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PENINGKATAN HASIL BELAJAR PERKALIAN BILANGAN CACAH MELALUI GAME BASED LEARNING BERBANTU ULAR TANGGA RAKSASA Siti 'Iffatul Maula; Mochamad Abdul Basir; Choiriah Choiriah
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.v6i4.15753

ABSTRACT Multiplication learning of whole numbers up to 100 in Class IV at SDN Trimulyo 02 Semarang City still faces challenges regarding student learning outcomes. The initial condition was reflected by a class average of 63.62, with classical mastery reaching only 24.14%. This study aims to improve students' mathematics learning outcomes through the implementation of Game-Based Learning assisted by giant snakes and ladders media on the topic of whole number multiplication up to 100. The research was conducted in the form of Classroom Action Research (CAR) using Arikunto's model, involving 29 students as subjects across two cycles, each consisting of two meetings. Learning activities combined group games with multiplication problem-solving, after which individual ability was assessed through independent evaluations at the end of each cycle. Data were collected through tests, observations of student activity, observations of learning implementation, and documentation, then analyzed using class averages, classical mastery percentages, and descriptions of changes in the learning process. The average learning outcome score increased to 76.55 in Cycle I and 82.24 in Cycle II. Classical mastery rose from 51.72% in Cycle I to 82.76% in Cycle II, exceeding the success indicator of 80% of students achieving a score of ≥80. Student activity and learning implementation also demonstrated improvement. The application of Game-Based Learning assisted by giant snakes and ladders can be used to support the improvement of mathematics learning outcomes in whole number multiplication. ABSTRAK Pembelajaran perkalian bilangan cacah sampai 100 di kelas IV SDN Trimulyo 02 Kota Semarang masih menghadapi persoalan pada pencapaian hasil belajar murid. Kondisi awal tercermin dari rata-rata kelas sebesar 63,62 dengan ketuntasan klasikal hanya 24,14%. Penelitian ini bertujuan meningkatkan hasil belajar matematika murid melalui penerapan Game Based Learning berbantu media ular tangga raksasa pada materi perkalian bilangan cacah sampai 100. Penelitian dilaksanakan dalam bentuk Penelitian Tindakan Kelas (PTK) model Arikunto, dengan 29 murid sebagai subjek yang mengikuti dua siklus, masing-masing dua pertemuan. Kegiatan belajar menggabungkan permainan kelompok dengan penyelesaian soal perkalian, kemudian kemampuan individual diperiksa melalui evaluasi mandiri pada akhir setiap siklus. Data dikumpulkan melalui tes, observasi aktivitas murid, observasi keterlaksanaan pembelajaran, dan dokumentasi, lalu dianalisis menggunakan rata-rata kelas, persentase ketuntasan klasikal, serta deskripsi perubahan proses pembelajaran. Rata-rata hasil belajar meningkat menjadi 76,55 pada Siklus I dan 82,24 pada Siklus II. Ketuntasan klasikal bergerak dari 51,72% pada Siklus I menjadi 82,76% pada Siklus II dan telah melampaui kriteria keberhasilan 80% murid dengan nilai ≥80. Aktivitas murid dan keterlaksanaan pembelajaran juga mengalami peningkatan. Penerapan Game Based Learning berbantu ular tangga raksasa dapat digunakan untuk mendukung peningkatan hasil belajar matematika pada materi perkalian bilangan cacah.

MENINGKATKAN HASIL BELAJAR IPAS MELALUI PENERAPAN METODE DEMONSTRASI PADA SISWA KELAS IV SDN 009 SAMARINDA Nurika Setiawati; Taufik Hidayat
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.v6i4.15801

The demonstration method has proven capable of providing a concrete and meaningful learning experience for students, making it a highly relevant alternative solution to address low academic achievement in elementary science. The low Natural and Social Sciences (IPAS) learning outcomes among fourth-grade students at SDN 009 Samarinda formed the empirical background of this study, marked by a pre-cycle average score of only 62.58 and a classical mastery rate of 25.81%. This study aims to describe the implementation of the demonstration method in improving IPAS learning outcomes on the topic of Force among fourth-grade students at SDN 009 Samarinda. This study employed Classroom Action Research (CAR) conducted across two cycles, comprising planning, acting, observing, and reflecting phases. The subjects were all 31 fourth-grade students at SDN 009 Samarinda in the 2025/2026 academic year. Data were gathered through participatory observation, cognitive achievement tests, and field notes. The findings indicate that the systematic application of the demonstration method significantly enhanced students' learning outcomes. In Cycle I, the class average score improved to 73.48 with a classical mastery rate of 51.61% (moderate category). Following instructional refinements in Cycle II by actively involving students in physical demonstrations, the class average rose to 82.26 with classical mastery reaching 96.77% (very high category), further substantiated by an N-gain score of 0.7281 (high category). Thus, the demonstration method is empirically proven to be effective in augmenting primary students' IPAS learning outcomes. ABSTRAK Metode demonstrasi terbukti mampu menghadirkan pengalaman belajar yang konkret dan bermakna bagi peserta didik, sehingga menjadi salah satu alternatif solusi yang relevan untuk mengatasi rendahnya hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar. Rendahnya hasil belajar IPAS pada siswa kelas IV SDN 009 Samarinda menjadi latar belakang dilaksanakannya penelitian ini, di mana nilai rata-rata pra-siklus hanya mencapai 62,58 dengan persentase ketuntasan klasikal sebesar 25,81%. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode demonstrasi dalam meningkatkan hasil belajar IPAS pada materi Gaya siswa kelas IV SDN 009 Samarinda. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dirancang dalam dua siklus tindakan, di mana setiap siklus mencakup tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah seluruh siswa kelas IV SDN 009 Samarinda tahun ajaran 2025/2026 yang berjumlah 31 siswa. Teknik pengumpulan data dilakukan melalui observasi aktivitas, tes evaluasi hasil belajar, dan catatan lapangan. Hasil penelitian menunjukkan bahwa penerapan metode demonstrasi secara konsisten meningkatkan hasil belajar IPAS secara signifikan. Pada siklus I, nilai rata-rata siswa meningkat menjadi 73,48 dengan ketuntasan klasikal 51,61% (kategori sedang). Setelah dilakukan perbaikan pada siklus II dengan melibatkan partisipasi langsung siswa, nilai rata-rata meningkat kembali menjadi 82,26 dengan ketuntasan klasikal mencapai 96,77% (kategori sangat tinggi), serta diperkuat oleh capaian N-gain sebesar 0,7281 (kategori tinggi). Dengan demikian, penerapan metode demonstrasi terbukti efektif dalam meningkatkan hasil belajar IPAS materi Gaya pada siswa sekolah dasar.

INTEGRASI MODEL PROBLEM BASED LEARNING DAN PENDEKATAN DEEP LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR PADA MATERI EKOSISTEM Finriani Pasondong; Yana Supriyatna; Erna Suhartini; Sotinsia Desi Lastsari
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.v6i4.15802

Substandard critical thinking skills among elementary school pupils are frequently triggered by teacher-dominated conventional instruction, which restricts opportunities for independent evaluation and synthesis. Prior scholarly investigations rarely addressed deep conceptual understanding through integrated problem-solving models in primary education, particularly concerning ecosystem topics. Therefore, this research is crucial for determining the empirical efficacy of integrating Problem Based Learning with a deep learning approach to elevate students' critical reasoning competencies. This quantitative study utilized a quasi-experimental non-equivalent control group design involving 52 fifth-graders at SD Negeri 021 Sungai Kunjang, divided into an experimental group (n=26) and a control group (n=26). Data were gathered via 15 validated multiple-choice test items administered across pre-test and post-test stages, subsequently analyzed using the non-parametric Mann-Whitney U test and normalized gain (N-gain) formulas. The results demonstrated no baseline discrepancy between groups (p=0.366), whereas post-intervention scores revealed a statistically significant divergence (p=0.005) with a moderate effect size (r=0.387) favoring the experimental class. This enhancement was substantiated by an experimental N-gain score of 0.33 (moderate category) compared to the control group’s minimal gain of 0.04 (low category). Consequently, embedding a deep learning framework into Problem Based Learning serves as an effective pedagogical catalyst for advancing primary school students' critical thinking faculties in ecosystem instruction. ABSTRAK Rendahnya kemampuan berpikir kritis siswa sekolah dasar kerap dipicu oleh pembelajaran konvensional yang didominasi oleh guru, sehingga membatasi kesempatan siswa dalam mengevaluasi dan menyintesis informasi secara mandiri. Penelitian terdahulu mengenai penggabungan model pemecahan masalah masih jarang menyentuh pemahaman konseptual mendalam pada jenjang pendidikan dasar, khususnya pada materi ekosistem. Oleh sebab itu, penelitian ini penting dilakukan guna menguji efektivitas integrasi model Problem Based Learning dan pendekatan deep learning dalam meningkatkan kemampuan bernalar kritis siswa. Penelitian kuantitatif ini menerapkan desain kuasi-eksperimen dengan rancangan non-equivalent control group design yang melibatkan 52 siswa kelas V SD Negeri 021 Sungai Kunjang, terbagi ke dalam kelas eksperimen (n=26) dan kelas kontrol (n=26). Data dikumpulkan melalui instrumen tes berpikir kritis berbentuk pilihan ganda sebanyak 15 butir valid dan reliabel yang diberikan melalui tahapan pre-test dan post-test, kemudian dianalisis menggunakan uji nonparametrik Mann-Whitney serta perhitungan skor perolehan ternormalisasi (N-gain). Hasil penelitian menunjukkan bahwa kemampuan awal kedua kelompok tidak berbeda secara signifikan (p=0,366), namun pascaperlakuan menunjukkan perbedaan yang sangat signifikan (p=0,005) dengan nilai effect size sebesar 0,387 (kategori sedang) yang mengunggulkan kelas eksperimen. Capaian ini diperkuat oleh nilai rerata N-gain kelompok eksperimen sebesar 0,33 (kategori sedang), jauh melampaui kelompok kontrol yang hanya mencapai 0,04 (kategori rendah). Dengan demikian, integrasi pendekatan deep learning ke dalam model Problem Based Learning terbukti efektif sebagai katalisator dalam mengakselerasi keterampilan berpikir kritis siswa sekolah dasar pada topik ekosistem.

PENGEMBANGAN e-LKPD BERBASIS CHEMO-ENTREPRENEURSHIP (CEP) PADA MATERI LAJU REAKSI BERORIENTASI PADA KREATIVITAS MURID Indri Viola; Wilda Syahri; Yusnaidar Yusnaidar; Yusnidar Yusnidar; Febbry Romundza; Isra Miharti
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.v6i4.15803

This research is motivated by the lack of conceptual understanding and creativity in the reaction rate material caused by the abstract nature of the material so that it is necessary to use interesting and contextual teaching materials. This study aims to develop e-LKPD based on Chemo-Entrepreneurship (CEP) and to determine the feasibility, student responses oriented towards creativity in the developed product. The research method used is Research and Development (R&D) with the Lee & Owens development model with ADDIE stages (Analysis, Design, Development, Implementation, Evaluation). The product developed is an e-LKPD based on Chemo-Entrepreneurship (CEP) which contains text, images, videos, and practice questions in the form of e-LKPD and integrates 4 indicators of creativity. The trial subjects were students of grade XI Phase F2 of SMA Negeri 8 Muaro Jambi as respondents to one-on-one and small group trials. Data were collected through interviews, observations, and questionnaires. Furthermore, material validation obtained a percentage of 92% and media validation 92.4% with a very feasible category. The results of the study indicate that the developed e-LKPD is classified as very feasible with student responses in the one-on-one test of 95% and small group trials obtained a percentage of 96.4% with a very good category. Thus, it shows that the CEP-based e-LKPD is suitable for use as a supporting teaching material for learning reaction rates in high school and has the potential to improve the understanding of abstract concepts and develop student creativity. ABSTRAK Penelitian ini dilatarbelakangi oleh kurangnya kemampuan pemahaman konsep dan kreativitas pada materi laju reaksi yang disebabkan karena sifat materi yang bersifat abstrak sehingga diperlukan penggunaan bahan ajar yang menarik dan kontekstual. Penelitian ini bertujuan untuk mengembangkan e-LKPD berbasis Chemo-Entrepreneurship (CEP) serta mengetahui kelayakan, respon siswa yang berorientasi pada kreativitas pada produk yang dikembangkan. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan Lee & Owens dengan tahap ADDIE (Analysis, Design, Development, Implementation, Evaluation). Produk yang dikembangkan berupa e-LKPD berbasis Chemo-Entrepreneurship (CEP) yang memuat berupa teks, gambar, video, dan soal Latihan dalam bentuk e-LKPD serta mengintegrasikan 4 indikator kreativitas. Subjek uji coba adalah Siswa kelas XI Fase F2 SMA Negeri 8 Muaro Jambi sebagai responden uji coba satu-satu dan kelompok kecil. Data dikumpulkan melalui wawancara, obsrvasi, dan angket. Selanjutnya Validasi materi diperoleh persentase 92% dan validasi Media 92,4% dengan kategori sangat layak. Hasil penelitian menunjukkan bahwa e-LKPD yang dikembangkan tergolong sangat layak dengan respon siswa pada uji satu satu sebesar sebesar 95% dan uji coba kelompok kecil memperoleh persentase 96,4% dengan kategori sangat baik. Dengan demikian menunjukkan bahwa e-LKPD berbasis CEP layak digunakan sebagai bahan ajar pendukung pembelajaran laju reaksi di SMA Serta berpotensi meningkatkan pemahaman konsep yang abstrak dan pengembangan kreativitas murid.

PENGARUH MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) BERBANTUAN MEDIA QUIZIZ TERHADAP HASIL BELAJAR MATEMATIKA SISWA Elisabeth Rose Galingging; Rizki Bastanta B Manalu; Frikson Jony Purba
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.v6i4.15804

This study was motivated by the low mathematics learning outcomes of fifth-grade students at SD Negeri 101818 Pancur Batu, caused by conventional teacher-centered instruction and limited utilization of interactive media. This study aims to determine students' mathematics learning outcomes before and after the implementation of the Numbered Heads Together (NHT) learning model assisted by Quizizz media, as well as to examine its significant effect on students' achievement. The research method used was an experimental method employing a pre-experimental one-group pretest-posttest design. The population as well as the sample consisted of all 36 fifth-grade students selected through a purposive sampling technique. Data were collected using an achievement test consisting of 25 validated multiple-choice items. The results showed that the mean pretest score of 60.66 increased significantly to 83.11 on the posttest. The Kolmogorov-Smirnov normality test indicated that the data were normally distributed, and hypothesis testing using a paired sample t-test yielded t_"calculated" =14.353≥t_"table" =2.030 at a significance level of α=0.05. Consequently, it can be concluded that the implementation of the Numbered Heads Together learning model assisted by Quizizz media exerts a positive and significant effect on the mathematics learning outcomes of primary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa kelas V SD Negeri 101818 Pancur Batu yang disebabkan oleh pembelajaran konvensional dan minimnya variasi media interaktif. Penelitian ini bertujuan untuk mengetahui hasil belajar matematika siswa sebelum dan sesudah diterapkan model pembelajaran Numbered Heads Together (NHT) berbantuan media Quizizz, serta menganalisis signifikansi pengaruh model tersebut terhadap hasil belajar matematika siswa. Metode penelitian yang digunakan adalah metode eksperimen dengan desain pre-experimental design jenis one-group pretest-posttest design. Populasi sekaligus sampel penelitian adalah seluruh siswa kelas V yang berjumlah 36 siswa, yang ditentukan menggunakan teknik purposive sampling. Data dihimpun melalui instrumen tes hasil belajar berbentuk pilihan ganda sebanyak 25 butir soal yang telah teruji validitas dan reliabilitasnya. Hasil penelitian menunjukkan nilai rata-rata pretest sebesar 60,66 meningkat secara signifikan menjadi 83,11 pada posttest. Uji normalitas Kolmogorov-Smirnov menunjukkan data berdistribusi normal, dan pengujian hipotesis menggunakan uji-t berpasangan menghasilkan nilai t_"hitung" =14,353≥t_"tabel" =2,030 pada taraf signifikansi α=0,05. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran Numbered Heads Together berbantuan media Quizizz berpengaruh positif dan signifikan terhadap peningkatan hasil belajar matematika siswa kelas V sekolah dasar.

PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP HASIL BELAJAR IPAS SISWA KELAS V Verawati Br Tarigan; Risky Bastanta Manalu; Frikson Jony Purba
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.v6i4.15805

This study aimed to determine the effect of the Project Based Learning (PjBL) model on the natural and social sciences (IPAS) learning outcomes of fifth-grade students at UPT SPF SDN 104219 Tanjung Anom in the 2025/2026 Academic Year. The study was motivated by the low IPAS learning outcomes, as many students had not achieved the Minimum Learning Achievement Criteria (KKTP), and student participation during the learning process remained limited. This research employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The research sample consisted of 27 fifth-grade students determined through a saturated sampling technique. Data were collected through validated learning achievement tests and a student response questionnaire regarding the implementation of the PjBL model. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and a paired sample t-test for hypothesis testing. The findings indicated that the students' mean pretest score of 64.62 increased to 84.00 on the posttest. The percentage of students achieving mastery learning also improved from 33.33% to 96.30%. In addition, the questionnaire results showed an average score of 87.11, which was categorized as very good. The hypothesis testing revealed that the calculated t-value (7.698) was higher than the critical t-value (2.060) at a significance level of α=0.05, indicating that the alternative hypothesis (H_a) was accepted and the null hypothesis (H_0) was rejected. Therefore, it can be concluded that the implementation of the Project Based Learning model has a positive and statistically significant effect on the IPAS learning outcomes of fifth-grade students at UPT SPF SDN 104219 Tanjung Anom in the 2025/2026 Academic Year. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning (PjBL) terhadap hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) siswa kelas V di UPT SPF SDN 104219 Tanjung Anom Tahun Ajaran 2025/2026. Latar belakang penelitian ini adalah rendahnya hasil belajar IPAS siswa yang belum mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) serta kurang optimalnya keterlibatan siswa dalam proses pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-experimental dan desain one-group pretest-posttest design. Sampel penelitian berjumlah 27 siswa kelas V yang ditentukan menggunakan teknik sampling jenuh (total sampling). Teknik pengumpulan data dilakukan melalui tes hasil belajar berupa soal pilihan ganda yang telah divalidasi serta angket respons siswa terhadap penerapan model PjBL. Data dianalisis menggunakan uji normalitas Shapiro-Wilk, uji hipotesis (paired sample t-test), serta analisis deskriptif. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest siswa sebesar 64,62 meningkat menjadi 84,00 pada posttest. Persentase ketuntasan belajar juga mengalami peningkatan dari 33,33% menjadi 96,30%. Hasil angket respons siswa menunjukkan skor rata-rata sebesar 87,11 dengan kategori sangat baik. Berdasarkan uji hipotesis diperoleh nilai t_"hitung" =7,698 lebih besar daripada t_"tabel" =2,060 pada taraf signifikansi α=0,05, sehingga H_a diterima dan H_0 ditolak. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning berpengaruh positif dan signifikan terhadap hasil belajar IPAS siswa kelas V di UPT SPF SDN 104219 Tanjung Anom Tahun Ajaran 2025/2026.

PENGARUH MODEL PEMBELAJARAN KOLABORATIF BERBANTUAN MEDIA KAHOOT TERHADAP HASIL BELAJAR IPAS SISWA Sri Ikawati Hutauruk; Regina Sipayung; Irmina Pinem; Patri Janson Silaban; Anton Sitepu
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.v6i4.15806

This study was motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 173307 Sipultak, which were presumed to be influenced by teacher-centered instruction and the limited use of varied learning models and interactive instructional media. This study aimed to determine students' learning outcomes before the implementation of the collaborative learning model assisted by Kahoot, to examine its effect on IPAS learning outcomes, and to measure the magnitude of its influence. This research employed a quantitative approach using a One Group Pretest-Posttest Design. The research sample consisted of 30 fourth-grade students. Data were collected through tests, questionnaires, and documentation studies. The research instruments were tested for validity and reliability, while data analysis was conducted using the normality test, correlation coefficient test, coefficient of determination, and hypothesis testing (t-test). The findings revealed that the mean pretest score of 52.66 increased to 77.97 in the posttest, while the average questionnaire score reached 84.63, indicating that students' responses were categorized as very good. The results of the normality test indicated that the data were normally distributed, thereby meeting the assumptions for parametric statistical analysis. Furthermore, the correlation analysis showed a positive relationship between the implementation of the collaborative learning model assisted by Kahoot and students' learning outcomes. The hypothesis test also confirmed that the collaborative learning model assisted by Kahoot had a statistically significant effect on the IPAS learning outcomes of fourth-grade students at SD Negeri 173307 Sipultak in the 2025/2026 academic year. Therefore, the collaborative learning model assisted by Kahoot is effective in improving elementary school students' IPAS learning outcomes. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPAS siswa kelas IV SD Negeri 173307 Sipultak yang diduga dipengaruhi oleh pembelajaran yang masih berpusat pada guru dan belum memanfaatkan model pembelajaran yang bervariasi serta media pembelajaran interaktif. Penelitian ini bertujuan untuk mengetahui hasil belajar siswa sebelum penerapan model pembelajaran kolaboratif berbantuan media Kahoot, mengetahui pengaruh penerapannya terhadap hasil belajar IPAS, serta mengetahui besarnya pengaruh yang diberikan. Penelitian ini menggunakan metode kuantitatif dengan desain One Group Pretest-Posttest Design. Sampel penelitian berjumlah 30 siswa kelas IV. Teknik pengumpulan data meliputi tes, angket, dan studi dokumentasi. Instrumen penelitian telah memenuhi uji validitas dan reliabilitas, sedangkan analisis data dilakukan melalui uji normalitas, uji koefisien korelasi, koefisien determinasi, dan uji hipotesis (t). Hasil penelitian menunjukkan bahwa rata-rata nilai pretest sebesar 52,66 meningkat menjadi 77,97 pada posttest, sedangkan rata-rata skor angket mencapai 84,63 yang menunjukkan respons siswa berada pada kategori sangat baik. Hasil uji normalitas menunjukkan data berdistribusi normal, sehingga memenuhi syarat untuk analisis parametrik. Selanjutnya, hasil uji korelasi menunjukkan adanya hubungan positif antara penerapan model pembelajaran kolaboratif berbantuan media Kahoot dengan hasil belajar siswa, sedangkan uji hipotesis membuktikan bahwa terdapat pengaruh yang signifikan terhadap hasil belajar IPAS siswa kelas IV SD Negeri 173307 Sipultak Tahun Ajaran 2025/2026. Dengan demikian, model pembelajaran kolaboratif berbantuan media Kahoot! efektif digunakan untuk meningkatkan hasil belajar IPAS siswa sekolah dasar.

PENGEMBANGAN MODUL AJAR IPAS BERBASIS PBL-STEM PADA MATERI ORGAN PERNAPASAN MANUSIA UNTUK SISWA KELAS V SD Bintang Simanullang; Erna Suhartini; Muhammad Nur Mannan; Makmun Makmun; Imam Dardiri
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.v6i4.15808

This research is motivated by the gap between the demands of the Independent Curriculum which emphasizes innovative learning and the availability of PBL-STEM-based teaching tools at SDN 021 Sungai Kunjang. Learning conditions that are still dominated by conventional methods (teacher-centered) have an impact on the lack of active student participation, so it is necessary to develop teaching modules that are able to trigger critical power and integration between disciplines. This study aims to describe the process of developing the science teaching module on human respiratory organ materials and to determine the feasibility level of the product produced. The method used is Research and Development (R&D) by adapting the 4D (Define, Design, Develop, Disseminate) model from Thiagarajan (1974), which in its implementation is limited to the develop stage. The limited trial was carried out on 23 students of class V A. Data collection instruments included expert validation sheets, observation sheets on learning implementation, and student response questionnaires. The results of the study showed a very high level of feasibility, evidenced by the average percentage of validation of subject matter experts of 93.5%, linguists of 91%, and media experts of 90%. In addition, the results of observation of learning implementation reached an average of 94% with the very good category, and the student response questionnaire obtained a score of 83.41% with the very good category. Thus, the PBL-STEM-based science teaching module on human respiratory organ material is declared valid and practical to be used in learning in grade V of elementary school, and is effective as a solution to the need for innovative and contextual teaching tools. ABSTRAK Penelitian ini dilatarbelakangi oleh adanya kesenjangan antara tuntutan Kurikulum Merdeka yang menekankan pembelajaran inovatif dengan ketersediaan perangkat ajar berbasis PBL-STEM di SDN 021 Sungai Kunjang. Kondisi pembelajaran yang masih didominasi metode konvensional (teacher-centered) berdampak pada minimnya partisipasi aktif siswa, sehingga diperlukan pengembangan modul ajar yang mampu memicu daya kritis dan integrasi antar disiplin ilmu. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan modul ajar IPAS pada materi organ pernapasan manusia serta mengetahui tingkat kelayakan produk yang dihasilkan. Metode yang digunakan adalah Research and Development (R&D) dengan mengadaptasi model 4D (Define, Design, Develop, Disseminate) dari Thiagarajan (1974), yang dalam pelaksanaannya dibatasi hingga tahap Develop. Uji coba terbatas dilakukan pada 23 siswa kelas V A. Instrumen pengumpulan data meliputi lembar validasi ahli, lembar observasi keterlaksanaan pembelajaran, dan angket respon siswa. Hasil penelitian menunjukkan tingkat kelayakan yang sangat tinggi, dibuktikan dengan rata-rata persentase validasi ahli materi sebesar 93,5%, ahli bahasa 91%, dan ahli media 90%. Selain itu, hasil observasi keterlaksanaan pembelajaran mencapai rata-rata 94% dengan kategori sangat baik, serta angket respon siswa memperoleh skor 83,41% dengan kategori sangat baik. Dengan demikian, modul ajar IPAS berbasis PBL-STEM pada materi organ pernapasan manusia dinyatakan valid dan praktis digunakan dalam pembelajaran di kelas V SD, serta efektif menjadi solusi atas kebutuhan perangkat ajar yang inovatif dan kontekstual.

PENGEMBANGAN BUKU CERITA DIGITAL BERGAMBAR BERBASIS PBL UNTUK MENINGKATKAN LITERASI SAINS SISWA KELAS IV SD Disthia Nur Maharani; Yana Supriyatna; Erna Suhartini; Rushildasari Rushildasari
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.v6i4.15809

This research is motivated by the low scientific literacy skills of elementary school students, indicated by students' difficulties in understanding scientific concepts and relating them to phenomena in the surrounding environment. This condition is compounded by the suboptimal use of digital learning media in the learning process. To overcome this problem, a Heyzine-based illustrated digital storybook was developed with a Problem Based Learning (PBL) approach on the topic of Climate and Its Changes. This study aims to determine the development process, feasibility level, user response, and improvement of students' scientific literacy. The method 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 consisted of material experts, media experts, linguists, and fourth-grade students in small and large-scale trials. Data were collected through observation, interviews, questionnaires, and scientific literacy tests, then analyzed quantitatively using the N-Gain test. The results showed that the developed media was very feasible with a validation score of 0.97 from material experts, 0.95 from media experts, and 0.91 from linguists. Student responses reached 92% in small-scale trials and 91% in large-scale trials, while teacher responses reached 100%, all of which were categorized as very practical. Students' scientific literacy skills increased with an N-Gain value of 0.50 in the moderate category. Thus, Heyzine-based illustrated digital storybooks with a PBL approach are feasible and quite effective in improving the scientific literacy of fourth-grade elementary school students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi sains siswa sekolah dasar yang ditunjukkan oleh kesulitan siswa dalam memahami konsep sains dan mengaitkannya dengan fenomena di lingkungan sekitar. Kondisi tersebut didukung oleh belum optimalnya penggunaan media pembelajaran digital dalam proses pembelajaran. Untuk mengatasi permasalahan tersebut, dikembangkan buku cerita digital bergambar berbasis Heyzine dengan pendekatan Problem Based Learning (PBL) pada materi Iklim dan Perubahannya. Penelitian ini bertujuan mengetahui proses pengembangan, tingkat kelayakan, respons pengguna, dan peningkatan literasi sains siswa. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian terdiri atas ahli materi, ahli media, ahli bahasa, serta siswa kelas IV pada uji coba skala kecil dan besar. Data dikumpulkan melalui observasi, wawancara, angket, dan tes literasi sains, kemudian dianalisis secara kuantitatif menggunakan uji N-Gain. Hasil penelitian menunjukkan bahwa media yang dikembangkan sangat layak dengan skor validasi ahli materi 0,97, ahli media 0,95, dan ahli bahasa 0,91. Respon siswa mencapai 92% pada uji coba skala kecil dan 91% pada uji coba skala besar, sedangkan respons guru mencapai 100%, yang seluruhnya termasuk kategori sangat praktis. Kemampuan literasi sains siswa meningkat dengan nilai N-Gain 0,50 pada kategori sedang. Dengan demikian, buku cerita digital bergambar berbasis Heyzine dengan pendekatan PBL layak digunakan dan cukup efektif untuk meningkatkan literasi sains siswa kelas IV sekolah dasar.

PENERAPAN MODEL COOPERATIVE LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS V DI SDN SUKOHARJO PADA MATA PELAJARAN IPAS Meisyanda Putri Eka Sabrina; Choirul Huda; Veryliana Purnamasari
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.v6i4.15810

Natural and Social Sciences (IPAS) instruction in elementary schools remains predominantly teacher-centered, resulting in suboptimal student learning motivation. This passive instructional pattern causes students to become disengaged and hesitant to participate in scientific inquiries. This study aims to analyze the effect of implementing the cooperative learning strategy on the learning motivation of fifth-grade students at SDN Sukoharjo on the ecosystem topic within the IPAS subject. This study employed a quantitative experimental method using a one-group pretest-posttest design. The research subjects comprised 25 fifth-grade students at SDN Sukoharjo selected through total sampling. Data were accumulated using a 25-item Likert-scale learning motivation questionnaire with verified validity and reliability, supported by qualitative interviews. The inferential analysis revealed that the cooperative learning strategy significantly increased students' learning motivation (p<0.05), achieving a normalized gain (N-gain) score in the high category. Structured heterogeneous group interactions successfully fostered mutual academic assistance, enhanced self-confidence, and stimulated student engagement in collaborative scientific tasks. Consequently, the cooperative learning strategy is proven effective in elevating fifth-grade elementary students' learning motivation in IPAS. ABSTRAK Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar masih didominasi oleh pendekatan yang berpusat pada guru (teacher-centered), sehingga motivasi belajar siswa belum berkembang optimal. Kondisi tersebut menyebabkan siswa cenderung pasif, mudah bosan, dan kurang terlibat dalam proses penemuan konsep sains. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan strategi cooperative learning terhadap motivasi belajar siswa kelas V SDN Sukoharjo pada mata pelajaran IPAS materi ekosistem. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain one-group pretest-posttest design. Subjek penelitian berjumlah 25 siswa kelas V SDN Sukoharjo yang dipilih menggunakan teknik sampling jenuh. Data dihimpun menggunakan instrumen angket motivasi belajar berskala Likert sebanyak 25 butir pernyataan yang telah teruji validitas serta reliabilitasnya, serta didukung oleh wawancara mendalam. Hasil analisis inferensial membuktikan bahwa penerapan strategi cooperative learning menghasilkan peningkatan skor motivasi belajar siswa secara signifikan (p<0,05) dengan capaian indeks normalized gain (N-gain) pada kategori tinggi. Penerapan kerja sama kelompok heterogen mampu memfasilitasi interaksi sosial yang suportif, menumbuhkan rasa percaya diri, serta memicu antusiasme siswa dalam menyelesaikan tugas proyek belajar. Dengan demikian, strategi cooperative learning terbukti efektif dalam meningkatkan motivasi belajar siswa pada pembelajaran IPAS di sekolah dasar.

Home Page

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Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
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