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All Journal Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Pendas : Jurnah Ilmiah Pendidikan Dasar
Syahira Ramadhini
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Perbandingan Keefektifan Model Pembelajaran Problem Based Learning (PJBL) Dan Inkuiri Terhadap Penguasaan Konsep dan Peningkatan Hasil Belajar Siswa Mengenai Materi Kemagnetan Mila Inayah; Asih Wulandari; Nenden Permas Hikmatunisa; Dinda Hudaya Nur Fadillah; Silva Gea Delarosa; Rizki Nurul Muslih; Amanda Zahira; Syahira Ramadhini; Alya Latifa
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 21 No. 3 (2023): Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Lembaga Penelitian, Pengabdian kepada Masyarakat dan Publikasi Ilmiah (LP3M) Institut Agama Islam (IAI) Al-Qodiri Jember, Jawa Timur Indonesia bekerjasama dengan Kopertais Wilayah 4 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/qodiri.2024.21.3.1061-1083

Abstract

This study was carried out because of awareness of the importance of innovative and creative learning to overcome obstacles to students' understanding and learning outcomes in magnetic material. With the need for more innovative and creative learning strategies, the author wants to compare the Project Based Learning (PjBL) learning model and the Inquiry learning model on concept mastery and improving student learning outcomes regarding magnetism material. This abstract discusses the comparison of the effectiveness of the Problem Based Learning (PjBL) and Inquiry learning models in mastering concepts and improving student learning outcomes in the context of magnetic material. This research uses the Content Analysis method where the author analyzes several journals which contain two different learning models. The research results show that the two learning models make a positive contribution to students' understanding of concepts and learning outcomes. However, comparative analysis of learning outcomes shows that there is a significant difference between the effectiveness of the Project Based Learning (PjBL) learning model and the Inquiry learning model. The impact of this learning method can help develop more appropriate learning strategies in teaching magnetism material in educational environments. Keywords: Effectiveness, Magnetism, Project Based Learning, Inquiry.
PENGARUH METODE EKSPERIMEN TERHADAP KETERAMPILAN PROSES SAINS PADA MATERI PERUBAHAN WUJUD ZAT DI SEKOLAH DASAR Marsha Isnaini Ananti; Abdillah, Mochamad Ilham; Syahira Ramadhini; Afrida Laily Aliandra
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.v11i02.46989

Abstract

This study aims to analyze the effectiveness of the experimental method in improving students’ science process skills (SPS), particularly in elementary school science education on the topic of changes in the state of matter. The issue addressed is the low level of students’ scientific skills due to the dominance of conventional teaching methods that do not sufficiently engage students. This study employs the Systematic Literature Review (SLR) method by examining various national and international articles published between 2022 and 2026. Data collection was conducted through documentation, while data analysis was performed qualitatively by identifying patterns, trends, and research gaps. The results indicate that experiment-based learning consistently exerts a positive and significant influence on the improvement of students’ SPS, encompassing observation skills, classification, hypothesis formulation, experiment execution, and data analysis. Various approaches, such as inquiry-based learning, STEM, guided discovery, and project-based learning, also support the development of higher-order thinking skills and conceptual understanding. However, some studies still have limitations in their design and implementation, such as the absence of a control group and limited integration of technology. Overall, the experimental method has proven effective in developing scientific skills and fostering meaningful learning when supported by appropriate instructional design.
Co-Authors Abdillah, Mochamad Ilham Afrida Laily Aliandra Alya Latifa Amanda Zahira Asih Wulandari Dinda Hudaya Nur Fadillah Marsha Isnaini Ananti Mila Inayah Nenden Permas Hikmatunisa Rizki Nurul Muslih Silva Gea Delarosa