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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Science and Education Journal
Armin Arif
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Humanities Education Social Sciences Other

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PEMETAAN LITERASI SAINS MAHASISWA CALON GURU SEKOLAH DASAR PADA ABAD KE-21: BUKTI EMPIRIS UNTUK PENGUATAN KOMPETENSI PEDAGOGIK Armin Arif; Dyah Retno Indarti; Risqah Amaliah Kasman; Muhammad Fuad; Dewi Hartini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46186

Abstract

Scientific literacy is an essential 21st-century competency that must be possessed by pre-service elementary school teachers to support critical thinking, problem-solving, and evidence-based decision-making. This study aims to map the level of scientific literacy among pre-service elementary school teachers in the Basic Concepts of Biology course as a basis for strengthening their pedagogical competence. The study employed a descriptive quantitative approach involving 60 students from the Elementary School Teacher Education Program at Universitas Megarezky using a total sampling technique. The instrument used was a scientific literacy test covering three domains: explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics in the form of mean scores and percentages. The results showed that students’ scientific literacy was at a moderate level, with an average score of 68.4. The highest score was found in the domain of interpreting data and scientific evidence (73.5), while the lowest was in evaluating and designing scientific investigations (58.6). These findings indicate the need to strengthen inquiry-based, contextual, and investigative learning to enhance the pedagogical competence of pre-service elementary school teachers
The Effect of ChatGPT Integration on Students' Scientific Argumentation Skills in Genetics Learning Muhammad Fuad; Burhan; Armin Arif; Risqah Amaliah Kasman; Muhammad Fadli; Rahmania Rahman
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.849

Abstract

Scientific argumentation is an essential competency in Biology education, particularly in genetics, which requires students to analyze evidence, construct logical reasoning, and draw conclusions based on scientific concepts. However, students' scientific argumentation skills remain relatively low, highlighting the need for innovative instructional approaches that effectively facilitate scientific reasoning. This study aimed to analyze the effect of ChatGPT integration on students' scientific argumentation skills in genetics learning. The study employed a quantitative approach using a quasi-experimental design with a Nonequivalent Control Group Design. The research sample consisted of two twelfth-grade science classes at MAS Firdaus Tompobalang, designated as the experimental and control groups. Data were collected through a Toulmin-based scientific argumentation test, classroom observations, questionnaires, and documentation. The data were analyzed using descriptive and inferential statistics, including the Independent Samples t-test, Paired Samples t-test, normalized gain (N-Gain), and effect size analysis. The results revealed that the experimental group achieved a mean N-Gain score of 0.65, which was higher than that of the control group (0.35). Hypothesis testing indicated a statistically significant difference (p = 0.001 < 0.05) with a Cohen's d value of 0.96, indicating a large effect size. Improvements were observed across all components of scientific argumentation, including claim, evidence, reasoning, backing, and rebuttal, although the rebuttal component still requires further enhancement. Therefore, the integration of ChatGPT had a positive and significant effect on students' scientific argumentation skills and is recommended as an innovative approach to Biology instruction, while maintaining the teacher's central role in guiding the critical and responsible use of artificial intelligence.
PENGARUH MEDIA PEMBELAJARAN BAHASA INDONESIA BERBASIS VIDEO ANIMASI UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS IV UPT SPF SDN PANNARA Tiku, Anista; Khaedar, Muh.; Arif, Armin; Satriawati, Satriawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61164

Abstract

Low learning motivation remains a persistent challenge in elementary Indonesian language instruction, primarily due to the predominance of conventional teaching media that fail to promote engaging and interactive learning experiences. This study investigated the effect of Canva-based animated video learning media on the learning motivation of fourth-grade elementary school students. A quantitative approach employing a quasi-experimental design with a nonequivalent control group was adopted. The participants comprised 67 students, including 34 in the experimental group and 33 in the control group. Data were collected through learning motivation questionnaires, classroom observations, and documentation, and analyzed using descriptive statistics and an independent-samples t-test following normality and homogeneity testing. The findings revealed that students exposed to the Canva-based animated videos demonstrated higher learning motivation than those receiving conventional instruction (80.39 vs. 78.35). Inferential analysis indicated a statistically significant difference between the two groups (t = 7.079, p < .001), confirming the positive effect of the intervention on students' learning motivation. These findings provide empirical support for multimedia learning theory and suggest that pedagogically designed animated videos constitute an effective instructional strategy for enhancing student engagement and learning motivation in elementary Indonesian language education.
Co-Authors Burhan Dewi Hartini Dyah Retno Indarti Khaedar, Muh. Muhammad Fadli Muhammad Fuad MUHAMMAD FUAD Rahmania Rahman Risqah Amaliah Kasman Satriawati Satriawati, Satriawati Tiku, Anista