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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Biolearning Journal Jurnal Abdimasa DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Journal of Comprehensive Science JURNAL PENDIDIKAN DAN KEGURUAN Lencana: Jurnal Inovasi Ilmu Pendidikan Frasa: Jurnal Keilmuan Bahasa, Sastra dan Pengajarannya Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Jurnal Ilmu Pendidikan (JIP) Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS) MADAKO ELEMENTARY SCHOOL Primary Education Journal (PRIMADONA)
FITRIANI, ANIS ALFIAN
Universitas Pendidikan Muhammadiyah Sorong, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Metacognitive Approach to Science Learning Outcomes of Elementary School Students Rosila Syufan; Ribut Purwojuono; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.574

Abstract

This study aims to examine the effect of metacognitive approaches on the science learning outcomes of students at SD Inpres 16, Sorong Regency. A quasi-experimental design with a pretest-posttest control group configuration was employed. The study population comprised all students enrolled during the even semester of the 2022/2023 academic year. The research sample consisted of 14 students from Class IVA as the experimental group and 14 students from Class IVB as the control group, selected using purposive sampling. The experimental group received instruction incorporating metacognitive learning strategies, while the control group received conventional instruction. Results indicated that all 14 students in the experimental class attained scores above the minimum mastery criterion (KKM > 70), with a mean posttest score of 88.15, compared to 80.86 for the control class. The difference in mean scores between the two classes was 7.9 points. Statistical analysis yielded a t-calculated value of 4.445, which exceeded the t-table value of 0.532, confirming a significant difference in learning outcomes between the two groups. These findings demonstrate that metacognitive learning approaches significantly improve science learning outcomes in elementary school students. Integrating metacognitive strategies into classroom instruction is therefore recommended as an effective pedagogical practice for elementary science education.
The Effectiveness of the POE (Predict-Observe-Explain) Learning Model on IPAS Learning Outcomes of Grade V Students Alya Raudya Tuzzahra; Asrul; Anis Alfian Fitriani
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.576

Abstract

This study aims to investigate the effectiveness of the Predict-Observe-Explain (POE) learning model on the IPAS (Natural and Social Sciences) learning outcomes of Grade V students at SD Negeri 2 Sorong City. A quantitative pre-experimental approach was employed using a One-Group Pretest-Posttest Design, involving 25 Grade V students selected through a saturated sampling technique. Data were collected using a structured observation sheet and a 20-item performance test administered as both pretest and posttest. Instrument reliability was confirmed using Cronbach’s alpha, yielding coefficients of 0.603 (pretest) and 0.882 (posttest), both exceeding the minimum threshold of 0.60. The Shapiro-Wilk normality test confirmed that both pretest (sig. = 0.059 > 0.05) and posttest (sig. = 0.706 > 0.05) data were normally distributed. The paired-samples t-test yielded a calculated t-value of 12.850, which exceeds the critical t-value of 2.025 (df = 24, sig. = 0.001 < 0.05). The pretest mean score was 45.55, which increased to 80.00 following the POE intervention. These results confirm that the POE learning model has a statistically significant positive effect on IPAS learning outcomes, demonstrating its effectiveness as an innovative instructional approach for Grade V elementary school students.
Co-Authors Adi Iwan Hermawan Agnes Sirinding Agnes Sirinding Ahmad Yulianto Ahmad Yulianto Ahmad Yulianto Alya Raudya Tuzzahra Asrul Asrul Asrul Desti Rahayu Ella Bless, Maria Ismi Jasinta Maria Adolfina Stibies Jasinta Maria Adolfina Stibies Lewotok, Stefanus Orong Marta Dwi Kridiarmanela Muhammad Faizin Mustika Irianti Mustika irianti Novela Baru Ratna Prabawati Renai Susance Mambrisauw Ribut Purwojuono Rindiani Putri Irianti Rosila Syufan SRI ASTUTIK, HENY Suci Fatma Wati Suci Nurul Santi Suci Ramadayanti T. Pakaya Suci Ramadayanti T. Pakaya Suci Ramadayanti T. Pakaya Syams Kusumaningrum Theresa Oraple Tirhana Fiay Wisnu Wardoyo