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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 Problem-Based Learning Berbantuan Geogebra untuk Meningkatkan Hasil Belajar Matematika Peserta Didik Materi Program Linear Kelas XI MIA-3 SMA Negeri 8 Mataram Tahun Ajaran 2024/2025 Adawiyyah, Robi'atul Adawiyyah; Amrullah; Aiyub, Darma
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.v6i3.949

Abstract

This study aims to improve the learning outcomes of Grade XI MIA-3 students at SMA Negeri 8 Mataram on the topic of Linear Programming through the implementation of the Problem-Based Learning (PBL) model assisted by GeoGebra. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through learning achievement tests and classroom observation activities. The results showed that the application of PBL assisted by GeoGebra had a positive impact on students’ learning outcomes. The average score increased from 56.2 in the quiz to 65.8 in the first cycle and 79.2 in the second cycle. The percentage of learning mastery also improved from 30% before the intervention to 40% in the first cycle and 67% in the second cycle. The implementation of PBL encouraged students to think critically and solve problems, while GeoGebra helped them visualize mathematical concepts more concretely. Therefore, the use of Problem-Based Learning assisted by GeoGebra proved effective in enhancing students’ understanding and learning outcomes in Linear Programming.
Penggunaan Media Permainan Monopoli untuk Meningkatkan Motivasi Belajar Peserta Didik Kelas V SDN 7 Cakranegara Julkifliati, Julkifliati; Muslehudin; Zain, Irawan
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.v6i3.957

Abstract

This study is a Classroom Action Research (CAR) that aims to describe the use of game-based learning media, determine the improvement of students’ learning motivation, assess their activeness in learning activities, and identify the improvement of learning outcomes among fifth-grade students at SDN 7 Cakranegara. The research was conducted in two cycles using observation, questionnaires, and interviews as data collection methods, and the data were analyzed quantitatively using descriptive analysis. The results showed that the use of the Monopoly game as a learning medium significantly increased students’ learning motivation. Students’ average motivation score increased from 61.2% (Moderate) in the pre-cycle to 74.8% (Good) in Cycle I, and further to 87.5% (Very Good) in Cycle II. This improvement was also reflected in students’ activeness and learning outcomes. The activeness score increased from 54.5% (Low) in the pre-cycle to 73.7% (Good) in Cycle I, and reached 88.1% (Very Good) in Cycle II. Similarly, the average test score improved from 65.4 with a mastery percentage of 52.0% in the pre-cycle to 75.8 with 76.4% mastery in Cycle I, and finally to 85.2 with 92.3% mastery in Cycle II. These findings indicate that Monopoly-based learning media is effective in enhancing students’ motivation, activeness, and learning achievement in elementary school.
Penerapan Model Problem Based Learning Berbantuan Media Lumio dalam Peningkatan Aktivitas dan Hasil Belajar Siswa Kelas V SD Negeri 6 Ampenan Masita; Suryani, Nur Rahmah; Musaddat, Syaiful
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.v6i3.959

Abstract

This research was motivated by the lack of active student participation in class and the low learning outcomes of fifth-grade students at SDN 6 Ampenan in Science subjects. Based on the mid-semester exam data of 34 students, only 29.4% (10 students) achieved the minimum mastery criterion (KKM), while the remaining 70.5% (24 students) scored below the required KKM of 75. This issue was caused by limited school facilities and the use of learning models and media that were not yet suitable for the material being taught. In addition, students’ participation during lessons remained low, both in asking and answering questions. To address these problems, the researcher implemented an improvement effort using the Problem-Based Learning (PBL) model assisted by Lumio media. The purpose of this study was to improve student activity and Science learning outcomes by applying the Problem-Based Learning model assisted by Lumio media for fifth-grade students at SDN 6 Ampenan. This research employed Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation and evaluation, and reflection. The subjects of this study were 34 fifth-grade students of SDN 6 Ampenan, consisting of 15 male and 19 female students. Data were collected through written tests administered at the end of each cycle, while teacher and student activities were assessed through observation sheets. The research results showed an increase in student activity and learning outcomes. In the first cycle, student activeness reached 75%, which increased to 93.75% in the second cycle. Furthermore, students’ average learning scores improved from 80.31 in the first cycle (with a mastery rate of 68.75%) to 86.47 in the second cycle (with a classical mastery rate of 88.23%). Therefore, it can be concluded that the implementation of the Problem-Based Learning model assisted by Lumio media, when carried out optimally, can enhance both student activity and Science learning outcomes among fifth-grade students at SDN 6 Ampenan.
Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Materi Pancasila Kebiasaan Hidupku di Kelas V SDN Model Mataram Rahayu, Astuti; Nisa, Khairun; Supriatin, Dwi
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.v6i3.964

Abstract

The purpose of this study is to determine the improvement of students’ critical thinking skills on the topic Pancasila: My Daily Habits through the implementation of the Problem-Based Learning (PBL) model in Class V of SDN Model Mataram. This research is a Classroom Action Research (CAR) using the Kurt Lewin model. The subjects of the study were 22 fifth-grade students of SDN Model Mataram. Data collection techniques included tests, observations, and documentation. The results of the study show that the application of the Problem-Based Learning model can improve students’ critical thinking skills on the topic Pancasila: My Daily Habits. This is evident from the gradual increase in students’ learning outcomes in each cycle, with an average critical thinking score of 81.33 in Cycle II compared to 52.02 in Cycle I, showing a difference of 29.33 points. The post-test results showed a significant improvement compared to the pre-test results. These findings indicate that the implementation of the Problem-Based Learning model is highly effective in enhancing students’ critical thinking skills on the topic Pancasila: My Daily Habits in Class V of SDN Model Mataram.
Peningkatan Pemahaman Bacaan Peserta Didik melalui Pendekatan Berbasis Budaya (Culturally Responsive Teaching) pada Pembelajaran Bahasa Indonesia Kelas V SDN 29 Cakranegara Amalia, Fitriana; Musaddat, Syaiful; Lestari, Eka Indah
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.v6i4.975

Abstract

This study is a Classroom Action Research (CAR) conducted in two cycles. The purpose of this research is to improve the reading comprehension of fifth-grade students through the implementation of the Culturally Responsive Teaching (CRT) approach in Indonesian language lessons at SD Negeri 29 Cakranegara. The research subjects were 25 fifth-grade students, consisting of 18 females and 7 males. The object of the research focused on students’ engagement in understanding traditional Sasak stories. The research instruments included observation sheets to record students’ classroom activities and written tests to measure their cognitive ability in reading comprehension. Data analysis was conducted to determine the improvement in learning outcomes across cycles. The results showed that the application of the Culturally Responsive Teaching (CRT) approach effectively improved students’ learning outcomes. In the first cycle, 12 students achieved mastery while 13 students did not, resulting in a mastery percentage of 48%. In the second cycle, there was an improvement with 21 students achieving mastery and 4 students not yet achieving it, bringing the mastery percentage to 84%. Therefore, the implementation of the Culturally Responsive Teaching (CRT) approach proved effective in enhancing the reading comprehension of fifth-grade students in Indonesian language learning.
Pemanfaatan Media Pembelajaran Berbasis Google Site untuk Meningkatkan Hasil Belajar Peserta didik pada Pembelajaran Bahasa Indonesia di Kelas V SDN 3 Mataram Nurlaili, Nurlaili; Arjudin; Wardani, Fitria Kusuma
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.v6i3.982

Abstract

This study aims to determine the utilization of Google Site–based learning media to improve students’ learning outcomes in Indonesian language learning. The research employed a Classroom Action Research (CAR) design, with the subjects being 30 fifth-grade students of SDN 3 Mataram. The instruments used included observation sheets and learning achievement tests. Based on the evaluation results in the pre-cycle stage, 26 students (86%) did not achieve mastery, while only 4 students met the passing criteria. In Cycle I, there was an improvement, with 21 students (70%) achieving mastery. In Cycle II, the results increased again, with 26 students (86%) reaching the mastery level. From these findings, it can be concluded that students’ learning outcomes improved significantly. Based on the learning achievement indicator, where at least 85% of students achieved a score of ≥70, it can be stated that the use of Google Site–based learning media effectively improved students’ learning outcomes in Indonesian language learning.
Penerapan Culturally Responsive Teaching (CRT) dalam Model Pembelajaran Understanding by Design (UbD) untuk Meningkatkan Pemahaman Konseptual Peserta Didik di SDN 19 Cakranegara Sofyan, Muhamad; Fardin; Fitri
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.v6i3.1012

Abstract

Cultural diversity within the school environment requires learning approaches that can accommodate students’ varied experiences and backgrounds. Culturally Responsive Teaching (CRT) is a teaching strategy that connects learning materials to students’ cultural contexts, while Understanding by Design (UbD) emphasizes planning based on deep conceptual understanding. The integration of CRT within the UbD framework is expected to enhance students’ conceptual comprehension by providing more contextual and meaningful learning experiences. This study employed a Classroom Action Research (CAR) method conducted in four cycles consisting of planning, action, observation, and reflection. The research subjects were fourth-grade students at SDN 19 Cakranegara. Data were collected through conceptual understanding tests, classroom observations, and interviews with teachers and students. The results showed that the CRT-UbD approach progressively improved students’ conceptual understanding across all cycles. Students demonstrated greater ability to relate learning materials to real-life contexts, participated more actively in discussions, and showed increased learning motivation. Teachers also reported that the approach helped them design more adaptive and inclusive instruction. In conclusion, the application of CRT within the UbD model is effective in improving students’ conceptual understanding and can be implemented in culturally diverse school settings to create more relevant and meaningful learning experiences.
Mengintegrasikan Pendekatan Teaching at the Right Level (TaRL) dan Model Pembelajaran Problem Based Learning (PBL) untuk Meningkatkan Motivasi Belajar Peserta Didik. Fardin, Fardin; Sofyan, Muhamad; Khandra Mulia, Baiq
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.v6i4.1032

Abstract

The Teaching at the Right Level (TaRL) approach aims to group students according to their ability levels to enhance learning effectiveness. Meanwhile, Problem-Based Learning (PBL) emphasizes students’ active engagement in solving problems that are relevant to their real-life contexts. This study seeks to integrate these two approaches to improve students’ learning motivation. A mixed-methods design was employed, combining qualitative and quantitative approaches to obtain comprehensive data. The findings indicate that the integration of TaRL and PBL significantly enhances students’ learning motivation, particularly in the aspects of active participation, perseverance, and learning autonomy. Therefore, the integration of these approaches can serve as an effective instructional strategy to promote a more inclusive and needs-based educational environment.
Penerapan Pendekatan Teaching at The Right Level Berbantuan Media Quizizz untuk Meningkatkan Hasil Belajar Peserta Didik Sumaryadi, Qurrotul Ayuni Rizqiyani; Astuti, Yuli; Novitasari, Dwi
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.v6i4.1035

Abstract

This study aims to enhance the mathematics learning outcomes of Grade X-10 students at SMAN 6 Mataram through the implementation of the Teaching at the Right Level (TaRL) approach supported by the Quizizz learning platform. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The participants consisted of 36 students from Grade X-10 of SMAN 6 Mataram. The findings revealed a significant improvement in students’ academic performance. The average score increased from 60 in the pre-cycle to 75 in the first cycle and further improved to 84 in the second cycle. Similarly, the percentage of students achieving learning mastery rose from 28% in the pre-cycle to 61% in the first cycle and 78% in the second cycle. These results demonstrate that the application of the Teaching at the Right Level (TaRL) approach, combined with the continuous use of technology-based assessment tools such as Quizizz, can effectively and progressively enhance students’ learning outcomes.
Penerapan Cooperative Learning Tipe Students Team Achievement Division (STAD) Berbasis Media Kahoot untuk Meningkatkan Keaktifan Belajar Peserta Didik Rusyda, Nurislami Rusyda; Prayitno, Sudi; Mustiani
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.v6i3.1046

Abstract

This study is a Classroom Action Research (CAR) aimed at improving students’ learning activeness in Mathematics through the implementation of the cooperative learning model Students Team Achievement Division (STAD) integrated with Kahoot media. The subjects of this research were 30 students of class VII-9 at SMPN 4 Mataram. The study was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observation and documentation, while data analysis was carried out using descriptive qualitative and quantitative methods. The results showed an increase in students’ learning activeness from the first cycle to the second cycle. In the first cycle, the percentage of student activeness reached 66.67% and increased to 86.67% in the second cycle. This improvement indicates that the implementation of the STAD cooperative learning model combined with Kahoot successfully created a more enjoyable, interactive, and engaging learning atmosphere. Therefore, it can be concluded that this strategy is effective in enhancing students’ activeness in learning Mathematics.

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