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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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Model Pembelajaran PROTAGET untuk Meningkatkan Motivasi Belajar dan Keterampilan Berpikir Kritis Siswa Kelas V pada Pembelajaran Matematika Mery Arrizqa Ulya; Maimunah
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.v7i3.2597

Abstract

This study aims to analyze the implementation of the PROTAGET learning model in enhancing the learning motivation and critical thinking skills of fifth-grade students during mathematics lessons. The study employed a Classroom Action Research approach based on the Kemmis and McTaggart model, comprising four stages: planning, action implementation, observation, and reflection. The research was conducted over four sessions with 33 fifth-grade students at SDN Kuin Cerucuk 3, Banjarmasin. Data were collected through observations and tests covering teacher activity, student activity, learning motivation, critical thinking skills, collaboration skills, and learning outcomes. The data were analyzed using both qualitative and quantitative descriptive methods. The results indicate that all observed aspects showed gradual improvement. Teacher activity increased from 82.50% to 92.50%, student activity from 69.70% to 100%, learning motivation from 48.50% to 100%, critical thinking skills from 39.40% to 100%, and collaboration skills from 45.50% to 100%; additionally, the class mastery rate for learning outcomes rose from 57.58% to 100%. These findings demonstrate that the PROTAGET learning model fosters active, collaborative, and student-centered mathematics instruction, making it effective in boosting students' learning motivation and critical thinking skills. Consequently, the PROTAGET learning model serves as a viable alternative for innovative mathematics instruction in primary schools.
Media Pembelajaran Interaktif Berbasis Canva untuk Meningkatkan Kreativitas Siswa pada Mata Pelajaran Informatika di SMA Alamsyah; Muslim; Ikhwannul Muslimin
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.v7i3.2602

Abstract

The rapid development of digital technology has encouraged the use of interactive learning media to support students' creativity as one of the essential 21st-century skills. However, the learning process in Informatics at SMAN 1 Donggo is still dominated by lecture-based instruction, and the use of digital learning media has not been optimized, resulting in students' creativity not being fully developed. This study aimed to analyze the effect of Canva-based interactive learning media on students' creativity in Informatics at SMAN 1 Donggo, Bima Regency. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 56 students, including 28 students in the experimental class and 28 students in the control class, selected through purposive sampling. Data were collected using a creativity questionnaire that had met validity and reliability requirements. Data analysis included descriptive statistics, normality test, homogeneity test, Mann–Whitney U test, and N-Gain analysis using IBM SPSS Statistics. The results showed that the mean creativity score of the experimental class increased from 59.29 to 86.79, while the control class increased from 49.82 to 54.82. The experimental class achieved an N-Gain score of 67.08% (moderate to high category), whereas the control class obtained 16.20% (low category). The Mann–Whitney U test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between the two groups. Therefore, Canva-based interactive learning media were proven to have a significant and effective impact on improving students' creativity in Informatics and can serve as an alternative learning medium to support 21st-century education.
Implementasi Pembelajaran Berdiferensiasi Konten pada Materi Buku Fiksi dan Nonfiksi Kelas VII.8 dalam Meningkatkan Hasil belajar di SMPN 1 Masbagik Winanda Hizby Husain; Hilmiyatun; Saufian Anhari
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.v7i3.2603

Abstract

The implementation of differentiated instruction has become an essential strategy for accommodating students' diverse learning needs while supporting the principles of Deep Learning in the Merdeka Curriculum. This study aimed to improve the learning out-comes of seventh-grade students on fiction and non-fiction book materials through the implementation of content differentiation at SMP Negeri 1 Masbagik. The study em-ployed Classroom Action Research (CAR) consisting of two cycles, with each cycle in-cluding the stages of planning, action, observation, and reflection. The participants were 32 students of class VII.8. Data were collected through observation, learning achievement tests, and documentation, and were analyzed using descriptive quantitative and qualita-tive techniques. The findings revealed a consistent improvement in students' learning outcomes after implementing differentiated content instruction. The average learning score increased from 68 in the pre-action stage to 78 in Cycle I and further improved to 88 in Cycle II. Likewise, learning mastery increased from 59% in the pre-action stage to 78% in Cycle I and reached 91% in Cycle II. The implementation of differentiated content in-struction also enhanced students' participation, confidence, collaboration, and engage-ment during the learning process. These findings indicate that content differentiation effectively accommodates students' learning readiness and creates meaningful, active, and enjoyable learning experiences aligned with the principles of Deep Learning. There-fore, differentiated content instruction can be considered an effective learning strategy for improving students' achievement in learning fiction and non-fiction texts at the junior secondary school level.
Analisis Kebutuhan Pengembangan Multimedia Pembelajaran IPAS Berbasis Articulate Storyline 3 untuk Penguatan Literasi Sains Siswa Sekolah Dasar Diva Auliya Fajrin; Alfi Laila; Mumun Nurmilawati
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.v7i3.2607

Abstract

Scientific literacy needs to be strengthened from an early stage because it serves as a fundamental competence for elementary school students to understand natural phenomena logically, critically, and based on evidence. However, science and social studies (IPAS) learning in elementary schools still faces several challenges, particularly in the topic of changes in the states of matter, which is relatively abstract and difficult for students to understand when delivered only through textbooks or verbal explanations. This study aimed to analyze the need for developing IPAS learning multimedia based on Articulate Storyline 3 as a solution to support the enhancement of scientific literacy among elementary school students. The study employed a descriptive approach with a mixed-methods design as the initial analysis stage of the ADDIE development model. The participants consisted of 2 fourth-grade teachers and 40 fourth-grade students from SDN Gayam 2 and SDN Gayam 3 in Kediri City. Data were collected through observation, in-depth interviews, and needs analysis questionnaires using a Likert scale. The results showed that students had a high need for interactive learning media, as indicated by the percentage of knowledge about digital media (74%), difficulties in understanding the topic of changes in the states of matter (75%), supporting factors for media use (82%), barriers to media use (69%), and expectations for interactive learning media (81%). From the teachers’ perspective, the percentages were 83% for knowledge of learning media, 85% for mastery of IPAS content, 78% for school support toward digital media, 77% for barriers to media development, and 94% for expectations of ready-to-use media. These findings indicate a strong need for the development of IPAS learning multimedia based on Articulate Storyline 3 that is interactive, visual, and contextual to help students understand the concept of changes in the states of matter while also supporting the improvement of scientific literacy in elementary schools.
Development of STREAM-Based Student Worksheets for Teaching Fluid Dynamics at SMAN 14 Medan Putri Aprillia; Juniar Hutahaean
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.v7i3.2608

Abstract

The low learning outcomes of students in dynamic fluid material and the limited use of innovative instructional materials necessitate the development of learning tools that integrate 21st-century skills. This study aims to develop a Student Worksheet based on the STREAM approach that is valid, practical, and effective for Grade XI MIPA students at SMAN 14 Medan. This research employed the Research and Development (R&D) method using the 4-D model, consisting of define, design, develop, and disseminate stages. The research subjects were 36 students of class XI MIPA 3 at SMAN 14 Medan. The research instruments included expert validation sheets, a teacher response questionnaire using a Likert scale, a student response questionnaire using a Guttman scale, and a pretest-posttest assessment. Data were analyzed using Likert and Guttman scales to determine validity and practicality, and the N-Gain test to measure effectiveness. The results showed that the LKPD was highly valid, obtaining 97.90% from the material expert and 87.78% from the media expert. Practicality results indicated 93.22% from student responses and 100% from the physics teacher, both categorized as highly practical. The effectiveness test showed an N-Gain score of 0.89 (89%), indicating that the LKPD was highly effective. It can be concluded that the developed LKPD meets the criteria of being highly valid, practical, and effective, and can serve as an alternative instructional material in physics learning. Furthermore, it enhances students’ learning outcomes while facilitating critical thinking, problem-solving skills, and interdisciplinary integration through the STREAM approach.
Penggunaan Model Pembelajaran LASTIK dalam Meningkatkan Aktivitas, Keterampilan Berpikir Kritis, Kemampuan Mengemukakan Pendapat, dan Hasil Belajar Siswa Nurlaila Dwe Khairiyati; 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.v7i3.2610

Abstract

Pancasila Education at the elementary school level should ideally equip students with relevant 21st-century skills, including critical thinking and the ability to express opinions. However, reality indicates that the learning process is still dominated by conventional methods, rendering students passive and unaccustomed to voicing their thoughts during instruction. This study aims to describe and analyze in depth the implementation of the LASTIK learning model—a combination of Problem-Based Learning and Talking Stick—to enhance students' 21st-century skills. Examining this combined model is crucial to addressing the educational gaps observed in the fourth grade of SDN Kuin Utara 1 Banjarmasin. Left unaddressed without appropriate intervention, these issues will not only result in low academic achievement but also hinder students' ability to solve contextual problems. This study employed a Classroom Action Research (CAR) design, utilizing observation, written tests, and documentation as data collection techniques. The findings demonstrated that the development of these five aspects was not isolated but closely interconnected. Optimally executed teacher activities enhanced student engagement, which ultimately contributed to the cultivation of critical thinking skills and an improved ability to express opinions. Consequently, these results led to more optimal learning outcomes. This indicates that the LASTIK model is proven effective in Pancasila Education to comprehensively advance students' knowledge, attitudes, and skills.
Pemanfaatan Media Pembelajaran Mencerna sebagai Implementasi Student Active Learning di Kelas 3 SD Negeri 1 Weleri Desi Nuzulia Rosyidah; Meilan Tri Wuryani; Dian Kusumawati
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.v7i3.2622

Abstract

Indonesian language instruction in elementary school continues to rely mainly on lecture-based teaching and textbooks-centered learning, result in limited student participation. This study sought to develop MENCERNA (Interactive Narrative Story Media), explain its implementation in promoting Student Active Learning, and investigate third-grade students' responses and learning outocomes at SD Negeri 1 Weleri. This study adopted the Research and Development (R&D) approach using the 4D model, which includes the define, design, develop, and disseminate stages. Data were obtained through observations, interviews, validation questionnaires, documentation, and learning achievement tests, then analyzed using descriptive quantitative techniques and the N-Gain test. The findings indicated that MENCERNA obtained a validation score of 80% from both the material and media experts, demonstrating that it was valid for classroom implementation. Its implementation promoted active atudent involvement through observation, questioning, discussion, idea exchange, and worksheet completion. Students demonstrated positive responses toward the media, while their learning outcomes improved, with the mean pre-test score rising from 63.57 to 87.51 on the post-test, producing an N-Gain score of 0.66 (moderately effective). Therefore, MENCERNA represent an appropriate instructional medium for enhacing Student Active Learning and Indonesian language learning outcomes.
Pengaruh Model Problem Based Learning Berbantuan PhET Simulasi terhadap Peningkatan Kemampuan Berpikir Kritis Fisika Peserta Didik Jihan Sulistya Ananda; Muh. Makhrus; Sutrio; Wahyudi
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.v7i3.2623

Abstract

This study aimed to determine the effect of the Problem Based Learning (PBL) model assisted by PhET Simulasi on improving students’ critical thinking skills in physics. The study employed a quasi-experimental method using a non-equivalent control group design. The sample consisted of 33 students from Class XI IPA 2 as the experimental group and 32 students from Class XI IPA 3 as the control group at SMAN 7 Mataram during the 2025/2026 academic year. The research instrument was an essay test designed to measure critical thinking skills and had met the validity, reliability difficulty level and discrimination power requirements. Data were collected through pretests and posttests and analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis. The results showed that the mean pretest scores of the experimental and control groups were 40.91 and 38.86, respectively, while the mean posttest scores were 85.51 and 77.82. The normality test indicated that the posttest data of both the experimental group   were 3.3844 and the control group   were 3.8180) were normally distributed because   <   were 11.070. The homogeneity test showed that the variances of both groups were homogeneous with   = 1.7402 <   = 1.810. The hypothesis testing using the pooled variance t-test revealed that   = 3.79 >   = 1.998, indicating that the null hypothesis   was rejected and the alternative hypothesis   was accepted. Furthermore, the N-Gain score of the experimental group was 0.755 in the high category, while that of the control group was 0.637 in the medium category. These findings indicate that the implementation of the Problem Based Learning model assisted by PhET Simulasi has a significant positive effect on improving students’ critical thinking skills in physics on wave material.
Pengaruh Model Problem Based Learning (PBL) terhadap Hasil Belajar Kognitif IPAS Tema Pelestarian Lingkungan Kelas IV UPTD SDN Demangan 1 Bangkalan Widiyah Dwi Wulan Sari; Humairah Fauziah
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.v7i3.2626

Abstract

This study aimed to examine the effect of the Problem-Based Learning (PBL) model on students’ cognitive learning outcomes in Science and Social Studies (IPAS) on the topic of Environmental Conservation among fourth-grade students at UPTD SDN Demangan 1 Bangkalan. IPAS learning in elementary schools is still largely dominated by lecture-based instruction with limited use of learning media, resulting in teacher-centered learning and suboptimal cognitive learning outcomes. This study employed a quantitative approach using a pre-experimental method with a one-group pretest–posttest design. The sample consisted of 36 fourth-grade students in class IV-A. Data were collected through tests, observations, and questionnaires. The test instrument was examined for validity, reliability, item difficulty, and discrimination index. Data were analyzed using the Shapiro–Wilk normality test and the Wilcoxon Signed Rank Test. The results showed a Z value of −5.130 and an Asymp. Sig. (2-tailed) value of < 0.001, which was lower than the significance level of 0.05. Therefore, the null hypothesis (H₀) was rejected and the alternative hypothesis (Hₐ) was accepted. These findings indicate that the implementation of the Problem-Based Learning (PBL) model had a significant positive effect on students’ cognitive learning outcomes in IPAS.
Pengembangan Bahan Ajar “Modul Pembelajaran” IPAS Berbasis Saintifik pada Materi “Energi dan Perubahannya” untuk Meningkatkan Pemahaman Konsep Energi Siswa Kelas IV SDN 1 Gontoran Hildah Dwipa Nurahma; Muhammad Makki; Prayogi Dwina Angga
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.v7i3.2627

Abstract

Fourth-grade students were selected as the research subjects because they are in the concrete operational stage and therefore require teaching materials that are engaging, contextual, and tailored to their characteristics. The topic of energy and its transformations was chosen because it is an component of IPAS that students often struggle to understand, particularly when it comes identifying the forms and transformations of energy. This study aims to produce a valid, practical, and effective science-based IPAS learning module to improve students’ understanding of energy concepts. This study employed the (R&D) method using the ADDIE development model. The results showed that the module’s validity was very high, with 89,23% validity rating from media experts and a 94,11% validity rating from content experts. The practicality level in the small-group test achieved a percentage of 77,7% meeting the “practical” criterion, while the large-group test achieved a percentage of 83,43% meeting the “highly practical” criterion: teacher feedback also achieved a percentage of 97,9% meeting the “highly practical” criterion. The N-Gain result was 0,5686 (56.8579%), meeting the “effective” criterion. Therefore, the science-based IPAS learning module teaching materials are valid, practical, and effective for improving the understanding of energy concepts among fourth-grade students at SDN 1 Gontoran.

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