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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Insani, Hainur
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REVIEW JURNAL: PENGARUH PENERAPAN MEDIA POWERPOINT TERHADAP HASIL BELAJAR IPAS SISWA KELAS VI SEKOLAH DASAR : ANALISIS UJI-T Batubara, Juliani; Insani, Hainur; Amir, Almira
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract

ABSTRACT This research was conducted to examine the impact of PowerPoint-based instructional media on the learning outcomes of sixth-grade students in Natural and Social Sciences (IPAS) at SDN 200507 Pijorkoling. A quantitative approach was employed using a pre-experimental One Group Pretest–Posttest Design. The participants consisted of 11 students, including 5 males and 6 females. Data were collected through a multiple-choice achievement test administered before and after the instructional intervention. The data analysis revealed a statistically significant difference between pretest and posttest results, with the mean score increasing from 61.45 to 70.45. The results of the t-test indicated a significant effect (p = 0.000 < 0.05), demonstrating that the use of PowerPoint media significantly influenced students’ learning outcomes. Nevertheless, the N-Gain value of 0.2478 suggests that the level of improvement falls within the low effectiveness category. These findings indicate that while PowerPoint media contributes to a statistically measurable improvement in learning outcomes, its practical effectiveness requires further optimization. Keywords: PowerPoint, learning outcomes, IPAS, instructional media, elementary school students
PENILAIAN KOGNITIF DALAM PEMBELAJARAN ABAD KE-21: TINJAUAN LITERATUR Insani, Hainur; Nahdah Faizah Harahap; Mariam Nasution
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, 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.v11i02.52756

Abstract

Cognitive assessment is one of the essential components of the learning process aimed at measuring students' thinking abilities. In the context of 21st-century learning, cognitive assessment no longer focuses solely on the ability to remember and understand information but also emphasizes critical thinking, creativity, problem-solving, communication, and collaboration skills. This study aims to examine the concepts, characteristics, forms, and implementation of cognitive assessment in 21st-century learning through a literature review method. Data were collected from various sources, including scientific journals, books, and relevant educational policy documents. The findings indicate that cognitive assessment in the 21st century requires the use of various authentic assessment techniques capable of measuring Higher Order Thinking Skills (HOTS). Effective implementation of cognitive assessment can improve the quality of learning and help students develop competencies needed in the era of globalization and the Industrial Revolution 4.0.
Co-Authors Almira Amir Batubara, Juliani Mariam Nasution Nahdah Faizah Harahap