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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang YASIN: Jurnal Pendidikan dan Sosial Budaya
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PENGARUH MODEL PEMBELAJARAN INKUIRI DENGAN BEBANTUAN GAME EDUKASI DIGITAL EDUCAPLAY MATA PELAJARAN GEOGRAFI MATERI KONSEP GEOGRAFI TERHADAP TINGKAT KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMA NEGERI 15 PADANG TAHUN PELAJARAN 2024/2025 Sulha Ratu Intan; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39637

Abstract

The purpose of this research is to identify the steps involved in implementing the inquiry learning model assisted by the digital educational game Educaplay in teaching geography concept material, as well as to measure the learning outcomes of the experimental class using the inquiry model and the control class using conventional methods for comparison. In addition, this study aims to determine the effect of using the inquiry learning model assisted by Educaplay on students’ critical thinking skills. This study employs an experimental method with a quantitative research approach. The sampling technique used is purposive sampling, with class X E2 designated as the experimental class and class X E1 as the control class. Data collection techniques include observation, tests, and documentation. The critical thinking test was administered after the treatment to both classes in the form of essay questions constructed based on critical thinking indicators. The results of the research show that the average pretest score of the experimental class was 60.12, which increased to 84.35 on the posttest. Meanwhile, the control class obtained an average pretest score of 59.88 and a posttest score of 74.21. Based on the results of the independent sample t test, the significance value was less than 0.05, indicating that H0 was rejected and Ha was accepted. Therefore, it can be concluded that the use of the inquiry learning model assisted by the digital educational game Educaplay has a positive effect on improving students’ critical thinking skills in geography concept material.
Pengaruh Penggunaan Media Quizalize Pada Materi Fenomena Geosfer Terhadap Hasil Belajar Siswa Kelas X di SMAN 10 Padang Putri Melati Taufik; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46168

Abstract

Penelitian ini bertujuan (1) untuk mengetahui bagaimana penggunaan media Quizalize dalam proses pembelajaran geografi pada materi fenomena geosfer, (2) untuk mengetahui seberapa besar peningkatan hasil belajar, (3) untuk mengetahui seberapa besar pengaruh penggunaan media Quizalize terhadap hasil belajar siswa kelas X di SMAN 10 Padang. Metode penelitian yang digunakan adalah Quasi Eksperimen Research dengan desain Nonequivalent Control Group Design. Sampel penelitian ditentukan melalui Teknik Simpel Random Sampling, dengan kelas XE 1 sebagai kelas kontrol dengan pembelajaran konvensional dan kelas XE 2 sebagai kelas eksperimen dengan menggunakan media Quizalize. Pengambilan data dilakukan melalui tes hasil belajar berbentuk pilihan ganda. Teknik analisis data yang digunakan berupa uji normalitas, uji homogenitas, uji hipotesis, uji regresi. Hasil penelitian menunjukan bahwa: (1) Penggunaan media Quizalize pada materi fenomena geosfer berjalan sesuai enam tahapan sintak (stimulation, problem statement, data collection, data processing, verification, dan generalization), (2) Penggunaan media Quizalize memberikan peningkatan terhadap hasil belajar siswa yang dapat dilihat dari tiga ranah hasil belajar, yaitu ranah kognitif, afektif, dan psikomotorik, (3) Penggunaan media Quizalize berpengaruh signifikan dalam meningkatkan hasil belajar. Hal ini dibuktikan dengan nilai rata-rata kelas eksperimen 84,43 dan nilai rata-rata kelas kontrol 64,35, yang menunjukan bahwa hasil belajar kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Dari t menunjukan nilai Sig sebesar 0,000 < 0,05, hasil uji f diperoleh nilai t 181,433 dan nilai signifikasi yang dihasilkan yaitu 0,000 < 0,05. Dengan demikian dapat disimpulkan bahwa penggunaan media Quizalize pada materi fenomena geosfer berpengaruh terhadap hasil belajar siswa kelas X di SMAN 10 Padang.
PERAN PENDAMPING KELUARGA PENERIMA MANFAAT (KPM) PROGRAM KELUARGA HARAPAN(PKH) DALAM PENANGGULANGAN BALITA STUNTING DI NAGARI SUNGAI TALANG KABUPATEN LIMA PULUH KOTA: PERAN PENDAMPING KELUARGA PENERIMA MANFAAT (KPM) PROGRAM KELUARGA HARAPAN(PKH) DALAM PENANGGULANGAN BALITA STUNTING DI NAGARI SUNGAI TALANG KABUPATEN LIMA PULUH KOTA Venny siska; Sari Nova
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13093

Abstract

Tujuan Penelitian ini adalah 1) menganalisis peran pendamping keluarga penerima manfaat (KPM) program keluarga harapan (PKH) dalam menanggulangi balita stunting dinagari sungai talang kabupaten lima puluh kota, dan 2) mengetahui problematika yang dihadapi pendamping keluarga penerima manfaat (KPM) Program keluarga harapan (PKH) dalam menanggulangi balita stunting di Nagari Sungai Talang Kabupaten lima puluh kota. Jenis penelitian kualitatif pendekatan deskriptif,sumber data yang digunakan data primer dan data sekunder .informan dalam penelitian ini menggunakan purposive sampling .data dikumpulkan dengan cara observasi,wawancara dan dokumentasi kemudian dianalisis menggunakan reduksi data,display data,dan penarikan kesimpulan. Peran Pendamping Keluarga Penerima Manfaat (KPM) Program Keluarga Harapan (PKH) Dalam Menanggulangi Balita Stunting di Nagari Sungai Talang Kabupaten Lima Puluh Kota: a) Peran Pendididkan. Pendamping PKH melakukan tinjauan ke sekolah tentang pentingnya kesehatan dan gizi pada anak balita dan ibunya, b) fasilitator, dilakukan pada KPM dengan pendampingan rutin, membuka ruang waktu bagi keluarga penerima PKH untuk bisa mengetahui keluhan-keluhan peserta binaan dan pendamping PKH memberikan dukungan kepada ibu hamil untuk memeriksa kesehatan baik itu di Posyandu maupun di Puskesmas, dan c) Peran pendampingan. Berkoordinasi dengan Kader, Jorong, Wali Nagari dan Bidan Desa terkait dengan penerima PKH.
HUBUNGAN PERSEPSI DAN PEMAHAMAN KONSEP PERUBAHAN IKLIM TERHADAP PERILAKU MITIGASI PERUBAHAN IKLIM DALAM KONTEKS SDGS-13: CLIMATE ACTION PADA SISWA KELAS XI SMAS SEMEN PADANG Merrin Febrian Safitri; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48360

Abstract

This study aims to: (1) Determine the relationship between students’ perceptions and climate change mitigation behavior in the context of SDGs 13 (Climate Action), (2) Determine the relationship between students’ understanding and climate change mitigation behavior in the context of SDGs 13, and (3) Determine the simultaneous relationship between students’ perceptions and understanding toward climate change mitigation behavior among eleventh-grade students of SMAS Semen Padang. This study employed a quantitative approach with a correlational research design. The sample consisted of 60 eleventh-grade students of SMAS Semen Padang. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis techniques included descriptive analysis, Pearson Product Moment correlation, and multiple correlation analysis using SPSS version 26.0. The results showed that: (1) There was a positive and significant relationship between students’ perceptions and climate change mitigation behavior with a correlation coefficient of 0.329 and significance value of 0.010 < 0.05, (2) There was a positive relationship between students’ understanding and climate change mitigation behavior with a correlation coefficient of 0.210, but it was not significant because the significance value was 0.108 > 0.05, and (3) Simultaneously, students’ perceptions and understanding had a positive and significant relationship with climate change mitigation behavior with an R value of 0.332 and Sig. F Change of 0.036 < 0.05, although the relationship was categorized as low. The findings indicate that students’ climate change mitigation behavior is also influenced by other factors such as social environment, habits, and school support in implementing SDGs 13-based environmental education.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP PENGUASAAN KONSEP GEOGRAFI SISWA PADA MATERI OBJEK MATERIAL GEOGRAFI KELAS X SMA NEGERI 1 LEMBAH MELINTANG KABUPATEN PASAMAN BARAT Asma, Amiroh; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56265

Abstract

This study aims to determine students’ mastery of geographical concepts through the implementation of the Jigsaw cooperative learning model on the topic of Geographical Material Objects in Grade X of SMA Negeri 1 Lembah Melintang and to examine the effect of the Jigsaw cooperative learning model on students’ geographical concept mastery. Geographical concept mastery was analyzed based on students’ understanding of fundamental geographical concepts, including location, distance, pattern, interaction, and area differentiation.This research employed a quantitative approach using a Quasi-Experimental Design with a Pretest–Posttest Control Group Design. The population consisted of all Grade X students of SMA Negeri 1 Lembah Melintang, totaling 136 students. The sample comprised 68 students selected through purposive sampling, with Class X.E4 serving as the experimental group and Class X.E3 as the control group. Data were collected using geographical concept mastery tests consisting of multiple-choice and essay questions that had been tested for validity and reliability. The data were analyzed using normality tests, homogeneity tests, Paired Sample t-Tests, and Independent Sample t-Tests with the assistance of IBM SPSS Statistics 29.The results indicate that students’ geographical concept mastery in the experimental class improved after the implementation of the Jigsaw cooperative learning model. This improvement is reflected in the increase in the mean pretest score from 61.24 to a mean posttest score of 89.82. The hypothesis testing results using the Independent Sample t-Test revealed a significance value (2-tailed) of 0.000, which is lower than 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. These findings demonstrate that the implementation of the Jigsaw cooperative learning model has a significant effect on students’ geographical concept mastery of Geographical Material Objects in Grade X of SMA Negeri 1 Lembah Melintang.
PENGARUH MODEL PEMBELAJARAN GEMIFIKASI BERBANTU QUIZWHIZZER TERHADAP HASIL BELAJAR GEOGRAFI SISWA FASE E SMA BAITURRAHMAH PADANG Hanifah Efendi; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60417

Abstract

This study aimed to analyze the effect of a gamification learning model assisted by QuizWhizzer on the geography learning outcomes of Phase E students at SMA Baiturrahmah Padang on hydrosphere material. This research employed a quasi-experimental method with a pretest-posttest control group design. The population consisted of 58 students, all of whom were selected as the sample, with class X.1 as the control class and class X.2 as the experimental class. Data were collected through multiple-choice tests in the form of pretest and posttest. Data analysis included normality, homogeneity, independent sample t-test, and N-Gain tests. The results showed that the average posttest score of the experimental class was 87.00, higher than the control class average of 83.10. The independent sample t-test showed a significance value of 0.000 < 0.05 with t = 7.289 and df = 56, indicating a significant effect of the gamification learning model assisted by QuizWhizzer on students’ geography learning outcomes. The average N-Gain of the experimental class was 74.01%, while the control class was 44.93%. These findings indicate that QuizWhizzer can create active, interactive, and enjoyable learning experiences and contribute positively to improving students’ geography learning outcomes.
PENGARUH MODEL PEMBELAJARAN THINK PAIR SHARE BERBASIS DEEP LEARNING TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI (HOTS) SISWA PADA PEMBELAJARAN GEOGRAFI KELAS X SMAN 1 PAYAKUMBUH Zulayka, Veby; Sari Nova
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61237

Abstract

This study examines the effect of the Think Pair Share (TPS) learning model integrated with a Deep Learning approach on students' Higher Order Thinking Skills (HOTS) in Geography learning, particularly on the topic of Hydrosphere, at SMAN 1 Payakumbuh. A quantitative quasi-experimental approach with a nonequivalent control group design was employed, involving 60 tenth-grade students divided into an experimental class (TPS-Deep Learning) and a control class (conventional learning). Data were collected through validated and reliable HOTS tests and analyzed using normality, homogeneity, and Independent Sample t-Test procedures in SPSS 25. The results show that students' HOTS improved after the TPS-Deep Learning treatment, with the pretest mean rising from 68.93 to a posttest mean of 90.73. The experimental class posttest mean (90.73) also exceeded the control class (87.43), and the Independent Sample t-Test yielded a significance value of 0.013 (p < 0.05), leading to rejection of H0. These findings indicate that TPS combined with Deep Learning principles gives a statistically significant and practically meaningful contribution to students' higher-order thinking in Geography instruction.
Pengaruh Penerapan Model Pembelajaran PAIKEM GEMBROT terhadap Hasil Belajar Geografi pada Siswa Kelas XI IPS SMAN 1 Koto Baru Kabupaten Dharmasraya Dewilla Anatasya; Sari Nova
YASIN Vol 3 No 6 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i6.1963

Abstract

This research aims to determine the effect of implementing the PAIKEM GEMBROT learning model on improving student learning outcomes in geography subjects at SMA N 1 Koto Baru, Dharmasraya Regency. This type of research is quantitative, quasi-experimental method. The research design used was Pretest-Pottest Control Group Design. With the research sample, namely class XI IPS I as the experimental class and class XI IPS 2 as the control class. The sampling technique used purposive sampling with a sample size of 60 people. Based on the results of this research, the learning outcomes of the experimental class were higher than the control class. This can be seen from the average value of the experimental class of 86.78, while in the control class the result was 72.78. The t-test results were t count (6.807) < t table (1.672). So, H0 is accepted and Ha is rejected. This shows that there is an influence of the PAIKEM GEMBROT learning model on student learning outcomes in class XI IPS geography subjects at SMAN 1 Koto Baru Dharmasraya Regency.
Hubungan antara Minat Belajar dan Kemampuan Berpikir Spasial Peserta Didik dengan Hasil Belajar Geografi di SMA Negeri 2 Pariaman Fadila Fadila; Sari Nova
YASIN Vol 4 No 5 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v4i5.3656

Abstract

The research aims to determine: 1. The relationship between learning interest and geography learning outcomes at SMA Negeri 2 Pariaman, 2. The relationship between spatial thinking ability and geography learning outcomes at SMA Negeri 2 Pariaman, and 3. The relationship between learning interest and spatial thinking ability with geography learning outcomes at SMA Negeri 2 Kota Pariaman. The research uses a quantitative correlational approach. The population and sample of the study consist of 141 students of class X.E, selected using a saturated sampling technique. The data collection methods include questionnaires, tests, and documentation. The data analysis techniques include instrument testing, descriptive statistical analysis, and hypothesis testing. The conclusions of the study are as follows: 1) There is a relationship between learning interest and learning outcomes, with a score of 10.2 and a correlation coefficient of 0.319, indicating a weak relationship. Good interest stimulates students' enthusiasm for learning. For example, geography material can stimulate students' interest in learning geography in class if it is presented in a relevant, engaging, and interactive manner. 2) There is a relationship between spatial thinking skills and learning outcomes, with a score of 10.7 and a correlation coefficient of 0.327, indicating a weak relationship. The discussion of the geosphere material as part of the spatial reasoning test includes understanding and analyzing various components and spatial relationships of the geosphere. 3) There is a correlation between learning interest and spatial thinking ability, with a learning score of 19.4 and a correlation coefficient of 0.440, indicating a moderate relationship. The research results show that factors such as learning interest and spatial thinking ability can contribute positively to learning outcomes. As learning interest and spatial thinking improve, learning outcomes tend to increase as well.
Co-Authors Asma, Amiroh Dewilla Anatasya Fadila Fadila Hanifah Efendi Merrin Febrian Safitri Putri Melati Taufik Sulha Ratu Intan Venny siska Zulayka, Veby