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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 1,764 Documents
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Pengaruh Joyful Learning Berbasis Gamifikasi terhadap Kemampuan Berpikir Kritis Siswa Kelas V pada Pembelajaran Bahasa Indonesia Annisa Oktavia; Nurul Hidayah; Yudesta Erfayliana
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.3188

Abstract

Critical thinking is a key twenty-first-century competency that remains insufficiently developed in primary education, particularly in Indonesian language learning. This study aimed to examine the effect of gamification-based joyful learning on the critical thinking skills of fifth-grade students. A quasi-experimental method with a non-equivalent control group design was employed. The study involved 37 fifth-grade students at SDN 1 Purwodadi, Central Lampung, consisting of an experimental group (18 students) and a control group (19 students). The experimental group received gamification-based joyful learning, whereas the control group was taught using a scientific approach. Data were collected through validated and reliable essay-based Pre-test and Post-test instruments and analyzed using an independent samples t-test. The results showed that the experimental group achieved a higher mean Post-test score (82.12) than the control group (72.86). Hypothesis testing revealed a significance value of p < 0.001 (p < 0.05), indicating a statistically significant effect of gamification-based joyful learning on students’ critical thinking skills. These findings demonstrate that integrating gamification elements, including points, badges, leaderboards, and tiered challenges, within an enjoyable learning environment can effectively enhance students’ critical thinking, confidence in expressing opinions, and ability to analyze information in Indonesian language learning.
Upaya Meningkatkan Keterampilan Menulis Teks Eksplanasi melalui Strategi Menulis Terbimbing pada Mata Pelajaran Bahasa Indonesia di Kelas VC Min 1 Kota Mataram Tahun Pelajaran 2025/2026 M. Ikbal Fahrurrozi; Hilmiati; Akmaluddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.3234

Abstract

This study aimed to improve students’ explanatory text writing skills through the implementation of a guided writing strategy in the Indonesian language subject for Class VC students at MIN 1 Mataram City in the 2025/2026 academic year. This study employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action implementation, evaluation, and reflection. The research subjects were 37 students. Data were collected through written tests, observations of students’ activities, and documentation. The data were analyzed using descriptive qualitative and quantitative methods. The results showed that the implementation of the guided writing strategy improved students’ explanatory text writing skills. In Cycle I, the students’ mean score was 76.7, with a classical mastery level of 70%, consisting of 26 students who achieved mastery and 11 students who had not yet achieved mastery. In Cycle II, the mean score increased to 86.6, with a classical mastery level of 92%, consisting of 34 students who achieved mastery and 3 students who had not yet achieved mastery. Students’ activities also improved from the moderately active category in Cycle I to the very active category in Cycle II. Based on these findings, it can be concluded that the guided writing strategy can improve the explanatory text writing skills of Class VC students at MIN 1 Mataram City and achieve the predetermined success indicators.
Pengaruh Metode Mnemonik terhadap Daya Ingat Siswa Kelas IV pada Mata Pelajaran IPAS di SDN 15 Cakaranegara Mutiara Alisa; Setiani Novitasari; Fitri Puji Astria
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.3245

Abstract

This study aimed to determine the effect of the mnemonic method on the memory of fourth-grade students in the IPAS subject at SDN 15 Cakranegara in the 2025/2026 Academic Year. This study employed a quantitative approach using a quasi-experimental method and a Nonequivalent Control Group Design. The population of this study consisted of all fourth-grade students at SDN 15 Cakranegara, with the sample consisting of Class IV A as the control class and Class IV B as the experimental class. Data were collected through tests and observation. The research instrument was a memory test administered in the form of a pretest and posttest. The experimental class received treatment using the mnemonic method with acrostic, visual, and storytelling techniques. The data were analyzed using normality, homogeneity, and hypothesis tests with an Independent Samples t-Test at a 5% significance level. The results showed that the mnemonic method had an effect on the memory of fourth-grade students in the IPAS subject. This was evidenced by the results of the Independent Samples t-Test, which obtained a significance value (Sig. 2-tailed) of 0.000 < 0.05. Therefore, H₀ was rejected and Hₐ was accepted. Based on these results, it can be concluded that the mnemonic method had an effect on the memory of fourth-grade students in the IPAS subject at SDN 15 Cakranegara.
Analisis Faktor Penyebab Rendahnya Minat Baca Siswa Sekolah Dasar Era Digital Serli Almi; Mariamah; Anggih Tri Cahyadi; Mulyadi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.3248

Abstract

This study aims to analyze the factors influencing the low reading interest among fourth-grade elementary school students in the digital era and to describe the efforts made by teachers to improve students’ reading interest at SDN Kala. This research employed a qualitative approach with a descriptive research design. The data sources consisted of five teachers and eighteen fourth-grade students. Data were collected through observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data interpretation, and conclusion drawing. Data validity was ensured through theory triangulation and source triangulation. The findings revealed that the low reading interest of students was influenced by both internal and external factors. Internal factors included low reading motivation, a lack of reading habits, and difficulties in comprehending reading materials. External factors included excessive use of gadgets and digital media, limited family support for reading culture, inadequate school literacy facilities, and the use of less innovative teaching methods. Furthermore, the study found that teachers had implemented various strategies to enhance students’ reading interest, such as establishing reading routines before lessons, providing classroom reading corners, utilizing engaging learning media, integrating educational digital media, and collaborating with parents to foster a reading culture at home. These findings indicate that improving elementary school students’ reading interest in the digital era requires collaboration among schools, teachers, families, and the wider community through strengthening literacy culture and promoting the educational use of digital technology.

Page 177 of 177 | Total Record : 1764

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