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Makmun
Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Pengaruh Model Pembelajaran Berbasis Masalah PBL dengan Pendekatan Deep Learning terhadap Kemampuan Berpikir Kritis Mata Pelajaran Pendidikan Pancasila Materi Norma Peserta Didik Kelas IV SD Negeri 007 Samarinda Ilir Dewi Sarah Bumbungan; Makmun; Muhlis; Iksam; Chani Octa
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2442

Abstract

Critical thinking is one of the essential competencies that students need to compete in the global era. One effective way to develop this competency is by implementing an appropriate learning model integrated with a relevant instructional approach. This study aimed to examine the effect of the Problem-Based Learning (PBL) model assisted by the Deep Learning approach on the critical thinking skills of fourth-grade students in learning norms within the Pancasila Education subject at SD Negeri 007 Samarinda Ilir during the 2025/2026 academic year. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research participants consisted of an experimental class that received instruction through the Problem-Based Learning model integrated with the Deep Learning approach and a control class that received conventional instruction. The research instrument was a validated critical thinking skills test. The findings revealed a significant effect of implementing the Problem-Based Learning model with the Deep Learning approach on students' critical thinking skills. This was supported by the hypothesis testing result, which showed a significance value of 0.000 (< 0.05), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Furthermore, the experimental class achieved a higher mean score than the control class, demonstrating that problem-based learning supported by the Deep Learning approach creates active and meaningful learning experiences while encouraging students to think more critically in understanding the concept of norms. Therefore, it can be concluded that the Problem-Based Learning model integrated with the Deep Learning approach has a positive effect on students' critical thinking skills in Pancasila Education. This learning model is recommended as an alternative instructional strategy to enhance students' active engagement and promote deeper conceptual understanding.
Pengaruh Media Interaktif Animasi terhadap Minat Belajar Mata Pelajaran IPAS Materi Wujud Zat dan Perubahannya pada Siswa Kelas IV SDN 015 Samarinda Ulu Lahai Martini; Makmun; Khusnul Khotimah; Muhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1675

Abstract

This study aimed to examine the effect of using interactive media on the learning interest of fourth-grade students in the subject of Natural and Social Sciences (IPAS), specifically on the topic of states of matter and their changes, at SD Negeri 015 Samarinda Ulu. The research problem was based on students’ low learning interest, which was indicated by limited active involvement during the learning process and a tendency for students to become easily bored when conventional teaching methods were applied. This study employed a quasi-experimental method using a nonequivalent control group design. The research sample consisted of 40 fourth-grade students, divided into an experimental class and a control class, each comprising 20 students. The research instrument was a learning interest questionnaire that had been tested for validity and reliability. Descriptive analysis results showed that the average learning interest of students in the experimental class using animated interactive media reached 65%, while the control class achieved only 50%. Indicator-based analysis revealed that the experimental class experienced improvements in students’ enjoyment, engagement, interest, and attention. The normality test results indicated that the data were normally distributed, and the homogeneity of variance test showed that both sample groups had equal variances. Furthermore, hypothesis testing using an independent samples t-test yielded a significance value of 0.015 (< 0.05), indicating a statistically significant effect. It can be concluded that the use of animated interactive media has a significant effect on increasing fourth-grade students’ learning interest in IPAS, particularly in the aspects of enjoyment, interest, engagement, and attention. Therefore, it is recommended that teachers utilize animated interactive media as an alternative instructional tool, especially for abstract subject matter, to enhance students’ learning interest.
Co-Authors Chani Octa Dewi Sarah Bumbungan Iksam Lahai Martini Muhlis Muhlis