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Natural: Jurnal Ilmiah Pendidikan IPA
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23550813     EISSN : 25794078     DOI : -
Core Subject : Education,
Education
Natural: Jurnal Ilmiah Pendidikan IPA offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education. Published biannualy, the journal employs a rigorous peer review process. We do not accept manuscripts which are not easily understandable in English or do not address our major focus.
Arjuna Subject : -
Articles 173 Documents
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A Comparative Study of Disaster Literacy Between Santri and Ustadz/Ah in Islamic Boarding Schools Yulianingsih, Elsa
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.21435

Abstract

This study aims to: 1) determine the level of disaster literacy among santri (Islamic boarding school students) and ustadz/ah (teachers) in pesantren; 2) analyze the difference in disaster literacy levels between santri and public school students. This research uses a descriptive quantitative approach with a cross-sectional survey method. The research sample consisted of 306 respondents, comprising 300 students (santri and junior high school students) selected by convenience sampling from 3 pesantren and 3 public schools in East Kalimantan, and 6 science teachers. The research instrument was a closed-ended questionnaire with a 5-point Likert scale based on Brown et al.'s (2014) literacy model, which had been tested for validity (product moment > 0.5) and reliability (Cronbach's Alpha > 0.6). Data analysis techniques used descriptive statistics to categorize literacy levels (low, medium, high) and the Mann-Whitney U test to examine differences between groups due to non-normally distributed data. The results show that: 1) the disaster literacy level of ustadz/ah is higher than that of santri, with santri's literacy still dominated by the medium category and characterized by uncertain responses across various indicators; 2) although the Mann-Whitney test indicated a statistically significant difference (p<0.05) between santri and public school students, both groups face similar practical challenges, namely the dominance of medium-level literacy and comparable patterns of uncertainty.
The Implementation and Urgency of Gamification in Enhancing Motivation and Learning Outcomes of Elementary School Students: A Systematic Literature Review Nizhomi, Bestiana; septiani, devi
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.21726

Abstract

This study aims to analyze the trends, psychological impacts, and academic effectiveness of implementing gamification methods at the Elementary School (SD) level using the Systematic Literature Review (SLR) method. In the era of the industrial revolution 4.0 and society 5.0, conventional learning methods often fail to maintain the attention of "Generation Alpha" students who are accustomed to digital stimulation. Data were collected from Google Scholar, Garuda, and DOAJ databases spanning the last 10 years (2015-2025). Based on selection using the PRISMA protocol, 20 main articles were thematically analyzed. The review results show three main findings: (1) There is an evolution of gamification media from desktop/offline applications to cloud-based platforms and AI integration; (2) Gamification significantly increases intrinsic motivation through the fulfillment of Self-Determination Theory needs (competence, autonomy, relatedness); (3) There is a consistent improvement in cognitive learning outcomes, especially in Mathematics and Science subjects, as well as critical thinking skills. This study concludes that gamification is an urgent pedagogical necessity to create joyful learning relevant to the characteristics of today's students.
Canva-Assisted Project Based Learning Digital Worksheet to Enhance Critical Thinking Skills in Elementary School Damayana, Rosidah; Anggoro, Subuh; Fazilla, Sarah
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 12 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v12i1.22023

Abstract

This study develops and evaluates a Canva-assisted Project Based Learning (PjBL) digital worksheet (LKPD) for food chain instruction in 5th-grade elementary students, using the ADDIE Research and Development model with a convergent mixed-method approach. A quasi-experimental pretest-posttest control group design involved 27 students in the experimental group (UPTD SDN 2 Way Mili) and 21 in the control group (UPTD SDN 3 Way Mili), selected through purposive sampling based on comparable baseline characteristics and infrastructure. Data were collected via expert validation sheets, critical thinking tests (10 essay items; validity 0.412-0.789; reliability 0.856), collaboration observation sheets, and response questionnaires, and analyzed using V-Aiken, descriptive statistics, Paired and Independent Sample T-Tests, and N-Gain Score. The digital worksheet achieved very valid status (V-Aiken = 0.90, 90.4%) and was rated very practical by students (93.4%) and teachers (4.59/5.00). The experimental group demonstrated significantly higher critical thinking gains (N-Gain = 0.78, high category) compared to the control group (N-Gain = 0.35, medium category), with statistically significant inter-group differences (t = 8.73; p < 0.001). These findings confirm that the integration of PjBL syntax with Canva’s interactive features effectively develops higher-order thinking skills aligned with 21st-century learning competencies.

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