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INDONESIA
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27970744     EISSN : 27971031     DOI : https://doi.org/10.51878/science.v1i2.389
Core Subject : Education,
Education
Jurnal ini berisi artikel hasil pemikiran dan penelitian yang ditulis oleh para guru, dosen, pakar, ilmuwan, praktisi, dan pengkaji dalam semua disiplin ilmu yang berkaitan dengan pendidikan matematika dan IPA.
Arjuna Subject : Umum - Umum
Articles 745 Documents
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PENGARUH MEDIA DOMINO MATHEMATIC (DOMATH) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS III SDN BALONGGABUS Fatimah Choirun Nisa’; Ana Christanti; Muhammad Assegaf Baalwi
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.v6i4.15811

Abstract

This study was motivated by the low mathematics learning outcomes of third-grade students at SDN Balonggabus in whole number multiplication up to 100, caused by the prevalence of passive lecture methods and a shortage of manipulative learning media. This condition led to low student engagement and cognitive hurdles in grasping multiplication as repeated addition. This study aimed to investigate the effect of Domino Mathematic (DOMATH) media on improving the mathematics learning outcomes of third-grade students at SDN Balonggabus. A quantitative approach using a pre-experimental one-group pretest-posttest design was employed. The research participants consisted of 30 third-grade students at SDN Balonggabus selected via total sampling. Data were accumulated through written achievement tests comprising validated multiple-choice and short-answer items with confirmed reliability (Cronbach's alpha = 0.773). The inferential analysis revealed that the data were normally distributed, and the hypothesis testing through a paired sample t-test yielded a significance value of 0.000 (p<0.05) with a mean difference of -24.600. This substantial improvement proves that integrating educational games through DOMATH media exerts a positive and statistically significant effect on students' mastery of whole number multiplication in primary education. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa kelas III SDN Balonggabus pada materi perkalian bilangan cacah sampai 100 akibat dominasi metode ceramah dan keterbatasan media manipulatif. Kondisi tersebut menyebabkan rendahnya keterlibatan aktif siswa dalam membangun pemahaman konsep perkalian sebagai penjumlahan berulang. Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan media Domino Mathematic (DOMATH) terhadap peningkatan hasil belajar matematika siswa kelas III SDN Balonggabus. Metode yang digunakan adalah kuantitatif dengan desain pra-eksperimen berbentuk one-group pretest-posttest design. Subjek penelitian berjumlah 30 siswa kelas III SDN Balonggabus yang dipilih melalui teknik penarikan sampel jenuh. Data dihimpun melalui instrumen tes tertulis berupa soal pilihan ganda dan uraian yang telah teruji validitas dan reliabilitasnya (Cronbach's alpha = 0,773). Hasil analisis data membuktikan bahwa sebaran data berdistribusi normal, dan pengujian hipotesis menggunakan paired sample t-test menghasilkan nilai signifikansi sebesar 0,000 (p<0,05) dengan nilai selisih rata-rata (mean difference) sebesar -24,600. Peningkatan ini membuktikan bahwa integrasi permainan edukatif melalui media DOMATH memberikan pengaruh positif dan signifikan terhadap penguasaan materi perkalian bilangan cacah di sekolah dasar.    
EFEKTIVITAS PENERAPAN MODEL PEMBELAJAR OPEN-ENDED TERHADAP KEMAMPUAN NUMERASI PESERTA DIDIK KELAS III UPTD SD NEGERI 074049 TELUK BELUKAR Rizkiwan Mei Putri Kristiani Zega; Aprianus Telaumbanua; Eka Periaman Zai; Edward Harefa
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.v6i4.15812

Abstract

This study was motivated by the low numeracy skills of third-grade students at UPTD SD Negeri 074049 Teluk Belukar in comprehending contextual problems and mathematical strategies. This quantitative study aimed to examine the effectiveness of the open-ended learning model on students' numeracy skills using a quasi-experimental method with a nonequivalent control group design. The study sample comprised 46 students divided equally into an experimental class (open-ended) and a control class, with 23 students in each group. The results indicated that the posttest mean score of the experimental class reached 90.22 with an N-gain of 0.727 (high category), whereas the control class obtained a mean score of 73.48 with an N-gain of 0.337 (medium category). The independent sample t-test yielded a significance value of 0.000 (< 0.05), verifying a significant difference in numeracy achievement between both groups. Consequently, the implementation of the open-ended learning model is proven effective in enhancing elementary school students' numeracy skills. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan numerasi peserta didik kelas III UPTD SD Negeri 074049 Teluk Belukar dalam memahami masalah kontekstual dan strategi penyelesaian matematis. Penelitian kuantitatif ini bertujuan untuk menguji efektivitas model pembelajaran open-ended terhadap kemampuan numerasi peserta didik dengan metode quasi experiment berdesain nonequivalent control group design. Sampel penelitian mencakup 46 peserta didik yang terbagi ke dalam kelas eksperimen (open-ended) dan kelas kontrol berjumlah masing-masing 23 orang. Hasil penelitian menunjukkan nilai rata-rata posttest kelas eksperimen mencapai 90,22 dengan N-gain sebesar 0,727 (kategori tinggi), sedangkan kelas kontrol memperoleh nilai rata-rata 73,48 dengan N-gain sebesar 0,337 (kategori sedang). Uji independent sample t-test menghasilkan nilai signifikansi 0,000 (< 0,05) yang membuktikan adanya perbedaan capaian secara signifikan di antara kedua kelompok. Dengan demikian, penerapan model pembelajaran open-ended terbukti efektif dalam meningkatkan kemampuan numerasi peserta didik di sekolah dasar.  
PENGARUH PROJECT BASED LEARNING BERBASIS STEAM TERHADAP LITERASI SAINS IPAS MATERI ENERGI TERBARUKAN SISWA KELAS VI SDN 021 SUNGAI KUNJANG Nur Qifthiyyah; Sukriadi Sukriadi; Makmun Makmun; Muhammad Nur Mannan; 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.v6i4.15934

Abstract

The substandard scientific literacy of primary school students remains an ongoing educational challenge, largely triggered by teacher-centered instruction lacking direct experiential engagement. This condition necessitates innovative pedagogical models capable of contextualizing scientific concepts into environmental problem-solving initiatives. This study aims to investigate the differences, effect, and magnitude of scientific literacy enhancement among students instructed through STEAM-based Project Based Learning compared to those taught conventionally on renewable energy materials. This quantitative study implemented a quasi-experimental non-equivalent control group design involving 52 sixth-graders at SDN 021 Sungai Kunjang (26 students each in the experimental and control groups). The research instruments comprised a validated multiple-choice scientific literacy test and a science identity questionnaire. The empirical findings demonstrated that the experimental group achieved a significantly higher scientific literacy enhancement, with mean post-test scores and normalized gain (N-gain) substantially outperforming the control group. This pedagogical advantage was consistent across all scientific literacy domains and reinforced by more favorable student science identity indicators. Consequently, STEAM-based Project Based Learning is proven to exert a positive and significant effect on fostering primary school students' scientific literacy in renewable energy topics. ABSTRAK Rendahnya literasi sains siswa sekolah dasar masih menjadi tantangan nyata yang kerap dipicu oleh pembelajaran konvensional yang minim keterlibatan langsung peserta didik. Kondisi ini menuntut hadirnya model pembelajaran inovatif yang mampu mengontekstualisasikan materi sains ke dalam proyek pemecahan masalah lingkungan. Penelitian ini bertujuan untuk menguji perbedaan, pengaruh, serta besarnya peningkatan literasi sains antara siswa yang memperoleh model Project Based Learning berbasis STEAM dan siswa yang mengikuti pembelajaran konvensional pada materi energi terbarukan. Penelitian kuantitatif ini menerapkan rancangan quasi-experimental dengan desain non-equivalent control group design yang melibatkan 52 siswa kelas VI SDN 021 Sungai Kunjang (kelas eksperimen dan kontrol masing-masing 26 siswa). Instrumen yang digunakan meliputi tes literasi sains pilihan ganda terstandar dan angket identitas sains. Hasil penelitian membuktikan bahwa kelas eksperimen mengalami peningkatan literasi sains yang signifikan, dengan rata-rata post-test dan perolehan N-gain yang jauh melampaui kelas kontrol. Keunggulan tersebut mencakup seluruh aspek literasi sains serta diperkuat oleh profil identitas sains yang lebih positif pada diri siswa. Dengan demikian, penerapan model Project Based Learning berbasis STEAM terbukti efektif dan berpengaruh signifikan dalam meningkatkan literasi sains siswa sekolah dasar pada materi energi terbarukan.  
PENINGKATAN KEMAMPUAN BERPIKIR KREATIF PADA PEMBELAJARAN MATEMATIKA KELAS V MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA MAP ADVENTURE Ayu Siwi Triastuti; Nila Ubaidah; Niwi Sruti 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.v6i4.15936

Abstract

ABSTRACT The habit of mechanical thinking that dominates elementary mathematics learning often limits students' space for exploration and independent reasoning. Efforts to address these cognitive constraints were realized through classroom action research designed to examine the effectiveness of applying the Problem-Based Learning (PBL) model assisted by Map Adventure media in fifth-grade students at SD Negeri Muktiharjo Kidul 03. This study was conducted in two continuous cycles involving 28 students as main subjects focusing on the least common multiple (LCM) and greatest common divisor (GCD) materials. Data collection was carried out through essay tests of creative thinking skills, structured observations of student activities and learning implementation, as well as documentation of activity records. The implementation flow demonstrated that combining problem-solving syntax with contextual exploration scenarios based on four Map Adventure posts significantly increased the classical learning mastery percentage from 7.41% in the pre-action phase to 61.54% in the first cycle, and reaching 88.46% in the second cycle, successfully exceeding the 80% minimum threshold. This progressive surge occurred evenly across all cognitive indicators, including fluency, flexibility, originality, and elaboration. These empirical findings confirm that integrating the PBL model with interactive exploration media is highly effective as an alternative learning strategy to foster active engagement and optimize students' creative thinking potential in the primary school environment. ABSTRAK Kebiasaan berpikir mekanis yang mendominasi pembelajaran matematika dasar sering kali membatasi ruang eksplorasi dan kemandirian bernalar murid. Upaya mengurai kendala kognitif tersebut diwujudkan melalui penelitian tindakan kelas yang dirancang untuk menguji efektivitas penerapan model Problem-Based Learning (PBL) berbantuan media Map Adventure di kelas V SD Negeri Muktiharjo Kidul 03. Penelitian ini dilaksanakan dalam dua siklus berkesinambungan yang melibatkan 28 murid sebagai subjek utama pada materi kelipatan persekutuan terkecil (KPK) dan faktor persekutuan terbesar (FPB). Pengumpulan data ditempuh melalui tes kemampuan berpikir kreatif bentuk uraian, observasi terstruktur terhadap aktivitas murid dan keterlaksanaan pembelajaran, serta dokumentasi rekam jejak kegiatan. Alur pelaksanaan membuktikan bahwa perpaduan sintaks pemecahan masalah dengan skenario penjelajahan kontekstual berbasis empat pos Map Adventure mampu meningkatkan persentase ketuntasan belajar klasikal secara signifikan dari 7,41% pada pra tindakan, menjadi 61,54% pada siklus pertama, hingga mencapai 88,46% pada siklus kedua dan melampaui ambang batas minimum 80%. Peningkatan progresif tersebut terjadi secara merata pada seluruh indikator kognitif, mencakup kelancaran (fluency), keluwesan (flexibility), keaslian (originality), serta perincian (elaboration). Temuan empiris ini mengonfirmasi bahwa pengintegrasian model PBL dan media penjelajahan interaktif sangat efektif sebagai alternatif strategi pembelajaran untuk menumbuhkan keterlibatan aktif serta mengoptimalkan potensi berpikir kreatif murid di lingkungan sekolah dasar.
PENGEMBANGAN MODUL AJAR BIOLOGI BERBASIS TANAMAN PURUN PADA MATERI KEANEKARAGAMAN HAYATI DI SMA Shopi Rahmawati; Nuri Dewi Muldayanti; Ahmad Faisal Amri
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.v6i4.16036

Abstract

ABSTRACT The availability of Biology teaching materials that connect biodiversity concepts with the potential of the surrounding environment remains a need for contextual learning in senior high schools. This study aimed to develop a Biology teaching module based on the purun plant using a Deep Learning approach for biodiversity topics and to examine the product’s validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the ADDIE model, which consisted of the analysis, design, development, and implementation stages. Product validation involved nine validators comprising material, media, and language experts. The trials involved 9 students in the small-scale trial and 21 students in the large-scale trial from Grade X at SMAS Mujahidin Pontianak. Data were collected through validation sheets, student response questionnaires, module exercises, and pre-test and post-test results, then analyzed descriptively using percentages and N-Gain. The validation results showed scores of 87.58% for material, 96.66% for media, and 89.99% for language, all categorized as highly valid. Student responses reached 89.1% and 93.7%, respectively, categorized as highly practical, while the N-Gain scores were 0.68 and 0.73. Thus, the developed module met the criteria of validity and practicality and demonstrated effectiveness in supporting biodiversity learning through the integration of the purun plant and the Deep Learning approach. ABSTRAK Ketersediaan bahan ajar Biologi yang mengaitkan konsep keanekaragaman hayati dengan potensi lingkungan sekitar masih menjadi kebutuhan dalam pembelajaran kontekstual di SMA. Penelitian ini bertujuan mengembangkan Modul Ajar Biologi berbasis tanaman purun dengan pendekatan Pembelajaran Mendalam pada materi keanekaragaman hayati serta menguji validitas, kepraktisan, dan efektivitas produk. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, dan implementation. Validasi produk melibatkan sembilan validator yang mencakup ahli materi, media, dan bahasa. Uji coba dilakukan pada 9 murid dalam skala kecil dan 21 murid dalam skala besar pada kelas X SMAS Mujahidin Pontianak. Data diperoleh melalui lembar validasi, angket respons murid, latihan modul, serta pre-test dan post-test, kemudian dianalisis secara deskriptif menggunakan persentase dan N-Gain. Hasil validasi menunjukkan skor materi 87,58%, media 96,66%, dan bahasa 89,99% dengan kategori sangat valid. Respons murid mencapai 89,1% dan 93,7% dengan kategori sangat praktis, sedangkan N-Gain masing-masing sebesar 0,68 dan 0,73. Dengan demikian, modul yang dikembangkan memenuhi kriteria valid dan praktis serta menunjukkan efektivitas dalam mendukung pembelajaran keanekaragaman hayati melalui pemanfaatan tanaman purun dan pendekatan Pembelajaran Mendalam.

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