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The Effect of Project Based Learning Model (PjBL) in Student Civics Kognitive Learning Results in Basic Schools Muchtar, Farah; Srie Mulyani; Tiara Yogiarni
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 2 No. 2 (2024): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v2i2.56

The background of this study is that it is still often found that students during learning activities look unprepared to receive material and many of them are still less interested in Civics lessons, resulting in learning activities not running properly which makes the learning outcomes obtained by students less than optimal. The purpose of this study was to determine the improvement of cognitive learning outcomes of Civics students who get learning treatment using project-based learning (PjBL) learning model and tofind out how the effect of project-based learning (PjBL) learning model on cognitive learning outcomes of Civics students in elementary school. This study used a quasi-experimental type using a sample of fifth grade elementary school students as many as 21 students from the experimental class and 21 students from the control class. The project-based learning (PjBL) model treatment was given to the experimental class while the control class received the STAD cooperative model treatment. The test instrument used in this study was in the form of multiple choice, to measure the ability of the student learning outcomes studied. The results in this study were seen from the average score obtained by students during the pretest before getting treatment in the experimental class of 68.10, then when the posttest was carried out, the average score of students increased to 87.17. Then in the calculation of the regression test of the pretest and posttest data, the value of Fcount > Ftable or 66.424> 4.38 means that H0 is rejected. Thus it can be concluded that the cognitive learning outcomes of Civics students in the experimental class have increased after getting the project-based learning (PjBL) model treatment and there is a great influence on the use of the project-based learning (PjBL) model on the cognitive learning outcomes of Civics students in the experimental class.

The Education Character in Boarding Schools: Implementing Civic Learning to Develop Student Responsibility Jennyta Caturiasari; Tiara Yogiarni; Indah Nurmahanani
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1852

This study aims to examine the implementation of Civic Education (Pendidikan Kewarganegaraan or PKn) within the cultural environment of a boarding school to enhance students’ character development, particularly in terms of responsibility and discipline. Employing a qualitative approach with a case study method, the research focuses on a single boarding school as the primary subject. Data were collected through observations, in-depth interviews with teachers, students, and the principal, as well as document analysis. The findings reveal that Civic Education is not only delivered theoretically in the classroom but is also integrated into students’ daily lives through consistent habituation, school regulations, and exemplary behavior demonstrated by all members of the school community. The boarding school environment, which emphasizes discipline and independence, provides ample space for the internalization of character values, especially responsibility and discipline. These results indicate that a contextual approach to Civic Learning, embedded within a strong school culture, effectively reinforces character formation. Thus, the contextualized implementation of Civic Education in the cultural environment of a boarding school

PENGEMBANGAN MEDIA ENERGY.EDU BERBANTUAN SCRATCH BERBASIS MODEL CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR Hanifah Tri Nur Fadillah; Fitri Nuraeni; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i3.29421

Energy.edu is a digital learning media developed as a solution to the low level of students science process skills, especially on Energi yang Bergerak topics. This research aims to develop scratch-assisted energy.edu media based on the Children Learning in Science (CLIS) model to improve elementary school students' science process skills.. This research method utilizes Research and Development (R&D) in conjunction with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The research sample consisted of 25 experimental class students and 25 control class students in class IV at SDN 1 Munjuljaya. The results showed that the energy.edu media that had passed the product test stage by media experts received a score of 85% with very feasible criteria. Energy.edu is also able to improve KPS better than conventional learning; this can be proven from the comparison of pre-test and post-test results per indicator of science process skills that increase. In addition, energy.edu media also has an effect of using the CLIS model on KPS by 49%. Energy.edu is expected to be an alternative solution in improving students' science process skills on the topic of moving energy, and is recommended to be widely used to utilize technology in teaching media and maximize IPAS learning.

PENGARUH MODEL PEMBELAJARAN INKUIRI DENGAN BANTUAN APLIKASI QREATIF EDUKATIF TERHADAP PEMAHAMAN KONSEP IPA SISWA SEKOLAH DASAR Gina Selvia Rahayu; Fitri Nureani; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i3.29464

Conceptual understanding is an important part of science learning, as it allows students to relate the material to real-life experiences and think scientifically. However, the low conceptual understanding remains a major issue in elementary schools, caused by science education being dominated by conventional teaching methods. This study aims to determine the effect of the guided inquiry learning model assisted by the Qreatif Edukatif application on the understanding of science concepts among elementary school students. This study adopts a quantitative approach with a quasi-experimental method. The research design used is a quasi-experimental Nonequivalent Control Group Design, with subjects in the experimental class consisting of 28 samples and the control class consisting of 31 students. Data were collected through multiple-choice test instruments adjusted to the indicators of science concept understanding, namely giving examples, explaining, classifying, concluding, and interpreting. Then the data were analyzed using descriptive statistics, normality test, homogeneity test, regression, and t-test. The results show a significant increase in the posttest scores of the experimental class with a mean score of 79.03 compared to the control class mean score of 63.22. Regression analysis indicates that the inquiry model contributed 45.2% to the improvement in conceptual understanding. The N-Gain score of the experimental class was 66% (moderate and quite effective category), while the control class was 35% (low category). It can be concluded that the guided inquiry model with the help of the Qreatif Edukatif application effectively influences and enhances students' understanding of science concepts. Further research is recommended to expand the focus of the study to include a wider range of concept comprehension indicators.

PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE DENGAN MEDIA FLASHCARD TERHADAP KEMAMPUAN PEMAHAMAN KONSEP IPA PESERTA DIDIK SEKOLAH DASAR Fiksi Kirana Sarizaen; Fitri Nuraeni; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.29800

Concept understanding ability is a foundation that can help students in the learning process at school, especially for elementary school students in science subjects. Through a good understanding of science, students will be able to solve problems that occur in their environment. However, the ability to understand science concepts in elementary school students is still known to be an urgency that needs to be addressed immediately. Therefore, the objectives of this study include to determine how the effect of the example non example learning model with flashcard media on the ability to understand science concepts and to find out how the difference in improving the ability to understand science concepts in students through the example non example learning model with flashcard media and in students through the think pair share learning model. This research is a quasi-experimental research type nonequivalent control group design with a sample of 26 participants in the experimental class and 24 participants in the control class. The results showed the simple linear regression test results of 26.8% and the n-gain test results in the experimental class of 0.4109 and in the control class of 0.3205. Based on these results, it can be concluded that the example non example learning model with flashcard media has a positive effect on the ability to understand science concepts of elementary school students and this model provides a greater increase in the ability to understand science concepts compared to the think pair share learning model. Thus, the example non example learning model with flashcard media can be an alternative learning strategy in building the ability to understand the science concepts of students in elementary schools.

PENGARUH MODEL PEMBELAJARAN PREDICT OBSERVE EXPLAIN ((POE)) TERHADAP PENINGKATAN KETERAMPILAN SOSIAL SISWA SEKOLAH DASAR Asthiyani Kholida; Nurdiansyah Nurdiansyah; Tiara Yogiarni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.30132

Social skills are among the essential skills that need to be developed in social studies learning as they can foster responsibility, interaction-communication, cooperation, empathy-sympathy, self-control, and various other social aspects. However, the phenomenon observed indicates a still low level of social skills among elementary school students. The application of the Predict Observe Explain ((POE)) learning model is identical to science-based learning, but its implementation in social studies learning represents a new innovation to enhance social skills. This underpins the conduct of research in this thesis. The purpose of this study is 1) to determine whether the increase in social skills of students using the Predict Observe Explain ((POE)) learning model is better than that of students using the contextual learning model. 2) to find out the effect of using the Predict Observe Explain ((POE)) model on the improvement of social skills of elementary school students. The method used in this research is a quasi-experiment with a non-equivalent control group design on social studies learning material about the struggle of the Indonesian nation against colonialism and imperialism. The instrument used in the study was a social skills test. The results of the study from the n-gain score calculations showed that the experimental class had a score of 0.5320 and the control class also had a score of 0.3111. Furthermore, the results from the regression analysis indicated that the Predict Observe Explain ((POE)) learning model had an influence of 36,4%. The conclusions obtained from this study are: 1) There is an improvement in social skills among elementary school students using the Predict Observe Explain ((POE)) learning model compared to students using the contextual learning model; 2) There is an effect of the Predict Observe Explain ((POE)) learning model.

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