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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al-Imam : Journal on Islamic Studies, Civilization And Learning Societies
Risnawati risnawati
Universitas Riau
Religion Humanities Education Social Sciences Other

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Evaluasi Implementasi Pembelajaran STEM Berbasis Project Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah dan Keterampilan Kolaborasi Siswa Sekolah Dasar: Evaluasi Implementasi Pembelajaran STEM Berbasis Project Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah dan Keterampilan Kolaborasi Siswa Sekolah Dasar Risnawati risnawati; Neni Hermita; M. Jaya Adi Putra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9826

Abstract

The implementation of STEM learning in primary schools is increasingly recommended to meet the skills needs of the 21st century, especially critical thinking, problem solving, and collaboration skills. However, implementation in the field does not always run smoothly, especially when students do not yet have experience with project-based learning. This study aims to evaluate the implementation of STEM-PjBL learning in Grade IV elementary school by examining the obstacles that arise, the effectiveness of corrective actions through classroom action research (CAR), and the extent to which teacher mentoring strategies can increase student engagement and collaboration. The research method used two cycles of classroom action research (CAR) involving 28 students. Data were collected through collaboration rubrics, project assessment rubrics, observation sheets, and student reflections. The results showed that in cycle I, students still experienced difficulties such as an imbalance of roles within groups, the dominance of certain members, and confusion in following the STEM project flow. However, after the implementation of structured scaffolding, clearer instructions, and a more systematic division of roles, there was an increase in student engagement and project quality in cycle II. Collaboration scores increased by approximately 24–28%, and product quality improved by 30%. These findings confirm that STEM-PjBL learning is highly dependent on instructional design, teacher readiness, and the clarity of assessment tools. This article provides recommendations for more realistic STEM implementation.
PENERAPAN TEKNOLOGI SEDERHANA PEMANFAATAN LIMBAH KULIT PISANG SEBAGAI ENERGI ALTERNATIF PADA BATTERAI MELALUI PEMBELAJARAN IPAS DI SEKOLAH DASAR Hendri Marhadi; Jaya Adi Putrai; Neni Hermita; Zetra Hainul Putra; Jesi Alexander Alim; Erlisnawati; Mahmud Alpusari; Risnawati Risnawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.15944

Abstract

IPAS learning in elementary schools is still tend to be conducted conventionally, resulting in suboptimal student involvement in the learning process. This condition causes students to have difficulty understanding the concept of energy and energy transformation, which are abstract in nature. This community service activity aims to apply simple technology using banana peel waste as an alternative energy source in batteries thru STEM-based IPAS learning in elementary schools. The implementation method of the activity consists of stages such as Focus Group Discussion (FGD), socialization, learning application, as well as evaluation and mentoring. At the implementation stage, students directly practice making a simple battery from banana peels until they successfully light up an LED. Evaluation is conducted using pretests and posttests to determine the improvement in students' understanding. The results of the activity show that there was an increase in student understanding across all indicators, with an overall N-Gain value of 0.69, categorized as moderate. Simple practice-based learning can enhance student activity, learning motivation, and understanding of the concept of electrical energy and the utilization of organic waste. In addition, the application of STEM-based learning can also train students' critical thinking skills, creativity, collaboration, and environmental awareness. Thus, the utilization of banana peel waste as an alternative energy source can become an innovative contextual and interactive learning approach in elementary school IPAS education.
Implementasi Hybrid PjBL-STEAM Melalui Proyek Pot Gantung dari Plastik Bekas Risnawati Risnawati; Jesi Alexander Alim; Neni Hermita; Suroyo
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.226

Abstract

Aim: This study aimed to describe the implementation of hybrid Project-Based Learning (PjBL)-STEAM through a hanging-pot project using discarded plastic bottles in Grade III integrated science and social studies (IPAS),  Method: A quantitative descriptive approach supported by qualitative evidence was employed. Participants were 10 Grade III pupils at SD Negeri 10 Siak Kecil, comprising six boys and four girls. Two learning sessions combined a teacher delivering instruction via Zoom with an in-class facilitator supporting practical activities. Data were collected through observations, student worksheets, written tests, assessments of project processes and products, presentations, and reflections. Frequencies and percentages were used to describe attainment. Result: Nine of the 10 pupils achieved the learning criteria, yielding 90% class-wide attainment; one pupil required support. The project connected plastic-waste issues and plant needs with digital technology, product design, drainage testing, creative decoration, and simple measurements. These findings describe attainment in this classroom rather than causal effectiveness, as the study included neither a comparison group nor a pretest–posttest design. Novelty: This study illustrates the coordinated roles of a remote instructor and an on-site facilitator in an elementary-level recycled-bottle project integrating STEAM components. The design offers an active, collaborative approach to IPAS learning and meaningful environmental awareness.
Co-Authors Erlisnawati Erlisnawati Hendri Marhadi Jaya Adi Putrai Jesi Alexander Alim M. JAYA ADI PUTRA, S.Si, M.Pd, M. JAYA ADI Mahmud Alpusari Neni Hermita Suroyo Zetra Hainul Putra