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All Journal CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan AMPLITUDO: Journal of Science & Technology Innovation Daarus Tsaqofah Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Primera Educatia Mandalika: Elementary Education Journal Jurnal Wicara Desa
Nabila, Siti Maulidiya
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Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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How to Teach Science to Toddlers? Nabila, Siti Maulidiya; Al-Qoyyim, Thufail Mujaddid
AMPLITUDO : Journal of Science and Technology Innovation Vol. 4 No. 1 (2025): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v4i1.305

Abstract

Science education for toddlers is crucial in building early scientific understanding and fostering curiosity. However, several challenges persist in its implementation, such as teaching methods that are not well-suited to early childhood characteristics, limited exploratory facilities, and a lack of understanding among parents and educators regarding effective teaching strategies. This study analyzes various approaches that can be used to teach science to toddlers effectively and engagingly. The methods discussed include inquiry-based learning, hands-on activities, sensory exploration, construction play, and nature observation. Additionally, connecting science with daily life is an essential strategy to help children understand the relevance of scientific knowledge in the real world. The analysis results indicate that exploration-based and hands-on learning approaches enhance children's understanding of scientific concepts more effectively than traditional instructional methods. The active role of parents and educators in guiding children, providing reflective questions, and creating a supportive learning environment significantly influences learning success. With the right strategies, children grasp scientific concepts and develop critical thinking skills, problem-solving abilities, and an early love for science.
PEMBUATAN BROWNIES TEMPE SEBAGAI MAKANAN SEHAT GUNA MENINGKATKAN GIZI PADA ANAK DAN IBU HAMIL DESA BATU NAMPAR Nabila, Siti Maulidiya; Rasyd, Anwar; Prastuti, Aulia Widya; Jauhari, M. Abim; Al-Aqsha, L. Moh. Riri Rivari; Atman, B. Eggy Tamara; Susanti, Sri; Sari, Nilam; Maenarni, Lilis; Agustin, Melly
Jurnal Wicara Vol 1 No 2 (2023): Jurnal Wicara Desa
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/wicara.v1i2.2421

Abstract

Batu Napar Village is in the Jerowaru District, East Lombok Regency, West Nusa Tenggara Province. Tempe is a typical Indonesian food made from soybeans. Tempe is a healthy food because it contains various nutrients needed by the body. Tempe has many ingredients such as phosphorus, iron, vitamins B, C, and also anti-oxidants. In Batu Napar Village there are children with cases of stunting and malnutrition. Therefore, the Unram KKNT together with the Batu Napar Village PKK and Posyandu cadres made an innovation in the form of processing tempeh into tempeh brownies as an effort to fulfill nutrition for children and pregnant women through making healthy food. This healthy food counseling and demonstration activity received a very positive response from the community. Many people feel helped by this activity.
Pendekatan Deep Learning untuk Pembelajaran IPA yang Bermakna di Sekolah Dasar Nabila, Siti Maulidiya; Septiani, Melinda; Fitriani, Fitriani; Asrin, Asrin
Primera Educatia Mandalika: Elementary Education Journal Vol. 2 No. 1 (2025)
Publisher : Magister Pendidikan Dasar FKIP Universitas Mataram

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Abstract

This research aims to examine the integration of the deep learning approach and the implementation of the Merdeka Curriculum in science learning at the elementary school level. The deep learning approach emphasizes the principles of mindful, meaningful, and joyful learning, which are in line with the philosophical direction of the Merdeka Curriculum which emphasizes differentiated, flexible, and contextual learning. This research uses a literature study method by analyzing 24 relevant national scientific articles. The study results show that science learning can be optimized through strategies such as project-based learning, inquiry-based learning, and the application of learning differentiation, supported by digital media and authentic assessment. The main obstacles found include teachers' low digital literacy, limited resources, and challenges in deep learning planning. Proposed solutions include practice-based training, strengthening teacher learning communities, developing contextualized teaching modules, and collaboration between schools and universities. With policy support and continuous assistance, the application of deep learning in science learning has the potential to encourage the strengthening of science literacy, student character, and 21st century competencies more optimally.
Trends in STEM Learning Research in Primary Schools: A Bibliometric Analysis from 2016 to 2025 Al-Qoyyim, Thufail Mujaddid; Nabila, Siti Maulidiya
DAARUS TSAQOFAH Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Vol. 2 No. 2 (2025): Juli 2025
Publisher : Pascasarjana Universitas Qomaruddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62740/jppuq.v2i2.314

Abstract

This study aims to map research trends in STEM (Science, Technology, Engineering, and Mathematics) education at the primary school level from 2016 to 2025. The analysis adopts a bibliometric approach utilizing data sourced from Dimensions.ai, processed using VOSviewer software. Over 180,000 publications were evaluated based on annual trends, document types, fields of study, and keyword co-occurrence visualizations. The findings reveal a significant increase in the number of publications, peaking in 2023. Scientific articles emerged as the most dominant document type, followed by book chapters and monographs. Education, social sciences, and psychology were the most frequently represented thematic areas, indicating a strong interdisciplinary orientation. Network visualization identified three major clusters: pedagogical, demographic, and psychosocial. Meanwhile, overlay visualization highlights a shift in research focus from student characteristics to implementation-oriented and contextual issues in the post-pandemic era. These findings underscore the importance of developing adaptive, contextual, and evidence-based STEM learning policies and practices in primary education. This study offers strategic insights for researchers, educators, and policymakers in shaping the future direction of more relevant and sustainable STEM education.
Pengaruh Model PBL berbantuan Media Wordwall terhadap Keterampilan Berpikir Kritis: Ditinjau dari Gaya Belajar Peserta Didik Sekolah Dasar Hidayatullah, Muhammad Isro'; Nabila, Siti Maulidiya; Septiani, Melinda; Sopani, Elza Maulia; Adiyatma, Fauzi Maha; Herianto, Edy
CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan Vol 13, No 2 (2025): September 2025
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/civicus.v13i2.32844

Abstract

Kemampuan berpikir kritis merupakan keterampilan esensial abad ke-21 yang perlu dikembangkan sejak jenjang sekolah dasar. Namun, variasi gaya belajar peserta didik kerap menjadi tantangan dalam memilih strategi dan media pembelajaran yang tepat. Penelitian ini bertujuan untuk menguji pengaruh model Problem Based Learning (PBL) berbantuan media Wordwall terhadap keterampilan berpikir kritis siswa sekolah dasar, dengan mempertimbangkan perbedaan gaya belajar. Metode yang digunakan adalah kuantitatif dengan desain one group pretest-posttest. Sampel penelitian berjumlah 20 siswa kelas IV yang dipilih secara purposive. Data dikumpulkan melalui tes berpikir kritis dan angket gaya belajar, kemudian dianalisis dengan uji paired sample t-test dan ANOVA. Hasil menunjukkan peningkatan signifikan kemampuan berpikir kritis setelah perlakuan (p < 0,05) dengan efek sedang (Cohen’s d = 0,588), namun tidak terdapat perbedaan signifikan antar gaya belajar. Simpulan penelitian ini menegaskan bahwa PBL berbantuan Wordwall efektif meningkatkan keterampilan berpikir kritis secara merata tanpa dibatasi oleh gaya belajar. Penelitian selanjutnya direkomendasikan untuk mengeksplorasi media interaktif lainnya yang lebih menonjolkan aspek auditori dan analisis longitudinal terhadap pengaruh jangka panjang terhadap perkembangan kognitif dan karakter siswa. Critical thinking is an essential 21st-century skill that needs to be cultivated from the elementary school level. However, variations in students' learning styles often present challenges in selecting appropriate teaching strategies and media. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Wordwall media on elementary students’ critical thinking skills, while considering differences in learning styles. The research employed a quantitative approach with a one-group pretest-posttest design. The sample consisted of 20 fourth-grade students selected through purposive sampling. Data were collected using a critical thinking test and a learning style questionnaire, then analyzed using paired sample t-test and ANOVA. The results revealed a significant improvement in critical thinking skills after the intervention (p < 0.05) with a moderate effect size (Cohen’s d = 0.588), yet no significant differences were found across different learning styles. The findings confirm that PBL assisted by Wordwall effectively enhances students' critical thinking skills evenly, regardless of learning style differences. Future research is recommended to explore other interactive media that emphasize auditory aspects and to conduct longitudinal studies on the long-term impact on students’ cognitive development and character formation.
Co-Authors Adiyatma, Fauzi Maha Agustin, Melly Al-Aqsha, L. Moh. Riri Rivari Al-Qoyyim, Thufail Mujaddid Asrin Asrin Atman, B. Eggy Tamara Edy Herianto Fitriani Fitriani Hidayatullah, Muhammad Isro' Jauhari, M. Abim Maenarni, Lilis Nilam Sari Prastuti, Aulia Widya Rasyd, Anwar Septiani, Melinda Sopani, Elza Maulia Sri Susanti