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All Journal Edu Cendikia: Jurnal Ilmiah Kependidikan SEARCH: Science Education Research Jurnal Pendidikan Dasar
Nirwati Nirwati
Institut Agama Islam Negeri Sorong
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dampak Integrasi Problem Based Learning dengan Google Earth- Degradasi Lingkungan terhadap Keterampilan Berpikir Kritis Siswa SD: The Impact of Integrating Problem Based Learning with Google Earth-Environmental Degradation on Elementary School Students' Critical Thinking Skills Nirwati Nirwati; Mulyono Mulyono; Darnanengsi Darnanengsi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8165

Abstract

This study aimed to analyze the impact of integrating problem-based learning (PBL) with Google Earth on the critical thinking skills of elementary school students. This study employed a quantitative approach with a quasi-experimental design, employing a pretest-posttest experimental-control group design. Fifty elementary school students were selected through purposive sampling, consisting of 26 students in the experimental group and 24 students in the control group. The research instruments included a critical thinking skills test based on Facione's dimensions (interpretation, analysis, evaluation, inference, and explanation), as well as an observation sheet to measure learning activities. The results of the ANCOVA analysis of the pretest-posttest scores showed a significant increase in students' critical thinking skills in the experimental group (p < 0.001, Cohen's d = 3.24), indicating a very strong effect.Furthermore, the MANOVA and ANOVA results also confirmed a significant increase in all five dimensions of critical thinking, with the largest effect being on the evaluation dimension. These findings suggest that integrating satellite imagery into PBL learning can provide a contextual and meaningful learning experience. Thus, the use of technology like Google Earth not only enhances critical thinking skills but also fosters deeper environmental awareness in students. It is hoped that this learning implementation can become an innovative alternative in environmental education in elementary schools.
Teaching Across Disciplines: Challenges and Strategies of Multi-Subject Teachers in Elementary Education Nirwati Nirwati; Sella Nofriska Sudrimo; Lestari Handayanti
MISOOL: Jurnal Pendidikan Dasar Vol. 7 No. 2 (2025)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v7i2.2337

Abstract

This study aims to examine in depth the challenges and strategies employed by multi-subject teachers in carrying out the teaching and learning process at SD Nurul Sakinah Azzahrah, Sorong City. The emergence of multi-subject teachers is a consequence of the limited number of educators, requiring one teacher to handle several subjects beyond their area of expertise. This research applied a descriptive qualitative method, with data collected through in-depth interviews, classroom observations, and documentation review. The findings reveal that teachers face several major challenges, including limited time for lesson preparation, varying levels of subject mastery, and a lack of learning media and facilities. Nevertheless, teachers demonstrate adaptability by employing strategies such as utilizing simple technology, creating context-based learning materials from the local environment, and adjusting instructional approaches to students’ characteristics. Support from school leadership and collaboration among teachers also enhance the effectiveness of learning. The study concludes that creativity, professional reflection, and strong commitment are key factors in ensuring the success of multi-subject teachers in maintaining learning quality in elementary schools with limited resources.
Sintesis Permasalah Pembelajaran Ilmu Pengetahuan Alam Kelas Dasar di Papua Barat Nirwati Nirwati; Laode Mardin
SEARCH: Science Education Research Journal Vol. 1 No. 2 (2023): SEARCH: April 2023
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v1i2.1250

Abstract

Penulisan artikel ini dimaksudkan memberikan gambaran dan informasi kepada masyarakat tentang tantangan dan masalah yang dihadapi guru sekolah dasar di Papua Barat dalam mengajar Ilmu Pengetahuan Alam. Untuk mendapatkan data penelitian ini, digunakan metode kualitatif eksploratif dengan menggunakan wawancara mendalam pada 23 guru sekolah dasar pada 6 sekolah dasar. Temuan riset ini mengungkapkan tantangan guru dalam mengajar di Sekolah Dasar di Papua Barat meliputi 1). akses sekolah yang sulit meliputi akses jalan maupun jarak antara sekolah dengan pusat perkotaan yang cukup jauh yang menurunkan minat guru untuk mengajar di pedalaman sekaligus menjadi masalah bagi guru untuk mendapatkan suplai sembako yang cukup untuk memenuhi kebutuhannya. 2). Kegiatan pelatihan atau penguatan kompetensi guru berkaitan dengan kemampuan mengajar belum diperhatikan secara khusus oleh pemerintah daerah sehingga guru mengajar apa adanya sesuai dengan pengetahuan yang ia miliki. 3). tantangan berikutnya adalah pemenuhan sarana belajar yang masih terabaikan diantaranya fasilitas ruang kelas dan media pembelajaran yang belum terpenuhi. 4). Dukungan orang tua terhadap murid untuk melanjutkan pendidikan masih sangat kurang sebab anak masih diabaikan mengenai aktivitasnya di sekolah, juga label orang tua terhadap sekolah yang dianggap sebagai ruang perbaikan pengetahuan dan moral anak sehingga pusat pendidikan anak diletakkan di sekolah.
Students' Expression of Admiration for Science Experiments in Elementary School Classes Nirwati Nirwati; Hamimah Katmas
SEARCH: Science Education Research Journal Vol. 2 No. 1 (2023): SEARCH: Oktober 2023
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v2i1.1300

Abstract

Abstract This research explores students' expressions of admiration for science experiments at the elementary school level with the aim of understanding the dynamics and factors that influence students' emotional responses to science experiment activities. The research method involved observing facial expressions, verbal behavior, and audiovisual recordings during the implementation of science experiments in several elementary school classes. In addition, data was collected through interviews and questionnaires to get direct views from students regarding their admiration for science experiments. The results showed that students consistently expressed high levels of admiration for science experiments. Factors such as interest in the learning material, interaction with the teacher, and students' level of involvement in the experimental process play an important role in shaping their expressions of admiration. In addition, this research also identified different patterns of emotional expression depending on student characteristics, such as age level and individual interest in science. These findings contribute to our understanding of students' emotional responses to science experiment activities in elementary schools. The implications can be used to design learning strategies that are more interesting and effective in increasing students' admiration for natural science. Additionally, this study also opens the door for further research into the role of emotions in science learning and how these positive experiences can translate into increased students' understanding and interest in science.
Co-Authors Darnanengsi Darnanengsi Hamimah Katmas Laode Mardin Lestari Handayanti Mulyono Mulyono Sella Nofriska Sudrimo