Implementation Of Science Learning Research Articles

The Influence of the Make A Match Cooperative Learning Model on the Learning Outcomes of Class V Students at Animal Life Cycle Material at Cimuncang State Elementary School

Science learning is one of the material loads that often appears in learning because it is directly related to the student's environment. In the implementation of science learning, the teacher plays an important role in creating interactive learning conditions so that learning objectives can be conveyed. This study aims to determine the effect of the make a match cooperative learning model on the learning outcomes of fifth grade students on animal life cycle material at Cimuncang Elementary School. The research method used in this study was an experimental non-equivalent control group design. This research was conducted at SDN Cimuncang. The population used in this study were all fifth grade students at SDN Cimuncang, totaling 30 students. The sample used is the entire population (total sampling), for sampling using simple random sampling. For data collection techniques using tests, namely pretest and posttest and data were analyzed using the SPSS 24 application. From the results of the data that had been analyzed, sig. (2-tailed) 0.002 and 0.003 0.05 which means H0 is rejected. Obtain data normality 0.017 0.05, and the significance level of data homogeneity is 0.47 0.05. The average value of the experimental class was 85.13 and that of the control class was 77.13 (85.13 77.13). So the Cooperative Learning Type Make A Match learning model has a positive influence on student learning outcomes in Animal Life Cycle material in class students V SDN Cimuncang.

Improving science learning competence through advance organizer model innovation based on authentic and real worlds activities for elementary school student

The implementation of science learning in elementary schools is generally still carried out conventionally, which is still teacher-centered and rarely makes students active. Students are rarely involved with authentic activities so that learning is less meaningful. The research question is whether there is an effect of the advance organizer model based on authentic and real world activities on the science learning outcomes of elementary school students This study uses a quantitative method in the form of a Quasy Experiment. The Subject is 20 students in grade IV of elementary school student. The research was conducted by testing one class with a pretest and posttest design. The results showed that there was a significant difference between learning outcomes before using the advance organizer model with multimedia assistance and after using the model. This is because the application of advance organizers with multimedia provides real experiences to students, one of which is by conducting direct experiments. Learning with advance organizers with real world activities can provide meaningful learning experiences for students.

Penerapan Kurikulum Merdeka pada pembelajaran IPAS kelas IV di SD Negeri Tahunan Yogyakarta

Background: SD Negeri Tahunan is not yet a driving school, but SD Negeri Tahunan is one of the schools that has implemented the Phase B independent curriculum (grades I and IV), and the independent curriculum implemented in this school, namely the independent independent curriculum, has changed. Purpose: This study aims to describe the planning, implementation, and evaluation of science learning based on the independent curriculum in class IV SD Negeri Tahunan Yogyakarta. Method: The design of this study uses descriptive qualitative. Data collection techniques through observation, interviews and documentation. This research data analysis technique uses the Miles and Huberman analysis model. Findings: The results of this study indicate that: (1) the science lesson plan made by the teacher has been adjusted to the criteria for an independent curriculum, the teacher has analyzed learning outcomes, made learning objectives, learning goal lines, methods, models, approaches, materials, learning resources, assessments, then poured into teaching modules, (2) the implementation of science learning in class IV is carried out in accordance with the lesson plans that have been made previously. Teachers create collaborative, interactive, and contextual learning. Activities in science learning vary so that learning is easy to understand, not boring, fosters an attitude of independence, high responsibility and curiosity, and makes learning fun, (3) the form of evaluation of science learning in class IV SD Negeri Tahunan is carried out by carrying out diagnostic assessments, formative assessments and summative assessments. The diagnostic assessment that has been carried out is a non-cognitive diagnostic assessment. Formative assessments are given by the teacher at the end of science learning at each meeting. Summative assessments are carried out during daily assessments, midterm assessments, and end of semester assessments.

Mapping Science Learning in The 2013 Curriculum and Merdeka Belajar Curriculum

Basic education in Indonesia has experienced various curriculum developments, from the 2013 Curriculum to the Independent Learning Curriculum. However, from a transitional point of view, it still needs to provide a clear direction for some practitioners. This study aims to analyze the mapping of planning, to implement, and evaluating science learning in the 2013 Independent Learning Curriculum. Data collection techniques were carried out through interviews, observation, and documentation. The data validity test was carried out by source triangulation. The subjects of this study were the principal and teachers of class IV SD. Data analysis techniques performed interactive models: data reduction, presentation, and conclusion. The results of the study show that the teacher prepares the administration of the Science learning plan in the 2013 Curriculum, namely the syllabus, porta, promissory notes, preparation of lesson plans for Learning Implementation Plans (RPP), media, teaching materials, and evaluation, while in the Independent Learning Curriculum, the teacher prepares learning tools in the form of Learning Outcomes ( CP), Learning Objectives (TP), Learning Objective Flow (ATP), teaching modules, and evaluation. The implementation of science learning in the 2013 Curriculum uses integrated thematic learning supported by applying a scientific approach, while in the Merdeka Learning Curriculum, it is carried out based on products, processes, and attitudes. In evaluating science learning in the 2013 curriculum, teachers use the cognitive, psychomotor, and affective domains, while in the Merdeka Learning Curriculum, teachers use diagnostic assessments, formative assessments, summative assessments, and projects.

Improving Elementary Students Science Problem Solving Ability with HOTS-based LKPD

One of the demands of 21st century skills is the ability to think critically and problem solve. However, the implementation of science learning in elementary schools is still not optimal, indicated by the learning activites that is less student-oriented and has not stimulated students to think at a high level (HOTS). This study aims to develop HOTS-based LKPD. This type of research is development research using ADDIE modeling with five stages as follows analyze, design, development, implementation, and evaluation. The subject of this research is HOTS-based LKPD products, the object of this research is the validity, practicality, and effectiveness of HOTS-based LKPD products. The test subjects involved 25 fifth grade students with problem solving skills who were used as test objects. The data collection method used a questionnaire. This study encompasses both qualitative and quantitative analysis techniques. The results stated that the HOTS-based LKPD that had been developed received a material expert validity score of 92.38% and a learning media expert validity score of 94.50%. The teacher response practicality score was 97.49%, the individual test student response score was 96.36%, the small group test student response score was 95.75% so that it was declared valid and practical with E quality. The effectiveness test using the t-test method obtained a Sig value of 0.000 < 0.05. So that HOTS-based LKPD is effective in improving science problem solving skills.

Pengembangan Media Monopoli Menggunakan Model Problem Based Learning Pembelajaran IPA Kelas III di SDN Kampung Melayu III

Education plays an important role in improving the quality of Human Resources and aims to make people who are virtuous, knowledgeable, and dignified. The implementation of science learning at SDN Kampung Melayu III is still less attractive because it only uses media such as textbooks, modules, and worksheets, so there is a need for the development of learning media to improve learning outcomes. This study uses the R&D method to produce new products or improve existing ones by considering certain aspects. Data collection techniques used are interviews, questionnaires, tests, and documentation, conducted in October 2022 involving subject matter and media experts, third-grade teachers, as well as small and large groups of class III A at SDN Kampung Melayu III, Teluknaga District, Tangerang Regency. This study develops monopoly-based problem-based learning science learning media. This study includes six validation stages and three field trial stages, with results showing that monopoly media is effective in improving students' ability in science learning and can be used as a fun learning resource. In science learning at SDN Kampung Melayu III, the use of monopoly media with problem-based learning models has been proven to significantly improve student learning outcomes and is suitable because it can help students solve problems critically and develop problem-solving skills.

Android-based augmented reality in science learning for junior high schools: Preliminary study

<span lang="EN-US">Technology in education encourages more effective learning facilitation processes. The lack of variation and innovation in the use of technology used in the form of learning media as a means of supporting learning activities raises many new problems for educational institutions. This research aims to identify the need to create innovations in the implementation of science learning, whose research focus is to analyze the needs for developing smartphone-based innovative augmented reality (AR) learning media. This research is descriptive qualitative. Data collection techniques are observation, interviews, and questionnaires. Teachers and students of junior high schools in Surakarta became the subject of this research. The results showed that students were less focused and unmotivated when participating in the learning process. In addition, the use of learning media is still conventional and not interactive, even though currently all students have smartphones. Based on field facts, the media used by teachers still tends to be conventional, and the majority of students have technological devices such as smartphones, there is great potential for developing innovative technology-based learning media. Smartphone ownership and the lack of interactive learning media are important foundations in innovating the development of smartphone-based augmented reality.</span>

Team Assisted Individualization and Its Implications for Primary Level Students' Science Understanding

The obstacle faced at this time is that there are still many students who have difficulty in mastering material provided by the teacher in science learning in the classroom. One of the causes students have difficulty understanding learning material is that students less actively involved in learning. Therefore, this study aims to apply the corporative learning model with the TAI or Team Assisted Individualization type in an effort to improve students' understanding of natural science (IPA) materials or subjects. This research was a class action research, where the subject of this research was fourth grade students of SD Negeri 2 Merauke with a total of 32 students in the 2022/2023 school year. The implementation of this research was carried out for approximately two months starting from February to March, where there were 2 research cycles in total. In the process of data collection, this study applied observation and tests in each cycle. As the result, the implementation of science learning in elementary schools by applying one of the cooperative learning models, namely the Team Assisted Individualization type, proves that this model can improve students' understanding of science learning in class IV SD Negeri 2 Merauke based on the comparison of learning outcomes in each cycle, where Classical Completeness of cycle I was 69.68% and then increased in cycle II 88.90%.

Penerapan Pendekatan Science Environment Technology and Society (Sets) untuk Meningkatkan Literasi Sains Siswa di Sekolah Dasar

This study was motivated by the low science literacy skills of Class VI students in science learning. The purpose of this study was to describe the implementation of learning using the SETS approach in science learning and the results of improving students' science literacy. The research method to be used is classroom action research by adapting the model of Kemmis and Taggart which is carried out with 2 cycles. The research subjects were 6th grade students at SDS 023 Astra Agro Lestari with a research focus of 15 students. The results of this study indicate that: (1) The implementation of science learning in environmental pollution material was carried out well by teachers and students. (2) The increase in students' science literacy in each cycle is very high with an average of 48.42 (pretest), 75.78 (cycle 1), and 87.89 (cycle 2).

Science Learning with The Qur'an and Hadith Through Audiovisual Media (Video) to Improve Concept Mastery and Religious Attitude

This study aims to improve students' concept mastery and religious attitudes in science learning with the Quran and Hadith contents through audiovisual media (video). The research design was quasi-experimental, with experimental and control classes as the research subjects. Data were collected using a test to measure students' concept mastery and religious attitudes with 30 questions, an observation sheet, and a questionnaire with 22 questions. The measurement results of the two test forms were analyzed in N-Gain, while the observation sheets were analyzed descriptively. Students' responses were analyzed in percentage. The results showed that students who learned using the Qur'an and Hadith content through the media were much better than through non-media learning. The N-Gain score for concept mastery was 50.77% (medium) and 38.56% (medium), while for religious attitude was 3.25 (good) and 3.61 (very good). This study proves that the implementation of science learning with the content of the Qur'an and Hadith in teaching and learning activities is quite good, and students' responses to the learning implementation are quite high.

Student Literacy Competence in Science Learning in Junior High Schools with the Reading to Learn Model

The current era of globalization has succeeded in creating various problems and challenges of human life. The ability to solve problems and challenges of life is very necessary. The place for education, especially science, is the main key so that citizens are able to live their lives well. The phenomenon of the low mastery of integrated science content of students at the basic education level cannot be separated from the dimensions of their literacy attitude. These dimensions include the application of science, knowledge of science, the process of science, and patterns of behavior towards science. The aim of this study was to describe the scientific literacy skills of students in learning with factual texts. The type of research used is descriptive qualitative research. A total of 40 students were used as sources of information to view and obtain a literacy competency profile in science learning. Data were collected through observation and tests through a number of questions to obtain information on the dimensions of students' literacy attitudes. The research finding is that there is an increase in learning progress based on the results of the pretest and posttest with a difference of 15.8 points for the overall PISA competency aspect. The competence aspect of explaining scientific phenomena obtained the lowest average result, while the competence aspect of evaluating and interpreting the data obtained a higher average result. Thus, it can be concluded that the implementation of science learning in schools should be more meaningful for students so that they are able to have higher literacy skills, especially scientific literacy. This can be achieved by applying holistic and integrative learning in science learning

The Effect of Scientific Learning with Video Media on Students' Understanding of Animal Adjustment to Their Environment

Science learning in elementary schools has the aim of introducing students to nature and the surrounding environment and being able to understand the role of students in environmental conservation. Science consists of various science theories and through real learning students are able to understand these theories. So far, the implementation of science learning in elementary schools is still using conventional learning models through lectures, questions and answers, and assignments. In learning science, teachers tend to use image media in elementary school science textbooks. Learning that is more dominated by teachers causes students to become passive so that students' understanding of science material is low. To overcome these problems, teachers need to innovate in order to be able to improve the quality of science learning. One of the innovations that can be done by teachers is using a scientific approach in science learning and utilizing video as a science learning medium. The purpose of this study was to prove the effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment. The researcher uses a quantitative research approach because the data generated is in the form of numbers and analyzed statistically. This research is an experimental research and a one group pretest-posttest research design. The population and sample of this study were students of class V with a total of 23 students. The instrument used to collect research data was a test sheet to measure students' understanding of the adaptation of animals to their environment. By using a paired sample t test analysis through SPSS 21, it was concluded that there was an effect of scientific learning with video media on students' understanding of the adaptation of animals to their environment.

Perspektif Guru dalam Penerapan Pembelajaran POE terhadap Kemampuan Analisis dan Keingintahuan Siswa SD pada Pembelajaran IPA di Kelas Tinggi

This research is motivated by science learning which emphasizes some analytical reasoning skills accompanied by an inculcation of character. This research aims to determine the teacher's perspective of POE learning implementation for students' analytical abilities and curiosity at the elementary school. This method used in this research is descriptive quantitative with survey design. The population in this research were elementary school teachers in Cileunyi district, Bandung. The number of samples is 56. The result show that POE learning (predict, observe, explain) implementation of science learning in high grades based on the teacher's perspective has a positive effect on students' analytical skills and curiosity significantly with a great category. This research has implications for improving the quality of good learning through POE learning as an alternative learning model that can improve students' analytical skills and curiosity in science learning.

Simulasi Pembelajaran IPA Menggunakan Computer Based Instruction MI Ma’arif Darussalam Plaosan

Learning Natural Sciences (IPA) which is often considered difficult in the learning process takes place, that is, just sitting and listening to the material from the teacher through the lecture method so that students are passive in the process of implementing the learning process. So the purpose of writing this article is to find out the implementation of science learning using Computer Based Instruction through a simulation model. This research uses qualitative research with descriptive analysis method. While in this study using data collection techniques, namely using interviews and documentation. The results showed that at MI Ma'arif Darussalam Plaosan had implemented science learning using Computer Based Instruction through a simulation model with visual media where in the learning process itself the teacher gave concrete or real examples by displaying pictures related to learning when learning. take place. The response and enthusiasm of students is more active. In the simulation model there are role models, namely: explaining, intermediary, mentoring and learning while the learning model is the simulation model itself in four stages which are orientation, training, simulation and debriefing stages

Implementasi dan Apresiasi Pembelajaran E-Learning Bagi Siswa SD di Masa Pandemi

Researchers conducted an investigation into the learning dilemmas that occurred during the pandemic. Learning is conducted online using mobile phones, resulting in the lack of students' responsiveness and a long assignments collection time. In addition, it also makes students passive and less interactive due to the lack of teachers' creativity in utilizing learning media as teachers only use the Whatsapp platform. The learning activities which are limited to sharing or instructing students to read modules or worksheets (LKS) and at the end giving the task collected at a certain time triggers boredom in learning. This research discusses narrative inquiry which the results later form a narrative about the experience and findings obtained by researchers. This research focused on the field of science in grade 4 Theme 1 sub-theme 1 cares about living things. 24 students from grade 4 of SD Negeri Songgom Jaya were the subjects of this study. The object of this research is how the learning process online, how students show boredom in online learning, and the form of appreciation that students give to teachers in science learning. Instruments used in the form of interviews, videos, and images. The results of this study show that the implementation of science learning with online practice is very possible. It is even an alternative to overcome students' boredom in online learning. Before conducting the study, the researcher made an observation in advance of students' passion for caring for plants, and planting plants is their favorite as well. With the fulfillment of what they love, they give a form of appreciation not only with gratitude but with an acceptance get from them.

Workshop untuk Pembuatan Bahan Ajar Ilmu Pengetahuan Alam Berbasis Kearifan Lokal Sidoarjo

The main problem that occurred in SMP Negeri 2 Jabon, which inspired this activity was the pedagogical competence of science teachers on aspects of making teaching materials and the implementation of science learning in the classroom that had not yet integrated local wisdom into science learning. In other words when making teaching materials teachers rarely associate the concept of science with local culture in Sidoarjo. Therefore, in order for teachers to be able to make teaching materials based on local wisdom or ethnoscience, a workshop was held with the aim of: 1) Improving teacher’s concepts understanding of ethnoscience, local wisdom or local culture, 2) Enhancing teacher skills in making teaching materials based on local wisdom. In delivering innovations to partners, it is carried out by the method of explanation, discussion, practice and mentoring and evaluation stages. The result of this activity is the knowledge of teachers about learning science based on local wisdom or ethnoscience increased. This is indicated by an average pre-test 58.3 and post-test 76.7. In addition, the teachers are able to make science teaching materials based on local wisdom or ethnoscience. Some of the teaching materials that have been made by the teachers are learning materials integrated with traditional games; Science worksheets with the theme of smoking fish; and worksheets for making “klompen”.

ILMU PENGETAHUAN DALAM PANDANGAN AL-QUR’AN DAN IMPLEMETASINYA DALAM PEMBELAJARAN SAINS

Science is a way for humans as a guide in making decisions in life. AL-Qur'an places knowledge as an obligation to learn. Therefore, it is important to teach children to study knowledge from the Al-Quran. The purpose of this research is to examine the verses of the Al-Qur'an about science in science learning. This study used a literature review design with the steps of collecting library data, reading and taking notes, and comparing the literature to be processed and producing conclusions. The data used are secondary data from textbooks, journals, scientific articles, literature reviews that contain the concepts studied. Based on the results of a literature review, it can be concluded that science has aspects such as scientific problems; scientific attitude; scientific method; scientific research; conclusion; and the influence on technology and society. In the view of the Al-Qur'an, studying knowledge must be based on chanting and remembering the name of Allah. Allah made this universe as a medium for human study through a series of activities to read, write, study, research, investigate, observe, and appreciate the greatness of God Almighty in creation. Sight, hearing, and conscience are valuable learning tools or instruments so that they can increase faith and piety in God Almighty. The implementation of science learning can be carried out by internalizing the values of tauhid through studies of the Qur'an related to science. Internalization of monotheistic values or belief in religion in learning can be carried out by 1) curriculum integration, 2) learning integration, and 3) science integration (Islamization of science). Besides that, it can also be applied by exemplary, actual problems in society, planting educational values contextually, and strengthening moral values.

STEM literacy load analysis on the planning and implementation of science learning on the topic of simple machine

The purpose of this study was to determine STEM literacy in the planning and implementation of science learning on the topic of simple machine. This research method is a descriptive qualitative method. Data were obtained using observations, document analysis, and interviews, which involved 200 junior high school science teachers in six districts of Lampung province, data analyzed with percentage. The results of STEM literacy analysis on the planning of natural science learning on the topic of simple machine have a high category of planning average (61%) and the average category of implementation is also of a high category (65%). Data analysis shows that learning science in simple machine material had integrated STEM but focused more on science and rarely used technology in student learning. Also, teachers realize that applying the STEM approach makes student learning more relevant, stimulates the emergence of meaningful experiences, encourages students to think higher and solve problems and increase retention. So that by the demands of the revolutionary education era 4.0.

Tanggapan Guru dan Peserta Didik terhadap Implementasi Pembelajaran IPA (Fisika) SD dengan Kit Alternatif

Alternative Science kits are made for science learning innovations in elementary schools. This Natural Science Kit is made using materials from the surrounding environment and is very easy to get. This Natural Science Kit can be an option if in a school does not have Kit from the factory (INPRES Kit and SEQIP Kit) so there is no reason for teachers not to teach varied. There are several benefits to be gained by making and implementing this alternative Science Kit in learning in schools, namely: (1) Teaching and learning activities will be more meaningful if they involve all the senses. By seeing, hearing, feeling, observing and experiencing or practicing on their own, students will experience internalization of the concept of learning science in depth, (2) It will be more fun and impressive for students if the tools in this Kit are packaged by the teacher in the form of a game, and a healthy competition atmosphere to move forward together, (3) science experiments designed using this kit are expected to develop and train students' scientific attitudes and discover science concepts such as: the process of volcanic eruptions, the formation of igneous rocks, simple submarines, water flow, simple calorimeters, simple stopan lights, wind power plants, hydrostatic pressure, and others. This Alternative Science Kit also comes with a user manual that contains: Class / Semester, Indicators, Learning Objectives, Suggestions for application in learning, Tools and materials, Procedures, Questions and Explanation. The response of teachers and students towards the implementation of science learning with alternative kits is strongly agree, namely 80.02% and 76,25 %

PENERAPAN KEGIATAN BERKEBUN DALAM MENINGKATKAN KETERAMPILAN PROSES SAINS ANAK TAMAN KANAK-KANAK (Quasi Eksperimen pada Kelompok B di TK Kartika Siliwangi XIX-I dan TK Pelita Bunda Bandung Tahun Ajaran 2017-2018)

Abstract: Study aims to determine the effectiveness of methods with gardening activities to the skills of early childhood science process. The method used is Quasi Eksperimen with the design of the Nonequivalent Control Group Design study. This research was conducted on group B in Kartika Siliwangi XIX-I Kindergarten and Pelita Bunda Gegerkalong Kindergarten Bandung with 15 experimental group and 15 control group. The research data was obtained using research instrument in the form of non-formal interview and observation guidance of science process skill of children aged 5-6 years. Based on the results of the research, the initial conditions in the experimental group showed that children with low science process skills were 67%, while in the control group were 60%. Implementation of science learning using gardening activities in improving the science process skills of kindergarten children group B developed well. This can be seen from the results of the study on the learning process recorded for the experimental group as much as 97% and in the control group as much as 85%. Recommendations submitted to Kindergarten Teachers who will conduct science-based learning of the science process should be created a whole learning scenario that illustrates clear instructions on the steps of children's learning activities sequentially from beginning to end. For the next researcher, the result of this research can be used as the starting point to develop the learning process of children science skill of kindergarten, and for the school party, it is better to start using learning science process skill in school by adding media that can support learning, facilities and infrastructure to support the success of process skill science in school. Keywords: Skills Process of Science, Gardening Activities, Kindergarten Children