competencies in primary education. Keywords: Discussion Method, Critical Thinking Skills, IPAS Learning, Elementary Education, Active Learning Key Findings Highlights: Statistical testing revealed a meaningful difference between initial and final assessment scores. All five measured reasoning indicators showed measurable progression after treatment. Classroom dialogue procedures supported student participation and analytical engagement.
Co-Authors Aidatul Fitria, Laili Aini Wira Dharma Putri Ananda Firdaus Anjalita Nanda Budiarti Artha, Elsa Anggun Dwi Auliana Fitri Yani Aviana, Rizqillah Dita Berlin Blanzizki Gustalia Cahyani, Lutfi Indah Dewi Ayu Lestari Dewi Nur Irma Lailatul Safitri Dian Novita Dinia, Nur Dwi Febyanovi Inaya Dwi Siska Putri Utami Emah Fauziyah Rachman Engel sesilia putri Putri Fatimatuz Zahroh Febriyanti, Novi sinta filda windiana fahraz fahraz Friska Amelia Putri Ghaviansyah, Firdan Isya Hidayat, Dyah Ihza Alfisyhar Idha Magfiroh, Farkhatun Ilmi, Dian Shafira Indradewa, Rhian Isbandrianingtyas, Nafi Islamiyah, Safirah Kasanah, Naimatul Khoirot, Mil’Al Lestari, Vera Dwi Luluk Iffatur Rocmah M. Imam Amanda Putra M. Luthfi Oktarianto Maghfiroh, Faiqotul Maliana, Aprilia Dita Nafi Isbandrianingtyas Noly Shofiyah Nur Aviatul Faizah Nur Fazriya Masfufa Pratama, Aprilianto Arya Pura, Khusnia Indra Putry, Hanny Pradany Rachman, Emah Fauziyah Rachmawati, Dwi Sari Rafida Putri Widiyanti Rahma, Nazila Aulia Rahmaningsih, Nanda Eka Ramadhanty, Ninda Cahya Ria Wulandari Rohmawati Windasari, Siti Nur Sabrina, Alfifah Faizatus Septi Budi Sartika Sevita, Ceisya Or’yza Sholicahah, Maratus Subekti, Nur Hendra Supriyono Koes Handayanto Tikasari, Della Ajeng Tirtasari , Nur Indah Umul Kasanah, Lailatul Uswatun Hasanah Voni Andriyani Winantoro , Adistin Naidzira Prameswari Yasa, Arnelia Dwi Zahrani, Tarisha Jafna Diah