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All Journal Jurnal Kolaboratif Sains Jurnal Citra Pendidikan
Afrida Laily Alindra
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Pengaruh model Discovery Learning berbantuan Diorama Card dengan pendekatan TaRL terhadap pemahaman sains siswa sekolah dasar: The influence of the Discovery Learning model assisted by Diorama Cards with the TaRL approach on elementary school students' understanding of science Salsa Rutanti; Rufaidah Muti’ah; Syifa Rizky Auliya; Sri Mega Lestari; Alya Zahra; Dina Kristin Harefa; Afrida Laily Alindra
Jurnal Kolaboratif Sains Vol. 8 No. 12: Desember 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i12.9555

Abstract

Masalah utama yang melatarbelakangi penelitian ini adalah rendahnya pemahaman siswa akibat pembelajaran yang masih berpusat pada guru dan kurang melibatkan aktivitas eksplorasi serta media pembelajaran yang konkret. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Discovery Learning berbantuan media Diorama Card dengan pendekatan Teaching at the Right Level (TaRL) terhadap pemahaman sains siswa sekolah dasar, khususnya pada materi metamorfosis hewan. Penelitian ini menggunakan metode eksperimen dengan desain Pre-Experimental One Group Pretest-Posttest Design yang dilaksanakan pada siswa kelas III SD Negeri Purwakarta dengan jumlah subjek 23 siswa. Instrumen pengumpulan data berupa tes hasil belajar yang terdiri dari 5 soal pretest dan 5 soal posttest. Peningkatan pemahaman siswa dianalisis menggunakan uji-t berpasangan (paired sample t-test). Hasil penelitian menunjukkan bahwa nilai rata-rata uji-t berpasangan (paired sample t-test) yang diperoleh adalah 0.323, yang termasuk kategori sedang. Temuan ini mengindikasikan bahwa penerapan Discovery Learning berbantuan Diorama Card dengan pendekatan TaRL memberikan pengaruh positif dan efektif secara moderat dalam meningkatkan pemahaman sains siswa. Meskipun terdapat variasi peningkatan antar siswa, pembelajaran yang diterapkan terbukti mampu membantu siswa memahami konsep metamorfosis hewan melalui proses penemuan, visualisasi konkret, serta pengelompokan sesuai tingkat kemampuan. Dengan demikian, model pembelajaran ini dapat dijadikan alternatif strategi pembelajaran IPA di sekolah dasar untuk meningkatkan pemahaman konsep secara lebih bermakna.
ANALISIS STRATEGI PEMBELAJARAN GENETIKA DI SEKOLAH DASAR: TINJAUAN LITERATUR PADA METODE ANALOGI DAN ALAT PERAGA Kania, Nala; Anggun Nur Andiany Wiyoso; Anisa Putri Mulyaningsih; Afrida Laily Alindra
Jurnal Citra Pendidikan Vol. 6 No. 2 (2026): Jurnal Citra Pendidikan
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcp.v6i2.6916

Abstract

Abstract (English) Genetics is one of the most challenging biology topics to teach at the elementary school level due to its abstract, microscopic nature and rich technical terminology, while students at that age are generally still at the concrete operational cognitive development stage. This article aims to identify the main conceptual challenges faced by elementary school students in learning genetics, analyze the effectiveness of various learning strategies that have been developed, and formulate evidence-based recommendations for the development of child-friendly genetics learning modules. This research uses a literature study approach with data sources in the form of national and international journal articles, textbooks, proceedings, and research reports published between 2016 and 2026. The results of the study indicate that the main obstacles in learning genetics include misconceptions about terminology, low intrinsic motivation of students, and a lack of varied teaching methods. Various learning interventions have proven effective in overcoming these obstacles, including the analogy method that acts as a cognitive bridge between abstract concepts and concrete understanding, the use of genetics button teaching aids that can increase learning completion by up to 100%, and digital gamification that produces high gain scores while reducing student learning anxiety. The literature synthesis confirms that no single method is sufficient, so the development of effective genetics modules requires an integrative approach that combines analogies, concrete teaching aids, and gamification elements within a systematic development framework such as the 4D and ASSURE models.
Co-Authors Alya Zahra Anggun Nur Andiany Wiyoso Anisa Putri Mulyaningsih Dina Kristin Harefa Kania, Nala Rufaidah Muti’ah Salsa Rutanti Sri Mega Lestari Syifa Rizky Auliya