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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kolaboratif Sains
Dillah Kusmawati
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Peningkatan Pemahaman Ipa Pada Materi Siklus Air Menggunakan Metode Game Based Learning: Improving Science Understanding of the Water Cycle Using Game-Based Learning Methods Nadia Luthfiani; Nita Febri Andini; Muhammad Bagas Adisetyo; Nurul Candra Imani; Dillah Kusmawati; Fira Muthia Hanifa; Afridha Laily Alindra
Jurnal Kolaboratif Sains Vol. 9 No. 1: Januari 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v9i1.9912

Abstract

Pembelajaran IPA pada materi siklus air di sekolah dasar masih sering menggunakan metode ceramah sehingga siswa cenderung pasif dan kesulitan memahami konsep abstrak seperti evaporasi, kondensasi, presipitasi, dan infiltrasi. Akibatnya, pemahaman konsep siswa terhadap siklus air tetap rendah meskipun materi ini merupakan kompetensi inti dalam kurikulum. Penelitian ini bertujuan untuk mengetahui efektivitas model Game Based Learning (GBL) dalam meningkatkan kemampuan pemahaman konsep IPA siswa kelas V sekolah dasar pada materi siklus air. Penelitian menggunakan pendekatan kuantitatif dengan desain One-Group Pretest-Posttest Design yang dilaksanakan pada 40 siswa kelas V di salah satu SDN di Purwakarta, pada tanggal 13 & 20 November 2025. Instrumen yang digunakan berupa tes pemahaman konsep berbentuk pilihan ganda yang telah diuji validitas dengan korelasi Product Moment Pearson dan reliabilitas dengan Cronbach’s Alpha. Data dianalisis menggunakan uji normalitas, Paired Sample t-Test, dan N-Gain Score. Hasil penelitian menunjukkan perbedaan yang sangat signifikan antara rata-rata skor pretest dan posttest (p = 0,000 < 0,05) dan rata-rata N-Gain Score sebesar 0,5046 (50,46%) yang termasuk dalam kategori sedang (cukup efektif). Penerapan Game Based Learning terbukti mampu meningkatkan keterlibatan, motivasi, dan pemahaman konsep siswa terhadap proses siklus air yang bersifat abstrak melalui pendekatan visual, interaktif, dan menyenangkan. Oleh karena itu, model Game Based Learning dapat direkomendasikan sebagai alternatif strategi pembelajaran IPA di sekolah dasar, khususnya pada materi yang memerlukan visualisasi proses.
ANALISIS PEMAHAMAN GURU TENTANG DIMENSI DAN TUGAS PERKEMBANGAN PESERTA DIDIK DI SEKOLAH DASAR Agustin, Cantika Sri; Syifa Rizky Auliya; Dillah Kusmawati; Afaz Maarif Muslim; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13501

Abstract

This study aims to analyze teachers’ understanding of the developmental dimensions and developmental tasks of elementary school students and how this understanding is implemented in the learning process. The problem underlying this study is that learning practices in elementary schools still tend to focus on cognitive achievement, while students’ social, emotional, and moral development has not been optimally integrated into classroom activities. This study employed a qualitative approach with a descriptive method. The research subjects consisted of two elementary school teachers in Purwakarta. Data were collected through observation and semi-structured interviews to obtain in-depth information regarding teachers’ understanding and teaching practices. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings revealed that teachers generally have a good understanding of student development as a multidimensional process involving cognitive, social-emotional, and moral aspects. Teachers also recognize differences in students’ characteristics and developmental levels. However, learning practices still predominantly emphasize cognitive aspects, especially basic literacy and numeracy skills. Although teachers have attempted to consider individual differences in teaching, these practices are still intuitive and not fully based on developmental theory. In addition, social and emotional development has not been explicitly integrated into learning activities. Several challenges were identified, including limited time, inadequate facilities, large class sizes, and limited parental support. Therefore, strengthening teachers’ pedagogical competence and collaboration between schools, families, and communities is needed to support holistic student development.
Co-Authors Afaz Maarif Muslim Afridha Laily Alindra Agustin, Cantika Sri Fira Muthia Hanifa Muhammad Bagas Adisetyo Nadia Luthfiani Nita Febri Andini Nurul Candra Imani Syifa Rizky Auliya Wina Mustikaati