Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Wahana Pendidikan Jurnal Cendekia Ilmiah
Lantang, Elisabeth
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Pengembangan Perangkat Pembelajaran Model Project Based Learning (PJBL) Terintegrasi Stem Dalam Meningkatkan Kreativitas IPA Peserta Didik Lantang, Elisabeth Rosina; Sumilat, Juliana Margareta; Tarusu, Deysti Trifena
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 16 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10139662

Abstract

This development research is motivated by the lack of ability and creativity of students in the learning process. This is caused by the choice of learning methods that are only teacher-centred. The aim of this research is to create a STEM-based PjBL model learning tool that can increase students' creativity that is valid, effective and practical. Syllabus, learning implementation plans (RPP), student worksheets (LKPD), and creativity test instruments are some of the products developed in research and development (R&D) which are included in the Borg & Gall model. The research instrument consists of a validation sheet, practicality sheet, and creativity test sheet. The validity of the learning tools was carried out using a validation questionnaire which was assessed by 4 validators, consisting of two lecturers, one principal and one class teacher, who were then evaluated using a Likert scale. The results of the pretest and posttest with the N-Gain test are used to find out how effective the STEM-based PjBL model learning tools are. The practicality of learning tools through questionnaires used by teachers and students. The results of the validity analysis of learning tools using a Likert scale show that 92% of the syllabus is in the very feasible category, 90% of the RPP, 88% of the LKPD, and 93% of the test instruments are in the category very worthy. By using the average NGain test results of 0.40 and the medium category, creativity increases. The results of the questionnaire analysis of teacher and student responses to the PJBL-STEM learning model showed practicality of 4.00 (very good) and implementation of activities of 3.92 (very good) and 3.00 (good). Thus, it can be concluded that the STEM-based PjBL model learning tools were developed correctly, efficiently, and can be applied to increase student creativity.
Pengaruh Model Project Based Learning (Pjbl) Terhadap Hasil Belajar IPA Materi Pokok Makhluk Hidup dan Lingkungan Sumampow, Zoya F.; Najoan, Roeth; Lantang, Elisabeth; Kanal, Vani
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 21 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10393107

Abstract

The aims of this research are to (1) determine the impact of the project-based learning model (PjBL); The results of students' science learning which is material about living things and the environment in class V of Pineleng State Elementary School. (2) knowledge of the impact of the project-based learning model (PjBL) on the value of project results; Create a binary classification table and determine keys for class V of Pineleng State Elementary School. This research uses a quantitative type of research. The subjects of this research used two experimental classes, namely Class V B as Experiment Class 1 and Class V A as Control Class. The experimental class displays a project-based learning model. The control class uses a traditional learning model according to the teacher's lesson plan. In this research, data taken in three ways, namely observation, tests, and project assessment. Data analysis techniques use validity tests, reliability tests, homogeneity tests, normality tests, and one-way Anova tests. Based on the results of the analysis of teacher activity observations, it was obtained 0.95, which means very strong, while the results of the analysis of student activity observations were obtained 0.9, which means very strong, meaning that the results of observing teacher and student activities were classified in the very strong category. Meanwhile, the results of the one-way Anova test calculation obtained fcount= 210.64 < ftabel= 3.09, so ho (null hypothesis) is rejected and ha (alternative hypothesis) is accepted, meaning there is a significant influence on the Project Based Learning model on learning outcomes in creature material. life and environment. Then, for the results of the student project assessment, experimental class 1 obtained a high average score with a score of 79. This means that the following score is that experimental class 1 meets the KKM according to the project-based learning model.
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR STUDI KASUS DI SDN PINELENG Julien Chintya; Rati Anggraini Pontoh; Elisabeth Rosina Lantang
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.C (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation of the Think Pair Share (TPS) cooperative learning model in improving the critical thinking skills of elementary school students. The study used a qualitative approach with a case study. The subjects were fourth-grade teachers and 28 fourth-grade students at SDN Pineleng. Data collection techniques included participant observation, in-depth interviews, and documentation. Data validity was tested using source and technique triangulation. The results showed that: (1) TPS learning planning was carried out systematically through the development of lesson plans based on the Merdeka curriculum; (2) the implementation of the TPS model took place in three main stages: think (independent thinking), pair (pair discussion), and share (sharing with the class); (3) students' critical thinking skills experienced a significant increase, indicated by an increase in their ability to reason, reason, and summarize information. This study concludes that the TPS learning model is effective in elementary schools when supported by good classroom management and teacher scaffolding.
Pentingnya Literasi Disiplin Ilmu dalam Pengembangan Kurikulum di SD Inpres Kakaskasen Dua Norma N. Monigir; Elisabeth Rosina Lantang
J-CEKI : Jurnal Cendekia Ilmiah Vol. 5 No. 3: April 2026
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/j-ceki.v5i3.16689

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pentingnya literasi disiplin ilmu dalam pengembangan kurikulum di SD Inpres Kakaskasen Dua. Literasi disiplin ilmu dipandang sebagai pendekatan pembelajaran yang menekankan cara berpikir, bernalar, membaca, dan menulis sesuai dengan karakteristik masing-masing mata pelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas kepala sekolah dan guru kelas. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa literasi disiplin ilmu telah mulai diintegrasikan dalam pengembangan kurikulum melalui penyusunan modul pembelajaran yang menekankan aktivitas membaca, diskusi, pengamatan, dan pemecahan masalah. Penerapan literasi disiplin ilmu mendorong keterlibatan aktif peserta didik serta memperkuat kemampuan berpikir kritis dan pemahaman konseptual. Namun, implementasinya belum berjalan secara optimal dan merata karena keterbatasan pemahaman guru, belum terumuskannya literasi disiplin ilmu secara eksplisit dalam dokumen kurikulum sekolah, serta sistem penilaian yang masih berfokus pada tes tertulis. Oleh karena itu, diperlukan penguatan melalui peningkatan kompetensi guru, pengembangan modul pembelajaran berbasis literasi disiplin ilmu, serta penyelarasan sistem penilaian agar pengembangan kurikulum dapat berjalan secara efektif dan berkelanjutan.
Co-Authors Deysti Trifena Tarusu Juliana Margareta Sumilat Julien Chintya Kanal, Vani Norma N. Monigir Pontoh, Rati Anggraini Roeth A.O Najoan ZOYA F. SUMAMPOW