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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 1,100 Documents
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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 (In Press)
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 (In Press)
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.
Teaching Computational Physics in Undergraduate Physics Education: A Narrative Review and Implications for Pre-Service Teachers Muhammad Taufik; Hikmawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1613

Abstract

Computational methodologies are now a fundamental part of applied science and are considered part of the teaching of the discipline of science. Because computation adds another level of engagement to the theoretical and experimental approaches of a discipline, teaching education programs in the science disciplines, particularly pre-service physics teachers, are required to use computational techniques and engage in modeling practices. Yet, the teaching practices and pedagogical techniques that are being employed for the teaching of computational physics in teacher education are \not consistent or widely utilized. This study uses narrative literature review techniques to study the teaching of computational physics in undergraduate physics education programs, especially regarding pre-service physics teachers. The literature under examination in this review comes from international peer-reviewed journals in the education fields of physics and science published within the years of 2020 to 2025. The review uses thematic analysis to show that there are three most common teaching models in use, those being: 1. teaching computational physics as a separate discipline, 2. the teaching of partial computational practices within standard physics courses, and 3. the teaching of computational practices in all courses of the undergraduate curriculum. The results of this review show that even the teaching of computational physics most likely uses pedagogical techniques that focus on project based learning, modeling, and the use of software such as Python and interactive simulations for learning. Such techniques likely enhance the understanding of the pre-service teachers’ pedagogical content knowledge as they learn computational thinking. They recommend that teacher education programs integrate computational physics in a systematic and manageable way to promote digitally enhanced learning environments for future physics teachers.
Evaluasi Efektivitas Program Literasi dan Numerasi di SDNegeri 1 Labuan Tereng Febriana, Vina; Jaelani, Abdul Kadir
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1618

Abstract

This study aimed to evaluate the effectiveness of the implementation of the literacy and numeracy program at SD Negeri 1 Labuan Tereng using the CIPP evaluation model (Context, Input, Process, Product). The study was motivated by the school’s need to improve students’ reading and numeracy skills, which were still at a basic level. A descriptive evaluative approach was employed, with data collected through observation, interviews, and documentation. The results of the context aspect indicate that the program was implemented in accordance with the school’s needs and aligned with the Merdeka Curriculum policy and the School Literacy Movement. In the input aspect, the school had supporting facilities such as reading corners, reading materials, numeracy teaching aids, and teacher support; however, improvements are still needed in numeracy training and the variety of reading materials. In the process aspect, the program was implemented fairly well through 15-minute reading activities, the use of reading corners, and contextual numeracy learning, although the consistency of implementation varied among classes and was still constrained by students’ motivation. In the product aspect, the program showed positive outcomes in improving students’ literacy and numeracy skills, although the improvements were not evenly distributed, mainly due to differences in learning support at home. Overall, the literacy and numeracy program at SD Negeri 1 Labuan Tereng was considered moderately effective. Nevertheless, improvements in the quality of facilities, teacher training, and parental involvement are important factors to optimize the program’s outcomes in the future.
Analisis Bahaya Gempa Bumi Berdasarkan Nilai Peak Ground Acceleration (PGA) Menggunakan Metode Probabilistic Seismic Hazard Analysis (PSHA) di Wilayah Bali dan Nusa Tenggara Hafeezul, Muhammad; Styawan, Yudha; Wulandari, Rizki
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1621

Abstract

The Bali, West Nusa Tenggara (NTB), and East Nusa Tenggara (NTT) regions are located within an active tectonic zone influenced by the transition subduction of the Sunda–Banda arc and the presence of surrounding active faults, resulting in a high potential for earthquake hazards. This study was conducted to evaluate seismic hazard through the estimation of Peak Ground Acceleration (PGA) using the Probabilistic Seismic Hazard Analysis (PSHA) method. The analysis is based on an earthquake catalog covering the period 1964–2024 and considers various seismic sources, including shallow background, deep background, active faults, and megathrust sources. Earthquake occurrence models for fault and subduction sources were represented using a truncated exponential model. Ground motion predictions were calculated using several Ground Motion Prediction Equations (GMPEs), which were combined through a logic tree approach. The calculations were performed at bedrock conditions with a Vₛ30 value of 760 m/s, for exceedance probabilities of 10% and 2% within a 50-year period. The results indicate that PGA values for a 10% probability of exceedance range from 0.30 to 1.18 g, while those for a 2% probability of exceedance range from 0.62 to 1.75 g. High PGA values are distributed in the southern and eastern regions, which are adjacent to megathrust segments and active faults with high slip rates, whereas the northern regions exhibit lower PGA values. These results are important for public awareness in earthquake disaster mitigation efforts and for earthquake-resistant building planning.
Analisis Jalur Evakuasi Tsunami untuk Pengunjung di Pesisir Klayar, Kabupaten Pacitan Shohiyha, Shilna Kayfiyata; Sari, Dewi Novita; Danardono; Jumadi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1626

Abstract

This study aims to determine strategic evacuation locations and optimal evacuation routes for visitors in the Klayar Coast area, Pacitan Regency, based on tsunami modeling scenarios with wave heights of 8.5 meters and 20 meters. This region has a high level of tsunami vulnerability due to its direct exposure to the Indian Ocean and its location within a zone of regional tectonic activity, while the intensity of tourism activities has led to a significant increase in the number of people exposed to risk. The study applies tsunami hazard zone modeling based on topographic and elevation data, combined with evacuation route network analysis using a Geographic Information System (GIS). Evacuation travel time was calculated by considering route length, topographic conditions, and average evacuation speed under emergency conditions. The results show that the 20-meter tsunami scenario causes a significant expansion of high-hazard zones and increases evacuation travel time by approximately 3.5–6 minutes compared to the 8.5-meter scenario. Several evacuation routes and Temporary Evacuation Sites (TES) that are effective under the lower scenario become suboptimal under the higher scenario. The novelty of this study lies in the integration of travel-time-based evacuation route analysis with multi-scenario tsunami modeling in a coastal tourism area, providing a more adaptive spatial basis for tsunami mitigation planning. These findings emphasize the importance of worst-case-scenario-based evacuation planning and the strengthening of early warning systems to enhance visitor safety.
Peningkatan Kemampuan Bekerja Sama Dan Hasil Belajar Sosiologi Melalui Model Pembelajaran Team Assisted Individualization (Tai) Pada Siswa Kelas XI 5 Di SMA Negeri 4 Madiun Tahun 2025 Erna Purwandari; Malawi, Ibadullah; Nugraha, Nurhadji
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1633

Abstract

Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan bekerja sama dan hasil belajar siswa dengan menggunakan model pembelajaran Team Asisted Individualization pada mata Pelajaran sosiologi. Subyek dari penelitian ini adalah siswa Ke;as XI5 dengan jumlah 33 siswa. Penelitian ini menggunakan pendekatan tindakan kelas dengan dua siklus. Masing-masing siklus mempunyai tahapan antara lain perencanaan, tindakan , refleksi. Dalam pengambilan data , untuk mengetahui kemampuan bekerja sama menggunakan observasi , sedangkan untuk mengetahui hasil belajar menggunakan tes. Setelah data yang diharapkan terkumpul semua selanjutnya dilakukan analisis data dengan menggunakan analisis deskriptif kualitatif dan kuantitatif. Dari hasil analisis data menunjukkan dengan menggukan model pembelajaran Team Assisted Individualization pada siklus I untuk kemampuan bekerja sama mendapat hasil 76,67%. Hal tersebut belum memenuhi kriteria yang diharapkan yaitu baik atau minimal 80. Sedangkan untuk hasil belajar pada siklus I memperoleh rata-rata 74,39 atau 72,73% dari total nilai 2455. Hal tersebut juga belum memenuhi harapan yaitu sesuai dengan KKM 75. Oleh karena itu dilakukan tindakan selanjunya yaitu siklus ke II dan ternyata hasilnya meningkat. Untuk kemampuan bekerja sama meningkat menjadi 85,76% dan hasil belajar mencapai 93,94% atau rata-rata 80,61
Penerapan Pendekatan Pembelajaran Cooperative Learning Tipe Everyone Is a Teacher Here (EIHT) dalam Meningkatkan Hasil Belajar Siswa Kelas X SMK Negeri 1 Bayuputih Bindung Subayyil, Subayyil
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.1634

Abstract

Abstract: Penelitian ini dilaksanakan berdasarkan rendahnya capaian hasil belajar siswa dalam proses pembelajaran. Pemilihan dan penerapan pendekatan pembelajaran yang tepat diyakini dapat menghasilkan perbedaan dalam pencapaian hasil belajar. Berdasarkan permasalahan tersebut, peneliti menerapkan pendekatan pembelajaran Cooperative Learning tipe Everyone Is a Teacher Here (EIHT) dengan tujuan untuk meningkatkan hasil belajar siswa kelas X APHB (Agribisnis Pengolahan Hasil Bisnis) SMK Negeri 1 Bayuputih Bindung pada mata pelajaran Pendidikan Agama Islam (PAI). Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Penelitian dilakukan dalam dua siklus dengan mempertimbangkan keterbatasan keterlibatan peneliti, waktu pelaksanaan, serta keberlanjutan tindak lanjut penelitian. Meskipun demikian, peneliti tetap memperoleh data yang sesuai dengan rencana pelaksanaan penelitian, walaupun masih terdapat beberapa keterbatasan dalam pelaksanaannya. Penelitian ini menerapkan pendekatan pembelajaran Cooperative Learning tipe Everyone Is a Teacher Here (EIHT) pada mata pelajaran Pendidikan Agama Islam (PAI), yang meliputi empat tahap, yaitu: (1) perencanaan, (2) pelaksanaan tindakan, (3) pengamatan, dan (4) refleksi. Hasil penelitian menunjukkan bahwa penerapan pendekatan pembelajaran Cooperative Learning tipe Everyone Is a Teacher Here (EIHT) mampu meningkatkan hasil belajar siswa kelas X APHB di SMK Negeri 1 Bayuputih Bindung. Peningkatan hasil belajar peserta didik dapat dilihat dari perolehan nilai yang mengalami peningkatan secara bertahap, mulai dari pretest, posttest siklus I, hingga posttest siklus II. Nilai rata-rata peserta didik pada tahap pretest sebesar 69,16, kemudian meningkat menjadi 82,25 pada posttest siklus I, dan kembali meningkat menjadi 88,50 pada posttest siklus II. Peningkatan hasil belajar tersebut juga ditunjukkan melalui ketuntasan belajar berdasarkan Kriteria Ketuntasan Minimal (KKM) yang ditetapkan, yaitu 75. Pada tahap pretest, dari 24 peserta didik yang mengikuti tes, sebanyak 13 peserta didik dinyatakan tuntas dan 11 peserta didik belum tuntas, dengan persentase ketuntasan belajar sebesar 54,16%. Selanjutnya, pada posttest siklus I, jumlah peserta didik yang tuntas meningkat menjadi 17 orang, sedangkan 7 peserta didik belum tuntas, dengan persentase ketuntasan belajar sebesar 70,8%. Pada posttest siklus II, ketuntasan belajar kembali meningkat, yaitu 21 peserta didik dinyatakan tuntas dan 3 peserta didik belum tuntas, dengan persentase ketuntasan belajar sebesar 87,5%. Hasil tersebut menunjukkan bahwa penerapan pendekatan pembelajaran Cooperative Learning tipe Everyone Is a Teacher Here (EIHT) efektif dalam meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI)
Hasil Belajar IPAS Peserta Didik Kelas V Dengan Model Problem Based Learning (PBL) Nadia Juni Prastika; Ahmad Harjono; Muhammad Syazalli
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1638

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model Problem Based Learning (PBL) terhadap hasil belajar peserta didik kelas V SDN 1 Pengkelak Mas. Jenis penelitian ini adalah quasi eksperimen tipe nonequivalent control group design. Populasi dalam penelitian adalah seluruh peserta didik kelas V SDN 1 Pengkelak Mas sebanyak 47 peserta didik, sedangkan sampel dalam penellitian ini yaitu peserta didik kelas V B sebagai kelas eksperimen sebanyak 23 peserta didik dan peserta didik kelas V A sebagai kelas control sebanyak 24 peserta didik. Teknik pengumpulan data pada penelitian menggunakan teknik tes dan non-tes (observasi). Instrumen yang digunakan adalah tes hasil belajar dan lembar observasi keterlaksanaan pembelajaran. Analisis data diawali dengan uji normalitas dilanjutkan dengan uji homogenitas, selanjutnya dilakukan uji hipotesis dengan uji independent sample t-test dan uji lanjutan dengan uji effect size. Hasil analisis data yaitu uji normalitas menggunakan shapiro wilk yang menunjukkan data berdistribusi normal karena nilai sig. > 0,05, selanjutnya yaitu uji homogenitas memperoleh hasil sig > 0,05 yang artinya data bersifat homogen. Hasil uji hipotesis yang diperoleh dari uji independent sample t-test dengan nilai sig.(2-tailed) adalah 0,01 < 0,05 dan nilai Thitung > Ttabel yaitu 3.627> 2.014, maka H0 ditolak dan Ha diterima yang artinya terdapat pengaruh model pembelajaran Problem Based Learning (PBL) terhdap hasil belajar IPAS peserta didik. Terakhir dilakukan uji effect size yang didapatkan hasil 1,058 yang berada dalam kategori yang tinggi memperkuat kesimpulan bahwa terdapat pengaruh model Problem Based Learning (PBL) terhadap hasil belajar IPAS peserta didik kelas V SDN 1 Pengekelak Mas
Profil Sustainability Consciousness Peserta Didik Fase C di Sekolah Jenjang Dasar Kabupaten Gresik Mufida, Asita Al; Zuhad, Husnuz; Widjanarko, Kartika Irene
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1640

Abstract

The Sustainable Development Goals (SDGs) have become the focus of many scientists worldwide, with environmental, social, and economic aspects being the focus of these SDGs. However, achieving them requires a high level of Sustainability Consciousness, particularly among young learners. Therefore, this study examines the level of Sustainability Consciousness (SC) of elementary school students in Phase C. This study used a quantitative approach with a survey method. A questionnaire was developed with indicators of sustainability knowingness, sustainability attitudes, and sustainability behavior. Each indicator focuses on environmental, social, and economic aspects. The study involved 59 elementary school students in the Gresik area and its surroundings. The results of this study indicate that students' sustainability awareness (SC) is in the good category, both in the aspects of sustainability knowingness, sustainability attitudes, and sustainability behavior. Except for sustainability behavior in the economic aspect, students still have insufficient awareness of these indicators. Based on these results, it can be concluded that students' sustainability awareness is good; however, their empathy needs to be developed to enable them to participate in helping lower-middle-class communities, so that all members of society can collectively prepare themselves to support the achievement of sustainable development goals. It is hoped that the results of this study can serve as a basis for follow-up and serve as an initial reference for future research.

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