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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 1,751 Documents
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Penerapan Model Project-Based Learning dengan Pendekatan STEAM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa pada Materi Energi Alternatif Azzahra Salsabila; Hera Novia; Ida Kaniawati
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.v7i3.2551

Abstract

Critical thinking is recognized as a fundamental competency among the essential skills required in the 21st century. However, students' critical thinking skills have not yet developed optimally, highlighting the need for instructional models that actively engage students throughout the learning process. One approach to fostering active student engagement is the implementation of the Project-Based Learning (PjBL) model integrated with the STEAM approach. This study employed a quantitative quasi-experimental method using a pretest–posttest non-equivalent control group design. The sample consisted of 62 tenth-grade students from a public senior high school in Bandung, Indonesia. The research instrument comprised nine essay questions designed to assess students' critical thinking skills. The data were analyzed using the normalized gain (N-Gain) to determine the improvement in critical thinking skills, while the Mann–Whitney U test was employed to examine the effect of the instructional model. The findings revealed that the improvement in students' critical thinking skills in the experimental class was higher than that of the control class, with N-Gain scores of 0.471 and 0.342, respectively, both of which were classified as moderate. Furthermore, the Mann–Whitney U test at the 5% significance level indicated a statistically significant difference between the two groups. Therefore, it can be concluded that the implementation of the Project-Based Learning model integrated with the STEAM approach has a significant positive effect on improving students' critical thinking skills in the topic of Alternative Energy.
Pengembangan Multimedia Interaktif Life Loop pada Materi Siklus Hidup Makhluk Hidup Kelas III di SDN Junganyar 2 Socah Ajib Akhmad Fadhoni; Andika Adinanda Siswoyo
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.v7i3.2562

Abstract

The learning process of science (IPAS) in elementary schools still faces several challenges, particularly in teaching abstract concepts such as the life cycle of living things, which often result in low student engagement and learning outcomes. In addition, the limited use of interactive digital learning media has made it difficult for teachers to create meaningful and student-centered learning experiences. This study aims to: (1) develop a valid Life Loop interactive multimedia based on the results of the validation questionnaire; (2) develop an effective Life Loop interactive multimedia reviewed from the learning outcomes and the results of observations of teacher and student activities; and (3) develop an interesting Life Loop interactive multimedia based on teacher and student response questionnaires. This study uses the Research and Development (R&D) development method with the ADDIE research model with 32 students as research subjects. The results of the study show that the interactive multimedia developed is included in the very valid category, with validation results from media experts of 95%, material experts of 82%, and learning design experts of 87%. The effectiveness of interactive multimedia is proven through large group trials, where the results of observations of teacher activities obtained a percentage of 100% with an active category, while student activities reached 96.80% with an active category. In addition, the results of the evaluation test showed that 27 students who took the test had achieved individual learning completion. The level of interactive multimedia interest is also very high, as shown by the results of the teacher response questionnaire of 98.33% and the student response of 95.46%, both of which are included in the very interesting category. Based on the overall results, the Life Loop interactive multimedia is declared suitable for use in science (IPAS) learning for Grade III students at SDN Junganyar 2 Socah Bangkalan on the topic of the life cycle of living things.
Implementasi Model PEMIKAT dalam Meningkatkan Aktivitas, Berpikir Kritis, Kerjasama, dan Hasil Belajar Pendidikan Pancasila Siswa Nurul Amira; Aslamiah
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.v7i3.2565

Abstract

Low levels of student learning activity, critical thinking skills, collaborative skills, and learning outcomes constitute issues that need to be addressed through the implementation of innovative learning models. One viable alternative is the PEMIKAT model, which integrates Problem-Based Learning and the "Make a Match" technique. This study aims to describe teacher activity and analyze student activity, critical thinking skills, collaborative skills, and learning outcomes. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, comprising the stages of planning, action implementation, observation, and reflection. It was conducted over four sessions with 12 third-grade students at SDN Benua Anyar 3, Banjarmasin. Data were collected through observation, tests, and documentation, and subsequently analyzed using qualitative and quantitative descriptive techniques. The results indicate that teacher activity met the "excellent" criterion; student activity reached the category where nearly all students were highly active; critical thinking and collaborative skills reached the category where nearly all students were proficient; and learning outcomes across the cognitive, affective, and psychomotor domains achieved classical mastery. Thus, the implementation of the PEMIKAT model effectively enhances the quality of Pancasila Education instruction by fostering active, collaborative, meaningful, and student-centered learning.
Penerapan Model Pembelajaran Inkuiri Terbimbing dengan Teknik Scaffolding untuk Meningkatkan Penalaran Ilmiah Siswa pada Materi Fluida Statis Erin Erliana Afsari; Muslim; Agus Danawan
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.v7i3.2575

Abstract

Scientific reasoning plays a crucial role in addressing globalization and solving various problems. However, students’ scientific reasoning skills are often still relatively weak and need to be improved. This study aims to determine the improvement in students’ scientific reasoning following the implementation of a guided inquiry learning model with scaffolding techniques on the topic of static fluids, and to assess students’ responses to learning that employs this approach. This study employed a quantitative approach with a One-Group Pretest-Posttest Design. The sampling technique used was purposive sampling, with a sample size of 32 students from the same class. Students’ scientific reasoning was measured using a test instrument consisting of 12 two-tier multiple-choice questions. The research data were analyzed using the Wilcoxon test, N-Gain calculations, and Rosenthal’s “r” effect size calculations. The results indicated a significant difference between the pretest and posttest scores. The calculated N-Gain score was 0.73, indicating a high-level improvement in students’ scientific reasoning. This indicates that an overall improvement in students’ scientific reasoning, as well as improvements for each indicator, was observed following the implementation of this learning model. The effect size calculation yielded a value of 0.85, which falls into the “high” category. This indicates that the intervention was effective in improving students’ scientific reasoning skills. In addition, students’ responses to the learning process also showed positive results. Based on these findings, the guided inquiry model using scaffolding techniques can be considered an option for implementation in physics instruction and as an alternative solution for developing students’ scientific reasoning.
Pengembangan Modul Ajar Mata Pelajaran IPAS Berbasis Kearifan Lokal Suku Sasak Kelas IV SDN 02 Sembalun Bumbung M. Guntur Firdaus; Muhammad Tahir; Gozin Najah Rusyada
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.v7i3.2578

Abstract

The implementation of the Merdeka Curriculum requires teachers to develop contextual learning resources that accommodate students' characteristics and local potential. However, the teaching modules used in science and social studies (IPAS) learning at SDN 02 Sembalun Bumbung had not integrated the local wisdom of the Sasak ethnic group, resulting in less meaningful learning experiences for students. This study aimed to develop a local wisdom-based IPAS teaching module for fourth-grade students and determine its validity and practicality. This study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the define, design, develop, and disseminate stages. The research subjects were 27 fourth-grade students of SDN 02 Sembalun Bumbung. Data were collected through interviews and questionnaires, while the research instruments consisted of material expert validation sheets, media expert validation sheets, teacher response questionnaires, and student response questionnaires. The data were analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed teaching module obtained a validity score of 87.5% from the material expert (valid category) and 91.4% from the media expert (very valid category). Furthermore, the practicality assessment showed a teacher response score of 91.3% and a student response score of 91.1%, both classified as very practical. These findings indicate that the Sasak local wisdom-based IPAS teaching module is valid and practical for use in fourth-grade elementary school learning.
Pengembangan LKPD IPAS Berbasis Problem Based Learning Materi Perubahan Iklim di Kelas IV UPTD SDN Demangan 1 Bangkalan Siti Madiah Ulfa; Isna Ida Mardiyana
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.v7i3.2581

Abstract

Science and Social Studies (IPAS) learning on the topic of climate change requires instructional materials that actively engage students in solving contextual problems. This study aimed to determine the validity, effectiveness, and attractiveness of an IPAS Student Worksheet (LKPD) based on the Problem-Based Learning (PBL) model on climate change material for fourth-grade elementary school students. The study employed a Research and Development (R&D) method using the 4D development model, which consists of the define, design, develop, and disseminate stages. The research subjects were fourth-grade students of UPTD SDN Demangan 1 Bangkalan in the 2025/2026 academic year. The research instruments included expert validation sheets, teacher and student activity observation sheets, learning achievement tests, and teacher and student response questionnaires. The results indicated that the developed LKPD met the criteria of being valid, effective, and highly attractive. The validity scores were 77% from instructional material experts, 77% from subject matter experts, and 94% from instructional design experts. The effectiveness was demonstrated by teacher activity scores of 84.5% in the limited trial and 88.5% in the implementation trial, student activity scores of 81.5% and 81%, and classical learning mastery of 100% and 89%, respectively. The attractiveness of the product was reflected in teacher response scores of 100% and student response scores of 92% in the limited trial and 93% in the implementation trial. Therefore, the PBL-based IPAS Student Worksheet is feasible for use in elementary school IPAS learning.
Pengaruh Model Teams Games Tournament Berbantuan Media Flashcard Materi Daerahku Kebanggaanku terhadap Hasil Belajar Siswa SDN Kamal 1 Nadhyva Maulida Farih; Aditya Dyah Puspitasari
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.v7i3.2586

Abstract

This study aimed to examine the effect of the Teams Games Tournament (TGT) learning model assisted by flashcard media on students’ learning outcomes in the “Daerahku Kebanggaanku” material at SDN Kamal 1. The study applied a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The participants consisted of 27 fifth-grade students selected through a saturated sampling technique because the entire population was involved in the study. Data were collected through achievement tests, classroom observations, and documentation. The findings revealed a substantial improvement in students’ learning outcomes after the implementation of the TGT learning model. The average pretest score increased from 48.14 before the treatment to 78.88 after the treatment. Statistical analysis using the paired sample t-test showed that the calculated t-value (9.478) exceeded the t-table value (2.056), while the significance value (Sig. 2-tailed = 0.001) was lower than 0.05, indicating a statistically significant difference between pretest and posttest scores. Furthermore, the N-Gain analysis produced a score of 58%, indicating that the learning model was moderately effective in improving students’ achievement. Observation data also supported these findings, showing excellent implementation of the learning process, with teacher activity reaching 100% and student activity reaching 90%. Therefore, the Teams Games Tournament (TGT) learning model assisted by flashcard media significantly improved students’ learning outcomes and provided an effective learning strategy for elementary school social studies content.
Pengembangan E-Modul Interaktif Berbantuan Flipbook pada Materi Daerahku dan Kekayaan Alamnya untuk Meningkatkan Hasil Belajar Kelas IV Siti Zulaikha; Elly Sukmanasa; Desti Herawati
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.v7i3.2588

Abstract

The increasing integration of digital technology in education demands teaching materials that are interactive and responsive to students' learning needs, yet many primary schools still rely on printed textbooks that limit student engagement. This study aims to develop an interactive e-module assisted by Flipbook covering the topic "My Region and Its Natural Wealth," determine the product's feasibility, test its effectiveness in improving student learning outcomes, and assess teacher and student responses to the developed product. The study employs a Research and Development (R&D) approach using the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 31 students from class IV-A at SDN Mekarsari 6, Depok City, during the 2025/2026 academic year. Data were collected through observation, interviews, expert validation, teacher and student response questionnaires, as well as pre-tests and post-tests. Data were analyzed using descriptive quantitative methods, specifically the N-Gain test and the Wilcoxon Signed Rank Test. The results indicate that the e-module achieved a "highly feasible" rating based on assessments by media experts (92.5%), language experts (95%), material expert 1 (89%), and material expert 2 (90%), with an overall average of 91.63%. Teacher responses yielded a 96% rating and student responses 98.93%, both in the "excellent" category. Student learning outcomes improved from an average pre-test score of 78 to an average post-test score of 91.07, with an N-Gain score of 0.5323, indicating a moderate level of improvement. The Wilcoxon Signed Rank Test showed Asymp. Sig. (2-tailed) = 0.000 < 0.05, confirming a significant difference in learning outcomes before and after using the e-module. Thus, the Flipbook-assisted interactive e-module is feasible and effective as a teaching resource for enhancing student learning outcomes in IPAS lessons at the primary school level.
Analisis Kesulitan Siswa dalam Pemecahan Masalah Matematika Materi Pecahan Kelas V SDN 2 Paokmotong Tahun Ajaran 2025/2026 Yenika Fitri; Muhammad Turmuzi; Baiq Yuni Wahyuningsih; Nurkhaerat Alimuddin
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.v7i3.2590

Abstract

Problem-solving skills have become a key focus in mathematics education today. In mathematics class, students often face difficulties in solving non-routine problems or complex questions. This study aims to describe students’ difficulties in solving math problems involving fractions. This study employs a qualitative, descriptive research approach. The subjects of this study were 25 fifth-grade students at SDN 2 Paokmotong. The subjects were selected through purposive sampling, with three subjects chosen based on high, moderate, and low problem-solving ability categories. The data collection techniques used were a mathematics problem-solving test, interviews, and documentation. The data analysis techniques in this study included data collection, data reduction, data presentation, and drawing conclusions. Meanwhile, the validity of the research data was tested using triangulation. The results of the study show that: 1) subjects in the high category experienced difficulties at the stage of implementing their problem-solving plans; 2) subjects in the moderate category experienced difficulties at the stages of planning the solution, implementing the solution plan, and checking their work; and 3) subjects in the low category experienced the most difficulties, namely difficulties in understanding the problem because they were unable to identify the given information in the problem. Difficulties in the planning stage for problems 1 and 4 stemmed from an inability to create an accurate mathematical model. Difficulties in the execution stage resulted from not knowing how to apply formulas or not having memorized them. Difficulties in the review stage arose from an inability to solve the problems correctly.
Pengembangan E-Modul Berbantuan Heyzine Flipbook pada Materi Aku dan Kebutuhanku Dwi Oktaviani; Rais Hidayat; Irvan Permana
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.v7i3.2593

Abstract

Science and social studies (IPAS) instruction in Grade IV-A of SDN Cimpaeun 3, Depok City, still relies mainly on printed textbooks, while the use of digital technology remains limited, resulting in suboptimal student engagement and learning outcomes. This study aims to develop, validate, and test the effectiveness of a Heyzine Flipbook-assisted e-module on the topic of "Aku dan Kebutuhanku" (Me and My Needs) to improve elementary students' learning outcomes. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects consisted of one media expert, one linguist, one material expert, one fourth-grade teacher, and 26 fourth-grade students of SDN Cimpaeun 3, Depok City. Data were collected through observation, interviews, validation questionnaires, response questionnaires, and pretest-posttest scores, then analyzed using qualitative descriptive and quantitative techniques. The results show that the e-module achieved a "Very Feasible" category, with validation scores of 94.67% from the media expert, 100% from the linguist, 96% from the lecturer material expert, and 98.67% from the teacher material expert. Teacher response reached 96% and student response 88.46%, both categorized as "Very Good". The product's effectiveness was demonstrated by an increase in students' average scores from 67.50 in the pretest to 93.08 in the posttest, with an N-Gain value of 0.79 (high category). These findings confirm that the Heyzine Flipbook-assisted e-module is feasible, practical, and effective as a digital teaching material for IPAS learning in elementary schools.  

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