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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Kartika Arlianasari Nurrohmah
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DINAMIKA SIKAP ILMIAH DAN ETIKA PENELITIAN DALAM PROSES EKSPERIMEN SAINS: STUDI FENOMENOLOGIS DI SEKOLAH DASAR Kartika Arlianasari Nurrohmah; Meiga Dwi Susanti; Slamet Arifin; Siti Mas’ula
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37895

Abstract

Pembelajaran IPA di sekolah dasar menuntut siswa untuk melakukan eksperimen sederhana yang tidak hanya bertujuan memahami konsep, tetapi juga membangun sikap ilmiah dan etika penelitian sejak dini. Namun, praktik di kelas menunjukkan adanya kesenjangan antara tujuan ideal pembelajaran sains dan perilaku ilmiah siswa, sehingga diperlukan pemahaman mendalam mengenai dinamika tersebut. Penelitian ini bertujuan menganalisis bagaimana kegiatan eksperimen IPA berkontribusi pada perkembangan sikap ilmiah dan etika penelitian siswa sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologis, melibatkan siswa kelas VI, guru IPA, serta dokumen pembelajaran; data dikumpulkan melalui observasi partisipatif, wawancara, dan studi dokumentasi, kemudian dianalisis menggunakan teknik Miles & Huberman dengan menjaga keabsahan melalui triangulasi dan member check. Hasil penelitian menunjukkan bahwa eksperimen IPA mampu menumbuhkan rasa ingin tahu, ketelitian, dan keterampilan inkuiri, namun integritas ilmiah siswa masih memerlukan pembiasaan, terutama terkait kejujuran pencatatan data dan kepatuhan pada prosedur. Peran guru sangat menentukan melalui modeling, scaffolding, dan penguatan positif, sementara lingkungan belajar yang kondusif turut memperkuat keberanian siswa untuk bereksperimen dan berdiskusi. Penelitian ini menyimpulkan bahwa eksperimen IPA menjadi wahana strategis untuk membangun sikap ilmiah dan etika penelitian, dengan syarat adanya perencanaan yang matang, fasilitasi yang memadai, serta bimbingan etis yang konsisten sepanjang proses pembelajaran.
IMPLEMENTASI ASESMEN MATEMATIKA BERBASIS PENDEKATAN CULTURALLY RESPONSIVE TEACHING DALAM MENINGKATKAN KETERAMPILAN LITERASI MATEMATIS SISWA SD: - Rifqi Al Farizza; Kartika Arlianasari Nurrohmah; Kusumawati Shindi Nur Rahmawati; Ade Eka Anggraini; Siti Faizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.45828

Abstract

This study aims to describe the implementation of mathematics assessment based on the Culturally Responsive Teaching (CRT) approach and to analyze its effect on the mathematical literacy skills of third-grade elementary school students. The study employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest model. The subjects consisted of 28 third-grade students from a elementary school in Malang, selected through purposive sampling. The research instrument was an multiple choice test designed to measure three indicators of mathematical literacy: the ability to identify relevant information, explain problem-solving processes in their own words, and present mathematical ideas in a structured manner. Data were analyzed using the Shapiro-Wilk normality test, t-test, and the non-parametric Wilcoxon Signed-Rank Test with the assistance of SPSS version 29. The results showed that the data were not normally distributed; therefore, the Wilcoxon test was used, yielding a significance value of 0.001 < 0.05, indicating a significant effect of CRT-based assessment on students’ mathematical literacy skills. Improvement was also evident from the increase in the mean score from 46.7 in the pretest to 68.5 in the posttest. The implementation of CRT-based assessment was carried out by integrating local cultural elements, such as the Bapang Mask Dance and temple architecture, into angle measurement materials. This approach proved effective in enhancing conceptual understanding, student engagement, and the ability to communicate mathematical ideas contextually. Thus, CRT-based mathematics assessment is effective in improving elementary students’ mathematical literacy skills.
SYSTEMATIC LITERATURE REVIEW: PENGARUH MODEL FLIPPED CLASSROOM BERBANTUAN PLATFORM DIGITAL TERHADAP LITERASI SAINS DAN KETERAMPILAN BERPIKIR KRITIS PADA PEMBELAJARAN IPA SEKOLAH DASAR Kartika Arlianasari Nurrohmah; Mas'ula, Siti; Ekawati, Ratna; Pristiani, Riska
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48473

Abstract

This study aims to analyze the effect of the flipped classroom model assisted by digital platforms on scientific literacy and critical thinking skills in elementary science learning. This research employed a Systematic Literature Review (SLR) method by examining relevant articles published between 2020 and 2026 from databases such as Google Scholar, Scopus, and SINTA. The selection process was conducted based on inclusion criteria related to the application of flipped classroom, scientific literacy, and critical thinking skills at the elementary school level. The results of the study indicate that the flipped classroom model has a positive and significant impact on improving students’ scientific literacy and critical thinking skills. The use of digital platforms, such as instructional videos and online learning media, provides flexibility in learning and enhances students’ independent learning abilities. In addition, classroom learning becomes more meaningful through interactive activities such as discussion, problem-solving, and concept analysis. However, the effectiveness of this model is influenced by factors such as technological access, teacher readiness, and students’ learning motivation. Therefore, the flipped classroom model can be used as an innovative learning strategy to support the development of 21st-century skills in elementary education.
Co-Authors Ade Eka Anggraini Kusumawati Shindi Nur Rahmawati Meiga Dwi Susanti Ratna Ekawati Rifqi Al Farizza Riska Pristiani Siti Faizah Siti Mas’ula Siti Mas’ula Slamet Arifin