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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Geografi Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan International Journal of Natural Science and Engineering Abdi Masyarakat Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Penelitian dan Kajian Ilmiah Kesehatan Politeknik Medica Farma Husada Mataram
Junaidin Junaidin
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Penggunaan The Socratic Method untuk Meningkatkan Critical Thinking Skill Siswa Kelas 7 SMP-IT Syaikhuna Zainuddin Atsani NW Lingkuk Dane Yuliani Yuliani; Junaidin Junaidin; Sukuryadi Sukuryadi
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4247

Abstract

This study aims to analyze the effectiveness of the use of the Socratic Method in improving Critical Thinking Skills. The Socratic Method, which focuses on in-depth and collaborative dialogic interactions between teachers and students, motivates students to be active in exploring, testing beliefs, and critically analyzing information. Various studies have shown that the application of this method, especially in mathematics education at the junior and senior high school levels, can significantly improve students' Critical Thinking Skills compared to traditional teaching methods. Findings from the study at SMPN showed that more than 75% of students were actively and effectively involved in the learning process, with a consistent increase in critical thinking scores in the aspects of clarification, investigation of assumptions, reasons, evidence, and reflection. The Socratic Method has also proven successful in improving students' ability to make decisions based on independent analysis and logical arguments, making it very relevant to be implemented in today's educational context that requires the development of high-level thinking skills. Other studies have also shown that the Socratic Dialogue approach has a significant success rate in improving students' Critical Thinking Skills. Thus, this approach is highly recommended for adoption in the educational process.
Meningkatkan Keterampilan Literasi Peta Menggunakan Game Based Learning Model Pada Siswa Sekolah Menengah Pertama Linna Mahpuzah; Junaidin Junaidin; Arif Arif
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4284

Abstract

Low literacy skills among junior high school students are a problem in geography learning, especially in relation to understanding symbols, scales, and orientation. This study aims to determine the effectiveness of using the Seterra educational game based on Game-Based Learning in improving the map literacy of seventh-grade students at SMP Plus Miftahul Falah. The method used was Classroom Action Research (CAR) based on the Kemmis & Taggart model with three cycles, consisting of planning, action, observation, and reflection. Data were obtained through map literacy tests and observation of learning activities. The results showed an increase in the average student score from 45 on the pretest to 60 in cycle I, 75 in cycle II, 82 in cycle III, and 87 on the posttest. Seterra-based learning also increased student motivation and activity during the learning process. Thus, Seterra proved to be effective as an interactive medium for improving map literacy and is recommended as an alternative to technology-based geography learning.
Special Facilities in Elementary School Laboratories: Characteristics and Physical Components that Support Learning Sherly Dwi Amelia; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2073

Abstract

This study aims to examine specialized laboratory facilities in elementary schools, focusing on their physical characteristics and components in supporting student learning.  The background of this study is based on the importance of a learning environment that is appropriate for the developmental stage of elementary school students, who are still in the concrete operational stage and therefore require learning experiences that are hands-on, contextual, and interactive. Emerging issues indicate that laboratory facilities in elementary schools are often not optimally designed, whether in terms of accessibility, simplicity, or visual appeal, and thus fail to sufficiently support student engagement in learning. This study employs a descriptive qualitative approach using a literature review method. Data were obtained from various academic sources such as books, scientific journals, and educational policy documents, and were then analyzed using content analysis techniques to identify key themes related to laboratory facilities. The results of the study indicate that elementary school laboratory facilities need to be accessible, simple, functional, visually appealing, and flexible. Supporting physical components include student work areas, open storage, educational displays, exploration corners, and adequate lighting and ventilation. Well-designed facilities contribute to students’ comfort and engagement in learning, thereby playing a crucial role in creating an effective and meaningful learning environment.
Analisis Strategi Pembelajaran IPS dalam Mengembangkan Kesadaran Sosial Siswa Sekolah Dasar Imam Sofian; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2077

Abstract

This study aims to analyze Social Studies (IPS) teaching strategies for developing social awareness among elementary school students based on research findings. This study employs a literature review (library research) using a descriptive qualitative approach. Research data were obtained from various scientific articles, national journals, and literature sources relevant to IPS learning strategies and the social awareness of elementary school students. Data analysis was conducted through data reduction, data presentation, and drawing conclusions regarding the findings of previous studies. The results of the study indicate that effective learning strategies for developing students’ social awareness include Project-Based Learning (PBL), cooperative learning, contextual learning, environment-based learning, group discussions, simulations, and role-playing. These strategies have been proven to enhance empathy, social concern, cooperation, responsibility, critical thinking skills, and students’ active participation in social life. Furthermore, teachers play a crucial role as facilitators in creating a participatory, collaborative, and contextual learning environment. Thus, social studies education serves not only as a means of knowledge transfer but also as a medium for character development and the cultivation of students’ social awareness. This study recommends that teachers optimize the use of active learning strategies.
Teacher Mentoring in Developing Outcome-Based Education Teaching Modules Integrated with Local Wisdom in the Implementation of the Merdeka Curriculum at SMP Negeri 12 Mataram Lukman Lukman; Junaidin Junaidin; Furkan Furkan; Sopian Aulia; Dea Ananta M; Dian Lindri
Abdi Masyarakat Vol. 8 No. 1 (2026): Abdi Masyarakat
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/fs584d35

Abstract

This community service activity aims to improve teachers' ability in developing teaching modules based on Outcome-Based Education (OBE) integrated with local wisdom as an implementation of the Merdeka Curriculum. The approach used was direct mentoring through workshops and technical guidance involving 20 teachers at SMP Negeri 12 Mataram, West Nusa Tenggara. The implementation method included socialization of OBE and Merdeka Curriculum concepts, training in module development, and mentoring in local wisdom integration. Data were collected through pretest and posttest to measure improvements in teacher competency. The results showed a significant increase from an average pretest score of 70.15 to 85.05 in the posttest, with an average improvement of 14.90 points. These findings indicate that the mentoring program was effective in enhancing teachers' capacity to develop relevant, contextual, and culturally enriched teaching modules in the spirit of the Merdeka Curriculum.
The Strategic Role of Laboratory Management in Improving Quality of Science Learning in Elementary Schools Saraturahmiyati; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2085

Abstract

Laboratory management is a fundamental component in the effective and quality implementation of science learning in elementary schools. This study aims to systematically examine the strategic role of laboratory management in improving the quality of science learning in elementary schools through a literature review approach. The method used is a systematic literature review of 35 scientific articles published between 2015 and 2024 from various reputable national and international journals. The results of the study indicate that good laboratory management encompasses four main dimensions: (1) management of laboratory facilities and infrastructure, (2) occupational health and safety management, (3) laboratory administration management, and (4) competency development of teachers and laboratory staff. These four dimensions have been proven to significantly contribute to improving the quality of science learning, as indicated by increased student learning motivation, scientific thinking skills, and learning outcomes. This study recommends the need for systematic policies from educational units and local governments in strengthening the governance of elementary school laboratories as a strategic effort to improve the quality of science education.
Analisis Fungsi Laboratorium IPA, IPS, PPKn, Bahasa, dan Seni di Sekolah Dasar Sarif Syahrudin; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2091

Abstract

The implementation of the Merdeka Curriculum in elementary schools encourages the use of a deep learning approach, which emphasizes students’ active participation in constructing knowledge through meaningful learning experiences. In this context, laboratories serve as one of the important learning facilities that support the achievement of such educational goals. This article aims to examine the various types of laboratories that can be utilized in elementary schools and to describe their functions and contributions to the implementation of deep learning. The study employed a library research method by reviewing relevant books, scientific articles, educational regulations, and other academic references. The collected data were analyzed descriptively to explain the role of each type of laboratory in the learning process. The findings reveal that elementary schools may utilize several types of laboratories, including science, social studies, civics, language, and arts laboratories. Each laboratory has its own specific function while complementing one another in fostering science process skills, critical thinking, social awareness, citizenship values, communication abilities, and creativity among students. Through laboratory-based activities, learners are provided with opportunities to gain direct, contextual, and meaningful experiences that enhance their understanding of concepts and support the goals of deep learning. Nevertheless, the effective implementation of laboratory activities remains constrained by several factors, including limited facilities, underutilization of available resources, and teachers’ capacity to manage laboratory-based learning. Therefore, greater efforts are needed to optimize the use of laboratories as an integral component of meaningful learning in elementary education.
Peran Kegiatan Praktik Berbasis Eksperimen Demonstrasi dalam Proses Pembelajaran di Sekolah Dasar Muhamad Fajri; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2093

Abstract

Practical activities are an effective learning approach to supporting the development of knowledge, skills, and attitudes in elementary school students. This article aims to examine the role of practical activities in the form of experiments and demonstrations in the learning process in elementary schools through a literature review. Data were obtained from various sources, including books, scientific journals, research articles, and educational documents relevant to the research topic. The results of the study indicate that experimental and demonstration activities play a significant role in improving students' conceptual understanding, science process skills, critical thinking skills, learning motivation, and scientific attitudes. Experimental activities provide opportunities for students to discover concepts through direct experience, while demonstrations help students understand processes or concepts that are difficult to observe independently. Furthermore, both methods can create more active, engaging, and meaningful learning, in accordance with the developmental characteristics of elementary school students who are still at the concrete operational stage. Therefore, the implementation of practical activities in learning needs to be continuously developed as part of a student-centered learning strategy.
Manajemen Risiko Laboratorium dalam Meningkatkan Keselamatan dan Kesehatan Kerja (K3): Sebuah Studi Literatur Wilda Ummairah; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2103

Abstract

Laboratory risk management is a systematic approach aimed at identifying, analyzing, evaluating, and controlling various potential hazards that arise in laboratory activities. The laboratory environment poses a high level of risk because it involves the use of hazardous chemicals, biological agents, sharp equipment, and electrical installations that have the potential to cause workplace accidents. This study aims to examine the concepts and implementation of laboratory risk management to improve occupational safety and health (OSH). The method used is a literature review analyzing various scientific sources, journals, and relevant laboratory safety guidelines from the past five years. The results of the study indicate that risks in laboratories can be minimized through the implementation of effective risk management, including risk identification, hazard level assessment, and control measures via standard operating procedures (SOPs), the use of personal protective equipment (PPE), and workplace safety training. In addition, a safety culture and organizational commitment are critical factors in the successful implementation of risk management. Thus, the implementation of optimal risk management can create a laboratory environment that is safe, efficient, and productive.
Efektivitas Standar Operasional Prosedur Laboratorium dalam Pembiasaan Perilaku Positif Siswa Sekolah Dasar Hanif Anwar; Junaidin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2126

Abstract

Character building from an early age represents a pivotal focus within primary education curricula. This study examines the efficacy of implementing school laboratory Standard Operating Procedures (SOPs) as a structural stimulus to condition positive student behaviors, including discipline, accountability, hygiene, and integrity. Utilizing a qualitative approach with a descriptive case study design, this paper analyzes the transition of written SOP regulations into automated habits (habituation). This analysis is framed through the integration of Thomas Lickona’s character development framework and B.F. Skinner’s operant conditioning theory. The field results demonstrate that the consistent enforcement of laboratory regulations significantly reduces the frequency of student indiscipline. The primary determinants of successful internalisation include the assertiveness of teacher enforcement, the availability of representative facilities, teacher modeling, and cohesive monitoring collaboration between schools and parents. This study recommends restructuring conventional SOP formats into child-friendly visual media and integrating a system of positive reinforcement to cultivate intrinsic compliance among elementary school students.  
Co-Authors Agus Herianto Arif Arif Arif Arif Arif Arif Arif Dea Ananta M Dian Lindri Eka Fitriani Furkan Furkan Gufran, Gufran Gufran, Gufran Hanif Anwar Ibrahim Ibrahim Imam Ahyar Imam Sofian Irma Setiawan, Irma Khosiah Khosiah Linna Mahpuzah Lukman Lukman Mahsup Mahsup Mas,ad, Mas,ad Mas’ad, Hj. Mas’ad Mas’ad Mas’ad Mas’ad Mas’ad Muhamad Alfin Tarmizi Muhamad Fajri Najamudin Najamudin Nur Manis Ravinesh Rohit Prasad Ravinesh Rohit Prasad Saraturahmiyati Sarif Syahrudin Sherly Dwi Amelia Sintayana Muhardini Siti Sanisah Sopian Aulia Sukuryadi Syafril Syafril Tri Rahmania Wilda Ummairah Yuliani Yuliani Zaenudin Zaenudin