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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Amalia Sapriati
Universitas Negeri Jakarta
Education Social Sciences Other

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STUDENTS’ PERCEPTIONS OF WEBSITE-BASED LEARNING MEDIA: REDEFINING MEANINGFUL SCIENCE EDUCATION IN INDONESIAN ELEMENTARY SCHOOLS Samih Lestari; Amalia Sapriati; Linda Zakiah
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7339

Abstract

This study aims to describe students’ perceptions of the use of website-based learning media in Natural Science (IPA) instruction at the elementary school level. The research employed a qualitative approach using a case study method involving fifth-grade students at an elementary school in Indonesia. Data were collected through observations, in-depth interviews, and document analysis. The findings indicate that the utilization of website-based learning media has a positive impact on students’ learning processes. The media enhance learning motivation through engaging and interactive features, strengthen conceptual understanding through visual and contextual material presentation, and foster learning independence by allowing students to manage their study time and strategies autonomously. Moreover, the use of website media contributes to improved learning outcomes, the development of digital literacy, and the promotion of social collaboration through online discussions and interactions among students. The successful implementation of this digital media is supported by factors such as technology accessibility, teacher competence in using digital tools, and the alignment of learning materials with the curriculum. Overall, the findings affirm that website-based learning media play a strategic role in creating innovative, meaningful, and 21st-century-oriented science learning experiences
The Influence of Project Based Learning and Critical Thinking Learning Models on Science Learning Outcomes of Grade V Elementary School Sudarti Sudarti; Happy Karlina Marjo; Amalia Sapriati
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.12012

Abstract

Background This study investigates the effect of the Project-Based Learning (PjBL) model and students’ critical thinking skills on science learning outcomes of fifth-grade elementary school students. The research employed an experimental method with a 2×2 factorial design, involving two independent variable learning models (PjBL) and conventional learning) and critical thinking skills (high and low) and one dependent variable, namely science learning outcomes. The participants consisted of 67 fifth-grade students from SDN Pejaten Barat 06, South Jakarta, divided into an experimental group (34 students) and a control group (33 students). Data were collected using science learning outcome tests, critical thinking questionnaires, observation sheets, interviews, and documentation. Instrument validity and reliability were tested prior to data analysis. The data were analyzed using two-way ANOVA and t-tests with the assistance of SPSS. The results showed that the application of the Project-Based Learning model had a significant positive effect on students’ science learning outcomes. The experimental group achieved a higher average posttest score (92.13) compared to the control group (77.39). Students’ critical thinking skills also significantly influenced learning outcomes, with students who demonstrated high critical thinking skills achieving better results than those with lower levels. Furthermore, the analysis revealed a significant interaction between the PjBL model and critical thinking skills on science learning outcomes, indicating that PjBL is more effective when accompanied by the development of students’ critical thinking abilities. In conclusion, the Project-Based Learning model integrated with critical thinking development is effective in improving science learning outcomes, promoting active participation, collaboration, and higher-order thinking skills. This learning model is recommended as an innovative instructional approach to enhance the quality of science learning in elementary schools in accordance with 21st-century educational demands.
Co-Authors Happy Karlina Marjo Linda Zakiah Samih Lestari Sudarti Sudarti