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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang ETUDE: Journal of Educational Research Jurnal Bastra (Bahasa dan Sastra) JURNAL TUNAS PENDIDIKAN
Megawati
Universitas Muhammadiyah Muara Bungo
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implications of falsification theory and the constructivism paradigm in the development of science education and learning Megawati; Yasir Riady; Firman; Yundi Fitrah; Ade Kusmana
ETUDE: Journal of Educational Research Vol. 4 No. 1 (2023): November-December
Publisher : Mitra Palupi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56724/etude.v4i1.257

Abstract

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education. Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving. Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding. Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP MOTIVASI DAN HASIL BELAJAR IPAS SISWA KELAS VI SDN 25/II MUARA BUNGO Meggi; Megawati; Apdoludin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8092

Abstract

This study is entitled The Influence of the Flipped Classroom Learning Model on the Motivation and Learning Outcomes of Class VI Students of SDN 25/II Muara Bungo, with the aim of finding out whether there is an influence on the learning motivation and learning outcomes of class VI students of SDN 25/II Muara Bungo before being given treatment (treatment) and after being given treatment (treadmen) at the time of the posttest and to find out whether the flipped classroom model can improve the motivation and learning outcomes of class VI students at SDN 25/II Muara Bungo. Many factors influence motivation and learning outcomes, one of which is the learning model applied by teachers in the classroom.The method used in this research is the pre-experimental type experimental method and the research design is a one group pretest posttest design, the object of the research is grade VI students with a total of 15 students.Motivation and learning motivation data were obtained from the results of the pretest and posttest in the form of questionnaires and test questions in the form of multiple choice questions. The results of this study showed a difference in learning motivation results of 62.86 for the pretest results, and 73.33 for the posttest results. And the difference in learning outcomes was 68.47 for the pretest results, and 87.00 for the posttest results. This is evidenced by the paired sample test value for learning motivation showing that the significance value of 0.00 is smaller than the specified alpha value of 0.05. Likewise, the value of the learning outcomes shows that 0.00 is smaller than the specified alpha value of 0.05, so that h01 is rejected and ha1 is accepted. And also H02 is rejected and ha2 is accepted.The conclusion is that there is an influence on the results of learning motivation and learning outcomes of grade VI students in science using the flipped classroom model. From the results of the study, it is recommended that the flipped classroom model learning can increase student motivation and learning outcomes, and should be used as an alternative in science learning activities, especially in the human movement system material.
Meningkatkan Keterampilan Membaca Permulaan Menggunakan Metode Scramble Siswa Kelas III SDN 04/II Jaya Setia: Improving Early Reading Skills Using the Scramble Method among Grade III Students of SDN 04/II Jaya Setia Sela Yulita; Refril Dani; Megawati
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 3 (2026): JURNAL BASTRA EDISI JULI 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i3.2971

Abstract

Rendahnya keterampilan membaca permulaan masih menjadi persoalan mendasar dalam pembelajaran Bahasa Indonesia di sekolah dasar karena berdampak pada kemampuan siswa memahami informasi tertulis pada mata pelajaran lain. Penelitian ini bertujuan mendeskripsikan proses dan hasil peningkatan keterampilan membaca permulaan siswa kelas III SDN 04/II Jaya Setia melalui metode Scramble. Penelitian menggunakan Penelitian Tindakan Kelas model Arikunto dalam dua siklus yang mencakup perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Subjek penelitian adalah 18 siswa kelas III, terdiri atas 9 siswa laki-laki dan 9 siswa perempuan. Data dikumpulkan melalui observasi proses mengajar guru, observasi proses belajar siswa, tes membaca lisan, dan dokumentasi; data dianalisis secara kuantitatif deskriptif dan kualitatif reflektif. Hasil penelitian menunjukkan bahwa rata-rata keterampilan membaca meningkat dari 54,84 pada pratindakan menjadi 71 pada siklus I dan 79 pada siklus II. Jumlah siswa berkategori terampil meningkat dari 5 siswa atau 27,7% pada pratindakan menjadi 11 siswa atau 61% pada siklus I dan 14 siswa atau 77% pada siklus II. Proses mengajar guru meningkat dari 70% menjadi 81%, sedangkan proses belajar siswa meningkat dari 63% menjadi 80%. Peningkatan tersebut terjadi karena Scramble memfasilitasi latihan decoding kolaboratif melalui penyusunan kartu kata/kalimat, pembacaan lisan berulang, koreksi teman sebaya, dan pendampingan guru. Penelitian ini menyimpulkan bahwa metode Scramble berpotensi meningkatkan keterampilan membaca permulaan dalam konteks kelas yang diteliti, khususnya ketika guru memberikan instruksi yang jelas, membentuk kelompok heterogen, menyediakan kartu sesuai kemampuan siswa, dan memberi pendampingan bagi siswa yang belum lancar membaca. Kontribusi penelitian ini adalah menawarkan model latihan membaca permulaan berbasis permainan bahasa yang sederhana, aktif, kolaboratif, dan relevan untuk penguatan literasi dasar di sekolah dasar.
Meningkatkan Proses Dan Hasil Belajar IPAS Menggunakan Model Discovery Learning Pada Siswa Kelas V SD N 081/VIII Wanareja Agnes Amelia; Megawati; Opi Andriani
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3134

Abstract

This research is motivated by the lack of maximizing the IPAS learning process, so that it has an impact on the learning outcomes of IPAS students in class V SD N 081 / VIII Wanareja. This study aims to improve the process and learning outcomes of students using the discovery learning model in IPAS subjects in class V SD N 081/VIII Wanareja. The research method used is Classroom Action Research (PTK). The subjects of this study were fifth grade students of SD N 081/VIII Wanareja consisting of 22 students each consisting of 13 boys and 9 girls. This research was conducted in class V of SD N 081/VIII Wanareja which was carried out in two cycles. The data collection techniques used were observation, tests, and documentation. The research instruments used were teacher observation sheets, student observation sheets, and learning outcomes test questions. The data analysis techniques used are quantitative data and qualitative data. Based on the results of this study, the student learning process in cycle I was 52,3% and in cycle II it increased to 88,9%, while the learning process observed by homeroom teacher V was in cycle I 83,8% and in cycle II it increased to 96,7%. The learning outcomes of students who achieved KKTP in cycle I were 54,5% and in cycle II increased to 81,8%. It can be concluded that by applying the discovery learning model can improve the process and learning outcomes of students in IPAS subjects in class V SD N 081/VIII Wanareja.
Peningkatan Proses dan Hasil Belajar IPAS Menggunakan Metode Outdoor Learning di Kelas V SDN 178/II Purwasari Tri Eka Suroja; Megawati; Reni Guswita
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3441

Abstract

This research is based on initial observations that show the low process and results of students' learning science, seen from the UTS IPAS score only reaching 56.6%. The purpose of the study was to determine the Outdoor learning method in improving the process and results of learning science. The research method used is Classroom Action Research. The research was carried out in two cycles, consisting of planning, implementation, action, observation, reflection. The research was conducted on 23 students of class V SDN 178/II Purwasari. The data collection instruments used were observation sheets and learning test questions, data analysis techniques using qualitative and quantitative approaches. The results obtained from this study were: the student learning process in cycle I meeting I 56.5%, meeting II 73.8%, cycle II meeting I 82.6%, meeting II 86.9%. teacher performance cycle I meeting I 86.9%, meeting II 95.6%, Cycle II meeting I 99.9%, meeting II 99.9%, Student learning outcomes in cycle I were 65.2% and in cycle II were 82.6%. From the results of the study it can be concluded that the application of the Outdoor learning method can improve the Process and Results of students' IPS learning.
Co-Authors Ade Kusmana Agnes Amelia Apdoludin Apdoludin, Apdoludin Firman Firman Meggi Opi Andriani Refril Dani Reni Guswita Sela Yulita Tri Eka Suroja Yasir Riady Yundi Fitrah