cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Syahrial Ayub, M.Si
Contact Email
syahrial_ayub@unram.ac.id
Phone
+6281803711284
Journal Mail Official
geoscienceed@unram.ac.id
Editorial Address
Jl. Majapahit No. 62 Mataram
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 168   169   170   171   172 
Efektivitas Model Problem Based Learning Berbantuan Media Digital untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMA pada Materi Pemanasan Global Nyai Ratu Syahira; Lina Aviyanti; Dedi Sasmita
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.v7i3.2820

Abstract

Problem-solving ability is one of the essential 21st-century competencies that students must develop. However, a preliminary study conducted at a public senior high school revealed that students' problem-solving ability remained low, with an average score of 42.32, far below the minimum mastery criterion (78), due to teacher-centered learning practices. This study aimed to analyze the improvement and effectiveness of the Problem Based Learning (PBL) model assisted by the IMOGLOW Flipbook E-Module digital media in enhancing students' problem-solving ability on the topic of Global Warming, as well as to examine students' responses to its implementation. This research employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 60 tenth-grade science students (30 students in the experimental class and 30 students in the control class), selected through convenience sampling. Data were collected using pretests, posttests, and a Likert-scale response questionnaire. The data were analyzed using the N-Gain test, prerequisite tests (Shapiro-Wilk and Levene's tests), the Mann-Whitney U test, and Cohen's d effect size with IBM SPSS Statistics version 26. The results indicated that the experimental class achieved a higher average N-Gain score (61.78%, moderately effective) than the control class (42.99%, less effective), with an Asymp. Sig. (2-tailed) value of < 0.001 and a Cohen's d effect size of 1.272, indicating a very large effect. In addition, students showed highly positive responses toward the learning implementation (89.17%, very good). The study concludes that integrating the Problem Based Learning model with the interactive IMOGLOW Flipbook E-Module is effective in improving students' problem-solving ability on the topic of Global Warming.
Meningkatkan Hasil Belajar PPKN Menggunakan Model PBL Berbantuan Media Smart Box Pancasila pada Siswa Kelas IV SDN 3 Kanigoro Hasna Salsabila Khoirunnisa; Sri Hartini; Maeva Juliana Ningtyas; Melik Budiarti
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.v7i3.2822

Abstract

Learning outcomes in Pancasila and Civic Education (PPKn), particularly on the topic of Pancasila, remain unsatisfactory because many students experience difficulties in understanding concepts through conventional teacher-centered instruction. Therefore, innovative learning models supported by engaging instructional media are needed to promote active participation and improve students' understanding. This study aimed to improve students' learning outcomes in Pancasila and Civic Education (PPKn) on the topic of Pancasila through the implementation of the Problem-Based Learning (PBL) model assisted by the Smart Box Pancasila learning media for fourth-grade students at SDN 03 Kanigoro. This study employed Classroom Action Research (CAR), which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 15 fourth-grade students. Data were collected through tests, observations, and documentation and analyzed using descriptive analysis. The findings revealed that the implementation of the Problem-Based Learning model assisted by Smart Box Pancasila effectively improved students' learning outcomes and classroom participation. The percentage of students achieving the minimum mastery criterion increased from 33% in the pre-cycle to 67% in Cycle I and reached 100% in Cycle II. In addition, students became more actively involved in discussions, expressed their opinions more confidently, collaborated effectively with peers, and demonstrated better problem-solving skills related to Pancasila. The Smart Box Pancasila media also created a more engaging, interactive, and student-centered learning environment. Therefore, the implementation of the Problem-Based Learning model assisted by Smart Box Pancasila was proven to be effective in improving the learning outcomes of fourth-grade students in Pancasila and Civic Education.
Systematic Literature Review: Profil Literasi Digital dalam Pembelajaran Biologi di Sekolah Menengah Atas Yesi Desta Linda; Meita Dwi Solviana; Ovi Prasetya Winandari
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.v7i3.2824

Abstract

The digital era demands that students be capable of accessing, comprehending, evaluating, and utilizing digital information critically and responsibly. However, studies specifically mapping digital literacy profiles within high school (SMA) biology education remain limited and fragmented. This study aims to identify research trends, describe primary research focuses, analyze students' digital literacy profiles, and map the benefits, challenges, and developments of research regarding digital literacy in high school biology education during the 2021–2025 period. The study employs a Systematic Literature Review (SLR) approach following the PRISMA protocol. Articles were retrieved using the *Publish or Perish* application, linked to Google Scholar and other reputable academic databases. Bibliometric analysis was conducted using VOSviewer software to map thematic interconnections and keyword trends. The findings indicate that the digital literacy profiles of high school students in biology education range from low to high, depending on the context and instruments employed. The most frequently studied digital literacy indicators include information-seeking skills, content evaluation, and digital navigation. Factors influencing digital literacy include technology availability, learning models, and the implementation of digital-based interactive media. The integration of digital platforms and media—such as e-modules, Google Classroom, Augmented Reality, and gamification-based media—has been shown to significantly enhance digital literacy. The study concludes that strengthening digital literacy in high school biology education requires a structured approach utilizing integrated, technology-based learning strategies.
Pengaruh Media Big book Bermuatan Cerita Rakyat Bima La Hila terhadap Kemampuan Membaca Permulaan Siswa Kelas III di SDN 11 Kempo Andriani; Moh. Irawan Zain; Hasnawati
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.v7i3.2827

Abstract

Reading is one of the basic skills that elementary school students must master. However, many students in the early grades still struggle with early reading, so innovative and engaging learning materials are needed to support the learning process. This study aims to determine the effect of using a Big book containing the Bima folktale “La Hila” on the early reading skills of third-grade students at SDN 11 Kempo. This study employed a quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design. The study population consisted of 26 students, comprising 13 students in the experimental class and 13 students in the control class. Data collection techniques included pre-tests and post-tests, while data analysis was conducted using descriptive statistics, normality tests, homogeneity tests, and an Independent Samples t-test. The results showed that the experimental class’s pre-test mean score of 68.92 increased to 89.46 on the post-test, while the control class’s score increased from 63.92 to 80.00. The results of the normality test showed that the data were normally distributed, and the homogeneity test indicated that the data were homogeneous with a significance value of 0.978 > 0.05. Furthermore, the results of the independent samples t-test showed a significance value of 0.000 (< 0.05) and a calculated t-value of 4.294, which was greater than the critical t-value of 2.064. Thus, H₀ is rejected and Hₐ is accepted, leading to the conclusion that the use of Big book media containing the Bima folktale “La Hila” has a positive and significant effect on students’ early reading skills. The findings of this study indicate that integrating local folktales into Big book media is not only effective in improving early reading skills but can also foster students’ appreciation for local culture.
Pengaruh Media Pembelajaran Berbasis AI Assistant terhadap Literasi Sains pada Materi Perubahan Wujud Benda Kelas IV Marlinda Salwa Talitha Tsany; Ali Ismail; Regina Lichteria Panjaitan
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.v7i3.2847

Abstract

Science literacy among Indonesian elementary school students remains relatively low, as reflected in difficulties explaining scientific phenomena, interpreting data, and applying scientific concepts to everyday situations. Artificial Intelligence (AI)-based learning media offer an interactive, student-centered approach to address this issue. This study aimed to examine the effect of AI Assistant-based learning media on the science literacy of fourth-grade students in learning changes in the states of matter. A quantitative approach with a quasi-experimental method and Nonequivalent Control Group Design was employed. The sample consisted of 32 students assigned to an experimental class and a control class. Data were collected using pretest and posttest science literacy assessments and analyzed through N-Gain, Wilcoxon Signed Rank Test, Mann–Whitney U Test, and Cohen's d Effect Size. The results showed a significant difference in science literacy improvement between the two groups (Asymp. Sig. = 0.017, p < 0.05). The experimental class achieved a higher average N-Gain (0.64) than the control class (0.48), while Cohen's d value of 0.9226 indicated a large effect. Therefore, AI Assistant-based learning media effectively improved students' science literacy. These findings suggest that AI Assistant can support the implementation of the Merdeka Curriculum and promote innovative science learning in elementary schools.
Meningkatkan Hasil Belajar Matematika Dengan Model Pembelajaran Problem Based Learning Berbantuan Media Kartu Bilangan Pada Siswa Kelas 2 Berlian Pratama; llham Yudha Perwira; Agus Winarto; Iqbal Fikry Ramadhan; Melik Budiarti
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.v7i3.2849

Abstract

This study aimed to improve the mathematics learning outcomes of second-grade students at SD Negeri 01 Klitik on addition and subtraction through the implementation of the Problem-Based Learning (PBL) model assisted by number card media. The study employed a qualitative approach using Classroom Action Research (CAR), conducted in two stages: the pre-cycle and Cycle I, consisting of planning, action, observation, and reflection. The participants were 16 second-grade students. Data were collected through tests, observations, and documentation, and analyzed descriptively using learning mastery percentages and classroom activity data. The findings revealed that the implementation of the Problem-Based Learning model assisted by number card media significantly improved students' mathematics learning outcomes. In the pre-cycle stage, the average score was 71.19, with a learning mastery rate of 18.75% (3 out of 16 students). After the implementation of the intervention in Cycle I, the average score increased to 80.56, while the learning mastery rate rose to 93.75% (15 out of 16 students). In addition, teacher activity reached 99%, and student activity achieved 95%, both categorized as very good. These findings indicate that the Problem-Based Learning model supported by number card media is effective in improving mathematics learning outcomes, student engagement, and numeracy skills among second-grade elementary school students in addition and subtraction lessons.
Peningkatan Literasi Digital Siswa SMP melalui Asesmen Berbantuan “GALAKSI” Terintegrasi Augmented Reality pada Materi Sistem Tata Surya Bunga Lady Aliza; Fahmi Fatkhomi; Mobinta Kusuma; Bayu Widiyanto
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.v7i3.2884

Abstract

Digital literacy is a fundamental competency that junior high school students need to master. However, science assessment practices in schools are still largely conventional and have not been integrated with interactive digital media, limiting their potential to foster students' digital literacy. This study aimed to determine the improvement in students' digital literacy after the implementation of assessment assisted by the "GALAKSI" (Game Aktif Luar Angkasa Kuis Stacko Ilmu) media integrated with Augmented Reality in the Solar System topic. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The research sample consisted of 32 seventh-grade students at SMP Negeri 1 Slawi, selected through purposive sampling. Data were collected using a digital literacy test on the Solar System topic and analyzed using the Paired Sample t-test and the N-Gain test. The results showed that the mean pretest score increased from 56.25 to 80.94 on the posttest. The Paired Sample t-test revealed a significance value of p < 0.001, indicating a statistically significant difference between the pretest and posttest scores. The N-Gain analysis produced a score of 0.59, which falls into the moderate category. Improvements were observed across all digital literacy indicators, with the highest increase found in the Problem Solving indicator. Therefore, assessment assisted by the "GALAKSI" media integrated with Augmented Reality was proven to effectively improve junior high school students' digital literacy in learning the Solar System topic.
Implementasi Karakter Profil Pelajar Pancasila pada Pembelajaran IPAS Kelas IV SDN 19 Cakranegara Isyatul Rodia; Moh. Irawan Zain; Ilham Handika
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.v7i3.2892

Abstract

This study aimed to describe the implementation of the Independent and Mutual Cooperation dimensions of the Pancasila Student Profile in fourth-grade Natural and Social Sciences (IPAS) learning at SDN 19 Cakranegara. The study employed a qualitative descriptive approach. Data were collected through classroom observations, interviews with the principal and fourth-grade teacher, and document analysis of teaching modules, lesson plans, and assessment instruments. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the Pancasila Student Profile was systematically integrated into the planning, implementation, and evaluation stages of learning. During the planning stage, both dimensions were incorporated into learning objectives, the Problem Based Learning model, learning activities, worksheets, instructional media, and assessment. During classroom implementation, students demonstrated independent learning through individual responsibility and active participation, while mutual cooperation was reflected in collaborative discussions, group problem-solving, and presentations. The evaluation process also assessed knowledge, skills, and character development. The results showed that the Independent and Mutual Cooperation dimensions each appeared with the same frequency (50%), indicating a balanced implementation in IPAS learning. These findings suggest that integrating the Pancasila Student Profile into classroom learning effectively supports character development while achieving the objectives of the Merdeka Curriculum.
Analisis Kualitas Instrumen Kemampuan Pemecahan Masalah Siswa SMA pada Materi Suhu dan Kalor Menggunakan Model Rasch Silvi Lutfiah Padilah; Lina Aviyanti; Nurdini Nurdini
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.v7i3.2895

Abstract

Problem-solving ability is an essential competency in physics learning; therefore, a high-quality assessment instrument is required to measure students' abilities accurately. This study aimed to analyze the quality of a physics problem-solving ability instrument on the topic of temperature and heat using the Rasch Model. This research employed a quantitative approach with a descriptive research design involving 54 senior high school students (26 males and 28 females). The instrument consisted of five essay questions comprising 25 scored sub-items based on Heller's problem-solving indicators. Data were analyzed using Ministep version 5.10.3 software by examining item validity, reliability, item discrimination, item difficulty, Differential Item Functioning (DIF), and the Wright Map. The results showed that 21 sub-items met all item fit criteria, while four sub-items met two of the three criteria. The instrument demonstrated good psychometric quality with a Cronbach's Alpha of 0.89, Person Reliability of 0.88, and Item Reliability of 0.96. Item discrimination was generally good, only four sub-items were identified with DIF, and the Wright Map indicated good targeting between students' abilities and item difficulty. Therefore, the instrument is valid, reliable, fair, and suitable for measuring students' problem-solving ability. It can also serve as an alternative assessment tool for teachers and researchers in physics education.
Analisis Penggunaan Video Animasi Nussa dan Rara dalam Menstimulasi Kemampuan Empati Anak Usia 4-5 Tahun di TK Negeri Pembina Pandeglang Naiya Fadhillah; Atin Fatimah; Luluk Asmawati
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.v7i3.2902

Abstract

This study aims to analyze the use of the Nussa and Rara animated video in stimulating the empathy skills of children aged 4–5 years at TK Negeri Pembina Pandeglang. The study employed a descriptive qualitative approach, with data collected through observation, interviews, documentation, and field notes. The findings revealed that the implementation of the Nussa and Rara animated video was carried out systematically through three stages: planning, implementation, and evaluation. The planning stage included preparing the Daily Learning Implementation Plan (RPPH), selecting video episodes containing empathy-related values, and organizing instructional materials. During the implementation stage, the animated videos were shown once or twice a week for approximately five minutes under teacher guidance. The evaluation stage involved discussions, question-and-answer sessions, and positive reinforcement to strengthen children's understanding. The use of the Nussa and Rara animated video successfully stimulated three dimensions of children's empathy: cognitive empathy, reflected in the ability to understand others' feelings; affective empathy, demonstrated by the ability to share and experience others' emotions; and behavioral empathy, shown through concrete actions such as sharing food, cooperating to tidy up toys, and inviting lonely peers to play together. The selection of the Nussa and Rara animated video was based on its positive role models, age-appropriate storylines for children aged 4–5 years, engaging visual presentation, adequate audiovisual facilities, and relevance to children's daily lives. However, several challenges remained, including differences in children's verbal abilities and limited parental support. These challenges were addressed by selecting shorter video episodes, using simple guiding questions, and implementing active and creative learning strategies. Therefore, the Nussa and Rara animated video can serve as an effective educational medium for stimulating empathy skills in early childhood.

Page 170 of 176 | Total Record : 1751

 168   169   170   171   172 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): August (Inpres) Vol. 7 No. 2 (2026): May Vol. 7 No. 1 (2026): Februari Vol. 6 No. 4 (2025): November Vol. 6 No. 3 (2025): Agustus Vol. 6 No. 2 (2025): May Vol. 6 No. 1 (2025): Februari Vol. 5 No. 4 (2024): November Vol. 5 No. 3 (2024): Agustus Vol. 5 No. 2 (2024): May Vol. 5 No. 1 (2024): February Vol. 4 No. 2 (2023): December Vol. 4 No. 1 (2023): June Vol. 3 No. 2 (2022): Desember Vol. 3 No. 2 (2022): December Vol. 3 No. 1 (2022): June Vol. 2 No. 2 (2021): December Vol. 2 No. 1 (2021): June Vol. 1 No. 2 (2020): December Vol. 1 No. 2 (2020) Vol. 1 No. 1 (2020) Vol. 1 No. 1 (2020): June More Issue