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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Information Systems and Informatics Journal of Computer System and Informatics (JoSYC) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL JOLLT Journal of Languages and Language Teaching Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya KLIK: Kajian Ilmiah Informatika dan Komputer Formosa Journal of Science and Technology (FJST) Jurnal Pengabdian Masyarakat Waradin Jurnal Nusantara Berbakti Faedah: Jurnal Hasil Kegiatan Pengabdian Masyarakat Indonesia J-Abdimas Cenderawasih Journal of Education Papua Baru Interdisciplinary Journal of Social Sciences Multidisciplinary Indonesian Center Journal
Yan Dirk Wabiser
Universitas Cendrawasih
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Social Sciences Other

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EFEKTIVITAS PENGGUNAAN ALAT PERAGA EKOSISTEM UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK KELAS V SD NEGERI INPRES BERTINGKAT WAENA Fadhli, Yongki Dwi; Lusia Narsia Amsad; Yan Dirk Wabiser; Ardian Hangga Kelana; Sakka Irawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38617

Abstract

This study aims to determine the effectiveness of the use of ecosystem teaching aids on improving the scientific literacy of fifth-grade students of SD Negeri Inpres Bertingkat Waena. Scientific literacy is an important skill that every student must have in order to understand scientific concepts and use them to solve problems in everyday life. One effort that can be done to improve scientific literacy is by using contextual and meaningful learning resources such as ecosystem teaching aids. This quantitative study used a pre-experimental design with a One-Group Pretest-Posttest Design pattern. The research sample was carried out in Class V A of SD Negeri Inpres Bertingkat Waena with a total of 30 students. The research instrument was a scientific literacy test in the form of multiple-choice questions implemented before (pretest) and after (posttest) treatment using ecosystem teaching aids. The results of data analysis showed an increase in students' scientific literacy scores after the application of ecosystem teaching aids. This increase was measured using N-Gain (Normalized Gain). The average N-gain value was 0.62, so it was included in the moderate category. Based on these results, it can be concluded that the use of ecosystem teaching aids has proven effective in improving the scientific literacy of Class V A students at Waena State Elementary School.
DISCOVERY LEARNING DAN PEMAHAMAN KONSEPTUAL MATEMATIKA DI SEKOLAH DASAR: SYSTEMATIC REVIEW BUKTI EMPIRIS 2020–2025 Muryaningrum, Shalis; Yan Dirk Wabiser; Lusia N. Amsad; Rian Efendi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38665

Abstract

Conceptual understanding is the foundation of learning mathematics in elementary school, but overly procedural teaching practices often lead students to memorize steps without understanding the meaning of concepts. This systematic review synthesizes empirical evidence on the effect of Discovery Learning on elementary students' mathematical conceptual understanding. The search was conducted through Google Scholar (2020–2025) using a stepwise strategy: (1) “discovery learning on conceptual understanding” (172 articles), (2) “discovery learning on mathematical conceptual understanding” (138 articles), and (3) “discovery learning on elementary students' mathematical conceptual understanding” (10 articles). Ten articles were analyzed using structured data extraction, design-based risk of bias assessment, and narrative synthesis. All studies reported improvements in conceptual understanding following the implementation of Discovery Learning, evidenced by increased pretest–posttest scores, differences between experimental and control groups, or higher mastery in classroom action research. However, the strength of evidence varied: most studies employed a single-group or classroom action research design (higher risk of bias), whereas quasi-experimental studies provided stronger support, although issues with initial ability equivalence remained. Practically, Discovery Learning is most promising when conducted as guided discovery, utilizing concrete–visual–symbolic representations, and tasks that encourage generalization. Further research requires more rigorous designs, reporting of effect sizes, and retention measurements.
TANTANGAN PEMERATAAN PENDIDIKAN DI WILAYAH 3T INDONESIA Nisa, Nurul; Yan Dirk Wabiser; Lusia N. Amsad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.38730

Abstract

Equitable education is a constitutional mandate and a development agenda that demands equal access and quality education services throughout Indonesia. However, the Disadvantaged, Frontier, and Outermost (3T) regions still face structural gaps: limited school infrastructure and connectivity, unequal distribution and professional development of teachers, disparities in access to learning technology, and challenges in curriculum relevance to local contexts. This article aims to analyze the challenges of equitable education in the 3T regions in the 2020–2025 period through a semi-systematic literature review. Data sources include accredited national journals (SINTA) and reputable national journals, international articles indexed/standardized by Scopus and international sources, and policy reports from official institutions (UNICEF, OECD, World Bank). The study results show that the post-pandemic digital acceleration opens up opportunities for innovation, but also widens the digital divide without the support of infrastructure, digital literacy, and sustainable affirmative policy design. This article recommends four policy directions: (1) meeting minimum service standards for infrastructure and connectivity, (2) affirming teacher placement and strengthening competencies, (3) strengthening an inclusive digital learning ecosystem, and (4) developing a contextual curriculum based on local needs and learning recovery.
Looking through Ethnoscience in Rural Areas of Jayapura: A Perspective Study in Science Learning Budiarti, Indah Slamet; Lumbu, Albert; Boy, Bonefasius Yanwar; Wabiser, Yan Dirk
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30111

Abstract

In rural regions, cultural practices and indigenous knowledge systems constitute valuable epistemic resources amenable to incorporation into science instruction through an ethnoscience framework. This study aimed to identify ethnoscience elements embedded within rural communities of Jayapura, Papua, Indonesia, and to examine junior high school students’ perspectives regarding the integration of such indigenous knowledge into science learning. A descriptive quantitative research design was employed. The population comprised junior high school students in rural districts of Jayapura. Through purposive sampling, 120 ninth-grade students from multiple rural schools participated. Data were collected via a validated eight-item Likert-scale questionnaire (α = 0.81) and supplemented by semi-structured interviews. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, mean scores, and standard deviations), while qualitative data underwent thematic analysis. The findings revealed a significant perception gap: students demonstrated low awareness of ethnoscience as an instructional approach (M = 2.38, SD = 0.92) and limited recognition of cultural practices as scientific applications (M = 2.52, SD = 0.95). Conversely, students exhibited strong interest in environment-based science learning (M = 4.12, SD = 0.74), high perceived relevance of cultural resources for conceptual understanding (M = 4.18, SD = 0.68), and substantial willingness to learn science through cultural contexts (M = 4.22, SD = 0.65). These findings indicate that while ethnoscientific resources remain underutilized in formal instruction, students perceive considerable value in culturally contextualized science learning. The study provides empirical evidence supporting the development of culturally responsive science curricula in rural Indonesian contexts and offers practical implications for educators seeking to bridge indigenous knowledge systems with formal scientific instruction.
Co-Authors Albert Lumbu Alim Mutaqin Ardian Hangga Kelana Asweni, Dirga Firhan Nuari Bernarda Meteray Bonefasius Yanwar Boy Bryan Tumeno Daud, Enikartini Binti Desi Handayani Duapadang Elka Mimin Fadhli, Yongki Dwi Fitriani Gintu, Agung Rimayanto Helen Yuliance Ester Wabiser Hery Widijanto Indah Slamet Budiarti, Indah Slamet Irianto, Petrus Iryouw, Veronika Kobepa, Niko Kritistina Edowai Lusia N. Amsad Lusia Narsia Amsad Lusia Narsia Amsad Mamberuman Inggamer Marten Inggamer, Mamberuman Marthen Mimin, Elka Muryaningrum, Shalis Mutaqin, Alim Nemo, Maximus Leonardus Nisa, Nurul Pinia, Nyoman Agus Perdanaputra Rian Efendi Sakka Irawan Sario Itlay Sobolim, Amelia D. Veronika Iryouw Yerik Afrianto Singgalen Yulini Rinantanti Yurenius B. Makayan