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Jurnal Kajian Pendidikan IPA
Published by Universitas Garut
ISSN : 27985636     EISSN : 27987043     DOI : http://dx.doi.org/10.52434/jkpi
Core Subject : Education, Social,
Education Social Sciences
Jurnal Kajian Pendidikan IPA (JKPI) dengan nomor P-ISSN: 2798-7043 dan E-ISSN: 2798-7043 merupakan jurnal yang dikelola oleh Program Studi Pendidikan IPA, FPIK, Universitas Garut. Jurnal ini bertujuan mempublikasikan artikel hasil penelitian atau pemikiran pada bidang Pendidikan IPA, Pendidikan Kimia, Pendidikan Fisika, dan Pendidikan Biologi. Konten artikel yang dimuat mencakup isu-isu kekinian pada bidang Pendidikan IPA, Pendidikan Kimia, Pendidikan Fisika, dan Pendidikan Biologi yang berkaitan dengan proses pembelajaran, media pembelajaran, bahan ajar pembelajaran, dan penilaian pembelajaran IPA.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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Pembelajaran IPA Berbasis Lingkungan vs Konvensional: Studi Komparatif Pemahaman Konsep Benda Siswa Kelas IV: Analisis perbandingan hasil belajar siswa berbasis lingkungan dan konvensional Nadia Kusuma Dewi; Rohmani Rohmani
Jurnal Kajian Pendidikan IPA Vol 5 No 2 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i2.42997

Abstract

This study aims to analyze the effectiveness differences between environment-based learning and conventional learning in improving elementary school students’ understanding of objects and their functions. The research was motivated by the low conceptual understanding of students in science subjects when teachers still predominantly use lecture methods and textbooks. The research method employed was a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 54 fourth-grade students elementary schools in North Lampung, selected using purposive sampling. The experimental group (n=27) received environment-based learning by utilizing real objects around the school such as leaves, stones, water, and daily-use materials to construct understanding. Meanwhile, the control group (n=27) received conventional learning through lectures and textbooks. Research instruments included a validated concept comprehension test and student activity observation sheets. Data were analyzed using an independent t-test with a significance level of 5% (α = 0.05). The findings revealed a significant difference between the two groups. The experimental group’s posttest average reached 86,59 with an N-gain of 0.65 (moderate-high category), while the control group achieved an average of 74,18 with an N-gain of 0.33 (low-moderate category). The t-test showed p < 0.05, indicating that environment-based learning was more effective than conventional learning in improving students’ understanding of objects and their functions. These findings are consistent with prior studies emphasizing the importance of contextual and environmental approaches in science learning. In conclusion, environment-based learning not only enhances students’ cognitive outcomes but also fosters environmental awareness. The implication of this study is that elementary school teachers are encouraged to integrate environmental potential as a contextual and authentic learning resource. Keywords: Environment-Based Learning,Conventional Learning, Object Concepts, Science Learning Outcomes.

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