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Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Published by Universitas Mataram
ISSN : 27232905     EISSN : 27232913     DOI : https://doi.org/10.29303/goescienceedu
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Chemistry Education Physics
Jurnal Pendidikan, Sains, Geologi dan Geofisika (GeoScienceEd Journal): |e-ISSN: 2723-2913, p-ISSN: 2723-2905| diterbitkan 2 (dua) kali dalam setahun (Peride Juni dan Desember) dan dimulai pada bulan Juni 2020 oleh Program Studi Pendidikan Fisika FKIP Universitas Mataram. Artikel dapat diterima dalam Bahasa Indonesia dan Bahasa Inggris. GeoScienceEd merupakan wadah publikasi penelitian pendidikan, sains, geologi dan geofisika. Cakupan dari jurnal ini adalah artikel ilmiah berupa hasil penelitian yang meliputi pendidikan, sains, kebumian, geologi dan geofisika.
Arjuna Subject : Umum - Umum
Articles 113 Documents
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Search results for , issue "Vol. 7 No. 1 (2026): Februari" : 113 Documents clear
Meningkatkan Motivasi Belajar Peserta Didik dengan Menggunakan Metode Quiz Team Pratiwi Rahman, Baiq Adila
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1543

Abstract

This study aims to improve students’ learning motivation through the implementation of the Quiz Team method in a sixth-grade class at SDN 31 Mataram. The research employed a Classroom Action Research (CAR) approach conducted in two cycles following the Kemmis & McTaggart model, which includes planning, action, observation, and reflection. Data were collected through observations, motivation tests, and documentation. The results indicate that the Quiz Team method significantly increased students’ learning motivation. The average motivation score improved from 59.05 in the pre-test to 77.70 in the post-test, and the percentage of students who achieved learning completion from 0% to 60%. In addition to score improvements, students displayed more active participation in discussions, better focus, and higher enthusiasm during learning activities. Therefore, the Quiz Team method is effective as an alternative instructional strategy to enhance students’ learning motivation.
Pengaruh Penggunaan Media Papan Penjumlahan terhadap Hasil Belajar Matematika Kelas IV Indriani, Devi; Maki, Muhammad; Hadi, Erwin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1545

Abstract

Elementary school students’ mathematical ability remains relatively low, particularly in understanding basic arithmetic operations such as addition. Many fourth-grade students experience difficulties in solving addition problems because the material is presented abstractly and is not adequately supported by the use of concrete media that can help them visualize the calculation process. This condition results in low learning outcomes, a lack of student confidence in solving mathematics problems, and minimal active participation in learning. Therefore, learning innovations are needed to provide more concrete, engaging, and developmentally appropriate learning experiences for elementary school students. One alternative medium that can be used is the addition board, a manipulative learning medium designed to help students understand the concept of addition through direct counting activities using concrete tools. This study aimed to analyze the effect of using the addition board media on the mathematics learning outcomes of fourth-grade students. The research subjects were 23 fourth-grade students at SDN 18 Cakranegara who participated in learning activities using this media over two cycles of Classroom Action Research (CAR). Each cycle consisted of planning, implementation, observation, and reflection stages. Data were collected through learning outcome tests, student activity observation sheets, and learning documentation. The results showed that the use of the addition board media had a positive impact on improving student learning outcomes. In the pre-cycle, the average student learning outcome was in the fair category, with a mastery percentage of 51%. After the implementation of the addition board media in Cycle I, mastery increased to 70%, and in Cycle II it further increased to 80%. This improvement indicates that the addition board media helps students understand the addition process concretely, creates interactive learning experiences, and enhances students’ motivation and confidence in solving problems. The addition board media also provides varied activities that make learning more engaging, helps students easily understand the steps of addition, enables them to visualize their thinking processes, and encourages more active participation in counting activities. Additionally, this media assists teachers in delivering material and conducting gradual evaluations. Based on the research findings, it can be concluded that the use of the addition board media has a significant effect on improving the mathematics learning outcomes of fourth-grade students and is appropriate for use as an alternative medium in teaching arithmetic operations in elementary schools.  
Literature Riview: Pengembangan Buku Cerita Bergambar Berbasis Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Keterampilan Proses Sains Siswa Mazidah; Ariani, Tri
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1551

Abstract

The purpose of this study is to compile a systematic literature review to evaluate the effectiveness of the discovery learning model in improving critical thinking skills and science process skills among high school students. The importance of improving 21st-century skills, such as critical thinking skills (KBKr) and science process skills (KPS), is a major focus in education today. The Discovery Learning (DL) model is highly relevant because it places students at the center of learning, encouraging them to actively seek, analyze, and conclude their own findings. The method used was a systematic review of 50 scientific articles. These articles were searched for in the Publish or Perish and Spiece databases, with publication years limited to 2022 to 2025. The subjects of the study were research documents discussing the implementation of DL and the results of measuring its impact on high school students' critical thinking and science process skills. The results of the review concluded that the application of the discovery learning model has been proven to significantly improve high school students' critical thinking skills. In addition, the effectiveness of this model is optimized when combined with interactive teaching media, such as picture storybooks
Literature Riview: Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis PjBL untuk Meningkatkan Pemahaman Konsep dan Motivasi Belajar Siswa Sri Yuliyanti, Puput; Ariani, Tri
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1563

Abstract

This study aims to analyze the development of Project-Based Learning (PjBL)-based Student Worksheets (LKPD) as a strategy to improve students' conceptual understanding and learning motivation. The analysis was conducted through a literature review of 50 journals selected from a total of 200 reviewed journals taken from Publish or Perish and the Spiece database. The results of the study show that the PjBL model is able to strengthen students' conceptual understanding because they are directly involved in implementing authentic projects, working collaboratively, and trying to find solutions independently. In addition, various studies also show that PjBL contributes to increasing learning motivation, which is reflected in increased interest, enthusiasm, and student activity during the project completion process. The findings from the reviewed literature include the implementation of PjBL in science, mathematics, biology, and chemistry learning. Overall, this study confirms that PjBL-based LKPD is a tool with great potential in helping students understand the material while motivating them to learn actively. Therefore, the development of PjBL-based LKPD is recommended for implementation in current learning.
Literature Riview: Pengembangan Modul Berbasis Project Based Learning (PjBL) untuk Meningkatkan Pemahaman Konsep dan Keterampilan Kolaborasi Siswa Agustika, Dea; Tri Ariani
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1564

Abstract

The purpose of this article is to examine the effectiveness of learning modules developed using the Project-Based Learning (PjBL) approach in improving students' conceptual understanding and collaboration skills. From a total of 200 articles collected, 50 articles were selected from Google Scholar, Sinta, and Spiece as the main sources and analyzed to identify module development patterns, implementation strategies, and learning outcomes. The results of the review show that PjBL-based modules are able to strengthen students' conceptual understanding through project activities, authentic problem solving, and product development relevant to the learning context. A number of studies report an increase in academic scores and learning completeness after using these modules. In addition, PjBL also contributes to improving collaboration skills, as students are actively involved in group work, discussions, role sharing, and joint decision making. Several studies state that students respond positively to collaborative activities during the implementation of PjBL. Various forms of modules, whether printed, digital, or those that integrate the STEAM approach, are considered feasible and effective in increasing student participation. Overall, the review results indicate that the development of PjBL-based modules has strong potential to improve students' conceptual understanding and collaboration skills.
STEM Learning dalam Konteks Pendidikan Sains: Analisis Sistematis terhadap Implikasi dan Dampaknya bagi Peserta Didik Nurbayti, Rini; Novia Arifin, Arifah; Intan Rri Rejeki, Nur; Samad, Hamidah; Adnan
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1570

Abstract

This study aims to systematically analyze the implications and impacts of the application of Science, Technology, Engineering, and Mathematics (STEM) in the context of science education on student competencies. The study was conducted through a Systematic Literature Review (SLR) approach to 48 Scopus-indexed scientific articles published in the 2023–2025 period with the keyword STEM Learning and focusing on elementary and secondary education levels. Data analysis was conducted using Microsoft Excel and VOSviewer software to identify publication trends, research focuses, and emerging key themes. The results show that STEM learning has positive implications for strengthening 21st-century competencies, particularly critical thinking, problem-solving, collaboration, and scientific communication skills. In addition, the application of innovative models such as Project-Based Learning, Design Thinking, Co-Learning, STEM-R, and Ethnoscience broadens the meaning of science education to be more contextual and humanistic. STEM learning also emphasizes the strategic role of teachers as facilitators of innovation and agents of educational change. Overall, this study concludes that STEM implementation is an effective strategy for comprehensively developing students' scientific literacy and character, while also providing direction for developing a science curriculum relevant to 21st-century needs.
Pengaruh Model Pembelajaran Problem Based Learning Berbantuan Media Papan Penjumlahan Bersusun (PAJUSUN) Terhadap Pemahaman Konsep Siswa Kelas III Di SDN Prapak Syahrina , Rizky; Makki, Muhammad; Radiusman, Radiusman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1582

Abstract

Pemahaman konsep matematika merupakan aspek penting yang harus dikuasai oleh siswa sekolah dasar. Untuk meningkatkan kemampuan tersebut, perlu diterapkan model pembelajaran yang tepat dan penggunaan media konkrit yang mendukung proses belajar mengajar. Oleh karena itu, penelitian ini bertujuan untuk mengkaji pengaruh model problem based learning (PBL) berbantuan media papan penjumlahan bersusun (PAJUSUN) terhadap pemahaman konsep matematika siswa kelas III di SDN Prapak. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen dan desain penelitian yang digunakan adalah One-Group Pretest-Posttest Design. Sampel penelitian berjumlah 31 siswa kelas III SDN Prapak. Teknik pengumpulan data menggunakan tes pemahaman pemahaman konsep matematika yang meliputi empat indikator yaitu menyatakan ulang konsep, memberikan contoh dan non-contoh, menyajikan konsep dalam bentuk representasi matematis, dan mengklasifikasi konsep atau algoritma pemecahan masalah. Data yang diperoleh dianalisis menggunakan Wilcoxon Signed Rank Test. Berdasarkan hasil analisis data diperoleh nilai signifikansi 0,000 < 0,025, yang berarti terdapat pengaruh yang signifikan antara hasil pretest dan posttest. Selain itu, nilai rata-rata siswa meningkat dari 59,879 pada pretest menjadi 87,701 pada posttest, yang menunjukkan peningkatan pemahaman konsep secara keseluruhan setelah perlakuan yang diberikan. Dengan demikian, H₀ ditolak dan Hₐ diterima, yang membuktikan bahwa model Problem Based Learning berbantuan media papan penjumlahan bersusun (PAJUSUN) berpengaruh terhadap pemahaman konsep matematika siswa kelas III di SDN Prapak.
Analisis Spasial Tingkat Kerawanan Bencana Banjir dan Pemodelan Jalur Evakuasi di Kabupaten Sragen Tahun 2024 Bahtiar, Efan Isnaini; Priyana, Yuli; Priyono, Kuswaji Dwi; Cholil, Munawar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1587

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat kerawanan banjir dan memodelkan jalur evakuasi berbasis Sistem Informasi Geografis (SIG) di Kabupaten Sragen. Metode yang digunakan adalah pendekatan deskriptif kuantitatif melalui teknik overlay dan skoring terhadap parameter curah hujan, kemiringan lereng, elevasi, penggunaan lahan, jarak dari sungai, dan jenis tanah. Analisis spasial dilakukan untuk menghasilkan peta tingkat kerawanan banjir yang diklasifikasikan ke dalam beberapa kelas risiko. Selanjutnya, pemodelan jalur evakuasi dilakukan menggunakan network analysis dengan mempertimbangkan jaringan jalan, titik kejadian banjir, serta lokasi fasilitas publik sebagai titik evakuasi sementara. Hasil penelitian menunjukkan bahwa zona kerawanan tinggi hingga sangat tinggi terkonsentrasi pada bagian tengah dan timur Kabupaten Sragen, terutama di Kecamatan Kalijambe, Plupuh, Masaran, Sambungmacan, dan Sidoharjo. Jalur evakuasi umumnya mengarah ke fasilitas terdekat seperti sekolah, balai desa, dan masjid, namun beberapa wilayah di Sragen Timur masih memiliki keterbatasan aksesibilitas. Integrasi peta kerawanan dan jalur evakuasi menunjukkan perlunya peningkatan konektivitas jaringan evakuasi pada wilayah berisiko tinggi guna mendukung mitigasi banjir yang lebih efektif.
Evaluasi Program Sekolah Ramah Anak di SMPN 3 Narmada Menggunakan Model CIPP (Context, Input, Prosess, dan Product) Humairah, Zakiyyatun
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1607

Abstract

This study aims to evaluate the implementation of the Child-Friendly School Program at SMPN 3 Narmada using the CIPP evaluation model, which includes the components of context, input, process, and product. This study is an evaluative study with a descriptive approach, which uses data collection techniques in the form of observation, interviews, and documentation studies. The data obtained are analyzed through the stages of data reduction, data presentation, and drawing conclusions by applying triangulation of sources and methods to ensure data validity. The results of the study indicate that in terms of context, the Child-Friendly School Program has been in accordance with the needs and characteristics of the school. In terms of input, the availability of resources has generally supported the program implementation although there are still limitations in some facilities. In terms of process, the program implementation is running well, but not all Child-Friendly School policies are implemented consistently. In terms of product, the program has a positive impact on creating a safe and comfortable school environment and increasing parental participation, although the healthy environment aspect still needs to be improved. Overall, the Child-Friendly School Program at SMPN 3 Narmada is considered worthy of being continued with improvements in several supporting aspects.
Evaluation of the Tuesday Literacy Program (LISA) at SDN 5 Sekotong Tengah Using the CIPP Model Nuraeni
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1609

Abstract

This study aimed to evaluate the implementation of the Tuesday Literacy Program (LISA) at SDN 5 Sekotong Tengah using the CIPP evaluation model (Context, Input, Process, Product). An evaluative research approach was adopted through a descriptive qualitative design supported by quantitative data. The participants comprised the school principal, teachers, and students involved in the program. Data were collected through observations, semi-structured interviews, documentation review, and literacy tests. The findings revealed that, from a contextual perspective, the program was relevant to the school’s needs and aligned with national literacy policies. In terms of input, human resources were generally adequate, although the availability of reading materials remained limited. Regarding the process, the program was implemented systematically; however, student participation was not evenly distributed. The product evaluation demonstrated an average improvement of approximately 15% in students’ literacy skills, while a proportion of students continued to perform below the minimum competency standard. Overall, the LISA Program proved effective in strengthening literacy culture in elementary schools, although further improvements are required in learning resources, parental involvement, and continuous monitoring to enhance program sustainability.

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