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All Journal Jurnal Prakarsa Paedagogia International Journal of Educational Narratives
Lu'luul Maknun
Universitas Muria Kudus
Education

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Peningkatan Hasil Belajar Siswa pada Mata Pelajaran IPA Materi Sistem Tata Surya Menggunakan Metode Pembelajaran Role Playing di Kelas VI MI Thowalib Pesagen Gunungwungkal Pati Lu'luul Maknun; Nur Fajrie; Irfai Fathurohman
Journal Prakarsa Paedagogia Vol. 7 No. 1 (2024): Juni 2024
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v7i1.12911

Abstract

This research is base on problem, exist in the class VI MI Thowalib Pesagen in science subjects on the Solar System. These problems include decreased student learning outcomes, learning is less interesting and students are less engaged in their studies. This study aims to determined use roles method in improving student learning outcomes on the Solar System material in class VI Semester II MI Thowalib Pesagen Gunungwungkal Pati Academic Year 2023/2024. In the type on research is Classroom Action in the result is show in the first cycle the student in learn out the pre-action learn out come, were original 5 students (27.78%) to 11 students (61.11%) in cycle I and experience another cycle 17 students (94.44%). So it can be said Role Playing can improve student learn outcomes.
The Comparing STEM-Integrated Problem-Based and Project-Based Learning in Enhancing Critical Thinking Skills of Madrasah Ibtidaiyah Students Fina Fakhriyah; Lu'luul Maknun; Khamdun Khamdun
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3987

Abstract

Background. Fostering students’ critical thinking skills is a paramount objective in modern education. While STEM-integrated approaches like Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are widely endorsed, comparative evidence of their efficacy in unique educational contexts, such as Islamic primary schools (Madrasah Ibtidaiyah), remains scarce. Purpose. This study aimed to examine and compare the effectiveness of PBL-STEM and PjBL-STEM models in enhancing the critical thinking skills of Madrasah Ibtidaiyah students, and to assess the effects of problem-based learning-STEM and project-based learning-STEM on students’ critical thinking skills. Method. A quasi-experimental study employing a non-equivalent control group pretest-posttest design was conducted with two intervention groups. Data were analyzed using descriptive and inferential statistics. Results. The findings show that both models positively improved students’ critical thinking skills, with PJBL-STEM yielding a higher posttest mean score (84.58; N-Gain = 77.90%) than PBL-STEM (77.68; N-Gain = 66.77%), and the difference was statistically significant (p = 0.035), demonstrating the superior impact of the project-based approach. Conclusion. In conclusion, while both frameworks demonstrate pedagogical merit, PjBL-STEM exhibits superior efficacy in fostering students’ critical thinking. These empirical findings offer crucial pedagogical insights for primary educators optimizing STEM integration within Islamic elementary school curricula.
Co-Authors Irfai Fathurohman Khamdun