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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Arina Wanawati
Universitas Doktor Nugroho
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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INTEGRATION OF CHARACTER VALUES IN INTRODUCTORY LEARNING IN THE PHYSICAL EDUCATION, HEALTH AND RECREATION STUDY PROGRAM Arina Wanawati
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 4 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i4.3842

Abstract

This study aims to describe the form, strategy, and response of students to the integration of character values in the learning of the Introduction to Education course in the Penjaskesrek Study Program. Using a descriptive qualitative approach, data was collected through observation, in-depth interviews, and documentation studies. The results of the study show that character values such as discipline, responsibility, cooperation, honesty, sportsmanship, and social care are integrated in learning both explicitly through RPS and implicitly through lecturer examples and participatory methods. The strategies used include reflective discussions, case studies, simulations, and affective assessments such as reflective journals and attitude observations. Students responded positively to the integration of character values, although some expected a more applicable form of implementation outside the classroom. These findings affirm the importance of character strengthening as an integral part of the learning process, especially in forming competent and moral physical educator candidates. This research contributes to the development of holistic learning and is oriented towards the formation of student personalities in higher education.
SCIENCE LEARNING TO DEVELOP CRITICAL THINKING IN ELEMENTARY SCHOOL STUDENTS Friani, Devi Anggi; Marheni Rayung Puspaningrum; Arina Wanawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46888

Abstract

This study aims to analyze the implementation of science learning in developing critical thinking skills of elementary school students. The problem addressed in this research is the low level of students’ critical thinking skills caused by teacher-centered learning and lack of meaningful learning experiences. This study employed a qualitative descriptive approach with subjects consisting of fifth-grade students and teachers at an elementary school. Data were collected through observation, interviews, and documentation. The findings indicate that student-centered, contextual, and activity-based science learning significantly improves students’ critical thinking skills. This improvement is reflected in the increase of pretest and posttest scores with a moderate N-Gain category, as well as enhanced student participation in questioning, analyzing, and concluding. The use of experiments, cooperative learning, and contextual approaches based on local potential contributes to meaningful learning experiences and strengthens students’ understanding. Therefore, innovative and interactive science learning plays a crucial role in fostering critical thinking skills in elementary education.
PEMBELAJARAN SAINS BERBASIS POTENSI LOKAL UNTUK MENINGKATKAN LITERASI SAINS DAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR Marheni Rayung Puspaningrum; Arina Wanawati; Devi Anggi Friani; Seprie
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54700

Abstract

This study aimed to examine the effectiveness of local-potential-based science learning in improving science literacy and learning motivation of fifth-grade elementary school students. A quasi-experimental design with pretest-posttest control group was employed, involving 63 students divided into experimental and control groups. Data were collected using science literacy tests and a five-point Likert scale questionnaire on learning motivation. Descriptive and inferential statistical analyses, including independent sample t-tests and ANCOVA, were conducted to analyze the data. The results showed that students in the experimental group achieved significantly higher posttest scores (M = 82.63, SD = 7.54) than the control group (M = 72.18, SD = 8.11), with a large effect size (Cohen’s d = 1.05). ANCOVA confirmed that the difference remained significant after controlling for pretest scores (F = 33.97; p < 0.001), indicating that local-potential-based learning substantially contributed to students’ science literacy. Moreover, learning motivation increased markedly in the experimental group (M = 4.21) compared to the control group (M = 3.62) with a large effect size (d = 0.86). The findings suggest that integrating local environmental contexts into science learning enhances both cognitive and affective outcomes in elementary science education
Co-Authors Devi Anggi Friani Friani, Devi Anggi Puspaningrum, Marheni Rayung Seprie Seprie