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Pedagogika: Jurnal Ilmu-Ilmu Kependidikan
Published by Medan Resource Center
ISSN : -     EISSN : 28089502     DOI : 10.57251
Core Subject : Education,
Education
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan is a peer-reviewed journal published by the Medan Resource Center. The journal aims to facilitate academic articles and scholarly writings on the methods and practices of teaching, particularly as academic subjects, theoretical concepts, or in any area of education. It serves as a platform for teachers, teacher educators, or training institutions, instructors of all levels of education, as well as students and anyone interested in the field. The journal is published biannually in May and November and accepts articles in both Indonesian and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 242 Documents
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Eksplorasi Penggunaan Metode Pembelajaran Berbasis Proyek dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Siswa Sekolah Dasar Negeri 101930 Perbaungan Sri Delima; Thessa Herdyana; Layil Safitri
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2070

Abstract

Project-Based Learning has emerged as an effective instructional approach for promoting meaningful learning by actively engaging students in authentic, collaborative, and problem-oriented activities. This study investigates how the Project-Based Learning method was implemented in science instruction for fifth-grade students at Elementary School Negeri 101930 Perbaungan and examines its influence on learning outcomes and the perceptions of students and teachers regarding its application. The research employed a descriptive qualitative design involving 14 fifth-grade students as the unit of analysis. Data were collected through classroom observations during a project involving the construction of a simple periscope, semi-structured interviews with the classroom teacher and school principal, and documentation of learning activities and students' academic records. The findings demonstrate that Project-Based Learning substantially improved student learning outcomes, as reflected by an increase in classical learning mastery from 7.1% before implementation to 100% at the final stage, while the class average score improved from 56.5 to 85.7. The method also strengthened students' intrinsic motivation, collaborative learning, and critical thinking through authentic and hands-on learning experiences. The study concludes that Project-Based Learning is an effective pedagogical strategy for enhancing science learning achievement while fostering essential twenty-first-century competencies in elementary school students.
Implementasi Model Pembelajaran Inkuiri dalam Meningkatkan Pemahaman Konsep Sains pada Siswa Sekolah Dasar Negeri 101930 Perbaungan Yeshi Anggreini Hutabarat; Layil Safitri; Thessa Herdyana
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2071

Abstract

This study was conducted in response to the need for more student-centered instructional approaches to improve elementary school students' understanding of science concepts. It investigates how the inquiry learning model was implemented in science instruction and examines its impact on fourth-grade students' conceptual understanding at SD Negeri 101930 Perbaungan. This research employed a descriptive qualitative approach involving 14 fourth-grade students as the unit of analysis. Data were collected through classroom observations supported by pre-test and post-test assessments, in-depth interviews with the classroom teacher, and documentation of learning activities and relevant written records. The findings demonstrate that the inquiry learning model was implemented effectively and significantly enhanced students' understanding of science concepts by promoting active exploration, questioning, investigation, and evidence-based reasoning. Students showed greater engagement throughout the learning process, which was reflected in the improvement of the class average score from 58.57 before the intervention to 84.71 after the implementation, with classical learning mastery increasing to 100%. These findings indicate that the inquiry learning model constitutes an effective instructional strategy for strengthening science concept understanding and fostering meaningful learning experiences among elementary school students.

Page 25 of 25 | Total Record : 242

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