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SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODEL PEMBELAJARAN DISCOVERY LEARNING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Elisa Elisa; Heni Pujiastuti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10414

This study systematically examines students' mathematical problem-solving abilities through the application of the Discovery Learning model. The method used was a Systematic Literature Review of indexed scientific articles from 2021-2026 that were relevant to the research topic discussing problem-solving, mathematics learning, and exploration in students. The search was conducted through national and international databases using a combination of keywords such as Discovery Learning and Mathematical Problem Solving, then selected through the stages of identification, screening, and determining eligibility according to predetermined inclusion criteria. The synthesis of the results of this study indicates that students' mathematical problem-solving abilities are generally still in the moderate category and are not optimal, accompanied by weaknesses in the stages of understanding problems, planning strategies, and opening. The application of the Discovery Learning model has been proven to contribute positively to improving problem-solving abilities through active student involvement in independent exploration and discovery of concepts. In addition, the Discovery Learning model has an effect on improving problem-solving and resolution of mathematical problems. However, the effectiveness of the Discovery Learning model is influenced by several factors such as teacher readiness, student initial abilities, and supportive learning conditions. This study emphasizes the importance of designing student-centered learning and encouraging exploratory activities to develop students' mathematical problem solving optimally. ABSTRAK Penelitian ini mengkaji secara sistematis kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran Discovery Learning. Metode yang digunakan adalah Systematic Literature Review terhadap artikel-artikel ilmiah terindeks pada rentang tahun 2021-2026 yang relevan dengan topik penelitian yang membahas pemecahan masalah, pembelajaran matematika, dan eksplorasi pada siswa. Pencarian dilakukan melaui basis data nasional dan internasional yang menggunkan kombinasi kata kunci seperti Discovery Learning dan Mathematical Problem Solving, kemudian diseleksi melalui tahapan identifikasi, penyaringan, dan penentuan kelayakan sesuai dengan kriteria inklusi yang telah ditetapkan. Sintesis hasil kajian ini menunjukkan bahwa kemampuan pemecahan masalah matematis siswa secara umum masih berada pada kategori sedang dan belum optimal yang disertai dengan kelemahan pada tahap memahami masalah, merencanakan strategi dan mengevaluasi. Penerapan model pembelajaran Discovery Learning terbukti memberikan kontribusi positif dalam meningkatkan kemampuan pemecahan masalah melalui keterlibatan aktif siswa dalam eksplorasi dan penemuan konsep secara mandiri. Selain itu model pembelajaran Discovery Learning berpengaruh terhadap peningkatan dalam memecahkan serta menyelesaikan suatu permasalahan matematika. Namun efektivitas penerapan model pembelajaran Discovery Learning dipengaruhi oleh beberapa faktor seperti kesiapan guru, kemampuan awal siswa, dan kondisi pembelajaran yang mendukung. Kajian ini menegaskan pentingnya perancangan pembelajaran yang berpusat pada siswa dan mendorong aktivitas eksploratif mengembangkan pemecahan masalah matematis siswa secara optimal.

IMPLEMENTASI TRADISI PUKUL SAGU SEBAGAI SUMBER BELAJAR DALAM PEMBELAJARAN IPAS UNTUK MENINGKATKAN SELF-CONCEPT PADA SISWA KELAS IV SD NEGERI 7 AMBON Vivie Cristin Ubwarin; Semuel Patra Ritiauw; Leonid Ritiauw
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10426

Meaningful education requires an approach that integrates students' cultural identity into the learning process. Academic self-concept is a critical psychological factor influencing student engagement and achievement, yet its development is often overlooked in conventional instruction. This study aimed to examine the effect of implementing the pukul sagu tradition as a learning resource in IPAS instruction on improving the self-concept of fifth-grade students at SD Negeri 7 Ambon. A quantitative approach with a One Group Pretest-Posttest design was employed. The research subjects consisted of 21 fifth-grade students. The instrument used was a cultural heritage-based self-concept questionnaire comprising 15 statement items. Validity testing confirmed all items valid, with a Cronbach's Alpha reliability coefficient of 0.832. The Shapiro-Wilk normality test indicated that both pretest (Sig. = 0.056) and posttest (Sig. = 0.154) data were normally distributed. The paired sample t-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between pre- and post-treatment scores. The N-Gain score of 0.7430 was categorized as high. This study concludes that implementing the pukul sagu tradition as an IPAS learning resource significantly enhances students' self-concept through ethno-science mechanisms, culturally responsive teaching, and meaningful direct experience within the Merdeka Curriculum framework. ABSTRAK Pendidikan yang bermakna membutuhkan pendekatan yang mengintegrasikan identitas budaya peserta didik ke dalam proses pembelajaran. Self-concept akademik merupakan faktor psikologis penting yang memengaruhi keterlibatan dan prestasi belajar siswa, namun pengembangannya sering terabaikan dalam pembelajaran konvensional. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi tradisi pukul sagu sebagai sumber belajar dalam pembelajaran IPAS terhadap peningkatan self-concept siswa kelas V SD Negeri 7 Ambon. Penelitian menggunakan pendekatan kuantitatif dengan desain One Group Pretest-Posttest. Subjek penelitian berjumlah 21 siswa kelas V. Instrumen yang digunakan adalah angket self-concept berbasis warisan budaya yang terdiri atas 15 butir pernyataan. Hasil uji validitas menunjukkan seluruh item valid, dengan nilai reliabilitas Cronbach's Alpha sebesar 0,832. Uji normalitas Shapiro-Wilk menunjukkan data pretest (Sig. = 0,056) dan posttest (Sig. = 0,154) berdistribusi normal. Hasil uji paired sample t-test menghasilkan nilai signifikansi 0,000 < 0,05, yang menunjukkan terdapat pengaruh signifikan antara sebelum dan sesudah perlakuan. Nilai N-Gain sebesar 0,7430 termasuk kategori tinggi. Penelitian ini menyimpulkan bahwa implementasi tradisi pukul sagu sebagai sumber belajar IPAS secara signifikan meningkatkan self-concept siswa melalui mekanisme etnosains, pembelajaran responsif budaya, dan pengalaman langsung yang bermakna dalam kerangka Kurikulum Merdeka.

PENERAPAN PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI GERAK LURUS DALAM MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK SMP Amelia Balqis Mukti Amirah; Mohammad Budiyanto
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10733

The low level of students’ science process skills in science education, particularly in the topic of linear motion, which requires the ability to interpret data and analyze graphs, highlights the need to implement a more student-centered learning model. This study aims to analyze the improvement in students’ science process skills through the implementation of guided inquiry learning. This study used a pre-experimental design with a one-group pretest-posttest design involving 33 seventh-grade junior high school students. The research instruments used included an observation sheet for learning implementation, a multiple-choice science process skills test, and a student response questionnaire. The results showed that guided inquiry learning was implemented at a very good level and was able to improve all measured science process skill indicators. This improvement can be seen from the N-Gain analysis results, which indicated a moderate category for each indicator. The results of the Paired t-Test showed a significance value of < 0.05, indicating a significant difference between pretest and posttest scores after the intervention was administered. Thus, the implementation of guided inquiry learning is effective in improving science process skills in the topic of linear motion and can serve as an alternative innovative learning model in junior high schools. ABSTRAK Rendahnya keterampilan proses sains peserta didik pada pembelajaran IPA, khususnya pada materi gerak lurus yang menuntut kemampuan interpretasi data dan analisis grafik, menunjukkan perlunya penerapan model pembelajaran yang lebih berpusat pada peserta didik. Penelitian ini bertujuan untuk menganalisis peningkatan keterampilan proses sains peserta didik dengan penerapan pembelajaran inkuiri terbimbing. Penelitian ini menggunakan desain pre-experimental dengan rancangan one group pretest-posttest design yang melibatkan peserta didik kelas VII SMP yang terdiri atas 33 peserta didik. Instrumen penelitian yang digunakan meliputi lembar observasi keterlaksanaan pembelajaran, tes keterampilan proses sains berbentuk pilihan ganda, dan angket respons peserta didik. Hasil penelitian menunjukkan bahwa pembelajaran inkuiri terbimbing terlaksana dalam kategori sangat baik serta mampu meningkatkan seluruh indikator keterampilan proses sains yang diukur. Peningkatan tersebut dapat dilihat dari hasil analisis N-Gain yang menunjukkan kategori sedang pada setiap indikator. Hasil uji Paired t-Test menunjukkan nilai signifikansi < 0,05, yang mengindikasikan adanya perbedaan signifikan antara skor pretest dan posttest setelah perlakuan diberikan. Dengan demikian, penerapan pembelajaran inkuiri terbimbing efektif dalam meningkatkan keterampilan proses sains pada materi gerak lurus dan dapat menjadi alternatif model pembelajaran inovatif di SMP.

PENGARUH MODEL COOPERATIVE LEARNING TIPE TWO STAY TWO STRAY (TSTS) TERHADAP KEMAMPUAN PEMAHAMAN DAN BERPIKIR KRITIS MATEMATIS SISWA SEKOLAH DASAR Khalida Ziah Siregar; Sendi Ramdhani; Sumarni Sumarni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10734

This research is motivated by students' low mathematical understanding and critical thinking skills in mathematics learning in elementary schools. Initial observations at SDN 100900 Gunungtua showed that some students still had difficulty understanding the concept of plane figures and had not yet achieved the Minimum Completion Criteria (KKM). This study aims to determine the effect of the Two Stay Two Stray (TSTS) Cooperative Learning model on the mathematical understanding and critical thinking skills of fourth-grade students at SDN 100900 Gunungtua. This study used a quantitative approach with a quasi-experimental type and a Nonequivalent Control Group Design. The study population was all 40 fourth-grade students. The sampling technique used total sampling, with class IV-B as the experimental class and class IV-A as the control class. Data collection techniques were carried out through mathematical understanding tests and critical thinking skills tests. The research instrument was a descriptive test that had been tested for validity and reliability. Data analysis was carried out through normality tests, homogeneity tests, Independent Sample t-tests, and MANOVA. The results of the study showed that the TSTS learning model had a significant effect on students' mathematical understanding (t = 4.367; Sig. 0.000 < 0.05) and critical thinking skills (t = 3.835; Sig. 0.000 < 0.05). The MANOVA test results also showed a significant simultaneous effect (F = 10.025; Sig. 0.000 < 0.05). Thus, the TSTS learning model effectively improves students' mathematical understanding and critical thinking skills. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya pemahaman matematis dan kemampuan berpikir kritis siswa dalam pembelajaran matematika di sekolah dasar. Hasil observasi awal di SDN 100900 Gunungtua menunjukkan bahwa sebagian siswa masih mengalami kesulitan memahami konsep bangun datar dan belum mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Learning tipe Two Stay Two Stray (TSTS) terhadap pemahaman matematis dan kemampuan berpikir kritis siswa kelas IV SDN 100900 Gunungtua. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis quasi experiment dan desain Nonequivalent Control Group Design. Populasi penelitian adalah seluruh siswa kelas IV yang berjumlah 40 siswa. Teknik pengambilan sampel menggunakan total sampling, yaitu kelas IV-B sebagai kelas eksperimen dan kelas IV-A sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes pemahaman matematis dan tes kemampuan berpikir kritis. Instrumen penelitian berupa tes uraian yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan melalui uji normalitas, homogenitas, uji Independent Sample t-test, dan MANOVA. Hasil penelitian menunjukkan bahwa model pembelajaran TSTS berpengaruh signifikan terhadap pemahaman matematis siswa (t = 4,367; Sig. 0,000 < 0,05) dan kemampuan berpikir kritis siswa (t = 3,835; Sig. 0,000 < 0,05). Hasil uji MANOVA juga menunjukkan pengaruh signifikan secara simultan (F = 10,025; Sig. 0,000 < 0,05). Dengan demikian, model pembelajaran TSTS efektif meningkatkan pemahaman matematis dan kemampuan berpikir kritis siswa.

PENGARUH METODE EVERYONE IS A TEACHER HERE TERHADAP HASIL BELAJAR SISWA KELAS V MATERI EKOSISTEM Shabrina Rahman; Taufik Hidayat; Khusnul Khotimah; Erna Suhartini
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10735

A Deep Understanding is not merely gained through listening, but is actually formed when a person is given the opportunity to teach others what they have learned, this is because pupils who act as teachers to their peers have been shown to learn more actively, take greater responsibility, and understand the materia better than those who are merely passive listener. However, in reality, science learning in year 5 at SD Negeri 001 Samarinda Ilir is convensional and still teacher-centred. This result in suboptimal student engagement, leading to insufficient understanding of the material. Based on this issues, the aim of thi study is to determine the extent to which the Everyone Is a Teacher Here (EITH) method influences student learning outcomes on the topic of ecosystems. To achieve this objective, the research design employed in this study is quantitative. Specifically a quasi-experimental disign. Furthermore, based on the result of the hypothesis testing, it was concluded that there was no statistically significant difference between the learning outcomes of students in the experimental class and the control class after the intervention was administered. However, although not statistically significant, the effect size calculation yielded a value of 0,43, which falls within the hinge point threshold according to John Hattie. This indicates that, in practical terms, the Everyone Is a Teacher Here learning method has a sufficiently meaningful influence on improving student learning outcomes ABSTRAK Pemahaman yang mendalam tidak hanya diperoleh melalui mendengar, tetapi justru terbentuk ketika seseorang diberi kesempatan untuk mengajarkan kembali apa yang telah dipelajarinya karena siswa yang berperan sebagai guru bagi temannya terbukti belajar lebih aktif, lebih bertanggung jawab, dan lebih memahami materi dibandingkan mereka yang hanya menjadi pendengar pasif. Namum pada kenyataannya, Pembelajaran IPA di kelas V SD Negeri 001 Samarinda Ilir tergolong konvensional dan masih berpusat pada guru. Hal ini menyebabkan keaktifan siswa belajar belum optimal sehingga pemahaman siswa terhadap materi pun juga masih kurang. Berdasarkan permasalahan tersebut, tujuan dari penelitian ini adalah untuk mengetahui seberapa besar pengaruh metode Everyone Is a Teacher Here (EITH) terhadap hasil belajar siswa pada materi ekosistem. Untuk mencapai tujuan tersebut jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif, tepatnya penelitian Quasi Eksperimental. Selanjutnya, berdasarkan hasil uji hipotesis disimpulkan bahwa tidak terdapat perbedaan yang signifikan secara statistik antara hasil belajar siswa pada kelas eksperimen dan kelas kontrol setelah diberikan perlakuan. Namun, meskipun tidak signifikan secara statistik, hasil perhitungan effect size menunjukkan nilai sebesar 0,43 yang termasuk batas hinge point menurut John Hattie. Hal ini menunjukkan bahwa, secara praktis metode pembelajaran Everyone Is a Teacher Here memiliki pengaruh yang cukup bermakna terhadap meningkatnya hasil belajar siswa.

PENGEMBANGAN MODUL REAKSI KIMIA BERBASIS CIRCULAR ECONOMY MELALUI BIOKONVERSI SAMPAH MENJADI PUPUK ORGANIK CAIR DALAM MENINGKATKAN KESADARAN LINGKUNGAN SISWA Gina Salsabila; Meirita Sari; Khairiah Khairiah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10031

Increasingly complex environmental issues demand the involvement of the educational world in shaping students' awareness and sustainable behavior through science learning that is relevant to real-life contexts. This study aims to produce a circular economy-based learning module on the content of chemical reactions through the bioconversion of organic waste into liquid organic fertilizer to increase environmental awareness of students at SMP IT Khairunnas, Bengkulu City. The approach used is Research and Development (R&D) with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects involved 30 ninth-grade students and a science teacher. Data collection was carried out through observation, interviews, and questionnaires with instruments in the form of expert validation sheets, student response questionnaires, and teacher observation sheets. Data analysis was carried out descriptively quantitatively and qualitatively to determine the level of feasibility and effectiveness of the developed product. The results showed that the module obtained a validation score of 82.76% from content experts, 79.21% from presentation experts, and 89.63% from language experts with a very feasible category, student responses to the practicality of the module were 73.06% and 92% from teacher responses. The effectiveness of the module is demonstrated by the improvement in student learning outcomes, with an average pretest score of 65.43 and a posttest score of 86.23, and an N-Gain score of 0.61. In addition, the questionnaire results showed a level of student environmental awareness of 86%, and observation results showed a level of student psychomotor skills of 89%, both of which are in the very good category. The circular economy-based module effectively increases environmental awareness because it presents the concept of chemical reactions through direct experience of organic waste bioconversion, so that students are able to understand the relationship between scientific processes, waste management, and environmental sustainability.

SYSTEMATIC LITERATURE REVIEW: PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Lina Fitriyani; Heni Pujiastuti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10526

This study systematically examines the application of the Contextual Teaching and Learning (CTL) model in improving students’ mathematical problem-solving skills. Through a Systematic Literature Review of articles indexed in SINTA 1–6 from 2021 to 2026, a total of 25 studies were identified that discussed the effectiveness of CTL in mathematics education across various educational levels. The search was conducted in a national database using a combination of keywords: Contextual Teaching and Learning, CTL, Mathematical Problem Solving, and students’ mathematical abilities, followed by selection through the identification, screening, eligibility, and inclusion stages based on the PRISMA framework. A synthesis of the findings indicates that the consistent application of CTL has a positive impact on improving students’ mathematical problem-solving skills, particularly in understanding problems, designing strategies, and executing solutions. Contextual learning also encourages active student engagement and helps them connect mathematical concepts to real-life situations, thereby making the learning process more meaningful. However, variations in student performance are still observed, particularly during the evaluation and conclusion-drawing stages, which are influenced by cognitive and affective factors as well as the quality of instructional implementation. Various instructional innovations, such as the integration of digital media and the development of CTL-based instructional materials, have been reported to enhance the effectiveness of this approach. This study underscores the importance of implementing planned and adaptive contextual learning as a means to improve students’ mathematical problem-solving skills. ABSTRAK Penelitian ini mengkaji secara sistematis penerapan model Contextual Teaching and Learning (CTL) dalam meningkatkan kemampuan pemecahan masalah matematis siswa. Melalui pendekatan Systematic Literature Review terhadap artikel terindeks SINTA 1–6 pada rentang tahun 2021–2026, teridentifikasi sebanyak 25 studi yang membahas efektivitas CTL dalam pembelajaran matematika pada berbagai jenjang pendidikan. Pencarian dilakukan pada basis data nasional menggunakan kombinasi kata kunci Contextual Teaching and Learning, CTL, Mathematical Problem Solving, serta kemampuan pemecahan masalah matematis, kemudian diseleksi melalui tahap identifikasi, penyaringan, kelayakan, dan inklusi berdasarkan kerangka PRISMA. Sintesis temuan menunjukkan bahwa penerapan CTL secara konsisten memberikan dampak positif terhadap peningkatan kemampuan pemecahan masalah matematis siswa, terutama dalam memahami masalah, merancang strategi, dan melaksanakan penyelesaian. Pembelajaran kontekstual juga mendorong keterlibatan aktif siswa serta membantu mereka mengaitkan konsep matematika dengan situasi kehidupan nyata sehingga proses belajar menjadi lebih bermakna. Namun demikian, masih ditemukan variasi kemampuan siswa, khususnya pada tahap evaluasi dan penarikan kesimpulan, yang dipengaruhi oleh faktor kognitif dan afektif serta kualitas implementasi pembelajaran. Berbagai inovasi pembelajaran, seperti integrasi media digital dan pengembangan bahan ajar berbasis CTL, dilaporkan mampu memperkuat efektivitas pendekatan ini. Kajian ini menegaskan pentingnya penerapan pembelajaran kontekstual yang terencana dan adaptif sebagai upaya meningkatkan kemampuan pemecahan masalah matematis siswa.

IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) DALAM MENINGKATKAN KETERAMPILAN KOLABORATIF SISWA PADA MATA PELAJARAN IPAS DI KELAS V SD Fenti Lahalo; Yulanti S. Mooduto; Yusraningsih H. Pongoliu
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10621

ABSTRACT Collaborative skills are one of the essential competencies that students need to develop in 21st-century learning. However, students' collaborative skills in Science and Social Studies (IPAS) learning still need improvement. Therefore, this study aims to enhance students' collaborative skills through the implementation of the Project Based Learning (PjBL) model in the Science and Social Studies (IPAS) subject for fifth-grade students at the Laboratory Elementary School of Gorontalo State University (UNG). In addition, this study also aimed to describe the implementation process of PJBL in creating active, creative, and student centered learning. This research employed Classroom Action Research (CAR) conducted in two cycles, where each cycle consisted of planning, action, observation, and reflection stages. The subjects of this study were 22 fifth grade students. The data collection techniques used were observation and documentation. Data analysis was carried out on teacher activities, student activities, and students’ collaborative skills during the learning process. The results showed that the implementation of the Project Based Learning (PJBL) model was able to improve students’ collaborative skills. Based on these results, it can be concluded that the implementation of the Project Based Learning (PJBL) model can improve students’ collaborative skills in the IPAS subject for fifth grade students at SD Laboratorium UNG. ABSTRAK Keterampilan kolaboratif merupakan salah satu kompetensi penting yang perlu dimiliki siswa dalam pembelajaran abad ke-21. Namun, keterampilan kolaboratif siswa pada pembelajaran IPAS masih perlu ditingkatkan. Oleh karena itu, penelitian ini bertujuan untuk meningkatkan keterampilan kolaboratif siswa melalui penerapan model pembelajaran Project Based Learning (PjBL) pada mata pelajaran IPAS di kelas V SD Laboratorium Universitas Negeri Gorontalo (UNG). Selain itu, penelitian ini juga bertujuan untuk mendeskripsikan proses penerapan PJBL dalam menciptakan pembelajaran yang aktif, kreatif, dan berpusat pada siswa. Penelitian ini menggunakan metode penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dimana setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 22 siswa kelas V. Teknik pengumpulan data yang digunakan yaitu observasi dan dokumentasi. Analisis data dilakukan terhadap aktivitas guru, aktivitas siswa, serta keterampilan kolaboratif siswa selama proses pembelajaran berlangsung. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Project Based Learning (PjBL) dapat meningkatkan keterampilan kolaboratif siswa. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning (PjBL) dapat meningkatkan keterampilan kolaboratif siswa pada mata pelajaran IPAS di kelas V SD Laboratorium UNG.

METODE PEMBELAJARAN MATEMATIKA DAN IMPLIKASINYA TERHADAP PEMAHAMAN KONSEP OPERASI HITUNG DASAR PADA SISWA KELAS II SDN 3 GERUNG SELATAN Salsabila Maulida; Lisha Nurramdhani; Nabila Alfatien; Sabandi Sabandi; Mirah Rizki Wulandari; Djuita Hidayati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10632

ABSTRACT This study aims to analyze the limitations of mathematics learning methods and their implications for students’ understanding of basic arithmetic operation concepts in grade II at SDN 3 Gerung Selatan. Mathematics learning in elementary schools requires varied methods to help students understand addition, subtraction, multiplication, and division concepts effectively. However, classroom observations showed that the learning process was still dominated by lecture methods with limited use of instructional media, causing students difficulties in understanding the material. This study employed a descriptive qualitative approach with data collection techniques consisting of observation and interviews. The data were analyzed descriptively to describe the condition of mathematics learning in the classroom. The findings revealed that the limited variation of teaching methods and learning media affected students’ understanding of basic mathematics concepts, reduced their learning interest and motivation, and created differences in learning outcomes among students. Therefore, more interactive learning methods and the use of concrete learning media are needed to improve students’ understanding of basic arithmetic operations. ABSTRAK Penelitian ini bertujuan menganalisis keterbatasan metode pembelajaran matematika serta implikasinya terhadap pemahaman konsep operasi hitung dasar siswa kelas II SDN 3 Gerung Selatan. Pembelajaran matematika di sekolah dasar memerlukan metode yang bervariasi agar siswa dapat memahami konsep penjumlahan, pengurangan, perkalian, dan pembagian secara optimal. Namun, hasil observasi menunjukkan bahwa proses pembelajaran masih didominasi metode ceramah dengan penggunaan media yang terbatas sehingga siswa mengalami kesulitan memahami materi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi dan wawancara. Data dianalisis secara deskriptif untuk menggambarkan kondisi pembelajaran matematika di kelas. Hasil penelitian menunjukkan bahwa keterbatasan variasi metode dan media pembelajaran berdampak pada rendahnya pemahaman konsep dasar matematika, menurunnya minat dan motivasi belajar siswa, serta adanya perbedaan hasil belajar antar siswa. Oleh karena itu, diperlukan pengembangan metode pembelajaran yang lebih interaktif dan penggunaan media konkret untuk meningkatkan pemahaman siswa terhadap konsep operasi hitung dasar.

ANALISIS KESULITAN SISWA DALAM MEMAHAMI NILAI TEMPAT DAN PROSES MENYIMPAN PADA OPERASI PENJUMLAHAN BERSUSUN KELAS II SD Nia Andriana; Firda Mardatillah; Eliza Najwa; Harkatul Hasani; Djuita Hidayati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.10693

ABSTRACT This study was motivated by the low ability of second-grade students at SDN 3 Bajur to master basic mathematical arithmetic operations, particularly in column addition. The primary issue is that many students incorrectly place digits according to their place value (ones, tens, hundreds, and so forth) and do not yet have a proper understanding of the carrying process, resulting in inaccuracies in calculations. This research focuses on analyzing the types of difficulties experienced by students and the underlying causal factors. This study employs a descriptive method with a qualitative approach, where data collection was conducted through observation, interviews, and documentation involving teachers and students in the field. The results indicate that students face significant obstacles in distinguishing between units and tens and frequently fail to apply the carry technique when the addition result exceeds ten. The factors causing these difficulties include internal factors such as low interest, motivation, and a lack of understanding of basic concepts, as well as external factors including suboptimal use of learning media and a lack of systematic practice. The conclusion of this study emphasizes that mastering place value is a crucial foundation for students' arithmetic skills. Therefore, more concrete, gradual, and contextual learning strategies are required to strengthen conceptual understanding and increase students' confidence in solving column addition operations. ABSTRAK Penelitian ini didasari oleh rendahnya kemampuan siswa kelas II SDN 3 Bajur dalam menguasai operasi hitung matematika, khususnya pada materi penjumlahan bersusun. Permasalahan utama muncul karena banyak siswa yang melakukan kesalahan dalam menempatkan angka berdasarkan nilai tempat (satuan, puluhan, ratusan, dan seterusnya) serta belum memahami konsep menyimpan dengan benar, sehingga menyebabkan ketidaktelitian dalam proses perhitungan. Fokus penelitian ini adalah menganalisis jenis kesulitan yang dialami siswa serta faktor-faktor penyebabnya. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif, di mana pengumpulan data dilakukan melalui Teknik observasi, wawancara, dan dokumentasi terhadap guru serta siswa di lapangan. Hasil penelitian menunjukkan bahwa siswa mengalami hambatan serius dalam membedakan nilai satuan dan puluhan serta sering kali gagal dalam melakukan Teknik menyimpan (carry) saat hasil penjumlahan melebihi angka sepuluh. Faktor penyebab kesulitan ini mencakup faktor internal seperti rendahnya minat, motivasi, dan pemahaman konsep dasar, serta faktor eksternal yang meliputi penggunaan media pembelajaran yang kurang optimal dan minimnya Latihan soal yang sistematis. Simpulan dari penelitian ini menegaskan bahwa penguasaan nilai tempat adalah fondasi krusial bagi kemampuan aritmatika siswa. Oleh karena itu, diperlukan strategi pembelajaran yang lebih konkret, bertahap, dan kontekstual untuk memperkuat pemahaman konsep serta meningkatkan kepercayaan diri siswa dalam menyelesaikan operasi penjumlahan bersusun.

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Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

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Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA