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All Journal Journal of Education and Instruction (JOEAI) BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Journal of Elementary School (JOES) Jurnal Ilmu Pendidikan Dasar Indonesia Pendikdas: Jurnal Pendidikan Dasar Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Linggau Journal Science Education (LJSE) Bakti Nusa Linggau PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat JGK (Jurnal Guru Kita) Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu MADAKO ELEMENTARY SCHOOL
Yuni Krisnawati
Universitas PGRI Silampari
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) BERBANTUAN MEDIA RODA PUTAR PADA PEMBELAJARAN IPAS SISWA KELAS V SD NEGERI 61 LUBUKLINGGAU Sefti Mayasari; Yuni Krisnawati; Candres Abadi
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.3651

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Team Games Tournament (TGT) berbantuan media roda putar terhadap hasil belajar IPAS siswa kelas V SD Negeri 61 Lubuklinggau. Metode penelitian yang digunakan adalah metode kuantitatif dengan pendekatan pre-eksperimental menggunakan desain one-group pretest-posttest. Sampel dalam penelitian ini adalah seluruh siswa kelas V yang berjumlah 20 orang. Instrumen yang digunakan berupa tes pilihan ganda berjumlah 18 soal yang telah melalui uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil pretest menunjukkan bahwa rata-rata nilai siswa sebesar 62,25, yang berarti sebagian besar siswa belum mencapai kriteria ketercapaian tujuan pembelajaran (KKTP) yaitu 75. Setelah dilakukan pembelajaran menggunakan model TGT berbantuan media roda putar, hasil posttest menunjukkan peningkatan signifikan dengan rata-rata nilai mencapai 84,30. Uji hipotesis menunjukkan bahwa hasil belajar siswa setelah pembelajaran secara signifikan tuntas. Hal ini dibuktikan dengan nilai thitung lebih besar dari ttabel, serta rata-rata posttest lebih dari atau sama dengan KKTP (μ₀ ≥ 75). Dengan demikian, dapat disimpulkan bahwa model Team Games Tournament berbantuan media roda putar efektif dalam menuntaskan hasil belajar IPAS siswa.
Integrating Augmented Reality into Problem-Based Learning: Effects on Elementary School Students' Critical Thinking in Science Yuni Krisnawati; Sandra Arhesa; Hos Arie Rhamadhan Sibarani; Ady Akbar; Achmad Salido
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20928

Abstract

Developing students' critical thinking skills has become an increasingly important educational priority in the era of artificial intelligence. Despite the growing use of Augmented Reality (AR) in education, empirical evidence regarding its effectiveness in fostering elementary school students' critical thinking in science remains limited, particularly when integrated with Problem-Based Learning (PBL). This study investigated the effect of AR-assisted PBL on elementary students' critical thinking skills in science. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed involving 62 fifth-grade students (experimental group = 32; control group = 30). Both groups received identical problem-based science instruction on flora and fauna topics, while AR was integrated only into the experimental group. Students' critical thinking skills were assessed using an essay-based instrument developed according to the RED framework (Recognizing Assumptions, Evaluating Arguments, and Drawing Conclusions). Descriptive statistics and inferential analyses were conducted using an independent-samples t-test for the pretest and a one-tailed Mann–Whitney U test for the posttest. The findings revealed that students receiving AR-assisted PBL achieved significantly higher critical thinking scores than those receiving problem-based learning without AR (posttest mean = 81.72 vs. 75.83; p = 0.005), with a moderate educational effect (r = 0.329). These findings suggest that integrating interactive three-dimensional visualization within a problem-based learning environment facilitates scientific reasoning and supports the development of critical thinking beyond conceptual understanding alone. This study contributes to the growing literature on technology-enhanced science education by providing empirical evidence that AR functions most effectively as a pedagogical tool when embedded within inquiry-oriented learning environments. The findings also offer practical implications for designing more interactive and student-centered science instruction in elementary schools.
PENGEMBANGAN BUKU BUDI PEKERTI BERBASIS CERITA BERGAMBAR PADA SISWA KELAS III SD NEGERI 17 LUBUKLINGGAU Imelda Wahyuni; Hamdan; Yuni Krisnawati
Linggau Journal Science Education (LJSE) Vol. 6 No. 1 (2026): Linggau Journal Science Education
Publisher : LP3MKIL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55526/ljse.v6i1.994

Abstract

Pada penelitian ini bertujuan mengembangkan Buku Budi Pekerti Berbasis Cerita Bergambar Pada Siswa Pada Siswa Kelas III Sekolah Dasar yang valid, praktis, dan efektif. Metode yang digunakan adalah R&D dengan menggunakan model ADDIE. Subjek penelitian yaitu siswa kelas III SD Negeri 17 Lubuklinggau. Teknis pengumpulan data berupa observasi, wawancara, tes, dan dokumentasi. Sedangkan tenik analisis data kevalidan menggunakan rumus Aiken’s V kepraktisan menggunakan skala likert, dan efektivitas menggunakan N- gain score. Adapun instrumen yang digunakan yakni berupa lembar angket, soal tertulis. Hasil penelitian menunjukkan bahwa media tersebut memiliki tingkat validitas yang sangat tinggi dengan penilaian dari ahli media yang memperoleh hasil 0,97, ahli nahasa 0,82, dan ahli materi 0,96. Berdasarkan hasil rekapitulasi kepraktisan guru, one to one, small group dengan klasifikasi sangat tinggi sebesar 97,04%, serta efektif untuk meningkatkan hasil belajar siswa berdasarkan skor N-Gain pada uji coba kelompok besar sebesar 0,71 dengan klasifikasi tinggi. Simpulan utama penelitian ini adalah produk yang dikembangkan terbukti valid, praktis, dan efektif sehingga layak untuk digunakan dalam materi sahabat dari seberang kelas III SD Negeri 17 Lubuklinggau.
Pengembangan Media Smart Box Berbasis Qr Code pada Mata Pelajaran IPS Kelas V Arum Kumala; Yuni Krisnawati; Andri Valen
JOEAI (Journal of Education and Instruction) Vol. 9 No. 3 (2026): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/yqkmtv20

Abstract

This study aims to develop a valid, practical, and effective QR Code-based Smart Box media for fifth-grade social studies at SDN 38 Lubuklinggau. This research is a Research and Development study using the ADDIE development model. The results showed that the language validator scored 0.89, the media validator scored 0.90, and the material validator scored 0.96, meeting the validity criteria. Analysis of the teacher and student practicality assessment sheets showed that the QR Code-based Smart Box media met the criteria for being very practical, with an average score of 91.91%. Furthermore, the effectiveness assessment obtained an average N-Gain score of 0.79, categorized as high. Based on the results, it can be concluded that the QR Code-based Smart Box media is valid, practical, and effective, making it suitable for use in Chapter 7, "My Region, My Pride," Topic A, "What is the Culture of My Region?", at fifth-grade SDN 38 Lubuklinggau.   Keywords: Social Studies; Smart Box Media; Development; QR Code; Elementary School
The Effectiveness of Discovery Learning with Visual Media on Students’ Learning Outcomes in Integrated Primary Science and Social Studies Ferda Juniarti; Riduan Febriandi; Yuni Krisnawati
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.383

Abstract

The study was motivated by students’ low academic achievement, with only 26.92% meeting the minimum learning mastery criteria. this research aimed to examine both the differences and the effect of Discovery Learning supported by visual media on the learning outcomes of fourth-grade elementary school students in integrated science and social studies. A quantitative quasi-experimental method employing a nonequivalent control group design was utilized. The participants consisted of 51 fourth-grade students from two classes (IVA and IVB). Data were collected through objective tests administered as pretests and posttests and were analyzed using an independent samples t-test. The findings indicated that the experimental group achieved a higher mean posttest score (76.15) compared to the control group (74.40). The learning mastery rate also increased to 77% in the experimental group, while the control group reached 76%. Hypothesis testing revealed that the calculated t-value (2.13) exceeded the critical t-value (2.010), indicating a statistically significant difference in learning outcomes between students who were taught using Discovery Learning supported by visual media and those who received conventional instruction. Therefore, the implementation of Discovery Learning supported by visual media was found to have a positive effect on improving elementary students’ learning outcomes.
Co-Authors Ady Akbar Agung Suryadi Putra Alan Hidayat Andri Valen Annisa Firjatullah Arhesa, Sandra Arum Kumala Cahyo Dwi Andita Candres Abadi Dedy Firduansyah Fadila Putri Mufidah Febriandi, Riduan Febriandi Ferda Juniarti Hamdan Hamdan Hayan Zajirah Hos Arie Rhamadhan Sibarani Imelda Wahyuni Inekke Oktavianti R Angga Bagus Kusnanto Reny Dwi Riastuti Salido, Achmad Sefti Mayasari Wardianti, Yunita