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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 1,504 Documents
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Pengembangan E-Book Cerita Bergambar pada Materi Struktur Atom dengan Pendekatan Saintifik Siti Munawaroh; Epinur; Firdiawan Ekaputra; Yusnidar; Isra Miharti; Febbry Romundza
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1945

Abstract

The material on atomic structure contains abstract concepts so it is often considered difficult by students. Therefore, innovative and engaging learning media are needed to help students understand the material more effectively. One alternative is the development of a pictorial story e-book integrated with a scientific approach to encourage critical and scientific thinking skills. The research aimed to determine the development process and feasibility of a pictorial story e-book on atomic structure material using a scientific approach. The research used the Lee and Owens development model. The instruments used were interview guidelines and questionnaires. The developed product was validated by a material expert and a media expert, assessed by a chemistry teacher, and tested on a small group of students. The data were analyzed using qualitative and quantitative analysis techniques. The results showed that the average scores from the material expert and media expert were 4,5 and 4,57, respectively, both categorized as “very feasible”. The teacher assessment obtained an average score of 4,8 with the category “very good”, while students responses showed a feasibility percentage of 83,14%, categorized as “very good”. Therefore, the developed e-book is considered feasible as a chemistry learning material.
Pengembangan Buku Aktivitas Anak Hebat sebagai Upaya Penerapan Gerakan 7 Kebiasaan Anak Indonesia Hebat di Kelas IV SDN 20 Cakranegara Ni Made Kusumasari; Prayogi Dwina Angga; I Putu Herry Widhi Andika
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1946

Abstract

This study aims to determine the validity, practicality, and effectiveness of the great children activity book as an effort to implement the Gerakan 7 Kebiasaan Anak Indonesia Hebat in grade IV of SDN 20 Cakranegara. The method used in this study is Research and Development (R&D), with a 4D model consisting of define, design, develop, and disseminate. The subjects in this study were 27 grade IV students and one teacher at SDN 20 Cakranegara. The object of this study was the great children activity book, designed as an effort to implement the Gerakan 7 Kebiasaan Anak Indonesia Hebat. The data analysis techniques used were descriptive qualitative and quantitative. Data were collected using observation sheets, interview sheets, validity questionnaires, practicality questionnaires, and pretest/posttest questionnaires. The results showed that the media expert's validity was 90%, categorized as very valid, and the material expert's validity was 95,83%, categorized as very valid. The practicality level based on student responses in trial I was 90,87%, categorized as very practical, and in trial II, the practicality score was 88,27%, categorized as very practical. Furthermore, based on teacher responses in trial I, the practicality score was 91,66%, categorized as very practical, and in trial II, the practicality score was 97,22%, categorized as very practical. The effectiveness level, with an N-Gain score of 0,36, falls into the moderate category, indicating that the use of the great children activity book in implementing the Gerakan 7 Kebiasaan Anak Indonesia Hebat, is quite effective. Thus, the activity book developed is declared valid, practical, and effective, so that it can be used in implementing the Gerakan 7 Kebiasaan Anak Indonesia Hebat.
Pengaruh Model Project Based Learning Berbantuan Alat Peraga Kotak Sifat Cahaya terhadap Hasil Belajar Ilmu Pengetahuan Alam (IPA) Kelas V SDN 29 Woja Uswatun Hasanah; Muhammad Erfan; Mansur Hakim
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1947

Abstract

This study aimed to determine the effect of the Project Based Learning (PjBL) model assisted by a light properties box teaching aid on the science and social studies (IPAS) learning outcomes of fifth-grade students at SDN 29 Woja. This research employed a quantitative approach with a quasi-experimental research design using the Nonequivalent Control Group Design. The research sample consisted of class V A as the experimental class and class V B as the control class. Data collection techniques included learning outcome tests and observation sheets. The validity test results showed that all test items were valid with r-count values greater than the r-table value of 0.2353, and the reliability test obtained a Cronbach’s Alpha value of 0.927, indicating that the instrument was reliable. The normality test results indicated that the pretest data of the control class were normally distributed, while the other data were not normally distributed. The homogeneity test results showed significance values of 0.380 and 0.864, indicating that the data were homogeneous. The hypothesis test using the Independent Samples T-Test obtained a Sig. (2-tailed) value of < 0.001 < 0.05, meaning that H₀ was rejected and Hₐ was accepted. The findings revealed that the Project Based Learning (PjBL) model assisted by a light properties box teaching aid had a significant effect on students’ IPAS learning outcomes at SDN 29 Woja. The observation results of learning implementation in the experimental class obtained a percentage of 91.96%, categorized as very good. Therefore, the Project Based Learning model assisted by a light properties box teaching aid can improve students’ IPAS learning outcomes.
Penguasaan Konsep Fisika Peserta Didik melalui Pembelajaran Inkuiri Terbimbing Terintegrasi Peer Instruction dan Modul Digital Lamia Ulfa; I Wayan Gunada; Hikmawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1948

Abstract

This study aimed to determine the effect of guided inquiry learning integrated with peer instruction assisted by digital modules on students’ mastery of physics concepts in the topic of sound waves. The research employed a quasi-experimental method using a nonequivalent control group design. The population of the study consisted of all eleventh-grade students at SMAN 1 Kuripan. The sample was selected using purposive sampling, resulting in class XI-2 as the experimental class and class XI-1 as the control class. The experimental class received guided inquiry learning integrated with peer instruction assisted by digital modules, while the control class was taught using conventional learning methods. Data collection was conducted using essay tests to measure students’ concept mastery through pretests and posttests. The data were analyzed using normality tests, homogeneity tests, t-tests, and N-Gain analysis. The average pretest scores of concept mastery in the experimental and control classes were 27.33 and 28.33, respectively, while the posttest scores were 74.27 and 63.10. The results of the normality and homogeneity tests indicated that the data were normally distributed and homogeneous. Furthermore, hypothesis testing using the t-test showed that the calculated t-value was higher than the table t-value, where t_calculated = 2.49 and t_table = 2.00. Therefore, H₀ was rejected and Hₐ was accepted. In addition, the N-Gain analysis showed that the improvement in concept mastery in the experimental class was higher than that in the control class. Thus, guided inquiry learning integrated with peer instruction assisted by digital modules can be used as an innovative learning alternative to improve students’ mastery of physics concepts.
Meningkatkan Keterampilan Motorik Halus melalui Bermain Origami pada Kelompok B di TK DWP DIKPORA Ampenan Malbitasari Zannatul Abbas; I Made Suwasa Astawa; Muhammad Tahir; Baiq Nada Buahana
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.1949

Abstract

This study aimed to improve children's fine motor skills through origami play activities in Group B at DWP Dikpora Ampenan Kindergarten. The study was motivated by the insufficient development of children's fine motor skills, as reflected in their difficulties in performing directed movements such as folding paper, pressing fold lines, and coordinating hand and eye movements. To address this issue, origami play activities were implemented as an engaging and educational learning medium. This study employed a Classroom Action Research (CAR) design conducted in two cycles, consisting of the stages of planning, implementation, observation, and reflection. The participants of this study were 17 children in Group B. Data were collected through observation and documentation and analyzed using a quantitative descriptive approach. The findings indicated a gradual improvement in children's fine motor skills across each cycle, increasing from 53.46% in the pre-cycle stage to 65.22% in Cycle I and further to 87.76% in Cycle II, which was categorized as a highly developed level of fine motor skills. Therefore, origami play activities can improve children's fine motor skills and may serve as an alternative learning activity to support fine motor development in early childhood education.
Profil Kemampuan Komunikasi Mahasiswa Pendidikan Fisika Universitas Mataram Menggunakan Presentation Skills Rubric Cornell University Fathurrahman; Hikmawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.1950

Abstract

Public speaking ability is a crucial interpersonal competency that must be mastered by pre-service teachers as a foundation for future classroom management. This study aims to map the academic communication skills of fifth-semester students in the Physics Education Study Program at Universitas Mataram in the course of School Administration and Management (AMS). The research employed a descriptive quantitative method using structured direct observation of 54 students. The data collection instrument was an observation sheet adapted from the Presentation Skills Rubric developed by Cornell University, which includes four dimensions: Content, Organization, Delivery, and Visual Media. The results revealed a significant performance imbalance across the assessed dimensions. Students demonstrated very strong performance in Visual Media (3.50) and Content (2.80). However, the Delivery dimension declined sharply to 2.15 (low category). As many as 59.2% of students (32 individuals) were categorized as “very poor” in eye contact due to a high dependency on reading text from slides. The theoretical and regulation-heavy characteristics of AMS course materials encouraged students to rely on reading rather than engaging in visual interaction with the audience. These findings highlight the need for methodological interventions in teaching, such as mind mapping training and the use of transparent assessment rubrics from the beginning of the semester, to better prepare competent pre-service physics teachers in pedagogical communication skills.
Keterampilan Komunikasi Ilmiah Siswa pada Materi Kalor dan Perpindahan Kalor: Analisis Spektor-Levy pada SMA di Kota Bandung Angelica Apriliana; Achmad Samsudin; Raden Giovanni Ariantara
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1953

Abstract

A US-based Partnership for 21st Century Skills (P21) identifies 21st-century competencies through the 4Cs: critical thinking, collaboration, communication, and creativity. Communication is an essential competency in physics learning, particularly scientific communication, because students are required to express concepts, interpret data, and present scientific ideas systematically. This study aims to describe students’ scientific communication skills on heat and heat transfer using the Spector-Levy analysis at senior high schools in Bandung City. This study employed a survey method involving 34 students. The instrument was an essay test covering four aspects: scientific reading, scientific writing, listening and observing, and information representation. The data were analyzed based on mean scores and skill categories, supported by Rasch analysis to examine item quality and the relationship between students’ abilities and item difficulty. The results show that students’ scientific communication skills were generally in the moderate category, with different achievements across aspects. Information representation achieved the highest score, while listening and observing achieved the lowest. These findings indicate that students are relatively able to present information visually, but still have difficulty interpreting observations and connecting data with heat concepts. Therefore, problem-solving-based physics learning is needed to train students to analyze problems, justify explanations, and communicate scientific findings effectively.
Pengaruh Pendekatan Pembelajaran Berdiferensiasi terhadap Hasil Belajar Siswa Mata Pelajaran IPAS Kelas V di SDN 45 Mataram Herlin Juniarti; Nurhasanah; Gozin Najah Rusyada
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1954

Abstract

A differentiated learning approach is a teaching strategy that accommodates students’ interests, talents, learning styles, and levels of readiness. This study aimed to determine the effect of a differentiated instruction approach on the science learning outcomes of fifth-grade students at SDN 45 Mataram. The research employed a quantitative experimental method using a Nonequivalent Control Group Design with pretest-posttest procedures. The sample consisted of 49 students, including 25 students in the experimental class and 24 students in the control class. Data were collected through tests and observations, while data analysis was conducted using the Independent Samples t-test. The findings revealed that the differentiated learning approach had a significant effect on students’ science learning outcomes. This was indicated by a significance value of 0.002 (p < 0.05) and a calculated t-value of 3.202, which was higher than the table t-value of 2.011. Therefore, H₀ was rejected and Hₐ was accepted. In addition, the mean N-Gain score of 0.5702 was categorized as moderate, indicating that differentiated instruction was sufficiently effective in improving students’ understanding and learning achievement in science subjects. Thus, the differentiated learning approach can serve as an effective alternative strategy to enhance students’ active participation and academic performance in elementary school science learning.  
Sekolah sebagai Sistem Sosial: Analisis Perannya dalam Menguatkan Nilai-Nilai Multikultural Siswa di SMAN 4 Mataram Almira Wulandari; Edy Kurniawansyah; Lianda Dewi Sartika
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1955

Abstract

Schools, as social systems, play a crucial role in fostering a multicultural educational environment amidst diversity. This is evident at SMAN 4 Mataram, which exhibits a high degree of social, cultural, and religious diversity, thereby necessitating the reinforcement of tolerance, cooperation, and respect for differences to prevent social conflict within the school environment. This study aims to analyze the role of the school as a social system in reinforcing multicultural values among students at SMAN 4 Mataram. This study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, interviews, and documentation. The results indicate that the school, as a social system, fosters a multicultural educational environment through its structural, cultural, and interactional roles. The socialization of values and the formation of students’ multicultural identities are achieved through the integration of multicultural values into Civic Education (PPKn) lessons and extracurricular activities such as Scouting, Red Cross (PMR), Student Council (OSIS), the Flag Raising Brigade (Paskibra), and dance. The effectiveness of the school’s role in building social cohesion amidst diversity is influenced by supporting factors such as principal support, teacher training and development, and adequate facilities and infrastructure, while inhibiting factors include the continued existence of a small number of students with exclusive attitudes and the inadequacy of multicultural socialization outside the school environment.
Implementasi Program Pencari Soal Pintar untuk Penguatan Literasi Numerasi Siswa Sekolah Dasar Almaidah Purnamasari Arif; Amanda Ihza Putri; Desvina Sastrawati; Dimas; Aditia Suhendra; Syafruddin Muhdar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1956

Abstract

This study aims to analyze the implementation of the Smart Problem Finder Program in strengthening the numeracy literacy of elementary school students. The background of this study is based on the low level of students’ numeracy literacy, which is still influenced by conventional teaching practices and a lack of contextual approaches in the mathematics learning process. This study employs a descriptive qualitative approach, involving elementary school students and teachers as research subjects. Data collection techniques include observation, interviews, and documentation to obtain comprehensive data regarding the program’s implementation. The results indicate that the Smart Problem Finder Program effectively enhances students’ numeracy skills, particularly in understanding and solving addition and subtraction problems more accurately, systematically, and in a structured manner. This program also has a positive impact on students’ learning motivation and active participation through the implementation of game-based learning conducted in the school garden environment, thereby creating a more enjoyable and contextual learning atmosphere. Furthermore, the teacher’s role as a facilitator supported the program’s success through effective lesson planning and classroom management. Thus, the Smart Problem Finder Program can serve as an effective, contextual, and enjoyable learning innovation to enhance elementary students’ numeracy literacy.

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