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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 1,038 Documents
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Penerapan Model Problem Based Learnig (PBL) pada Materi Bangun Ruang Sisi Lengkung untuk Meningkatkan Hasil Belajar Siswa Kelas IX G SMP Negeri 2 Mataram Purnamasari, Erni; Amrullah, Amrullah; Maksud, Maksud
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.912

Abstract

This study aims to improve the mathematics learning outcomes of ninth-grade students (Class IX G) at SMP Negeri 2 Mataram in the 2023/2024 academic year through the implementation of the Problem-Based Learning (PBL) model. The subjects of this study were 39 students from Class IX G. This research employed a Classroom Action Research (CAR) design, conducted over two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. Data were collected through learning outcome evaluation tests administered at the end of each cycle and analyzed using a quantitative descriptive approach. The results of the analysis showed an improvement in students’ learning outcomes on the topic of curved-surface solid geometry after the application of the PBL model. This improvement was evidenced by an increase in the percentage of students who achieved the minimum mastery criteria (KKM), from 76.51% in the first cycle with an average score of 76.51 to 87.18% in the second cycle with an average score of 83. These findings indicate that the implementation of Problem-Based Learning effectively enhances both the average learning outcomes and the proportion of students who meet the mastery criteria.
Peningkatan Pemahaman dan Hasil Belajar Peserta Didik melalui Penerapan Model Pembelajaran Discovery Learning pada Materi Perpangkatan dan Bentuk Akar Kelas IX Dwi Darmawan, Ahmad Putra; Kertiyani, Ni. Made Intan; Nugroho, Slamet
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.913

Abstract

The mathematics learning process at the junior high school level often faces challenges, particularly in conceptual understanding, which affects students’ overall academic achievement. One potential solution to address this issue is the implementation of the Discovery Learning model, which encourages students to independently discover concepts through exploratory learning activities. This study aims to analyze the effectiveness of the Discovery Learning model in improving conceptual understanding and learning outcomes of ninth-grade students at SMP Negeri 13 Mataram on the topic of Exponents and Roots. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through learning activity observations, questionnaires, and mathematics achievement tests. The results showed that the implementation of Discovery Learning successfully enhanced students’ conceptual understanding, as reflected in the increase of the average conceptual understanding score from 60.00 in the pre-cycle (fair category) to 75.50 in cycle I (good category) and 85.75 in cycle II (very good category). Moreover, students’ overall learning outcomes also showed significant improvement, with average scores increasing from 60.25 in the pre-cycle (fair) to 78.00 in cycle I (good) and 88.50 in cycle II (very good). The percentage of students achieving scores above the minimum mastery criterion (KKM) also rose from 35% in the pre-cycle to 60% in cycle I, and 85% in cycle II. Therefore, it can be concluded that the Discovery Learning model is effective in significantly improving students’ conceptual understanding and mathematics learning outcomes.
Upaya Meningkatkan Motivasi dan Hasil Belajar Matematika Menggunakan Bantuan Buku Saku Perkalian Kelas V SDN 26 Ampenan Saidah, Safinah Tulhariya; Makki, Muhammad; Makki, Habibi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.914

Abstract

Based on the results of the research conducted, it can be concluded that the use of a multiplication pocket book can improve learning outcomes and motivation among fifth-grade students at SDN 26 Ampenan. The findings showed that the students’ average score increased from 55.00 (pre-test) to 70.00 (Cycle I) and 85.00 (Cycle II), while the percentage of students achieving the minimum mastery criteria (KKM) rose from 40% to 90%. In addition, 85% of the students reported feeling more confident and motivated in learning mathematics. Therefore, the multiplication pocket book has proven to be an effective and practical learning medium that can enhance students’ understanding of multiplication operations.
Implementasi Media Box Kartu Kata untuk Meningkatkan Kemampuan Membaca Siswa Kelas III SD Negeri 46 Ampenan Kota Mataram Tahun 2024 Anggryani, Ayu Anggryani; Junaidi, Eka; Supriadi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.919

Abstract

Reading is an activity aimed at obtaining meaning or information from a text. Therefore, reading is a fundamental skill that must be learned. However, based on the researcher’s observations at SD Negeri 46 Ampenan, several students were still found to have low reading ability. The purpose of this study was to improve students’ reading skills by using the Word Card Box learning media. The research employed a Classroom Action Research (CAR) approach conducted in two cycles, which included planning, implementation, observation, and reflection. Data were collected through observations of learning activities, interviews with students, and reading skill tests. The results showed that the use of the Word Card Box media improved students’ reading skills in Indonesian language learning, with the average score increasing from 65 in the pre-cycle to 85 in the second cycle. These findings indicate that the Word Card Box can be used as an innovative and effective learning medium in classroom activities.
Meningkatkan Semangat Belajar Peserta Didik Kelas III SD Negeri 25 Ampenan Pelajaran Pendidikan Pancasila Mia, Hermiati; Farmasari, Santi; Oktafiah, Era
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.921

Abstract

This study aims to enhance the learning enthusiasm of third-grade students at SD Negeri 25 Ampenan in Pancasila Education through the implementation of digital and concrete learning media, as well as the Problem-Based Learning (PBL) and Project-Based Learning (PJBL) models. The research employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The learning media used included digital applications such as Wordwall, Canva, and YouTube, as well as various concrete media relevant to the learning material. The results of the study showed a significant improvement in both students’ learning enthusiasm and learning outcomes after the implementation of these media and models. The average student score increased from 60 to 80, accompanied by greater participation and enthusiasm during the learning process. The application of PBL and PJBL effectively developed students’ critical thinking, collaboration, and problem-solving skills, while also fostering a sense of responsibility for their own learning process. In addition, the use of technology-based learning media had a positive impact on students’ digital literacy. Through the integration of digital tools in the classroom, students became more skilled at accessing, understanding, and utilizing information creatively and responsibly. This approach aligns with the demands of 21st-century learning, promoting digital competence alongside academic achievement. Thus, the combination of innovative learning media and interactive models such as PBL and PJBL proved effective in creating a more active, collaborative, and enjoyable learning atmosphere. The study concludes that this approach successfully enhances the quality of Pancasila Education while shaping students who are not only academically competent but also possess strong character and uphold Pancasila values.
Peningkatan Kemampuan Kolaborasi dan Pemecahan Masalah melalui Model Cooperative Learning Tipe Teams Games Tournament (TGT) pada Siswa Kelas IV SDN 5 Cakranegara Mulyati, Eva; Sujana, I Made; Taufiqurrahman, Irwan
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.923

Abstract

This study aims to evaluate the effectiveness of the Teams Games Tournament (TGT) learning model in improving students’ problem-solving and collaboration skills. The research was motivated by classroom observations indicating low student engagement and suboptimal group cooperation, which in turn affected students’ problem-solving abilities. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection phases. The results showed a significant improvement in students’ problem-solving skills, with the average score increasing from 70 in the first cycle to 86.5 in the second cycle (a 23.6% increase). Collaboration skills also improved substantially, from 65% to 85.67% (a 31.8% increase). In addition, teacher activity levels rose from 78.5% (good) to 91.8% (very good). These improvements were attributed to more effective strategies in guiding tournaments and delivering materials interactively. In conclusion, the implementation of the Teams Games Tournament (TGT) model successfully enhanced students’ problem-solving and collaboration skills while fostering more active teacher engagement in the learning process. This model provided students with opportunities to discuss, express opinions, and work together more effectively in completing learning tasks.
Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Peserta Didik Menggunakan Model Pembelajaran Project-Based Learning (PjBL) Materi Tata Surya Kelas 6A di SDN 05 Cakranegara Humaidi, Hilman; Sujana, I Made; Taufiqurrahman, Irwan
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.931

Abstract

The problem underlying this research is the low conceptual understanding and learning outcomes of students on the topic of the Solar System, as well as the learning process that remains teacher-centered and lacks active student engagement. Based on the preliminary study, out of 21 students in class 6A of SDN 05 Cakranegara, only 6 students (29%) achieved the Minimum Mastery Criteria (KKM), while 15 students (71%) did not. This study aims to describe the implementation of the Project-Based Learning (PjBL) model in improving students’ learning outcomes and critical thinking skills. The research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, consisting of two cycles. Research instruments included learning outcome tests, student activity observation sheets, and student perception questionnaires. The results showed a significant improvement in all learning indicators. Teacher and student activities increased from a score of 31 (70% – Fair) in Cycle I to 41 (93% – Excellent) in Cycle II. The implementation of the PjBL learning syntax also improved, from a score of 5 (83% – Good) in Cycle I to 6 (100% – Excellent) in Cycle II. Students’ critical thinking skills increased from 781 (67% – Poor) in Cycle I to 966 (83% – Good) in Cycle II. The most significant improvement was observed in students’ learning outcomes, with the average score rising from 75 (68% – Fair) in Cycle I to 88 (90% – Excellent) in Cycle II. Therefore, it can be concluded that the implementation of the Project-Based Learning (PjBL) model is effective in enhancing students’ learning outcomes and critical thinking skills on the topic of the Solar System in Grade VI A of SDN 05 Cakranegara.
Peningkatan Pemahaman Konsep dan Hasil Belajar Siswa Menggunakan Media Kantong Bilangan pada Materi Nilai Tempat di Kelas 2 SDN 2 Ampenan Parizka, Nindy Nursilva; Suwasa Astawa , I Made; Khaer, Fikratul
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.932

Abstract

The low learning outcomes of students in mathematics are caused by the teacher’s inability to create an engaging learning process. This Classroom Action Research (CAR) aims to examine whether the use of number pocket media can improve students’ conceptual understanding of place value material. The research was conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects of this study were 21 second-grade students at SDN 2 Ampenan. Data were collected through tests and observation sheets, and analyzed both quantitatively and qualitatively. The results showed a significant improvement in students’ understanding of the place value concept, which directly impacted their learning outcomes. The average score of students’ conceptual understanding increased from 68.25 in the first cycle to 82.86 in the second cycle, while the average learning outcome rose from 70.37 in the first cycle to 85.24 in the second cycle, with a mastery level reaching 85.7%. This improvement demonstrates that the use of number pocket media is effective in helping students better understand the concept of place value, thereby enhancing their overall learning achievement.
Penerapan Pendekatan Pembelajaran CRT (Culturally Responsive Teaching) untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Pancasila di Kelas V SDN 6 Cakranegara Tahun Ajaran 2024/2025 Sari, Dewi Anitia; Tahir, M.; Herawati, Sri
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.934

Abstract

This study aims to improve the learning outcomes of fifth-grade students in the subject of Pancasila Education through the implementation of the Culturally Responsive Teaching (CRT) approach. The research employed a Classroom Action Research (CAR) design conducted in two cycles, focusing on enhancing students’ academic achievement during the learning process. The participants of this study were 25 students from SDN 6 Cakranegara. Data were collected through tests and observation sheets using a purposive sampling technique, and analyzed using both quantitative and qualitative methods.The findings revealed that, during the pre-cycle stage, the students’ classical mastery level was 28%, with 7 students achieving mastery and 18 students not yet meeting the criteria. After the implementation of the CRT learning model in Cycle I, the mastery level increased to 60%, with 15 students achieving mastery and 10 students remaining below the standard. In Cycle II, the mastery level further increased to 88%, with 22 students achieving mastery and only 3 students not yet achieving mastery. These results indicate that the implementation of the Culturally Responsive Teaching model is effective in improving students’ learning outcomes on the topic of cultural diversity within the context of unity and integrity in the Indonesian nation.
Science Teachers Perceptions of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI) Al-Qoyyim, Thufail Mujaddid; Amanah, Prelia Dwi; Muliati, Eka; Fitratunisyah, Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.936

Abstract

This study aims to analyze science teachers' perceptions of the Nature of Science (NOS) and Nature of Scientific Inquiry (NOSI), including their understanding of the nature of scientific knowledge, the scientific method, and the challenges in its implementation in the classroom. A survey method was employed, involving 61 science teachers from various educational levels. The findings reveal that 59% of teachers agreed and 34.4% strongly agreed that they understand the nature of science and apply it in their teaching. Additionally, 65.6% agreed and 26.2% strongly agreed that scientific knowledge is tentative and continually evolving. Regarding the scientific method, 49.2% agreed and 44.2% strongly agreed that science is based on empirical evidence and can be tested. However, despite a general understanding of the importance of inquiry-based approaches, 47.5% disagreed and 14.8% strongly disagreed with the effectiveness of the inquiry model in science education, indicating significant challenges in its implementation. Factors such as limited facilities, time constraints, and students' readiness were identified as key obstacles to the optimal integration of NOS and NOSI. Therefore, enhanced teacher training, infrastructure support, and more adaptable teaching strategies are essential to ensure the effective implementation of NOS and NOSI in science education.

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