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TANTANGAN DAN PENGEMBANGAN DISPOSISI MIPA (SIKAP, KEBIASAAN BERPIKIR, DAN PERILAKU BELAJAR) DALAM PEMBELAJARAN DI ERA DIGITAL DAN ARTIFICIAL INTELLIGENCE Muhibatur Rohmatul Akhiroh; Dulhamin Arif; Ani Hoerunisa; Dahroni Dahroni; Dewi Ambar Prasilowati; Agung Windrianto; Achmad Saifudin; Acep Musliman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15342

The rapid advancement of digital technology and Artificial Intelligence (AI) has significantly transformed the teaching and learning of Mathematics and Natural Sciences (STEM). While offering opportunities for adaptive and personalized instruction, these intelligent tools also introduce critical challenges to students' affective dispositions, habits of mind, and autonomous learning behaviors. This study aims to map contemporary challenges and formulate pedagogical strategies for fostering STEM dispositions in the AI era. This research employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. A comprehensive literature search was conducted across international and national databases (Scopus, ERIC, SINTA, and Google Scholar) for publications between 2019 and 2026. Following systematic identification (n=100), screening (n=75), and eligibility assessment (n=30), 14 primary empirical articles were included. The synthesized findings demonstrate a dual paradox of AI integration. Unregulated use of generative AI platforms triggers cognitive offloading, superficial learning, academic dishonesty, and error blindness. Conversely, when integrated into active inquiry models (Guided Inquiry, STEM-IBSE) supported by Tiered AI Scaffolding, AI significantly reduces math anxiety, enhances self-efficacy, and fosters productive struggle. The study concludes that the successful development of STEM dispositions in the AI era relies on instructional design quality, metacognitive monitoring, and students' motivational persistence. ABSTRAK Perkembangan teknologi digital dan Artificial Intelligence (AI) telah membawa transformasi mendasar dalam praktik pembelajaran Matematika dan Ilmu Pengetahuan Alam (MIPA). Di samping menghadirkan peluang pembelajaran adaptif dan personal, kehadiran teknologi pintar ini memicu tantangan serius terhadap aspek afektif, kebiasaan berpikir (habits of mind), dan kemandirian perilaku belajar siswa. Penelitian ini bertujuan untuk memetakan tantangan kontemporer serta merumuskan strategi pedagogis pengembangan disposisi MIPA pada era AI. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang berpedoman pada protokol PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Penelusuran literatur dilakukan pada basis data bereputasi (Scopus, ERIC, SINTA, dan Google Scholar) untuk publikasi periode 2019–2026. Melalui tahapan identifikasi (n=100), penyaringan (n=75), dan uji kelayakan (n=30), terpilih sebanyak 14 artikel primer yang memenuhi kriteria inklusi secara ketat. Hasil sintesis literatur menunjukkan bahwa pemanfaatan AI menghadirkan dampak paradoksal. Penggunaan platform AI generatif yang tidak terarah berisiko memicu ketergantungan kognitif (cognitive offloading), pembelajaran dangkal (superficial learning), degradasi kejujuran akademik, serta kebutaan terhadap kekeliruan luaran AI (error blindness). Sebaliknya, integrasi AI dalam model pembelajaran aktif berbasis inkuiri (Guided Inquiry, STEM-IBSE) yang didukung oleh perancah berjenjang (Tiered AI Scaffolding) terbukti efektif menurunkan kecemasan matematika (math anxiety), memperkuat efikasi diri, dan menumbuhkan daya juang produktif (productive struggle). Keberhasilan pengembangan disposisi MIPA di era AI ditentukan oleh sinergi antara desain instruksional guru, regulasi metakognitif, dan ketekunan motivasional (motivational persistence) peserta didik.

EFEKTIVITAS MEDIA EVALUASI BERBASIS QUIZIZZ DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI BIOGEOKIMIA KELAS VII-1 MTSN 6 NGANJUK Najwa Syifaur Rahmah; Asti Dwi Pratiwi
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15343

Biogeochemical Cycles in science learning are often perceived as complex and abstract by students, making conventional paper-based evaluations less effective in reflecting conceptual understanding interactively and enjoyably. Therefore, interactive digital evaluation media are required to create engaging formative assessments that foster student motivation and active participation. This study aims to evaluate the effectiveness of Quizizz-based evaluation media in measuring and improving cognitive learning outcomes in Biogeochemical Cycles among Grade VII-1 students at MTsN 6 Nganjuk during the second semester of the 2024/2025 academic year. A descriptive quantitative approach with a one-group posttest evaluation design was employed, involving 33 students as the research sample. Data were collected via an online formative test consisting of 20 multiple-choice questions on the Quizizz platform, activity observation sheets, and automated score documentation. The results showed an average class score of 90.00, well above the Minimum Mastery Criterion (KKM = 75). A total of 93.94% of students achieved mastery, and only 6.06% scored below the threshold. This success proves that gamification features such as leaderboards, countdown timers, and instant feedback on Quizizz effectively reduce test anxiety and significantly enhance conceptual understanding of biogeochemical cycles. Thus, Quizizz-based evaluation media is proven to be highly effective and feasible as a digital formative assessment tool in junior high school science education. ABSTRAK Materi Siklus Biogeokimia pada pembelajaran IPA sering kali dianggap rumit dan abstrak oleh peserta didik, sehingga evaluasi konvensional berbasis kertas kurang mampu merefleksikan pemahaman konseptual secara interaktif dan menyenangkan. Oleh karena itu, diperlukan media evaluasi digital interaktif untuk menciptakan penilaian formatif yang menarik sekaligus mampu mendorong motivasi dan keterlibatan aktif siswa. Penelitian ini bertujuan untuk mengevaluasi efektivitas media evaluasi berbasis Quizizz dalam mengukur dan meningkatkan hasil belajar kognitif siswa pada submateri Siklus Biogeokimia di kelas VII-1 MTsN 6 Nganjuk yang dilaksanakan pada semester genap tahun ajaran 2024/2025. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan desain evaluasi one-group posttest design yang melibatkan seluruh siswa kelas VII-1 sebanyak 33 orang sebagai sampel penelitian. Data dikumpulkan melalui instrumen tes formatif daring berupa 20 butir soal pilihan ganda pada platform Quizizz, lembar observasi aktivitas, serta dokumentasi skor otomatis. Hasil evaluasi menunjukkan capaian rata-rata nilai kelas sebesar 90,00 yang melampaui Kriteria Ketuntasan Minimal (KKM = 75). Sebanyak 93,94% siswa dinyatakan tuntas dan 6,06% siswa belum mencapai KKM. Peningkatan ini membuktikan bahwa fitur gamifikasi seperti leaderboard, waktu hitung mundur, dan umpan balik instan pada Quizizz efektif mereduksi kecemasan tes serta meningkatkan pemahaman konsep daur biogeokimia secara signifikan. Dengan demikian, media evaluasi berbasis Quizizz terbukti sangat efektif dan layak digunakan sebagai instrumen penilaian formatif digital dalam pembelajaran IPA di madrasah tsanawiyah.

THE EFFECT OF ESCAPE ROOM ASSISTED GAME BASED LEARNING ON THE MATHEMATICS LEARNING MOTIVATION ON 7TH-GRADE STUDENTS Iis Ratnasari; Masrurotullaily Masrurotullaily
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15345

Mathematics instruction in schools is still often teacher-centered, so student engagement and motivation have not developed optimally, including in the topic of data and diagrams in 7th-grade classes at SMP Negeri 7 Jember. This study aims to describe the motivation to learn mathematics among students in the control and experimental classes before and after the intervention, as well as to examine the effect of implementing a Game-Based Learning model assisted by an Escape Room on students’ motivation to learn mathematics. This study employed a quantitative approach with a Quasi-Experimental Design and a Nonequivalent Control Group Design, conducted during the second semester of the 2025/2026 academic year (from March to April 2026). The sample was determined using purposive sampling, selecting class VII B as the experimental group and class VII C as the control group, each consisting of 35 students. Data were collected through a Likert-scale mathematics learning motivation questionnaire and analyzed using normality tests, homogeneity tests, and an Independent Samples t-Test with the assistance of IBM SPSS Statistics 27. The results showed that the learning motivation of the control class increased from an average of 66% to 78% (high category), while the experimental class increased from 67% to 86% (very high category). Hypothesis testing revealed p<0.001, confirming the rejection of H_0. These findings confirm that the Escape Room-assisted Game-Based Learning model can create a more active, interactive, and enjoyable learning environment, making it an effective alternative strategy for teaching mathematics. ABSTRAK Pembelajaran matematika di sekolah masih sering berpusat pada guru (teacher-centered) sehingga keterlibatan dan motivasi belajar siswa belum berkembang secara optimal, termasuk pada materi data dan diagram di kelas VII SMP Negeri 7 Jember. Penelitian ini bertujuan untuk mendeskripsikan motivasi belajar matematika siswa kelas kontrol dan kelas eksperimen sebelum maupun sesudah perlakuan, serta mengkaji pengaruh penerapan model Game-Based Learning berbantuan Escape Room terhadap motivasi belajar matematika siswa. Penelitian kuantitatif quasi-experimental dengan desain nonequivalent control group design ini dilaksanakan pada semester genap tahun ajaran 2025/2026 (bulan Maret hingga April 2026). Sampel ditentukan menggunakan teknik purposive sampling, yaitu kelas VII B sebagai kelas eksperimen dan kelas VII C sebagai kelas kontrol, yang masing-masing berjumlah 35 siswa. Data dikumpulkan melalui angket motivasi belajar matematika berskala Likert dan dianalisis menggunakan uji normalitas, uji homogenitas, serta uji hipotesis Independent Sample t-Test berbantuan IBM SPSS Statistics 27. Hasil penelitian menunjukkan bahwa motivasi belajar matematika siswa kelas kontrol meningkat dari rata-rata 66% menjadi 78% (kategori tinggi), sedangkan kelas eksperimen meningkat dari 67% menjadi 86% (kategori sangat tinggi). Hasil pengujian hipotesis menunjukkan nilai Sig." (2-tailed)"<0,001, yang mengindikasikan penolakan H_0 dan penerimaan H_a. Dengan demikian, dapat disimpulkan bahwa model Game-Based Learning berbantuan Escape Room berpengaruh signifikan terhadap motivasi belajar matematika siswa kelas VII SMP Negeri 7 Jember pada materi data dan diagram. Penerapan model tersebut terbukti mampu menciptakan lingkungan belajar yang lebih partisipatif, interaktif, dan menyenangkan, sehingga motivasi belajar siswa meningkat dibandingkan dengan pembelajaran konvensional.

PENGEMBANGAN MEDIA KARTU PERKALIAN BERBASIS PENDEKATAN OPEN-ENDED UNTUK MENINGKATKAN PEMAHAMAN KONSEP PERKALIAN KELAS III SEKOLAH DASAR Nurul Choirunnisa; Joko Sulianto; Diana Endah Handayani
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15346

This study was motivated by the low understanding of multiplication concepts among third-grade elementary school students, which tends to be caused by learning processes focused on memorization and the lack of interactive media variations. This study aims to describe the current availability of multiplication learning media, analyze the procedures for developing Open-Ended approach-based Multiplication Cards, and test the effectiveness of the media in improving students' understanding of multiplication concepts. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The trial subjects consisted of 25 third-grade students at SDN Wonolopo 03 Semarang. Data were collected through interviews, questionnaires, and tests (pretest and posttest), then analyzed using qualitative descriptives, paired sample t-tests, and N-Gain tests. Validation results showed that the media was highly suitable for use based on material experts (98.03%) and media experts (96.43%). This media was also proven to be highly practical based on teacher responses (100%) and student responses (90.8%). Effectiveness testing proved that the Open-Ended-based Multiplication Card media significantly improved understanding of multiplication concepts, as indicated by a significance value of p=0.000<0.05 in the paired sample t-test and an average N-Gain score of 0.438, categorized as moderate. This success indicates that presenting various representations of multiplication operations transforms student understanding from mechanical memorization to flexible conceptual understanding. Thus, the Open-Ended approach-based Multiplication Card media is proven to be effective and worthy of being utilized as an innovative learning medium in elementary schools. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep perkalian siswa kelas III sekolah dasar yang cenderung disebabkan oleh proses pembelajaran yang berfokus pada hafalan serta minimnya variasi media interaktif. Penelitian ini bertujuan untuk mendeskripsikan ketersediaan media pembelajaran perkalian saat ini, menganalisis prosedur pengembangan media Kartu Perkalian berbasis pendekatan Open-Ended, serta menguji keefektifan media tersebut dalam meningkatkan pemahaman konsep perkalian siswa. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek uji coba terdiri atas 25 siswa kelas III SDN Wonolopo 03 Semarang. Data dikumpulkan melalui wawancara, angket, serta tes (pretest dan posttest), kemudian dianalisis menggunakan deskriptif kualitatif, paired sample t-test, dan uji N-Gain. Hasil validasi menunjukkan bahwa media sangat layak digunakan berdasarkan penilaian ahli materi (98,03%) dan ahli media (96,43%). Media ini juga terbukti sangat praktis dari ketercapaian respons guru (100%) dan respons siswa (90,8%). Pengujian efektivitas membuktikan bahwa media Kartu Perkalian berbasis Open-Ended berhasil meningkatkan pemahaman konsep perkalian secara signifikan yang ditunjukkan oleh nilai signifikansi p=0,000<0,05 pada paired sample t-test serta skor rata-rata N-Gain sebesar 0,438 yang tergolong dalam kategori sedang. Keberhasilan ini menandakan bahwa penyajian berbagai representasi operasi perkalian mampu mentransformasi pemahaman siswa dari hafalan mekanis menuju pemahaman konseptual yang fleksibel. Dengan demikian, media Kartu Perkalian berbasis Open-Ended terbukti efektif dan layak dimanfaatkan sebagai media pembelajaran inovatif di sekolah dasar.

ANALISIS STRATEGI MENGAJAR GURU DAN PEMAHAMAN KONSEP MATEMATIS SISWA PADA MATERI PERSAMAAN KUADRAT Theresia Avila Tameon; Kristoforus Djawa Djong
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15347

Understanding mathematical concepts in quadratic equations is an essential cognitive foundation that often poses challenges for students due to the dominance of one-way procedural instruction, making an in-depth investigation into teachers' instructional strategies and their relationship with conceptual understanding highly urgent. This study aims to analyze teachers' teaching strategies and students' understanding of mathematical concepts regarding quadratic equations and to determine the relationship between the two. This qualitative descriptive study with quantitative support was conducted at SMA Katolik Giovanni Kupang from February to April 2026, involving one mathematics teacher and 29 X-G grade students, with in-depth qualitative analysis focused on three students selected through purposive sampling representing high, moderate, and low ability levels. Data were collected via observations, conceptual tests (pretest and posttest), in-depth interviews, and documentation. The results indicate that the teacher's instructional strategy combined discovery learning, group discussions, and interactive lectures. Students' conceptual understanding varied: high-ability students (ST) mastered all conceptual indicators, moderate-ability students (SS) demonstrated procedural mastery, while low-ability students (SR) exhibited fundamental misconceptions. Supporting quantitative analysis revealed an average N-Gain score of 0.361 (moderate category), proving that the application of collaborative, discovery-oriented teaching strategies is effective in improving students' conceptual understanding of quadratic equations. ABSTRAK Pemahaman konsep matematis pada materi persamaan kuadrat merupakan fondasi kognitif esensial yang kerap menjadi kendala bagi siswa akibat dominasi pembelajaran prosedural satu arah, sehingga kajian mendalam mengenai strategi mengajar guru beserta keterkaitannya dengan daya konseptual siswa sangat mendesak untuk dilakukan. Penelitian ini bertujuan untuk menganalisis strategi mengajar guru dan pemahaman konsep matematika siswa pada materi persamaan kuadrat serta menguji keterkaitan antara keduanya. Penelitian deskriptif kualitatif dengan dukungan kuantitatif ini dilaksanakan di SMA Katolik Giovanni Kupang dari bulan Februari hingga April 2026, melibatkan satu guru matematika dan 29 siswa kelas X-G, dengan sampel kualitatif mendalam pada tiga siswa yang dipilih melalui purposive sampling berdasarkan kategori kemampuan tinggi, sedang, dan rendah. Data dikumpulkan melalui observasi, tes pemahaman konsep (pretest dan posttest), wawancara mendalam, serta dokumentasi. Hasil penelitian menunjukkan bahwa strategi mengajar guru mengombinasikan discovery learning, diskusi kelompok, dan ceramah interaktif. Pemahaman konsep matematika siswa bervariasi: siswa berkemampuan tinggi (ST) menguasai seluruh indikator konseptual, siswa berkemampuan sedang (SS) mendominasi pemahaman prosedural, sedangkan siswa berkemampuan rendah (SR) mengalami miskonsepsi mendasar. Analisis kuantitatif pendukung menunjukkan perolehan rata-rata N-Gain sebesar 0,361 (kategori sedang), yang membuktikan bahwa penerapan strategi pengajaran kolaboratif berorientasi penemuan terbukti efektif meningkatkan pemahaman konsep matematis siswa pada materi persamaan kuadrat.

RESPONS GURU DAN PESERTA DIDIK TERHADAP KEPRAKTISAN LKPD BERBASIS CONTEXTUAL TEACHING AND LEARNING PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI Nur Alfina Laili; Suryajaya Suryajaya; Arif Solahuddin
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15348

Science learning on Ecology and Biodiversity in schools is still dominated by rote-learning textbooks and closed exercises, causing students difficulty in connecting science concepts with real environmental phenomena. Therefore, the development of practical and applicable contextual teaching materials is an urgent necessity to support the implementation of the Merdeka Curriculum. This study aims to develop Student Worksheets (LKPD) based on Contextual Teaching and Learning (CTL) and evaluate their validity and practicality in science learning. This study employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The trial was conducted in the second semester of the 2025/2026 academic year at SMP Negeri 9 Banjarbaru, involving 5 expert validators, 5 science teachers, 10 students for small-group trials, and 30 seventh-grade students for field trials. Data were collected using validation sheets and Likert-scale response questionnaires, then analyzed using descriptive percentage techniques. Expert validation results showed that the LKPD achieved a validity percentage of 91.2% (very valid category). In the implementation stage, the LKPD achieved an average practicality score of 89.9% (very practical category), supported by a teacher response of 90.8% and a student response of 89.0%. These findings prove that the developed CTL-based LKPD is highly valid, practical, and effectively facilitates active student engagement through direct observation of ecological phenomena in the school environment. ABSTRAK Pembelajaran IPA pada materi Ekologi dan Keanekaragaman Hayati di sekolah masih didominasi oleh bahan ajar berbasis hafalan teks dan latihan soal tertutup, sehingga peserta didik kesulitan mengaitkan konsep sains dengan fenomena lingkungan nyata. Oleh karena itu, pengembangan bahan ajar kontekstual yang praktis dan aplikatif menjadi kebutuhan mendesak untuk mendukung implementasi Kurikulum Merdeka. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Contextual Teaching and Learning (CTL) serta menguji tingkat kevalidan dan kepraktisannya dalam pembelajaran IPA. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Uji coba dilaksanakan pada semester genap tahun ajaran 2025/2026 di SMP Negeri 9 Banjarbaru dengan subjek 5 validator ahli, 5 guru IPA, 10 peserta didik uji kelompok kecil, dan 30 peserta didik kelas VII uji lapangan. Data dikumpulkan melalui lembar validasi dan angket respons berskala Likert, kemudian dianalisis secara deskriptif persentase. Hasil validasi ahli menunjukkan bahwa LKPD memperoleh persentase kevalidan sebesar 91,2% dengan kategori sangat valid. Pada tahap implementasi, LKPD memperoleh skor kepraktisan rata-rata sebesar 89,9% (kategori sangat praktis), yang didukung oleh respons guru sebesar 90,8% dan respons peserta didik sebesar 89,0%. Temuan ini membuktikan bahwa LKPD berbasis CTL yang dikembangkan terbukti sangat valid, praktis, dan memfasilitasi keterlibatan aktif peserta didik melalui pengamatan langsung fenomena ekologis di lingkungan sekitar sekolah.

IMPLEMENTASI PEMBELAJARAN MENDALAM UNTUK PENGUATAN DIMENSI KOLABORATIF PADA MATA PELAJARAN IPAS KELAS V DI SD NEGERI NGARUS 02 PATI Rina septiana; Filia Prima Artharina; Prasena Arisyanto
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15349

Collaborative skills are essential 21st-century competencies that need to be developed in elementary school students to adapt to social dynamics. Deep learning has become a highly relevant approach because it emphasizes students' active involvement in understanding concepts meaningfully through exploration, reflection, and contextual problem-solving. This qualitative descriptive study aims to describe the implementation of deep learning to strengthen the collaborative dimension in Grade V Science and Social Studies (IPAS) at SD Negeri Ngarus 02 Pati, conducted from February to April 2026. Research subjects included the Grade V teacher, Grade IV teacher, principal, and 33 Grade V students. Data were collected through structured observations, in-depth interviews, open questionnaires, and documentation studies. Data validity was established using technique and source triangulation, while data analysis followed data reduction, data presentation, and conclusion drawing. The results showed that deep learning was implemented through lesson planning and instructional practices oriented toward mindful, meaningful, and joyful learning principles. Implementing learning through heterogeneous group discussions, interactive visual media, and guided reflection strengthened indicators of cooperation (87.8%), communication (84.8%), responsibility (90.9%), and respecting peers' opinions (86.3%). In conclusion, deep learning contributes positively and significantly to strengthening students' collaborative dimension in elementary school IPAS instruction. ABSTRAK Keterampilan kolaboratif merupakan salah satu kompetensi abad ke-21 yang sangat krusial untuk dikembangkan pada peserta didik sekolah dasar agar mampu beradaptasi dalam dinamika sosial. Pembelajaran mendalam (deep learning) menjadi pendekatan yang sangat relevan karena menekankan keterlibatan aktif peserta didik dalam memahami konsep secara bermakna melalui kegiatan eksplorasi, refleksi, dan pemecahan masalah kontekstual. Penelitian kualitatif deskriptif ini bertujuan untuk mendeskripsikan secara mendalam implementasi pembelajaran mendalam untuk penguatan dimensi kolaboratif pada mata pelajaran IPAS kelas V di SD Negeri Ngarus 02 Pati, yang dilaksanakan pada bulan Februari hingga April 2026. Subjek penelitian mencakup guru kelas V, guru kelas IV, kepala sekolah, serta 33 peserta didik kelas V. Data dikumpulkan melalui observasi terstruktur, wawancara mendalam, angket terbuka, dan studi dokumentasi. Keabsahan data diuji menggunakan triangulasi teknik dan triangulasi sumber, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran mendalam dilaksanakan melalui tahap perencanaan dan pelaksanaan yang berorientasi pada prinsip berkesadaran (mindful), bermakna (meaningful), dan menggembirakan (joyful). Penerapan pembelajaran melalui diskusi kelompok heterogen, penggunaan media visual interaktif, dan refleksi terbimbing terbukti memperkuat indikator bekerja sama (87,8%), komunikasi (84,8%), tanggung jawab (90,9%), dan menghargai pendapat (86,3%). Dengan demikian, pembelajaran mendalam berkontribusi positif dan signifikan terhadap penguatan dimensi kolaboratif peserta didik pada pembelajaran IPAS di sekolah dasar.

KEEFEKTIFAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA MATERI DATA KELAS V SDN SONEYAN 01 PATI Agil Deris Setiawan; Mei Fita Asri Untari; Diana Endah Handayani
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15350

This research was motivated by the low mathematics learning outcomes of fifth-grade students at SDN Soneyan 01 Pati on the topic of data, caused by teacher-centered instruction and limited active student involvement in understanding data presentation and interpretation. This study aimed to determine the effectiveness of the Problem Based Learning (PBL) model on students' mathematics learning outcomes on the data topic. A quantitative method with a Pre-Experimental One-Group Pretest-Posttest Design was applied in April–May 2026, involving 18 fifth-grade students selected through saturated sampling. Data were collected using a 16-item multiple-choice test that had been tested for validity, reliability, difficulty level, and discriminating power, supplemented by observation, interviews, and documentation. The results showed that the average posttest score increased significantly from 65.28 to 86.50, demonstrating a meaningful gain in conceptual understanding. The paired sample t-test yielded a t-count of 28.87, which was greater than the t-table value of 2.110 at a significance level of 0.05, indicating that the alternative hypothesis was accepted. The average N-Gain score was 0.6594, categorized as moderate, and classical learning mastery reached 94.44%. Based on these findings, it can be concluded that the Problem Based Learning model is effective in improving fifth-grade students' mathematics learning outcomes on the data topic. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa kelas V SDN Soneyan 01 Pati pada materi data yang disebabkan oleh pembelajaran yang masih berpusat pada guru serta kurangnya keterlibatan aktif siswa dalam memahami penyajian dan penafsiran data. Penelitian ini bertujuan untuk menganalisis keefektifan model Problem Based Learning (PBL) terhadap hasil belajar matematika materi data pada siswa kelas V. Penelitian kuantitatif dengan desain Pre-Experimental One-Group Pretest-Posttest Design ini dilaksanakan pada bulan April hingga Mei 2026, melibatkan 18 siswa kelas V sebagai sampel melalui teknik saturated sampling. Data dikumpulkan menggunakan instrumen tes pilihan ganda sebanyak 16 butir soal yang telah diuji validitas, reliabilitas, taraf kesukaran, dan daya pembeda, serta dilengkapi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan kemampuan kognitif yang signifikan, ditandai dengan kenaikan rerata posttest dari 65,28 menjadi 86,50. Hasil pengujian paired sample t-test menghasilkan nilai t_"hitung" sebesar 28,87 yang lebih besar daripada t_"tabel" sebesar 2,110 (α=0,05), yang mengindikasikan bahwa perlakuan memberikan dampak positif secara statistik. Peningkatan pemahaman siswa tergolong dalam kategori sedang dengan rerata N-Gain sebesar 0,6594, serta menghasilkan pencapaian ketuntasan belajar klasikal yang sangat tinggi yaitu 94,44%. Berdasarkan temuan empiris tersebut, dapat disimpulkan bahwa penerapan model Problem Based Learning terbukti efektif dalam meningkatkan hasil belajar matematika materi data pada siswa kelas V sekolah dasar.

PENGARUH MODEL PROJECT BASED LEARNING (PjBL) BERBASIS ETNO-STEM TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA SMP Amanda Putri Cahyani; Septi Kurniasih; Mudmainah Vitasari
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15351

Creative thinking is one of the essential twenty-first-century competencies that should be developed in science learning. However, students' creative thinking skills remain relatively low because classroom instruction is often teacher-centered and provides limited contextual learning experiences. One learning alternative to address this issue is Ethno-STEM-based Project-Based Learning (PjBL), which integrates project-based activities with local wisdom. This study aimed to analyze the effect of the Ethno-STEM-based Project-Based Learning model on students' creative thinking skills in the topic of interactions among living organisms and their environment. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of two Grade VII classes from a junior high school in Lebak Regency, selected using cluster random sampling, with Class VII E (n=30) serving as the experimental group and Class VII C (n=30) as the control group. The research instruments included a creative thinking skills test, learning implementation observation sheets, product design assessment sheets, and student response questionnaires. Data were analyzed using normality and homogeneity tests, an independent sample t-test, N-Gain analysis, and effect size analysis. The results indicated that the experimental class achieved a higher posttest mean score (82.13) than the control class (73.53). The average N-Gain score of the experimental class was 0.683 (moderate category), exceeding that of the control class (0.431). The independent sample t-test produced a significance value of 0.000 (p<0.05), indicating a statistically significant difference between the two groups. Furthermore, the effect size value (Cohen's d) of 1.630 indicated a high practical effect of the implemented learning model. Product assessment results, learning implementation, and students' responses also fell within the very good category. Therefore, the Ethno-STEM-based Project-Based Learning model has a significant and substantial effect on improving students' creative thinking skills in learning the topic of interactions among living organisms and their environment. ABSTRAK Kemampuan berpikir kreatif merupakan salah satu kompetensi penting abad ke-21 yang perlu dikembangkan dalam pembelajaran IPA. Namun, kemampuan berpikir kreatif peserta didik masih tergolong rendah karena pembelajaran cenderung berpusat pada guru dan kurang memberikan pengalaman belajar yang kontekstual. Salah satu alternatif yang dapat diterapkan adalah model Project-Based Learning (PjBL) berbasis Etno-STEM yang mengintegrasikan pembelajaran berbasis proyek dengan kearifan lokal. Penelitian ini bertujuan untuk menganalisis pengaruh model Project-Based Learning berbasis Etno-STEM terhadap kemampuan berpikir kreatif peserta didik pada materi interaksi makhluk hidup dan lingkungannya. Penelitian menggunakan metode kuantitatif dengan desain quasi-experiment tipe nonequivalent control group design. Sampel penelitian terdiri atas dua kelas VII di salah satu SMP di Kabupaten Lebak yang dipilih menggunakan teknik cluster random sampling, yaitu kelas VII E (n=30) sebagai kelas eksperimen dan VII C (n=30) sebagai kelas kontrol. Instrumen penelitian meliputi tes kemampuan berpikir kreatif, lembar observasi keterlaksanaan pembelajaran, lembar penilaian rancangan desain produk, dan angket respons peserta didik. Data dianalisis menggunakan uji normalitas, uji homogenitas, uji independent sample t-test, perhitungan N-Gain, dan effect size. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen (82,13) lebih tinggi dibandingkan kelas kontrol (73,53). Nilai rata-rata N-Gain kelas eksperimen sebesar 0,683 berada pada kategori sedang dan lebih tinggi dibandingkan kelas kontrol sebesar 0,431. Hasil uji independent sample t-test memperoleh nilai signifikansi 0,000 (p<0,05) yang menunjukkan adanya perbedaan signifikan antara kedua kelas. Besarnya pengaruh penerapan model ditunjukkan oleh nilai effect size (Cohen's d) sebesar 1,630 yang termasuk kategori tinggi. Selain itu, penilaian rancangan desain produk, keterlaksanaan pembelajaran, dan respons peserta didik menunjukkan kategori sangat baik. Dengan demikian, model Project-Based Learning berbasis Etno-STEM berpengaruh positif dan signifikan dalam meningkatkan kemampuan berpikir kreatif peserta didik pada materi interaksi makhluk hidup dan lingkungannya.

PENGEMBANGAN MEDIA INTERAKTIF BEMORA PADA MATERI METAMORFOSIS KELAS III SEKOLAH DASAR Elsa Febriana; Suyitno Suyitno; Diana Endah Handayani
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15352

This study was motivated by the lack of interactive learning media for the metanmorphosis curriculum in third-grade elementary school, which has led to students lack of enthusiasm and difficulty in understanding the material. The purpose of this study in to develop the BEMORA (Belajar Metamorfosis Ceria) interactive learning media for the third-grade Elementary school metamorphosis curriculum that is suitable for use in the learning process. This study employed the Research and Development (R&D) method using the ADDIE developent moedel, which consists of the Analyze, Design, Development, Implementation, and Evaluation. The research subjects consisted of teachers and third-grade students at SDN Waru 02 Brebes and SDN Telaga 02 Brebes, with a total of 31 students and 2 third-grade teachers. Data collection techniques included observation, interviews, and questionnaires. The research instruments comprised a media expert validation sheet, a subject matter expert validation sheet, a teacher response questionnaire, and a student response questionnaire. The result of the study indicate that the BEMORA interactive media was developed to include metamorphosis materials, quizzes, educational games (picture guessing, puzzle, and drag and drop), and tutorial videos on creating charts using Articulate Storyline 3, Canva, and Website 2 APK Builder as an Android application that can be accessed both offline and online via a web link. The media validation results achieved a percentage of 94.5%, categorized as “very valid”, and the subjects matter expert validation results achived a percentage of 97.5%. categorized as “very valid”. The feasibility test result from the teacher response questionnaire obtained a percentage of 92.0%, categorized “very feasible”, while the student response questionnaire obtained a percentage of 90.3%, also categorized as “very feasible”. In conclusion, the BEMORA interactive media is declared very feasible for use as a learning tool for the metmaorphosis unit in thrid-grade elementary school. ABSTRAK Penelitian ini dilatarbelakangi oleh kurangnya penggunaan media pembelajaran interaktif pada materi metamorfosis kelas III sekolah dasar sehingga siswa kurang antusias dan mengalami kesulitan memahami materi pembelajaran. Penelitian ini bertujuan untuk mengembangkan media interaktif BEMORA (Belajar Metamorfosis Ceria) pada materi metamorfosis kelas III sekolah dasar yang layak digunakan dalam proses pembelajaran. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri atas tahap Analyze, Desain, Development, Implementation, dan Evualuation. Subjek penelitian terdiri atas guru dan siswa kelas III SDN Waru 02 Brebes dan SDN Telaga 02 Brebes dengan jumlah keseluruhan 31 siswa dan 2 guru kelas III. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan angket. Instrument penelitian berupa lembar validasi ahli media, lembar validasi ahli materi, angket respon guru, dan angket respon siswa. Hasil penelitian menunjukkan bahwa media interaktif BEMORA dikembangkan berupa materi metamorfosis, kuis, permainan edukatif (tebak gambar, puzzle, dan drag and drop), dan video tutorial menyusun bagan menggunakan bantuan Articulate Storyline 3, Canva, dan Website 2 APK Builder dalam bentuk aplikasi android yang dapat diakses secara offline dan juga dapat diakses secara online melalui tautan web. Hasil validasi media memperoleh persentase sebesar 94,5% dengan kategori “sangat valid” dan hasil validasi ahli materi memperoleh persentase sebesar 97,5% dengan kategori “sangat valid”. Hasil uji kelayakan melalui angket respon guru memperoleh persentase sebesar 92,0% dengan kategori “sangat layak”, sedangkan hasil angket respon siswa memperoleh persentase sebesar 90,3% dengan kategori “sangat layak”. Kesimpulannya bahwa media interaktif BEMORA dinyatakan sangat layak digunakan sebagai media pembelajaran pada materi metamorfosis kelas III sekolah dasar.

Home Page

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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

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