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All Journal PENDIPA Journal of Science Education JURNAL EDUCATION AND DEVELOPMENT PeTeKa JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Abdi: Media Pengabdian Kepada Masyarakat ScienceEdu : Jurnal Pendidikan IPA IJORER : International Journal of Recent Educational Research SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA BIOCHEPHY: Journal of Science Education Journal Evaluation in Education (JEE) PENSA E-JURNAL: PENDIDIKAN SAINS Dedikasi: Journal of Community Engagement and Empowerment VEKTOR: Jurnal Pendidikan IPA
Elok Sudibyo
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENERAPAN MODEL KOOPERATIF TGT BERBANTUAN MEDIA QUESTION CARD UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF MURID SMP Erinda Fazila Safitri; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9954

Abstract

This study aimed to analyze the improvement of junior high school students’ cognitive learning outcomes, the implementation of the learning process, and students’ responses after the application of the Teams Games Tournament (TGT) cooperative learning model supported by question card media on the topic of the human digestive system. The research employed a pre-experimental method using a One Group Pretest–Posttest design. The subjects of this study were 30 students of class VIII-B at SMP Bahrul Ulum Surabaya. The indicators of cognitive learning outcomes focused on analytical skills, including differentiating, organizing, and attributing. The results revealed a significant difference between pretest and posttest scores after the implementation of the learning model, with a t-test significance value of Sig. < 0.05. The N-Gain analysis showed an improvement in cognitive learning outcomes of 0.6, which falls into the moderate category. The implementation of the TGT cooperative learning model assisted by question card media was categorized as very good, with a 100% implementation rate. Students’ responses to the learning process were classified as very positive, with an average percentage of 85%, indicating that students were more interested, felt supported, and found it easier to understand the topic of the human digestive system. Based on these findings, it can be concluded that the TGT cooperative learning model assisted by question card media is effective in improving junior high school students’ cognitive learning outcomes. ABSTRAK Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar kognitif murid SMP, keterlaksanaan proses pembelajaran, serta respons murid setelah penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) yang didukung media question card pada materi sistem pencernaan manusia. Penelitian ini menggunakan metode pre-experimental dengan desain One Group Pretest-Posttest. Subjek penelitian adalah 30 murid kelas VIII-B SMP Bahrul Ulum Surabaya. Indikator hasil belajar kognitif difokuskan pada kemampuan menganalisis yang meliputi aspek membedakan, mengorganisasikan, dan mengatribusi. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest setelah penerapan model pembelajaran, dengan nilai signifikansi uji-t Sig. < 0,05. Analisis N-Gain menunjukkan peningkatan hasil belajar kognitif sebesar 0,6 yang termasuk dalam kategori sedang. Keterlaksanaan pembelajaran dengan model kooperatif TGT berbantuan question card berada pada kategori sangat baik dengan persentase 100%. Respons murid terhadap pembelajaran tergolong sangat positif dengan rata-rata persentase 85%, yang menunjukkan bahwa murid merasa lebih tertarik, terbantu, dan lebih mudah memahami materi sistem pencernaan manusia. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif TGT berbantuan media question card efektif dalam meningkatkan hasil belajar kognitif murid SMP.  
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN HASIL BELAJAR MURID SMP Eka Fara Fadiyah; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10025

Abstract

This study aims to describe the improvement of students' cognitive learning outcomes, learning implementation, and student responses after the implementation of the Group Investigation (GI) cooperative learning model. The research method in this study is a quantitative method using a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 30 students of class VII-A of SMPN 1 Paciran. The instruments used in this study were pretest and posttest assessment sheets, learning implementation observation sheets, and student response questionnaire sheets. The results of this study indicate that the implementation of the Group Investigation (GI) learning model can improve student learning outcomes with an N-Gain value of 0.47 which is included in the moderate category. The results of the paired t-test show a significance value <0.001, which means there is a significant difference between the pretest and posttest scores. The magnitude of the influence is indicated by the effect size value of 4.72 which is in the very large category. The implementation of learning is classified as very good, with 23 of 25 aspects obtaining a mode of 4 (very good) and 2 aspects obtaining a mode of 3 (good). Furthermore, student responses to the learning process were in the very good category, with an average percentage of 84.13%. Thus, the Group Investigation (GI) cooperative learning model has a very strong impact on improving junior high school students' learning outcomes on the topic of matter and its changes.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN E-LKPD PENCEMARAN AIR DALAM MENINGKATKAN LITERASI SAINS MURID SMP Intan Permatasari; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10029

Abstract

This study aims to determine the improvement in junior high school students' science literacy, the implementation of learning, and student responses after applying the guided inquiry learning model. The type of research used a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 25 students in class VII-D at Bahrul Ulum Junior High School in Surabaya. The science literacy indicators used were competency indicators in the aspects of explaining phenomena scientifically, compiling and evaluating designs for scientific investigation, interpreting data and evidence critically, and researching and using scientific information for decision-making and action. The results of this study indicate that there is a significant difference between the students' pretest and posttest scores after the guided inquiry learning model was implemented, with a t-test significance value of Sig. < 0.05. The N-Gain analysis results show an increase in junior high school students' science literacy of 0.59, which is categorized as moderate. Based on these data, it can be concluded that the application of the guided inquiry learning model is effective in improving junior high school students' science literacy on the subject of water pollution.
ANALISIS PERSPEKTIF GURU IPA TERHADAP PELUANG DAN TANTANGAN PENERAPAN ARTIFICIAL INTELLIGENCE (AI) DALAM PEMBELAJARAN IPA SMP Fatimatuz Zahro; Binar Kurnia Prahani; An Nuril Maulida Fauziah; Elok Sudibyo
PENSA E-JURNAL: PENDIDIKAN SAINS Vol. 14 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/pensa.v14i2.79259

Abstract

Perkembangan Artificial Intelligence (AI) dalam bidang pendidikan memberikan peluang baru dalam meningkatkan kualitas pembelajaran, termasuk pembelajaran IPA. Namun, implementasi AI masih menghadapi tantangan terkait kesiapan kompetensi guru, fasilitas teknologi, serta kemampuan mengintegrasikan AI secara tepat dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis perspektif guru IPA terhadap peluang dan tantangan penerapan Artificial Intelligence (AI) dalam pembelajaran IPA. Penelitian ini menggunakan metode deskriptif kualitatif dengan melibatkan 20 guru IPA sebagai subjek penelitian yang dipilih melalui teknik purposive sampling. Responden merupakan guru IPA jenjang pendidikan menengah dengan pengalaman mengajar 5–25 tahun dan memiliki pengalaman awal dalam penggunaan teknologi digital maupun aplikasi berbasis AI. Data penelitian diperoleh melalui wawancara semi terstruktur dan dianalisis melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan dengan bantuan software Atlas.ti versi 9 untuk proses coding dan pemetaan tema. Hasil penelitian menunjukkan bahwa guru IPA telah memahami AI sebagai teknologi pendukung pembelajaran yang membantu penyusunan materi, pengembangan perangkat pembelajaran, pembuatan evaluasi, dan penyajian konsep IPA secara lebih menarik. Peluang penerapan AI ditemukan dalam peningkatan efisiensi kerja guru, kreativitas pembelajaran, serta pengembangan pengalaman belajar yang adaptif. Namun, penerapan AI masih menghadapi tantangan berupa keterbatasan literasi AI guru, kesulitan penyusunan prompt, keterbatasan fasilitas teknologi, validasi informasi AI, serta risiko ketergantungan peserta didik. Penelitian ini berimplikasi bahwa penguatan kompetensi digital dan pedagogis guru melalui pelatihan AI diperlukan agar integrasi AI dalam pembelajaran IPA dapat dilakukan secara kritis, efektif, etis, dan bertanggung jawab.
PENERAPAN MODEL PEMBELAJARAN PBL DALAM PENDEKATAN TARL UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI PADA PEMBELAJARAN IPA Dewi Ayu Mulyani; Elok Sudibyo; Tutut Forcefiati
VEKTOR: Jurnal Pendidikan IPA Vol. 5 No. 2 (2024): VEKTOR: Jurnal Pendidikan IPA
Publisher : Tadris IPA FTIK UIN KHAS Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/vektor.v5i02.148

Abstract

Penelitian ini mengevaluasi efektivitas model pembelajaran Problem-Based Learning (PBL) dengan pendekatan Teaching at the Right Level (TaRL) dalam meningkatkan keterampilan kolaborasi peserta didik kelas VII-F di SMPN 1 Porong pada pembelajaran IPA. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam dua siklus, dengan subjek penelitian 32 peserta didik. Data dikumpulkan melalui observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan peningkatan keterampilan kolaborasi yang signifikan setelah penerapan model PBL dalam pendekatan TaRL. Persentase keterampilan kolaborasi meningkat dari 71,66% pada siklus I menjadi 82,63% pada siklus II, menunjukkan bahwa model pembelajaran ini efektif dalam meningkatkan keterampilan kolaborasi peserta didik dalam pembelajaran IPA. Kata Kunci: keterampilan kolaborasi, model pembelajaran PBL, pendekatan TaRL. This research evaluates the effectiveness of the Problem-Based Learning (PBL) learning model with the Teaching at the Right Level (TaRL) approach in improving the collaboration skills of class VII-F students at SMPN 1 Porong in science learning. This Classroom Action Research (PTK) was carried out in two cycles, with research subjects of 32 students. Data was collected through observation, questionnaires and documentation. The research results show a significant increase in collaboration skills after implementing the PBL model in the TaRL approach. The percentage of collaboration skills increased from 71.66% in cycle I to 82.63% in cycle II, indicating that this learning model is effective in improving students' collaboration skills in science learning. Keywords: collaboration skills, PBL learning model, TaRL approach.
Co-Authors Alimatun Fadhilatuts Naini Alya Rifda Pramesti An Nuril Maulida Fauziah Anis Rahma Cahyani Arif Hidayat Aris Rudi Purnomo Arlin Sri Purwati Binar Kurnia Prahani Celina Nuanda Basuki Dewi Ayu Mulyani Dhita Ayu Permata Sari Dina Millana Majidah Dini Fatrisia Hasniati Dyah Ayu Setyarini Eka Fara Fadiyah Eka Pratiwi Elok Wulandari Erinda Fazila Safitri Ernita Vika Aulia Fatimatuz Zahro Fatma Rochmawati Fikky Dian Roqobih Gita Bella Aprilia HASAN SUBEKTI Iffah Nur Fauziah Intan Permatasari Izatul Aini Khurun In Amunatus Surur KIKI SEPTARIA Lisda Rosanti M Munasir Maya Widya Risma MUSLIMIN IBRAHIM Nasekhatul Markhamah Nisa Auliyah Novita Ayu Rachmawati Nurul Firdausi Nuzula Puji Tri Lestari Qurrotu Ainin Sholikhah Raharjo, Raharjo Salma Indah Khoirunnisa Sapti Puspitarini Satriawan, Muhammad Shofiyatul Masruro Sifak Indana Suryanti TARZAN PURNOMO Tutut Forcefiati Tutut Forcefiati Vivan Nur Alfian Wahyu Budi Sabtiawan Winda Rachman Putri Yohana Saraswati Z. A. Imam Supardi Zahrani Purnita Sari Zainal Arifin Imam Supardi ZAINUL ARIFIN IMAM SUPARDI