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All Journal Journal of Science and Science Education (JoSSEd) AMPLITUDO: Journal of Science & Technology Innovation Indonesian Journal of STEM Education
Sofiya, Rizka
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Agriculture, Biological Sciences & Forestry Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Materials Science & Nanotechnology Mathematics Neuroscience Physics

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Implementation of Problem-Based Learning Model with Three-Dimensional Media and Interactive Games to Improve 3 Domains of Student Learning Outcomes Hikmawati, Hikmawati; Sofiya, Rizka; Zakia, Hanna; Islami, Diyan; Rahman, Bq Olivia; Susanti, Susi; Novianti, Tri; Zohriana, Zohriana
AMPLITUDO : Journal of Science and Technology Innovation Vol. 3 No. 2 (2024): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v3i2.289

Abstract

This study aims to describe the profile of student learning outcomes in the affective, cognitive, and psychomotor domains through the application of the Problem Based Learning (PBL) model supported by three-dimensional media and interactive games in grades V and VI of SD Negeri 29 Ampenan. This type of research is a case study with a descriptive approach. Data collection was carried out using observation sheets to assess the affective domain, a final learning test to assess the cognitive domain, and a performance sheet to assess the psychomotor domain. The learning topics include 4 topics, namely Listening to folk tales., Pancasila in my life, Diseases affecting the musculoskeletal system, and Hearing because of sound. The learning implementation was carried out on July 23, 24, 25, and 26, 2024, respectively. The results showed that the application of PBL with three-dimensional media and interactive games had a positive effect on the three domains of learning outcomes. In the affective domain, students showed increased cooperation, responsibility, and discipline. The cognitive domain recorded a good understanding of the learning concept according to the topic. In the psychomotor domain, students were able to complete practice-based tasks with satisfactory results. These findings support the constructivism theory, which emphasizes the importance of hands-on and interactive experiential learning to enhance deep conceptual understanding. This study recommends the use of innovative media such as three-dimensional and interactive games in the PBL model to enhance students' learning outcomes holistically.
Improving Student Learning Outcomes in Science: A Culturally Responsive Approach Using Problem-Based Learning Sofiya, Rizka; Hikmawati, Hikmawati; Zohriana, Zohriana
Journal of Science and Science Education Vol. 6 No. 1 (2025): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v6i1.10586

Abstract

This study aimed to improve student learning outcomes through the Problem-Based Learning (PBL) model combined with the Culturally Responsive Teaching (CRT) approach. The research focused on teaching the concept of metamorphosis in animals using the local folklore, "Tetuntel-tuntel dan Tegodek-godek," which involves frogs (complete metamorphosis) and monkeys (no metamorphosis). Conducted as a Classroom Action Research (CAR) in two cycles, the study involved 28 third-grade students at SD Negeri 29 Ampenan during the 2024/2025 academic year. Instruments used included pre-tests, post-tests, observation sheets, and interview guidelines to measure learning outcomes and engagement. The minimum competency criterion (KKM) was set at 75. The results revealed significant improvements in learning outcomes: the average test score increased from 70.00 in the first cycle, where 67.86% of students achieved mastery, to 81.00 in the second cycle, with 96.43% of students meeting or exceeding the KKM. The integration of PBL and CRT created an engaging and culturally relevant learning environment, which enhanced students' comprehension of metamorphosis while fostering cultural appreciation. This study highlights the effectiveness of combining culturally enriched materials with active learning strategies in science education to improve academic performance and student engagement
The Effect of Guided Discovery Learning Models Assisted by PhET Simulation on the Mastery of Concepts and Students' Capabilities in Solving Physics Problems Sofiya, Rizka; Gunawan, Gunawan; Kosim, Kosim; Hikmawati, Hikmawati
Indonesian Journal of STEM Education Vol. 2 No. 1 (2020): Edisi Januari-Juni 2020
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the effect of guided discovery learning models assisted by PhET simulations on the mastery of physics concepts and students' problem-solving abilities. This quasi-experimental study uses a nonequivalent multiple group design. This study population was all grade X students in one of the high schools in Narmada, West Lombok. Two sample classes were treated with guided discovery learning models. One class was assisted by PhET simulation media while the other class was not assisted by PhET simulation media. Concept mastery data were obtained using multiple-choice tests, while problem-solving ability data was obtained using essay tests. The results showed that the mastery of concepts and problem-solving abilities of students who learned PhET-assisted simulation were higher than other classes. The research hypothesis was tested using the MANOVA test with a significance level of 5%. It concluded that there was an influence of the guided discovery learning model assisted by PhET simulations on the mastery of physics concepts and students' problem-solving abilities.
Co-Authors Gunawan Gunawan Hikmawati Hikmawati Islami, Diyan Kosim Kosim Rahman, Bq Olivia Susi Susanti Tri Novianti, Tri Zakia, Hanna Zohriana, Zohriana