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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 1,287 Documents
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Konsep Rote Learning dan Meaningfull Learning alam Pendidikan Islam Martiana, Istikazah; Saleh, Moh.; Pratiwi, Era Mutiara; Gazi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1921

Abstract

This study aims to analyze the concepts of rote learning and meaningful learning from an Islamic perspective and to examine the integration of both approaches in contemporary Islamic education. Islamic education faces challenges in creating learning processes that emphasize not only memorization but also understanding and reflection on Islamic values. Learning practices that are overly oriented toward memorization may result in superficial knowledge, while meaningful learning has not been optimally implemented. This study employs a qualitative approach using library research. The findings reveal that rote learning has legitimacy within the Islamic tradition, particularly in the practice of Qur’anic memorization (tahfidz Al-Qur’an) as an effort to preserve the authenticity of revelation. However, this approach needs to be balanced with meaningful learning, which aligns with the concepts of tafakkur and tadabbur. The integration of these two approaches represents an ideal model in Islamic education, where memorization serves as the foundation while understanding develops critical, reflective, and applicative thinking skills in real-life contexts.
Analisis Etika Antroposentrisme terhadap Krisis Ekologi Akibat Alih Fungsi Lahan Pariwisata: Studi Kasus di Desa Kuta Arrahman, Afansyah; Sarjan, Muhammad
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1922

Abstract

Anthropocentrism is an anthropocentric paradigm that positions human existence as the determining factor and central focus within the entire universal ecosystem. This perspective is based on the belief that the world was created solely for the benefit of humans. This study aims to analyze the influence of anthropocentric ethics on the ecological crisis triggered by land conversion for tourism in Kuta Village, Pujut District. This study employs a qualitative case study method with a descriptive-analytical approach based on field research supported by literature review. It explores how a perspective that places human interests at the center of nature influences physical development policies in tourist areas. The findings reveal that massive land conversion has caused significant environmental degradation, such as clean water crises and the loss of green spaces, as nature is viewed solely as an economic commodity. This analysis concludes that the ecological crisis in Kuta Village stems from the failure of an anthropocentric ethic in treating nature; therefore, a paradigm shift toward an ecosentric ethic is necessary—one that values ecosystem balance for the sake of future sustainability.
Pengembangan Media E-card Interaktif dalam Pelajaran IPAS Kelas III Sekolah Dasar Negeri 33 Cakranegara Khairunnisa, Izzati; Tahir, Muhammad; Sobri, Muhammad
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1925

Abstract

This study aimed to develop an interactive e-card media based on Augmented Reality (AR) for the science subject on “Vertebrate and Invertebrate Animals” for third-grade students at SDN 33 Cakranegara and to examine its feasibility in terms of validity and practicality. This study employed a Research and Development (R&D) approach using the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). The research was conducted at SDN 33 Cakranegara with third-grade students as the research subjects. Data sources were obtained from material experts, media experts, teachers, and students. Data collection techniques included validation questionnaires, response questionnaires, and observation sheets. The data were analyzed descriptively using quantitative methods by converting percentage scores into feasibility categories. The interactive e-card media was developed through the five stages of the ADDIE model. The validation results showed a validity percentage of 95% from material experts and 93% from media experts, both categorized as highly valid. The practicality test results indicated teacher responses of 97% and student responses of 95%, supported by field observation data of 95%, all categorized as highly practical. Based on these findings, it can be concluded that the interactive e-card media is feasible for use as a learning medium in science education for third-grade elementary school students. Future studies are recommended to conduct effectiveness testing to measure the impact of the media on students’ learning outcomes.
Penerapan Model Problem Based Learning Berbasis STEM untuk Meningkatkan Hasil Belajar Kognitif Peserta Didik pada Materi Fluida Statis Putri, Safina Amanda; Novia, Hera; Suwarma, Irma Rahma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1927

Abstract

This study aims to determine the improvement in students' cognitive learning outcomes, the implementation of learning, and student responses to the application of the STEM-based Problem-Based Learning model to Static Fluids. This study used a quantitative method with a pre-experimental research type and a One Group Pretest-Posttest Design. The study was conducted on 35 11th-grade students at a public high school in Cimahi City. The instruments used included a 15-question cognitive ability test, a learning implementation observation sheet, and a student response questionnaire. Improvements in each indicator of student cognitive learning outcomes were analyzed using the N-Gain test. The results showed that the average pre-test score of 65 increased to 87 in the post-test, with an N-Gain value of 0.61, which is categorized as moderate. The implementation of learning at each meeting reached 100% and was categorized as very good. Student responses to the implementation of the learning model also showed excellent results, with an average percentage of 87.04%, including motivation (90.00%), interest (86.99%), and satisfaction (84.14%). Based on these results, it can be concluded that the implementation of the STEM-based Problem-Based Learning model is effective in improving students' cognitive learning outcomes in Static Fluids.
Pengaruh Model PjBL dengan Eksperimen Sains Sederhana terhadap Keterampilan Proses Sains Siswa Kelas V Sekolah Dasar Ijtihad, Galang; Rahmatih, Aisa Nikmah; Amrullah, Lalu Wira Zain
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1935

Abstract

Science process skills are essential for students to analyze information and solve problems effectively. This study aims to determine the effect of the Project-Based Learning (PJBL) model combined with simple science experiments on the science process skills of fifth-grade elementary school students. This study employed a quantitative approach using a quasi-experimental design with the Nonequivalent Control Group Design. The research subjects consisted of an experimental class treated using the PJBL model with simple science experiments and a control class using a conventional learning model. Data collection techniques employed a multiple-choice test on science process skills that had been tested for validity and reliability. The results showed a significant difference in students’ science process skills between the two classes, indicating that Ha was accepted and H0 was rejected. The highest improvement occurred in the classifying indicator, while the lowest improvement was found in the observing indicator. Therefore, the PJBL model combined with simple science experiments had a positive effect on students’ science process skills in the IPAS subject, particularly on the topic “What Are Magnets and Why Were They Created?” for fifth-grade students at SDN 1 Midang, with a p-value of 0.008 < 0.05.  
Refleksi dan Self-Assessment dalam Pembelajaran PAI Berbasis Kurikulum Merdeka : Upaya Meningkatkan Kesadaran Spritual dan Karakter Religius Peserta Didik Hadi, Muhammad Rusman; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1940

Abstract

This study aims to analyze the role of reflection and self-assessment in Islamic Religious Education (PAI) learning based on the Kurikulum Merdeka in enhancing students’ spiritual awareness and religious character. This research employs a qualitative library research approach by examining relevant books, scientific journals, and contemporary educational studies. The findings indicate that the integration of reflective activities such as reflective journals, group discussions, and spiritual portfolio encourages students to internalize Islamic values beyond cognitive understanding. Furthermore, the implementation of self-assessment through religious attitude sheets, worship evaluation scales, and value-based rubrics strengthens students’ self-regulated learning and moral responsibility. Reflection and self-assessment contribute significantly to the development of self-awareness, improved quality of worship, honesty, and consistent spiritual behavior. These strategies transform assessment from a judgment-oriented process into a growth-oriented and reflective practice aligned with the dimension of faith and noble character within the curriculum framework. Therefore, reflection and self-assessment function not merely as evaluation tools but as transformative pedagogical approaches to foster authentic spiritual consciousness and sustainable religious character formation among students.
Asesmen Afektif dalam Pembelajaran PAI Berbasis Cinta; Sebuah Tinjauan Konseptual untuk Penguatan Karakter Religius Alfiansyah, Muhammad Dodi; Lubna; Mukhlis
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1941

Abstract

Islamic Religious Education (IRE) plays a strategic role in shaping students’ religious character; however, learning evaluation in IRE remains predominantly cognitive-oriented, often neglecting affective dimensions that are central to character formation. This condition creates a gap between the ideal objectives of Islamic education and assessment practices in classrooms. Responding to this issue, this study aims to analyze the integration of affective assessment within love-based curriculum in Islamic Religious Education, examine its design and implementation, and explore its contribution to students religious character development. This research employs a qualitative approach using library research with a descriptive-conceptual design. Data were collected from scholarly journals, policy documents, and academic publications relevant to affective assessment, character education, Islamic education, and love-based curriculum. The data were analyzed using qualitative content analysis through data reduction, thematic categorization, and conceptual synthesis. The findings indicate that affective assessment based on a love-based curriculum shifts the assessment paradigm from judgment-oriented evaluation to humanistic and process-oriented assessment. Such integration emphasizes empathy, compassion, reflection, and meaningful teacher student relationships, enabling the internalization of Islamic values in students daily behavior. Furthermore, well-designed and authentically implemented affective assessment contributes significantly to the development of students religious character, including spiritual awareness, moral responsibility, and social ethics. This study implies that affective assessment should be positioned as an integral pedagogical instrument in Islamic Religious Education to support holistic and transformative learning aligned with the principles of love-based education.

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