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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series Karimah Tauhid
Andhini, Nadiya Solastika
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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Analisis Miskonsepsi pada Konsep-Konsep Pembelajaran di Sekolah Dasar Andhini, Nadiya Solastika
Karimah Tauhid Vol. 5 No. 1 (2026): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v5i1.22247

Abstract

Penelitian ini bertujuan untuk menganalisis berbagai bentuk miskonsepsi yang terjadi pada mata pelajaran di Sekolah Dasar, khususnya Bahasa Indonesia, IPS, PKN, IPA, dan Matematika. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan meninjau, mengidentifikasi, dan menganalisis artikel-artikel ilmiah yang relevan dari Google Scholar, SINTA, dan berbagai jurnal nasional. Hasil penelitian menunjukkan bahwa miskonsepsi pada mata pelajaran Bahasa Indonesia banyak terjadi dalam keterampilan menulis, penggunaan tanda baca, struktur kalimat, dan pemahaman bacaan. Pada mata pelajaran IPS dan PKN, miskonsepsi muncul akibat metode pembelajaran yang terlalu berorientasi pada hafalan serta pemahaman konsep yang kurang kontekstual. Sedangkan dalam mata pelajaran IPA dan Matematika, miskonsepsi sering disebabkan oleh kesalahan pemahaman awal, penggunaan buku ajar yang kurang tepat, serta pendekatan pengajaran yang tidak sesuai dengan karakteristik materi. Secara umum, faktor penyebab miskonsepsi berasal dari peserta didik, guru, dan sumber belajar. Penelitian ini merekomendasikan perlunya pembelajaran berbasis diagnosis miskonsepsi, penggunaan media yang konkret, serta pelatihan guru untuk meningkatkan pemahaman konseptual dalam pembelajaran di Sekolah Dasar.
Advancing Science Learning Outcomes with Quiver AR and Problem Based Learning Andhini, Nadiya Solastika; Yamtinah, Sri; Daryanto, Joko
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 9, No 1 (2026): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v9i1.117980

Abstract

The rapid development of educational technology highlights the need for innovative learning approaches that can enhance students learning outcomes and support sustainable education in elementary schools. This study aims to examine how the integration of Quiver Augmented Reality (AR) and Problem Based Learning (PBL) contributes to improving learning outcomes and higher-order thinking skills in elementary education. This research employed a Systematic Literature Review (SLR) method by analyzing peer-reviewed journal articles published between 2021 until 2025 obtained from databases such as Scopus, Spinger Nature, ScienceDirect, Google Scholar, etc. The selected studies were reviewed using predefined inclusion and exclusion criteria and synthesized to identify research trends, instructional impacts, and implementation challenges. The findings indicate that the integration of Quiver AR and PBL consistently enhances students’ learning outcomes, particularly in science subjects, by improving conceptual understanding, learning engagement, and motivation. Additionally, most studies report positive effects on students critical thinking and problem solving skills due to the interactive and student centered nature of AR supported PBL environments. However, several challenges were identified, including limited teacher readiness, technical constraints, and the need for appropriate instructional design. Quiver AR integrated with Problem-Based Learning represents a promising educational technology innovation that supports effective, engaging, and sustainable learning in elementary education.
Co-Authors Joko Daryanto Sri Yamtinah