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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Prima Magistra: Jurnal Ilmiah Kependidikan
Tunjungsari Sekaringtyas
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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PENGEMBANGAN MEDIA PEMBELAJARAN DIORAMA HUJAN BUATAN (DIHUBA) SEBAGAI MEDIA PEMBELAJARAN SIKLUS AIR DI SEKOLAH DASAR Aqilah Naurah; Tunjungsari Sekaringtyas; Arita Marini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15370

Abstract

ABSTRACT The water cycle is one of the science topics in elementary schools that is considered difficult for students to understand because several processes are abstract and cannot be observed directly. In addition, the limited use of learning media causes students to be less enthusiastic during the learning process. This study aimed to develop a learning medium called Diorama Hujan Buatan (DIHUBA) and determine its feasibility for teaching the water cycle concept to fifth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observation, interviews, questionnaires, and expert validation sheets involving media, material, and language experts. The developed product was also tested on students through one-to-one, small-group, and field-test trials. The results showed that the media expert validation score reached 94.67%, material expert validation 94.00%, and language expert validation 98.00%, with an average feasibility score of 95.56%, categorized as very feasible. Student trials obtained scores of 96.89% in one-to-one testing, 97.87% in small-group testing, and 97.73% in field testing, with an average of 97.69%, categorized as very feasible. Therefore, the DIHUBA learning media is highly feasible to be used as an innovative learning medium to help students understand the water cycle concept more concretely and meaningfully.
MENINGKATKAN KONSENTRASI BELAJAR IPA MELALUI MODEL PROBLEM BASED LEARNING KELAS III B DI SDN GUNTUR 01 Radot Tua Joseph Marbun; Imaningtyas; Tunjungsari Sekaringtyas
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15848

Abstract

Penelitian ini bertujuan untuk meningkatkan konsentrasi belajar IPA siswa kelas III B SDN Guntur 01 melalui penerapan model Problem Based Learning (PBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dengan subjek sebanyak 22 siswa. Data dikumpulkan melalui observasi, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan konsentrasi belajar siswa, yaitu dari 31,82% pada tahap pra penelitian menjadi 59,09% pada Siklus I dan meningkat menjadi 86,36% pada Siklus II. Selain itu, aktivitas guru dan siswa selama pembelajaran juga mengalami peningkatan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model Problem Based Learning efektif dalam meningkatkan konsentrasi belajar IPA siswa dan penelitian dinyatakan berhasil pada Siklus II.
Implementation of an EDP-Based STEM Project to Develop Students’ Problem-Solving Skills in Light and Heat Energy Concepts Rifqah Humairah Amir; Tunjungsari Sekaringtyas; Mahmud Yunus
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.13870

Abstract

Elementary science learning requires contextual activities that enable students to apply scientific concepts when addressing real-life problems. However, in-depth qualitative evidence explaining how each Engineering Design Process-based STEM (EDP-STEM) stage supports elementary students’ problem-solving skills remains limited, particularly in light and heat energy learning. This study aimed to describe EDP-STEM implementation through a solar oven project and analyze how its stages supported fifth-grade students’ problem-solving processes. Its novelty lies in mapping five EDP-STEM stages to four problem-solving indicators using multiple qualitative data sources. A qualitative case study was conducted with 26 students in four groups during eight learning sessions. Data were collected through observations, interviews, student worksheets, reflective journals, field notes, rubrics, photographs, and videos. The data were organized, coded, categorized, compared, and interpreted, while credibility was supported through source and method triangulation. Students identified insufficient heat, unstable reflectors, thick plastic covers, and uneven sunlight distribution, then proposed corresponding design modifications. Project scores ranged from 88 to 96; three groups received an A grade and one received a B grade. The clearest evidence concerned problem identification and consideration of possible solutions. Overall, the four indicators emerged through interconnected cycles of designing, testing, evaluating, reflecting, and revising.
MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MELALUI MODEL PROBLEM BASED LEARNING SISWA KELAS III SDN DUREN SAWIT 02 JAKARTA TIMUR Fitria Tiara Angel; Tunjungsari Sekaringtyas; Yurniwati Yurniwati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18065

Abstract

This study aims to improve the critical thinking skills of third-grade students at SDN Duren Sawit 02, East Jakarta, through the implementation of the Problem Based Learning (PBL) model. This study employed a Classroom Action Research approach, conducted in three cycles consisting of the planning, implementation, observation, and reflection stages. The research subjects consisted of 25 third-grade students. Data were collected through observation and critical thinking skill tests, then analyzed using quantitative and qualitative descriptive methods. The results showed that the implementation of the PBL model was able to improve students’ critical thinking skills from 20% in the pre-intervention phase to 28% in Cycle I, 60% in Cycle II, and 84% in Cycle III. Additionally, teacher activity reached 76.47% in Cycle I, 88.23% in Cycle II, and increased to 100% in Cycle III. Meanwhile, student engagement reached 64.71% in Cycle I, 76.47% in Cycle II, and increased to 94.11% in Cycle III. These results indicate that the implementation of the PBL model is effective in improving students’ critical thinking skills in science lessons on the topic of energy conservation.
MENINGKATKAN HIGHER ORDER THINKING SKILLS (HOTS) IPA MELALUI MODEL TRANSFORMATIVE LEARNING PADA SISWA KELAS III SDN KENARI 07 KOTA JAKARTA PUSAT Widya Khairunisa; TunjungSari Sekaringtyas; Yurniwati Yurniwati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18101

Abstract

This study was conducted due to the low Higher Order Thinking Skills (HOTS) of third-grade elementary school students in science learning, particularly on the topic of changes in the states of matter. This study aimed to improve students’ HOTS through the implementation of the Transformative Learning model. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in three cycles consisting of planning, action, observation, and reflection. The participants were 25 third-grade students of SDN Kenari 07, Central Jakarta. Data were collected through HOTS essay tests, observation sheets, documentation, and field notes, and analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of the Transformative Learning model improved students’ HOTS in every cycle. Learning mastery increased from 60% in Cycle I to 72% in Cycle II and reached 88% in Cycle III. The average HOTS score also increased from 76.00 in Cycle I to 76.50 in Cycle II and reached 85.40 in Cycle III. In addition, the HOTS indicators of analyzing (C4), evaluating (C5), and creating (C6) increased to 34.80%, 26.70%, and 24.60%, respectively, with the overall HOTS achievement reaching 86.10% in Cycle III. Therefore, the Transformative Learning model effectively improves elementary school students’ Higher Order Thinking Skills in science learning.
PENGARUH MODEL PEMBELAJARAN INQUIRY DENGAN PENDEKATAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) TERHADAP HASIL BELAJAR IPA SISWA KELAS V SEKOLAH DASAR KELURAHAN CIPETE SELATAN Ananda Salsabillah Zahra; Tunjungsari Sekaringtyas; Prayuningtyas Angger Wardhani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18180

Abstract

Elementary school is the first stage of formal education that plays a crucial role in developing children's foundational knowledge and skills. At this level, students are introduced to fundamental concepts across various subjects, including Science, which fosters structured thinking skills. However, science in elementary schools still faces several challenges, such as low student learning outcomes and limited learning resources to support the instructional process. The Inquiry Learning model can enhance students' active participation in discovering concepts, but its implementation requires technological support to optimize the inquiry process. This study aimed to determine the effect of the Inquiry Learning model integrated with the Technological Pedagogical Content Knowledge (TPACK) approach on students' learning outcomes in the food chain topic. The study employed a quasi-experimental method using a pretest-posttest control group design. The sample consisted of 60 students, with 30 students in the experimental class and 30 students in the control class. Learning outcome data were collected through pretests and posttests and analyzed using an Independent t-test. The results showed a two-tailed significance value of 0.01 (α < 0.05), indicating that the Inquiry Learning model integrated with the TPACK approach had a significant effect on students' learning outcomes in the food chain topic. The implementation of all Inquiry Learning phases supported by digital media enhanced students' engagement in learning and helped them develop a more meaningful understanding of the concepts.
Co-Authors Afifah Ambaryanti Ananda Salsabillah Zahra Aqilah Naurah Arita Marini Arum Donna Safira Endang Wahyudiana Fitria Tiara Angel Gina Herlina Usman Imaningtyas Iva Sarifah Kharisma Nurrohimah Mahmud Yunus Nurrohmah Safitri Prayuningtyas Angger Wardhani Rachmadina Tri Kencana Radot Tua Joseph Marbun Rifqah Humairah Amir SABRINA NOOR SYAKIRAH BACHTIAR PUTRI Tiara Aini Waluyo Hadi Wianda Vinka Virgie Widya Khairunisa Yoga Pangestu Yurniwati Yurniwati