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All Journal Phenomenon : Jurnal Pendidikan MIPA POLYGLOT Jurnal Penelitian Pendidikan IPA (JPPIPA) LENSA (Lentera Sains): Jurnal Pendidikan IPA Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran COLLASE (Creative of Learning Students Elementary Education) Journal of Innovation in Educational and Cultural Research Jurnal Pengabdian Masyarakat PGSD Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Sejahtera: Jurnal Inspirasi Mengabdi Untuk Negeri Tekmulogi: Jurnal Pengabdian Masyarakat Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Jurnal Asimilasi Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI
Fitri Nuraeni
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Penerapan pendekatan science, technology, engineering, and mathematics (STEM) untuk meningkatkan pemahaman konsep siswa kelas V SD pada pembelajaran IPA Lala Amelia; Hafiziani Eka Putri; Fitri Nuraeni
COLLASE (Creative of Learning Students Elementary Education) Vol. 7 No. 5 (2024)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v7i5.20034

Abstract

Pendidikan merupakan suatu unsur yang tidak dapat dipisahkan dari diri manusia, untuk mencapai tujuan pendidikan diperlukan adanya berbagai pengajaran dari berbagai materi. Salah satu perlakuan dalam pengajaran IPA di SD pada materi perubahan benda yaitu dengan cara pemahaman konsep. Tujuan penelitian sejalan dengan rumusan masalah, penelitian ini bertujuan untuk: 1) Mengetahui dan menganalisis Aktivitas belajar siswa dengan menggunakan pendekatan STEM. 2) Peningkatan pemahaman konsep siswa pada materi perubahan wujud benda setelah menggunakan pendekatan STEM. Desain yang digunakan dalam penelitian ini mengacu pada model yang dikemukakan oleh Kemmis dan Mc. Taggart (dalam Prihantoro & Hidayat, 2019) yang terdiri dari empat tahap, yaitu perencanaan (plan), tindakan (action), pengamatan (observation), dan refleksi (reflect). Dengan diterapkannya metode tersebut pemahaman konsep siswa meningkat lebih baik, yaitu dengan dibuktikan saat guru memberikan tes yang berjumlah 10 soal. Nilai rata-rata yang dihasilkan yaitu 70,79 dengan presentase dengan presentase 88%. Maka dengan itu, dapat dikatakan pemahaman konsep siswa menjadi lebih baik setelah diterapkannya pendekatan Science, Technology, Engineering, and Mathematics (STEM).
PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE DENGAN MEDIA FLASHCARD TERHADAP KEMAMPUAN PEMAHAMAN KONSEP IPA PESERTA DIDIK SEKOLAH DASAR Fiksi Kirana Sarizaen; Fitri Nuraeni; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.29800

Abstract

Concept understanding ability is a foundation that can help students in the learning process at school, especially for elementary school students in science subjects. Through a good understanding of science, students will be able to solve problems that occur in their environment. However, the ability to understand science concepts in elementary school students is still known to be an urgency that needs to be addressed immediately. Therefore, the objectives of this study include to determine how the effect of the example non example learning model with flashcard media on the ability to understand science concepts and to find out how the difference in improving the ability to understand science concepts in students through the example non example learning model with flashcard media and in students through the think pair share learning model. This research is a quasi-experimental research type nonequivalent control group design with a sample of 26 participants in the experimental class and 24 participants in the control class. The results showed the simple linear regression test results of 26.8% and the n-gain test results in the experimental class of 0.4109 and in the control class of 0.3205. Based on these results, it can be concluded that the example non example learning model with flashcard media has a positive effect on the ability to understand science concepts of elementary school students and this model provides a greater increase in the ability to understand science concepts compared to the think pair share learning model. Thus, the example non example learning model with flashcard media can be an alternative learning strategy in building the ability to understand the science concepts of students in elementary schools.
PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTUAN VIDEO ANIMASI TERHADAP PEMAHAMAN KONSEP SAINS SISWA SEKOLAH DASAR Nita Melia; Fitri Nuraeni; Nenden Permas Hikmatunisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.30075

Abstract

One of the most important abilities that students need to have is the ability to comprehend scientific ideas.  “TIMSS results and a number of research, however, show that scientific idea understanding in Indonesia is still low.  Using a video-assisted Contextual Teaching and Learning (CTL) method in the classroom is one technique to deal with this problem.  The purpose of this study is to ascertain how much elementary school students' comprehension of scientific topics is improved and affected when they use animated movies in conjunction with the Contextual Teaching and Learning (CTL) approach”.  This study employs the quasi-experimental method and is quantitative in nature.  The participants in this study were all fourth-grade elementary school children at SDN Karang Setia 01, with 26 kids in the experimental class and 26 students in the control class.  Purposive sampling was used for the sample process.  A science concept knowledge test and non-test tools in the form of student activities during the learning process were the instruments employed in this study.  According to the study's findings, students who used the CTL technique with the help of N-Gain animated movies had a 0.30 increase in concept understanding, and the CTL strategy with the help of animated videos had a 30.9% impact on students' comprehension of science concepts.  These findings suggest that the CTL method, with the use of animated movies, can be used to enhance elementary school pupils' comprehension of scientific concepts.
Developing a Comprehensive Assessment Tool for Elementary Students’ Scientific Literacy Hafiziani Eka Putri; Fitri Nuraeni; Nenden Permas Hikmatunisa; Ravy Hun; Salis Elmadani
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.16579

Abstract

Abstract Scientific literacy embodies the essential scientific knowledge and skills that students require for comprehending and applying scientific concepts in their daily lives. This study aimed to design an assessment tool for gauging elementary school students' scientific literacy. Adopting the Research and Development (R&D) approach, this study incorporates a 3D (Define, Design, and Develop) framework. The scientific literacy indicators devised encompass the ability to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. The outcome of this research manifests as a Scientific Literacy Instrument comprising six open-ended questions accompanied by alternative answer schemes. The appropriateness of all items demonstrates a moderate level of validity. The reliability of the test items indicates a commendable degree of consistency. The complexity of the questions ranges from moderate to challenging. The discriminating power of each item indicates a noteworthy level of differentiation. Thus, the scientific literacy assessment tool formulated in this study serves as an effective means of evaluating students' scientific literacy in the context of elementary school science education.Keywords: instrument, scientific literacy, science learning.AbstrakLiterasi sains merupakan pengetahuan dan keterampilan ilmiah yang perlu dipahami dan diterapkan siswa dalam kehidupan sehari-hari. Tujuan penelitian ini adalah untuk mengembangkan instrumen kemampuan literasi sains yang dapat digunakan pendidik untuk mengukur kemampuan literasi sains siswa dalam pembelajaran sains di sekolah dasar. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan desain 3D (Define, Design, dan Develop). Indikator literasi sains yang dikembangkan antara lain menjelaskan fenomena, mengevaluasi dan merancang pertanyaan, serta menafsirkan data dan bukti secara ilmiah. Penelitian ini menghasilkan Instrumen Kemampuan Literasi Sains yang terdiri dari 6 soal essay dengan alternatif kunci jawaban. Hasil perhitungan validitas seluruh item mempunyai interpretasi sedang. Reliabilitas soal tes mempunyai interpretasi yang baik. Tingkat kesukaran butir soal interpretasi sedang hingga sulit. Daya pembeda tiap item diartikan dari baik sampai sangat baik. Dengan demikian instrumen tes kemampuan literasi sains yang dikembangkan dalam penelitian ini dapat digunakan sebagai instrumen untuk mengukur kemampuan literasi sains siswa di sekolah dasar.Kata kunci: instrumen, literasi sains, pembelajaran sains.
Pengaruh Pendekatan Science, Environment, Technology, and Society (SETS) Berbantuan PhET Simulations Terhadap Keterampilan Proses Sains Siswa Lufinda Amalia; Fitri Nuraeni; Wina Mustikaati
JURNAL ASIMILASI PENDIDIKAN Vol. 4 No. 3 (2026): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v4i3.125

Abstract

This study aims to determine and analyze the influence and improvement of the Science, Environment, Technology, and Society (SETS) approach, supported by PhET Simulations, on students' science process skills. The background of this study is based on students' low science process skills, which are still unable to classify, predict, and interpret data because learning is not oriented towards a scientific approach. A quasi-experimental method was used, with a non-equivalent control group design. The samples of this study were fourth-grade students of SDN 3 Nagrikaler, divided into two groups: an experimental class and a control class, using a purposive sampling technique. Test results came from the collection of pre-test and post-test data on science process skills. Non-test data came from observation and documentation. The test results showed an effect of 68.9% and an increase of 0.6637, which is in the moderate category. Therefore, learning with the Science, Environment, Technology, and Society (SETS) approach, supported by PhET Simulations are influential and capable of enhancing students' science process skills in science learning.  
Pengaruh Model Problem Based Learning (PBL) Berbantuan Media Canva AI Terhadap Hasil Belajar Kognitif IPA Siswa Sekolah Dasar Hilma Fauziah; Fitri Nuraeni; Primanita Sholihah Rosmana
JURNAL ASIMILASI PENDIDIKAN Vol. 4 No. 3 (2026): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v4i3.135

Abstract

The low cognitive learning outcomes of elementary school students remain a challenge in the learning process. Therefore, an alternative solution is needed to address this issue. This study aimed to identify and analyze the effect and differences in the improvement of cognitive learning outcomes between students who were taught using the Problem Based Learning (PBL) model assisted by canva AI media and those who used the Think Pair Share (TPS) cooperative learning model. This study employed a quasi-eksperimental method with a nonequivalent control group design. The research sample consisted of 25 stundents in the experimental class and 25 stundents in the control class. Data were collected through pretest and posttest instruments. The results of the coefficient of determination test showed that the PBL model assisted by canva AI media contributed 64,8% to students’ cognitive learning outcomes. In addition, the N-Gain analysis revealed that the experimental class achieved an improvement of 62% in the moderately effective category, while the control class achieved 45% in the less effective category. These findings indicate that the Problem Based Learning (PBL) model assisted by Canva AI media is more effective as an alternative learning approach for improving elementary school students' cognitive learning outcomes.
PENGARUH MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTUAN MEDIA PhET SIMULATION TERHADAP PENINGKATAN PEMAHAMAN KONSEP IPA SISWA KELAS IV SEKOLAH DASAR : [THE EFFECT OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ASSISTED BY PhET SIMULATION MEDIA ON THE IMPROVEMENT OF SCIENCE CONCEPT UNDERSTANDING OF FOURTH GRADE ELEMENTARY SCHOOL STUDENTS] Isna Handayani; Fitri Nuraeni; Wina Mustikaati
Polyglot Vol 22 No 2 (2026): Polyglot: Jurnal Ilmiah
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i2.11230

Abstract

This research was motivated by science learning in elementary schools which is still teacher-centered and lacks the support of interactive learning media, resulting in students’ conceptual understanding not being optimal. This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model assisted by PhET Simulation media on improving students’ understanding of science concepts compared to the Discovery Learning model assisted by energy transformation card media. This study used a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 37 students in the experimental class and 37 students in the control class. Data were collected through tests in the form of pre-tests and post-tests on science concept understanding, as well as non-test techniques in the form of documentation. The results showed that students’ understanding of science concepts in the experimental class improved higher than in the control class. The average pre-test score of the experimental class increased from 45 to 70.78 in the post-test, while the control class increased from 46.14 to 54.16. These results indicate that the Contextual Teaching and Learning (CTL) model assisted by PhET Simulation media affects the improvement of students’ understanding of science concepts on the topic of energy transformation. Therefore, the Contextual Teaching and Learning (CTL) model assisted by PhET Simulation media can be used as an alternative for science learning in elementary schools. Abstrak Bahasa Indonesia Penelitian ini dilatarbelakangi oleh pembelajaran IPA di sekolah dasar yang masih berpusat pada guru dan kurang didukung media pembelajaran interaktif sehingga pemahaman konsep siswa belum optimal. Penelitian ini bertujuan untuk mengetahui pengaruh model Contextual Teaching and Learning (CTL) berbantuan media PhET Simulation terhadap peningkatan pemahaman konsep IPA siswa dibandingkan model Discovery Learning berbantuan media kartu transformasi energi. Penelitian menggunakan metode kuasi eksperimen dengan desain non-equivalent control group design. Sampel penelitian terdiri atas 37 siswa kelas eksperimen dan 37 siswa kelas kontrol. Pengumpulan data dilakukan melalui tes berupa pre-test dan post-test pemahaman konsep IPA serta non-tes berupa dokumentasi. Hasil penelitian menunjukkan bahwa pemahaman konsep IPA siswa pada kelas eksperimen mengalami peningkatan lebih tinggi dibandingkan kelas kontrol. Nilai rata-rata pre-test kelas eksperimen sebesar 45 meningkat menjadi 70,78 pada post-test, sedangkan kelas kontrol dari 46,14 menjadi 54,16. Hasil tersebut menunjukkan bahwa model Contextual Teaching and Learning (CTL) berbantuan media PhET Simulation berpengaruh terhadap peningkatan pemahaman konsep IPA siswa pada materi transformasi bentuk energi. Oleh karena itu, model Contextual Teaching and Learning (CTL) berbantuan media PhET Simulation dapat dijadikan alternatif pembelajaran IPA di sekolah dasar.
PENGARUH MODEL PEMBELAJARAN PREDICT, OBSERVE, EXPLAIN (POE) BERBANTUAN MEDIA GENIALLY TERHADAP PEMAHAMAN KONSEP IPA SISWA SEKOLAH DASAR: [THE EFFECT OF THE PREDICT, OBSERVE, EXPLAIN (POE) LEARNING MODEL SUPPORTED BY GENIALLY ON ELEMENTARY SCHOOL STUDENTS’ UNDERSTANDING OF SCIENCE CONCEPTS] Farah Rosmelia; Fitri Nuraeni; Primanita Sholihah Rosmana
Polyglot Vol 22 No 2 (2026): Polyglot: Jurnal Ilmiah
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i2.11237

Abstract

This study was motivated by the low level of science concept understanding among elementary school students, which is attributed to the suboptimal implementation of learning models that actively engage students in the learning process. The purpose of this study is to analyze the impact and improvement of the Predict, Observe, Explain (POE) learning model, supported by Genially media, on students’ science concept understanding. The research method used was a quasi-experimental study with a nonequivalent control group design, involving a sample of 44 students. Test data were collected from pre-tests and post-tests consisting of seven valid and reliable open-ended questions, while non-test data consisted of observation sheets and documentation. The results of the study indicate that the implementation of the Predict, Observe, Explain (POE) learning model supported by Genially media had a 42.5% effect on students’ understanding of science concepts. Furthermore, the results indicate that students’ science concept understanding in the experimental class improved more significantly than in the control class. This is evidenced by the experimental class’s pre-test average score of 50.62 increasing to 81.19 on the post-test following the implementation of the Predict, Observe, Explain (POE) learning model supported by Genially. Thus, the Predict, Observe, Explain (POE) learning model supported by Genially can be used as an alternative learning method to improve elementary school students’ understanding of science concepts. Abstrak Bahasa Indonesia Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep IPA siswa sekolah dasar yang disebabkan oleh kurang optimalnya penerapan model pembelajaran yang melibatkan siswa secara aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh serta peningkatan model pembelajaran Predict, Observe, Explain (POE) berbantuan media Genially terhadap pemahaman konsep IPA siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonequivalent control group dengan jumlah sampel sebanyak 44 siswa. Data tes berasal dari pre-test dan post-test berupa tujuh butir soal uraian yang telah dinyatakan valid dan layak digunakan, sedangkan data non-tes berupa lembar observasi dan dokumentasi. Hasil penelitian menunjukkan terdapat pengaruh sebesar 42,5% dari penerapan model pembelajaran Predict, Observe, Explain (POE) berbantuan media Genially terhadap pemahaman konsep IPA siswa. Selain itu, hasil penelitian menunjukkan bahwa pemahaman konsep IPA siswa pada kelas eksperimen mengalami peningkatan yang lebih baik dibandingkan kelas kontrol. Hal tersebut ditunjukkan oleh rata-rata nilai pre-test kelas eksperimen sebesar 50,62 menjadi 81,19 pada post-test setelah diterapkannya model Predict, Observe, Explain (POE) berbantuan media Genially. Dengan demikian, model pembelajaran Predict, Observe, Explain (POE) berbantuan media Genially dapat dijadikan sebagai salah satu alternatif pembelajaran untuk meningkatkan pemahaman konsep IPA siswa sekolah dasar.
Developing 21st-Century Skills Through Robotics-Enhanced STEM Learning: Effects on Prospective Elementary Teachers’ Computational Thinking Fitri Nuraeni; Nenden Permas Hikmatunisa; Endah Setyowati; Hafiziani Eka Putri; Afridha Laily Alindra
Phenomenon : Jurnal Pendidikan MIPA Vol. 15 No. 1 (2025): Phenomenon: Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2025.15.1.28201

Abstract

Currently the integration of Computational Thinking (CT) has been promoted into learning since elementary school due to technology advancement. However, prospective elementary school teachers in Indonesia lack sufficient experience in implementing CT into practice, leading to unpreparedness in teaching these skills to students in the future. STEM Education course provide a strategic platform to equip prospective elementary school teachers with hands-on experience in developing CT. Robotics integration enable combination of science, technology, engineering, and mathematics in one unit, and also provides project-based problem-solving experiences that can enhance CT. Through a quasi-experimental design, this study explore the effectiveness of robotics integration in STEM Education course in improving prospective elementary school teachers' CT. A total of 95 prospective elementary teachers comprised the study sample, which was selected purposively. The Computational Thinking Scale, with twenty-two items, was tested and found to be valid and reliable. Mixed ANOVA analysis indicates that STEM-based robotics course had a significant effect on improving elements of CT that includes problem-solving and critical thinking indicators. Meanwhile, the treatment effects on creativity, algorithmic thinking, and cooperativeness were minimal, indicating that these three indicators did not significantly influenced by the intervention
Co-Authors Afridha Laily Alindra Afridha Laily Alindra Andreas Nugroho Adjie Anisa Putri Ananda Anwar Mulyana Anwar Mulyana Buldan Hasyim Debi Septiani Den Ajeng Khuluqiyah Dewi Wahyuningsih Dheva Irmayati Narsja Dhias Adria Nurinsani Dinda Nur Azizah Dini Anggraeni Diniya Diniya Elmadani, Salis Endah Setyowati Evelyn Sinaga Evi Nurhikmah Evita Nur Aulia Farah Rosmelia Fauziah Farhani Fiksi Kirana Sarizaen Hafiziani Eka Putri, Hafiziani Eka Hani Rahmadhani Hanifah Pauziah Herlandy, Pratama Benny Hilma Fauziah Hun Ravy Hun, Ravy Iis Winati Indri Indriani Isna Handayani Lala Amelia Lisca Khoirunisa Fauziah Lufinda Amalia Megy Putri Martiningtyas Moh Nashir Hadi Mohamed Nor Azhari Azman Muhammad Farriz Nur’itsna Adinegoro Muhammad Rafli Muhammad Rifki Mauludin Nenden Permas Hikmatunisa Nita Melia Noviyanti Nurjannah Nugroho, Oktian Fajar Nuur Wachid Abdul Majid Ovie Ayunda Rahmaputri Isnawan Primanita Sholihah Rosmana Puji Rahayu Puji Rahayu Puji Rahayu Puspita Hardaningtyas Putri Apriyanti Putri Ayunia Lestari Ravy Hun Rian Firmansyah Rifqi Arman Hidayah Rina Clarita Rissa Puspita Sari Salis Elmadani Sayyida Fakhrun Nisa Septiana Bagus Prayuga Sofyan Iskandar, Sofyan Sri Margi Utami Febiani Suko Pratomo Tiara Yogiarni Wina Mustikaati Wulan Yulianti Yopi Malagola Yuyu Hendawati Yuyu Hendawati Zhaza Nabila Zahra