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IMPLEMENTASI MODEL INKUIRI TERBIMBING PADA MATERI SISTEM PENCERNAAN UNTUK MENINGKATAN HASIL BELAJAR MURID Griyanora Griyanora; Wahono Widodo
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.v6i2.9953

This research is motivated by the demands of 21st-century education that emphasize the importance of developing high-level scientific thinking skills. However, science learning in the field still tends to be teacher-centered and has not been optimal in the implementation of practicums, resulting in low student learning outcomes. This study aims to analyze the improvement of student learning outcomes through the application of a guided inquiry learning model on the digestive system material. The method used is quantitative with a pre-experimental design in the form of a one-group pre-test–post-test. The research procedure includes administering a pre-test, implementing learning with a guided inquiry model through practicum activities, and administering a post-test. Data were collected using a validated learning outcome test, then analyzed through normality tests, hypothesis tests, and N-gain calculations. The results showed that the data were not normally distributed, so the hypothesis test used the Wilcoxon test. The results of the Wilcoxon test showed a significant difference between the pre-test and post-test scores. In addition, there was an increase in the average score from 53.21 to 87.50 with an average N-gain of 0.72 in the high category. Most students were in the high improvement category, while others were in the moderate category. Improvement was more evident in conceptual understanding than science process skills. Therefore, it can be concluded that the guided inquiry learning model is effective in improving student learning outcomes and supporting more active, contextual, and meaningful science learning. ABSTRAK Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menekankan pentingnya pengembangan keterampilan berpikir ilmiah tingkat tinggi. Namun pembelajaran IPA di lapangan masih cenderung berpusat pada guru dan belum optimal dalam pelaksanaan praktikum, sehingga berdampak pada rendahnya hasil belajar murid. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar murid melalui penerapan model pembelajaran inkuiri terbimbing pada materi sistem pencernaan. Metode yang digunakan adalah kuantitatif dengan desain pra-eksperimen berupa one group pre-test–post-test. Prosedur penelitian meliputi pemberian pre-test, pelaksanaan pembelajaran dengan model inkuiri terbimbing melalui kegiatan praktikum, serta pemberian post-test. Data dikumpulkan menggunakan tes hasil belajar yang telah divalidasi, kemudian dianalisis melalui uji normalitas, uji hipotesis, serta perhitungan N-gain. Hasil penelitian menunjukkan bahwa data tidak berdistribusi normal sehingga uji hipotesis menggunakan uji Wilcoxon. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Selain itu, terjadi peningkatan nilai rata-rata dari 53,21 menjadi 87,50 dengan rata-rata N-gain sebesar 0,72 dalam kategori tinggi. Sebagian besar murid berada pada kategori peningkatan tinggi, sedangkan sebagian lainnya pada kategori sedang. Peningkatan lebih terlihat pada aspek pemahaman konsep dibandingkan keterampilan proses sains. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar murid serta mendukung pembelajaran IPA yang lebih aktif, kontekstual, dan bermakna.

PENERAPAN MODEL KOOPERATIF TGT BERBANTUAN MEDIA QUESTION CARD UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF MURID SMP Erinda Fazila Safitri; Elok Sudibyo
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.v6i2.9954

This study aimed to analyze the improvement of junior high school students’ cognitive learning outcomes, the implementation of the learning process, and students’ responses after the application of the Teams Games Tournament (TGT) cooperative learning model supported by question card media on the topic of the human digestive system. The research employed a pre-experimental method using a One Group Pretest–Posttest design. The subjects of this study were 30 students of class VIII-B at SMP Bahrul Ulum Surabaya. The indicators of cognitive learning outcomes focused on analytical skills, including differentiating, organizing, and attributing. The results revealed a significant difference between pretest and posttest scores after the implementation of the learning model, with a t-test significance value of Sig. < 0.05. The N-Gain analysis showed an improvement in cognitive learning outcomes of 0.6, which falls into the moderate category. The implementation of the TGT cooperative learning model assisted by question card media was categorized as very good, with a 100% implementation rate. Students’ responses to the learning process were classified as very positive, with an average percentage of 85%, indicating that students were more interested, felt supported, and found it easier to understand the topic of the human digestive system. Based on these findings, it can be concluded that the TGT cooperative learning model assisted by question card media is effective in improving junior high school students’ cognitive learning outcomes. ABSTRAK Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar kognitif murid SMP, keterlaksanaan proses pembelajaran, serta respons murid setelah penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) yang didukung media question card pada materi sistem pencernaan manusia. Penelitian ini menggunakan metode pre-experimental dengan desain One Group Pretest-Posttest. Subjek penelitian adalah 30 murid kelas VIII-B SMP Bahrul Ulum Surabaya. Indikator hasil belajar kognitif difokuskan pada kemampuan menganalisis yang meliputi aspek membedakan, mengorganisasikan, dan mengatribusi. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest setelah penerapan model pembelajaran, dengan nilai signifikansi uji-t Sig. < 0,05. Analisis N-Gain menunjukkan peningkatan hasil belajar kognitif sebesar 0,6 yang termasuk dalam kategori sedang. Keterlaksanaan pembelajaran dengan model kooperatif TGT berbantuan question card berada pada kategori sangat baik dengan persentase 100%. Respons murid terhadap pembelajaran tergolong sangat positif dengan rata-rata persentase 85%, yang menunjukkan bahwa murid merasa lebih tertarik, terbantu, dan lebih mudah memahami materi sistem pencernaan manusia. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif TGT berbantuan media question card efektif dalam meningkatkan hasil belajar kognitif murid SMP.

ANALISIS RESPON MURID TERHADAP PEMBELAJARAN INKUIRI TERSTRUKTUR BERBANTUAN LIVEWORKSHEETS PADA MATERI GELOMBANG DI SMP Yuliatin Ningsih; Hasan Subekti
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.v6i2.9955

The development of science process skills in science learning is an important requirement to equip students with scientific thinking and problem-solving skills, but the achievement of SPS in wave material is still not optimal. Learning that is still predominantly theoretical causes students to be less involved in the scientific investigation process. This study focuses on describing student responses to the implementation of a structured inquiry model assisted by liveworksheets as an effort to support the development of science process skills at SMP Negeri 3 Sidoarjo. The study used a quantitative descriptive approach with subjects of grade VIII I students selected through a purposive sampling technique. The research procedure included implementing learning using a structured inquiry model assisted by liveworksheets, then distributing student response questionnaires after the learning was completed. The research instrument was a questionnaire consisting of 12 statements based on four indicators, namely satisfaction with learning, new experiences, active involvement, and science process skills abilities. Data were analyzed using percentage calculations and interpreted based on student response assessment criteria. The results showed that the average percentage of student responses was 86% with a very good category for all indicators. Thus, the implementation of the structured inquiry model assisted by liveworksheets received a very positive response and has the potential to support the development of students' science process skills in the wave topic. ABSTRAK Pengembangan keterampilan proses sains dalam pembelajaran IPA menjadi tuntutan penting untuk membekali murid dengan kemampuan berpikir ilmiah dan pemecahan masalah, namun capaian KPS pada materi gelombang masih belum optimal. Pembelajaran yang masih dominan bersifat teoritis menyebabkan murid kurang terlibat dalam proses penyelidikan ilmiah. Penelitian ini berfokus untuk mendeskripsikan respon murid terhadap penerapan model inkuiri terstruktur berbantuan liveworksheets sebagai upaya mendukung pengembangan keterampilan proses sains di SMP Negeri 3 Sidoarjo. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek murid kelas VIII I yang dipilih melalui teknik purposive sampling. Prosedur penelitian meliputi pelaksanaan pembelajaran menggunakan model inkuiri terstruktur berbantuan liveworksheets, kemudian penyebaran angket respon murid setelah pembelajaran selesai. Instrumen penelitian berupa angket yang terdiri atas 12 pernyataan berdasarkan empat indikator, yaitu kepuasan terhadap pembelajaran, pengalaman baru, keterlibatan aktif, dan kemampuan keterampilan proses sains. Data dianalisis menggunakan perhitungan persentase dan diinterpretasikan berdasarkan kriteria penilaian respon murid. Hasil penelitian menunjukkan bahwa rata-rata persentase respon murid sebesar 86% dengan kategori sangat baik pada seluruh indikator. Dengan demikian, penerapan model inkuiri terstruktur berbantuan liveworksheets memperoleh respon yang sangat positif dan berpotensi mendukung pengembangan keterampilan proses sains murid pada materi gelombang.

IMPLEMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY BERMUATAN ESD (EDUCATION FOR SUSTAINABLE DEVELOPMENT) UNTUK MEMBENTUK SUSTAINABILITY AWARENESS MURID Wahyu Satriyo Wibowo; Erman Erman
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.v6i2.9956

The low level of sustainability awareness in Indonesia, as reflected in the 2024 Environmental Performance Index ranking, which places Indonesia at the bottom of the national ranking, demands systematic innovation in science learning. The main problem identified is the lack of explicit integration of sustainable development concepts into the secondary science curriculum, resulting in limited student sensitivity to ecological issues. This quantitative research, using a pre-experimental one-shot case study design, aims to measure the effectiveness of the guided inquiry learning model containing Education for Sustainable Development (ESD). The research stages were carried out through initial observations, designing a teaching module based on environmental pollution issues, and collecting data using a questionnaire from thirty-four seventh-grade students in East Java. The results showed that all learning sessions were implemented perfectly with a 100% success rate. Quantitative findings prove that students' sustainability awareness is in the high category in all three main aspects, with an average score of 3.07 for practical awareness, 3.24 for behavioral and attitudinal awareness, and 3.34 for emotional awareness. The main conclusion confirms that the integration of ESD within a guided inquiry framework significantly builds students' emotional sensitivity and ecological responsibility. This strategy effectively transforms theoretical material into a comprehensive environmental character to support the achievement of the global sustainable development agenda in a collaborative and real manner. ABSTRAK Rendahnya tingkat kesadaran keberlanjutan di Indonesia, sebagaimana tercermin dalam peringkat Environmental Performance Index 2024 yang menempatkan posisi nasional di urutan bawah, menuntut adanya inovasi sistematis dalam pembelajaran sains. Masalah utama yang diidentifikasi adalah belum terintegrasinya konsep pembangunan berkelanjutan secara eksplisit dalam kurikulum IPA di tingkat menengah, sehingga kepekaan siswa terhadap isu ekologis masih sangat terbatas. Penelitian kuantitatif dengan desain pre-experimental one-shot case study ini bertujuan mengukur efektivitas model pembelajaran guided inquiry bermuatan Education for Sustainable Development (ESD). Tahapan penelitian dilaksanakan melalui observasi awal, perancangan modul ajar berbasis isu pencemaran lingkungan, serta pengumpulan data menggunakan angket kepada tiga puluh empat murid kelas VII di Jawa Timur. Hasil penelitian menunjukkan bahwa seluruh sesi pembelajaran terlaksana secara sempurna dengan persentase keberhasilan seratus persen. Temuan kuantitatif membuktikan bahwa sustainability awareness murid berada pada kategori tinggi pada ketiga aspek utama, dengan skor rata-rata kesadaran praktik sebesar 3,07, kesadaran perilaku dan sikap sebesar 3,24, serta kesadaran emosional mencapai nilai tertinggi senilai 3,34. Simpulan utama menegaskan bahwa integrasi ESD dalam kerangka inkuiri terbimbing secara signifikan mampu membangun kepekaan emosional dan tanggung jawab ekologis siswa. Strategi ini efektif mentransformasi materi teoritis menjadi karakter peduli lingkungan yang komprehensif demi mendukung pencapaian agenda pembangunan berkelanjutan global secara kolaboratif dan nyata.

KECEMASAN MATEMATIKA PADA SISWA SMA: TINJAUAN SISTEMATIS FAKTOR DAN INTERVENSI Rehana Rehana; Mutia Hafiza; Dwi Anggraini; Santa De Luisa Sitorus; Yokebet Hutapea; Glory Indira Diana Purba
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.v6i2.9971

ABSTRACT Mathematics anxiety is a psychological issue commonly experienced by high school students and has a significant impact on conceptual understanding and academic achievement. This phenomenon is not only related to cognitive aspects but is also influenced by internal and external factors within the learning process. This study aims to identify the factors contributing to mathematics anxiety and to formulate effective interventions through a systematic review approach. The method employed is a systematic literature review based on PRISMA guidelines, involving identification, screening, eligibility, and inclusion stages of articles published between 2019 and 2025. The findings indicate that psychological factors, particularly low self-efficacy, negative thinking patterns, and fear of failure, serve as the primary determinants of mathematics anxiety, which are further reinforced by external factors such as an unsupportive learning environment and academic pressure. In addition, psychological interventions such as Cognitive Behavioral Therapy (CBT), along with pedagogical approaches like cooperative learning, have been proven effective in reducing anxiety levels. These findings confirm that mathematics anxiety is a multidimensional phenomenon that requires integrated treatment through both psychological and pedagogical approaches. Therefore, this study contributes a comprehensive synthesis that can serve as a foundation for developing more adaptive and supportive learning strategies. ABSTRAK Kecemasan matematika merupakan permasalahan psikologis yang banyak dialami siswa sekolah menengah atas dan berdampak pada pemahaman konsep serta hasil belajar. Fenomena ini tidak hanya berkaitan dengan aspek kognitif, tetapi juga dipengaruhi oleh faktor internal dan eksternal dalam proses pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi faktor penyebab kecemasan matematika serta merumuskan intervensi yang efektif melalui pendekatan tinjauan sistematis. Metode yang digunakan adalah systematic literature review dengan mengacu pada pedoman PRISMA, melalui tahapan identifikasi, seleksi, kelayakan, dan inklusi terhadap artikel yang dipublikasikan pada periode 2019–2025. Hasil kajian menunjukkan bahwa faktor psikologis, terutama rendahnya self-efficacy, pola pikir negatif, dan ketakutan akan kegagalan, menjadi determinan utama kecemasan matematika, yang diperkuat oleh faktor eksternal seperti lingkungan belajar yang kurang kondusif dan tekanan akademik. Selain itu, intervensi berbasis psikologis seperti Cognitive Behavioral Therapy (CBT) serta pendekatan pedagogis seperti pembelajaran kooperatif terbukti efektif dalam menurunkan tingkat kecemasan. Temuan ini menegaskan bahwa kecemasan matematika bersifat multidimensional dan memerlukan penanganan yang terintegrasi melalui pendekatan psikologis dan pedagogis. Dengan demikian, penelitian ini memberikan kontribusi berupa sintesis komprehensif yang dapat menjadi dasar dalam pengembangan strategi pembelajaran yang lebih adaptif dan suportif.

EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBANTUAN MAGIC BOX MAGLITEK UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA SD Siti Noor Arofah; Siti Masfuah; Sekar Dwi Ardianti
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.v6i2.10019

Education plays an important role in producing superior human resources, but the learning outcomes of fifth-grade students of NU Mafatihul Ulum Elementary School are still low due to the dominance of conventional learning that does not involve students' direct activeness. This study focuses on improving learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by the Magic Box Maglitek media. Using a quantitative approach with a one-group pretest-posttest experimental design, this study involved twenty students through a saturated sampling technique. The research stages began with the administration of a pretest, followed by treatment using PBL syntax integrated with interactive box media, and ended with a posttest and data analysis using paired sample t-test and N-Gain tests. The quantitative research findings showed a significant increase in the average score from 60 to 83. Statistical analysis through the t test produced a significance value of 0.001 which confirmed a significant difference before and after treatment. In addition, the N-Gain score of 0.59 placed the effectiveness of this model in the moderate category. The main conclusion confirms that the integration of the PBL model and Maglitek's Magic Box is highly effective in concretizing abstract technological concepts and stimulating active student engagement. Therefore, educators are advised to adopt this concrete media innovation to continuously transform the quality of science and science learning at the elementary school level, in order to achieve adaptive and solution-oriented student competencies.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ARTICULATE STORYLINE 3 UNTUK MELATIH KETERAMPILAN PROSES SAINS SISWA SMP PADA PEMBELAJARAN IPA MATERI SIKLUS AIR Diana Nur Mufida
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.v6i2.10021

This study develops an interactive learning media based on Articulate Storyline 3 to train students' science process skills in junior high school (SMP) for the subject of the Water Cycle in science learning. Using Research and Development (R&D) with the ADDIE model, the study includes needs analysis of students and learning material, designing interactive media combining text, images, animations, videos, audio, and interactive quizzes, product development, implementation with seventh-grade students in SMP, and evaluation of media validity, practicality, and effectiveness. Validation by material experts, media experts, and practitioners showed an average validity score of 92.95% (very valid), practicality 97.24% (very practical), and effectiveness 96.70% (very effective). Tests on science process skills revealed significant improvements with high N-Gain scores in planning experiments and using tools/materials (0.84), and moderate improvements in other aspects such as observing, classifying, interpreting, and communicating (N-Gain range 0.58–0.72). The media provides an interactive, adaptive, and contextual learning experience supporting increased motivation and science process skills through multimedia approaches and practical activities like creating 3D water cycle models. Challenges include licensing costs and the need for teachers to master the application. The main contribution is providing an innovative, effective, and engaging learning media that significantly enhances understanding and science skills, especially on the water cycle topic. Further development and wider application are recommended to support science education in the digital era.

PENERAPAN MODEL TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN PLATFORM DIGITAL PADA MATERI KLASIFIKASI MAKHLUK HIDUP UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA Miftakhul Jannah; Enny Susiyawati
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.v6i2.10023

This study aims to determine the increase in student learning motivation, learning implementation and student responses to the applied learning, namely with the Teams Games Tournament (TGT) cooperative learning model assisted by the lumi education digital platform on the material of classification of living things. The type of research used is a pre-experimental design with a one group pretest posttest research design. The research subjects used were students of class VII-H SMP Negeri 12 Gresik with a total of 33 students. The results showed that there was a significant difference in the results of the pretest and posttest of students after the implementation of TGT learning assisted by the digital platform with a paired sample t-test value of sig. <0.05. Based on the effect size analysis, it showed an increase in learning motivation of 1.827 or in the strong effect category. The indicator with the highest effect size result was the satisfaction indicator with an effect size score of 0.86 or in the large effect category and the lowest effect size score was the Attention indicator with an effect size score of 0.51 or in the large effect category. The learning process was successfully implemented, achieving excellent results, with 86% participation in the first meeting and 94% participation in the second meeting. Furthermore, student responses to the implementation of the TGT model supported by the digital platform were very positive, with 81% responding positively, indicating that this learning model can increase student motivation in the classification of living things topic. Based on these results, it can be concluded that the Teams Games Tournament (TGT) learning model supported by the Lumi Education digital platform is effective in increasing student motivation.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN HASIL BELAJAR MURID SMP Eka Fara Fadiyah; Elok Sudibyo
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.v6i2.10025

This study aims to describe the improvement of students' cognitive learning outcomes, learning implementation, and student responses after the implementation of the Group Investigation (GI) cooperative learning model. The research method in this study is a quantitative method using a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 30 students of class VII-A of SMPN 1 Paciran. The instruments used in this study were pretest and posttest assessment sheets, learning implementation observation sheets, and student response questionnaire sheets. The results of this study indicate that the implementation of the Group Investigation (GI) learning model can improve student learning outcomes with an N-Gain value of 0.47 which is included in the moderate category. The results of the paired t-test show a significance value <0.001, which means there is a significant difference between the pretest and posttest scores. The magnitude of the influence is indicated by the effect size value of 4.72 which is in the very large category. The implementation of learning is classified as very good, with 23 of 25 aspects obtaining a mode of 4 (very good) and 2 aspects obtaining a mode of 3 (good). Furthermore, student responses to the learning process were in the very good category, with an average percentage of 84.13%. Thus, the Group Investigation (GI) cooperative learning model has a very strong impact on improving junior high school students' learning outcomes on the topic of matter and its changes.

PERMAINAN LOMTUKI SEBAGAI INOVASI PEMBELAJARAN NUMERASI AWAL ANAK USIA DINI Eka Fitriani Sangadah; Aprilia Wahyuning Fitri
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.v6i2.10026

The low ability to recognize numbers 1-10 in 4-5 year-old children at Muslimat NU 32 Nurul Hikmah Kindergarten is the background to this research, which is triggered by a reliance on lecture methods and static worksheets. The focus of the research problem is to develop innovative early numeracy learning through motor games. This study used the Research and Development (R&D) method with a 4D model, which includes the define, design, and develop stages. Data collection instruments included observation, interviews, and a validation questionnaire. The results of content validation using the Aiken's V formula showed a value between 0.05 and 1.00, categorizing this media as highly valid. In the limited trial phase involving 22 children and 4 teachers, quantitative data obtained in the form of a feasibility score of 4.8 and a practicality score of 4.8 on a scale of 5.0, thus categorizing the product as highly feasible and practical. The findings indicate that the Lomtuki game is effective in creating a fun, active learning atmosphere by integrating physical activity and number concepts in a concrete manner. The main conclusion of the study confirms that the Lomtuki game is an alternative, innovative learning medium empirically proven to optimize early cognitive and numeracy development in early childhood through systematic motor coordination. The integration of bright visuals and social interaction during play is key to successfully fostering enthusiasm for independent learning, which impacts cognitive readiness for the elementary school transition.

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Abstract

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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

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Abstract

Abstract

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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

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Unknown,

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INDONESIA