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All Journal Journal of Innovation and Research in Primary Education Journal of Education Sciences (Edusci)
Hadistia, Pipih
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation Of School-Based Management In The Formation Of Character Of State Elementary School Students 1 Watu Belah Fikriyah, Fikriyah; Saifullah Hafizh, Azhar; Hadistia, Pipih; Ayuzana Az-Zahra, Rahma; Aufha, Eriska
Jurnal Edusci Vol 2 No 1 (2024): Vol 2 No 1 : September 2024
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i1.459

Abstract

Character education is more important than moral education because character education not only recognizes what is right and what is wrong but also how students are subjected to goodness. Character education includes education of values, ethics, morals, and character and aims to teach students how to make good choices and maintain goodness in daily life. This study aims to determine how the implementation of character-based school management in SDN 1 Watubelah runs. This study uses a qualitative approach with data collection techniques: in-depth interviews, observations, and audiovisuals. The criteria used to select informants are homeroom teachers, BK teachers, and curriculum staff. The study results show that schools want to instill traits such as creativity, talent, and morals. They also do not forget basic traits such as honesty, discipline, etc
Effects of Project-Based Learning on Critical Thinking Skills of Fourth-Grade Students Hadistia, Pipih; Darmini, Mimin; Sati, Sati
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2338

Abstract

Critical thinking skills represent essential competencies for 21st-century education, yet Indonesian elementary students consistently demonstrate limited analytical capabilities. Project-Based Learning (PBL) offers a constructivist approach that potentially addresses these deficiencies through authentic, collaborative problem-solving experiences. This study investigated PBL's effectiveness in enhancing fourth-grade students' critical thinking skills within integrated science education. A pre-experimental One Group Pretest-Posttest Design was employed with 25 fourth-grade students at SD Negeri 1 Watubelah, Cirebon Regency. The intervention implemented six PBL steps over three weeks focusing on magnetism concepts. Critical thinking skills were assessed using a validated 20-item test based on Archer's indicators (validity coefficients 0.65-0.82, reliability α = 0.87). Data analysis included paired t-tests and normalized gain calculations, complemented by qualitative observations of student engagement. Significant improvements were observed from pretest (M = 27.8, SD = 9.2) to posttest (M = 91.2, SD = 6.4) with t = 21.18 (p < 0.001). The normalized gain of 0.87 indicated high practical significance according to Hake's criteria. Qualitative observations revealed enhanced student participation, collaborative skills, autonomous learning behaviors, and communication abilities. Students transitioned from passive recipients to active problem-solvers demonstrating analytical thinking and creative solution development. Project-Based Learning significantly enhances critical thinking skills among fourth-grade students in science education contexts. The substantial effect size validates PBL as an effective alternative to traditional teacher-centered instruction in Indonesian elementary schools. These findings support constructivist learning theories and provide empirical evidence for PBL implementation within the Independent Curriculum framework. Future research should employ larger samples and controlled designs to strengthen generalizability across diverse educational contexts.
Co-Authors Aufha, Eriska Ayuzana Az-Zahra, Rahma Darmini, Mimin Fikriyah, Fikriyah Saifullah Hafizh, Azhar Sati, Sati