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SEJ (Science Education Journal)
Published by Universitas Muhammadiyah Sidoarjo
ISSN : 25409859     EISSN : 25409859     DOI : https://doi.org/10.21070/sej
Core Subject : Education,
Education
Aim: to facilitate scholar, researchers, and teachers for publishing the original articles of review articles. Scope: Natural Science Education at primary, secondary, and higher education include: 1. Physics Education 2. Biology Education 3. Chemistry Education 4. Integrated Science Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 103 Documents
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Implementing Jigsaw Model with Learning Cards to Improve Fifth Graders’ Natural Resources Learning Outcomes in Surabaya Resdiana; Jane Koswojo
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1745

Abstract

This action research aims to improve student learning outcomes in the subject of Natural Resources (SDA) in Indonesia by applying the jigsaw learning model combined with learning cards. This combination is rarely used in the context of action research in natural and social science learning in elementary schools. The study was conducted using the Kemmis and McTaggart spiral model in two cycles, covering the stages of planning, action implementation, observation, and reflection. The research subjects were 34 students in class VA of Santa Maria Elementary School in Surabaya. Data were collected through learning outcome tests, observations of student and teacher activities, and field notes. The results showed a significant increase in academic achievement, with the average score increasing from 66.61 in the first cycle to 93.32 in the second cycle, and learning completeness rising from 38.2% to 97.1%. Student activities during learning also showed improvement, especially in cooperation, individual responsibility, and the ability to explain the material. The application of Jigsaw, supported by learning cards, aligns with constructivism, cognitivism, and meaningful learning theories that emphasise the process of knowledge construction through interaction and elaboration. By combining cooperative techniques and simple visual media, this study makes a new contribution: a practical, structured, and easily replicable action model to improve science and social studies learning in elementary schools.
Teams Games Tournament for Collaboration and Learning Motivation in Junior High Science: A Systematic Review Mohammad Zuly Zulfan Arif; Novi Ratna Dewi; Arif Widiyatmoko; Wiyanto Wiyanto
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1751

Abstract

The development of 21st-century education requires learning strategies that not only improve academic achievement but also foster essential competencies such as collaboration and learning motivation. However, science learning at the junior high school level is often still dominated by teacher-centered approaches, which limit students’ active participation. Therefore, innovative learning models are needed to create more interactive and engaging learning environments. This study aims to analyze the effectiveness of the Teams Games Tournament (TGT) learning model in improving students’ collaboration skills and learning motivation in junior high school science learning. This research employed a systematic literature review approach using articles obtained from Scopus, Google Scholar, and ERIC databases. The article selection process followed the PRISMA 2020 framework. From an initial identification of 140 articles, 13 relevant studies were selected based on predetermined inclusion and exclusion criteria. The findings suggest that TGT tends to be associated with positive outcomes related to students’ collaboration skills and learning motivation. The integration of cooperative learning and game-based tournament activities encourages active participation, interaction, and engagement in the learning process. Therefore, the TGT model can be considered an effective strategy to support collaborative and motivating science learning at the junior high school level.
The Effectiveness of the Virtual PhET-assisted Discovery Learning Model to Improve Students’ Science Process Skills on Collision Material Mubayyinah Muliyadi; El Indahnia Kamariyah; Suprianto
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1761

Abstract

This study aims to determine the effectiveness of the Virtual PhET-assisted Discovery Learning model in improving students' science process skills on collision material. This study uses a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of 40 students of grade XI MAN 1 Pamekasan who were divided into an experimental class and a control class, each consisting of 20 students. The sampling technique used cluster random sampling. The research instrument was a multiple-choice science process skills test consisting of a pretest and a posttest. Data analysis used the Shapiro-Wilk normality test, homogeneity test, Mann-Whitney test, and N-Gain test. The results showed that the posttest significance value in the Mann-Whitney test was 0.000 < 0.05, indicating that there was a significant difference between the experimental class and the control class after being given treatment. In addition, the results of the N-Gain test showed that the experimental class obtained an average of 91.33% with an effective category, while the control class obtained an average of 59.58% with a fairly effective category. Based on these results, it can be concluded that the Virtual PhET-assisted Discovery Learning model is effective in improving students' science process skills on collision material.

Page 11 of 11 | Total Record : 103

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