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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Jasmani Indonesia Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan EDUSAINS Jurnal Pendidikan Indonesia Jurnal Ilmu Sosial dan Humaniora Journal of Education and Learning (EduLearn) JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Al Ishlah Jurnal Pendidikan JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Biosfer: Jurnal Pendidikan Biologi KEGURU "Jurnal Ilmu Pendidikan Dasar" Jurnal Pengabdian Magister Pendidikan IPA Indonesian Journal of Electrical Engineering and Computer Science Jurnal Pengabdian kepada Masyarakat Nusantara Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) AJAD : Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Physical Education and Sport Science (IJPESS) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Pedagogy and Education Science Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) German für Gesellschaft (J-Gefüge) Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif IJIS Edu : Indonesian Journal of Integrated Science Education
Batlolona, John Rafafy
Physics Education Study Program, Faculty Of Teacher Training And Education, Universitas Pattimura, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Guided Inquiry-Based Learning to Enhance Elementary School Students’ Participation and Critical Thinking Lusiana Fernatubun; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10662

Abstract

Elementary school students’ critical thinking skills remain relatively low, particularly in science learning, which tends to be teacher-centered and emphasizes rote memorization of concepts. This condition results in low student engagement in scientific thinking processes and less optimal learning outcomes. This study aims to analyze the effect of implementing the guided inquiry learning model on students’ scientific critical thinking skills. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research subjects consisted of 28 fifth-grade students at SD Negeri 38 Ambon, who were divided into an experimental group and a control group. The research instruments included a critical thinking test (pretest and posttest), observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, and mean difference tests. The results showed that the average posttest score of critical thinking skills in the experimental group was higher than that of the control group. Statistical testing revealed a significant difference between the two groups, indicating that the implementation of the guided inquiry model had a positive effect on improving students’ critical thinking skills. Guided inquiry learning encourages students to actively engage in observing phenomena, formulating problems, developing hypotheses, conducting investigations, and drawing conclusions based on data. Therefore, it can be concluded that the guided inquiry learning model is effective as an alternative science learning strategy to enhance elementary school students’ critical thinking skills and to create more meaningful, student-centered learning.
Scientific Literacy Outcomes Following Discovery Learning with Simple Experiments: A Quasi-Experimental Study in Fourth-Grade Science Syalaisyah Nabila Rahman; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002411

Abstract

Scientific literacy remains a major challenge in elementary science education because many students struggle to explain scientific phenomena, evaluate investigations, and interpret evidence. Although Discovery Learning and experimental activities have demonstrated positive outcomes, evidence regarding their integrated use in elementary schools, with scientific literacy as the primary outcome, remains limited. This study investigated the effect of Discovery Learning supported by simple experiments on fourth-grade students’ scientific literacy. A quantitative quasi-experimental pretest-posttest control-group design was employed. Participants were 68 fourth-grade students from SDN SPG Latihan Ambon, selected through simple random sampling and assigned to an experimental group (n = 35) and a control group (n = 33). Data were collected using a scientific literacy test developed from the PISA 2018 framework and analyzed using descriptive statistics and analysis of covariance (ANCOVA). The experimental group achieved a higher post-test mean score (82.80) than the control group (61.94). ANCOVA demonstrated a significant effect of the instructional model on scientific literacy (F = 237.390, p < 0.001), with a large effect size (partial eta squared = 0.785). These findings indicate that integrating Discovery Learning with simple experiments can strengthen scientific literacy by engaging students in active inquiry, evidence-based reasoning, and meaningful knowledge construction. The study provides empirical support for combining discovery-oriented instruction with experimentation in elementary science. Future studies should include larger and more diverse samples, investigate the durability of learning gains, and assess implementation across different science topics, grade levels, and educational settings.
Guided Inquiry-Based Learning to Enhance Elementary School Students’ Participation and Critical Thinking Lusiana Fernatubun; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona
IJIS Edu : Indonesian Journal of Integrated Science Education Vol. 8 No. 2 (2026): July 2026
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10662

Abstract

Elementary school students’ critical thinking skills remain relatively low, particularly in science learning, which tends to be teacher-centered and emphasizes rote memorization of concepts. This condition results in low student engagement in scientific thinking processes and less optimal learning outcomes. This study aims to analyze the effect of implementing the guided inquiry learning model on students’ scientific critical thinking skills. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research subjects consisted of 28 fifth-grade students at SD Negeri 38 Ambon, who were divided into an experimental group and a control group. The research instruments included a critical thinking test (pretest and posttest), observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, and mean difference tests. The results showed that the average posttest score of critical thinking skills in the experimental group was higher than that of the control group. Statistical testing revealed a significant difference between the two groups, indicating that the implementation of the guided inquiry model had a positive effect on improving students’ critical thinking skills. Guided inquiry learning encourages students to actively engage in observing phenomena, formulating problems, developing hypotheses, conducting investigations, and drawing conclusions based on data. Therefore, it can be concluded that the guided inquiry learning model is effective as an alternative science learning strategy to enhance elementary school students’ critical thinking skills and to create more meaningful, student-centered learning.
Deep Learning in an Archipelagic Context: Strengthening Teacher Competence through Local Wisdom Integration at SMP Negeri 31 Maluku Tengah Marleny Leasa; Anderson Leonardo Palinussa; Kalvin Karuna; Pamella Mercy Papilaya; Albertus Fenanlampir; John Rafafy Batlolona; Idham Idham
Publikasi Pendidikan Vol 16, No 3 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i3.89763

Abstract

Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kapasitas guru dalam memahami dan mengimplementasikan deep learning berbasis kearifan lokal di SMP Negeri 31 Maluku Tengah. Kegiatan dilaksanakan melalui pendekatan partisipatif yang meliputi penyampaian materi, diskusi, workshop, praktik pengembangan perangkat pembelajaran, pengembangan asesmen berbasis Higher Order Thinking Skills (HOTS), dan microteaching. Materi pelatihan mencakup konsep dan prinsip deep learning, penyusunan perangkat pembelajaran, penerapan model Problem-Based Learning, Project-Based Learning, Discovery Learning, dan Inquiry-Based Learning, serta pengembangan instrumen asesmen berupa Isomorphic Five-Tier Test, tes berpikir kritis, tes diagnostik, tes kreativitas, dan tes pemecahan masalah. Integrasi kearifan lokal masyarakat Haria, Porto, dan Saparua diarahkan untuk menghasilkan pembelajaran yang kontekstual dan dekat dengan pengalaman peserta didik. Evaluasi kegiatan dilakukan melalui pretest dan posttest serta angket respons guru terhadap pelatihan dan pendampingan. Hasil menunjukkan bahwa kegiatan memperoleh respons sangat baik dari peserta, yang mencerminkan penerimaan positif terhadap materi, pengalaman belajar, dan pendampingan yang diberikan. Kegiatan ini memberikan dasar bagi guru untuk mengembangkan pembelajaran yang lebih bermakna, kontekstual, berpusat pada peserta didik, dan berorientasi pada keterampilan berpikir tingkat tinggi. Keberlanjutan pendampingan diperlukan untuk memastikan penerapan deep learning dapat berlangsung secara konsisten dalam praktik pembelajaran di sekolah.
Co-Authors Abednego Abednego Abednego Abednego Agus Suyudi Akyuwen, Frandy Albertus Fenanlampir Albertus Fenanlampir Alfroni, Yohana Fransiska Anastasija Limba Anderson Leonardo Palinussa Angelina Aprillia Tupan Apilya Putirulan Arman Kalean Arnold Sahalessy Arnold Sahalessy Ashari Bayu P. Dulhasyim Baskar, Shikha Batlolona, Mariyam Carolina Sri Athena Barus Carolina Sri Athena Barus Cicylia Triratna Kereh Dahlia Mahulauw Damaris Manuputty David Tuhurima David Tuhurima David Tuhurima, David Desella Inna Rahmatina Dulhasyim, Ashari Bayu P. Dwi Hartoyo Edike, Uche Emmanuel Edy Janter Latumahina Efilina Kissiya Efilina Kissiya Kissiya Emma Rumahlewang Emma Rumahlewang Enriquez, Javier Julia Enriquez, Javier Julian Erlin Eveline Erlin Eveline Fajryani Simal Fenanlampir, Albertus Fifi Astafiani Syam Fredrik Manuhutu, Fredrik Gazali Rachman Ginting, Cristina Grusche, Sascha Haryo Franky Souisa Hasbullah, Bahmid Hattu, Mesak Heppy Sapulate Herman S. Wattimena Herman Semuel Wattimena Hukubun, Mariana Ditboya Idham Idham Idris Moh Latar Izaak Hendrik Wenno, Izaak Hendrik JAMALUDIN Jamaludin Jamaludin Jamaludin . Jamaludin Jamaludin Jamaludin Jamaludin Javier Julian Enriquez Jayanti, Y. M. Jayanti, Y. M. Jessy Viny Reyk Johana Manubey, Johana Johanes Pelamonia Johanes Pelamonia Johanes Pelamonia Johannis Takaria Johny Melvin Tahapary Jonas Solissa Jony Taihuttu Juliana Dadiara Juliana Nirahua Jusak Syaranamual Kakaly, Sulastri Kalvin Karuna Kesaulya, Noke Kolatlena, Lusiana Lambertus J Lakollo Latumahina, Ketsy Limba, Anatasija Lusiana Fernatubun Mahapoonyanont, Natcha Mahapoonyanont, Natcha Malawau, Seska Marasi Bless Suryan Marcy Saartje Ferdinandus Mariana Rengkuan Marike Muskitta Marina Risa Marayate Mariyam Batlolona Marleny Leasa Matitaputty, Johanna Mehmet Altan Kurnaz Melvie Talakua Muhammad Nur Hudha Natcha Mahapoonyanont Natcha Mahapoonyanont Niel Makaruku Nilasari Nilasari Nuniary, Sefnath Nurmin Pamella Mercy Papilaya Pamella Mercy Papilaya Rachman, Gazali Rahul, Rahul Ribka Lemi Ririhena Risahondua, Hatasudji Rizqi Maulidina Mahfi Rudolf Kempa Rudolf Kempa, Rudolf Saimima, Abdul Salam Sanabuky, Yakub Lalyolik Sapulete, Heppy Sayyadi, Muhammad Sefnath Nuniary Sefnath Nuniary Silahooy, Stevi Silomai Latuserimala Stevi Silahooy Sumarjo Sumarjo Sumarjono Sumarjono Sutopo Sutopo Suyanti, Marlen V. Syalaisyah Nabila Rahman Taihuttu, Jony Takaria, Johannis Takaria, Johannis Tarigan, Haganta Theresia Laurens theresia laurens, theresia Thopilus Batlolona Tiara Dini Santika Yuliana Titaley, Elsina Tutupary, Rosmarin Unmehopa, Wilhelmina Venny Salhuteru Wartono Wartono Wartono Wartono Wartono Wartono Wartono Wartono Wattimena, Herman Samuel Wattimena, Herman Semuel Y. M. Jayanti Yohana Fransiska Alfroni Zainuddin Notanubun