Science Learning Outcomes Research Articles

Pengembangan Bahan Ajar Biologi Berbasis Jelajah Alam Sekitar (JAS) Berorientasi pada Keterampilan Proses Sains Siswa dan Hasil Belajar Siswa Kelas X SMA

The aim of the research is to determine the validity, practicality and effectiveness of the use of Environmental Exploration (EE)-based biology teaching materials which are oriented towards science process skills and learning outcomes for class X students at SMA Al-Hamzar Tembeng Putik, East Lombok Regency. The background of this research is the lack of direct use of learning resources from nature, learning resources only come from books provided by the school. The subjects in this research were class Xc students. The type of research carried out is Development Research (DR). The results of content feasibility validation obtained an average value of 3.08 in the valid category. Validation on the presentation aspect obtained an average of 3.21 which is included in the valid category. Validation on the language aspect obtained an average of 2.88, including the valid category. Judging from the graphic aspect, an average of 3 is found to be in the valid category. If the validity index is averaged, overall the aspects assessed at 3.04 are categorized as valid with an increase in children's learning outcomes in terms of students' attitudes, knowledge and science process skills. The conclusion of this research is that biology teaching materials in the form of Environmental Exploration (EE) based modules are declared valid and can be used as biology teaching materials in class experiment, measure, draw conclusions, and communicate the learning outcomes of class X students at SMA Al-Hamzar Tembeng Putik, East Lombok Regency.

MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA

The learning process of science in grade V of Marsudirini Perawang Elementary School showed unsatisfactory learning results, which was not reaching the minimum completeness criteria, so that class action research was carried out by applying Student Team Achievement Division (STAD) to improve student learning outcomes. The research was held in October 2021 in two cycles. Each cycle consisted of two meetings. The research procedure consists of planning, implementation, observation, and reflection. The research subjects were 32 students in grade V. The data collection instruments used were observation sheets. The assessment instruments used were formative test 1 and formative test 2, which were carried out at the end of each cycle. The pre-cycle score was 63.4, the average score of the first formative was 83.37, and the average score of second formative test was 86.78. The increase in student activity from the first cycle to the second cycle was 15%, and the increase in teacher’s activity was 5%. From these data, it is concluded that STAD model could improve the learning outcomes of Science at Marsudirini Perawang Elementary School grade V in the academic year 2021-2022.

Impact of Positive Reinforcement in Guided Inquiry Learning Model Based on Behavioristic Theory on Science Learning Outcomes Grade 5

The importance of research on the impact of positive reinforcement in behavioristic theory-based guided inquiry learning models on grade 5 science learning outcomes lies in the need to understand the effectiveness of the latest learning methods. This allows for a deeper understanding of the most efficient ways to improve students' understanding of the natural sciences at the primary school level. The results of the analysis showed the superiority of Natural Science (Science) learning outcomes in the group of students who participated in guided inquiry learning based on behavioristic theory withteori behavioristiks compared to the control group who received conventional learning. The average score of the experimental group (21.80) was significantly higher than that of the control group (18), confirming the significant difference between the two. Factors such as active involvement of students in independent exploration, the use ofteori behavioristiks as learning media, students' ability to solve problems, and group discussions are key in the advantages of behavioristic-based guided inquiry models in increasing understanding of science concepts at the elementary school level. This finding is in line with previous research, confirming that a guided inquiry approach with the use ofteori behavioristik and behavioristic principles has a significant positive impact in improving science learning outcomes in grade V students.Pentingnya penelitian tentang dampak penguatan positif dalam model pembelajaran inkuiri terbimbing berbasis teori behavioristik terhadap hasil belajar IPA kelas 5 terletak pada kebutuhan akan pemahaman efektivitas metode pembelajaran terkini. Hal ini memungkinkan pemahaman lebih dalam terhadap cara yang paling efisien dalam meningkatkan pemahaman siswa terhadap ilmu pengetahuan alam pada tingkat sekolah dasar. Hasil analisis menunjukkan keunggulan hasil belajar Ilmu Pengetahuan Alam (IPA) pada kelompok siswa yang mengikuti pembelajaran inkuiri terbimbing berbasis teori behavioristik dibandingkan kelompok kontrol yang menerima pembelajaran konvensional. Skor rata-rata kelompok eksperimen (21,80) secara signifikan lebih tinggi dibandingkan kelompok kontrol (18), menegaskan perbedaan yang signifikan antara keduanya. Faktor-faktor seperti keterlibatan aktif siswa dalam eksplorasi mandiri, penggunaanteori behavioristik sebagai media pembelajaran, kemampuan siswa dalam memecahkan masalah, serta diskusi kelompok menjadi kunci dalam keunggulan model inkuiri terbimbing berbasis behavioristik dalam meningkatkan pemahaman konsep IPA di tingkat sekolah dasar. Temuan ini sejalan dengan penelitian terdahulu, menegaskan bahwa pendekatan inkuiri terbimbing dengan pemanfaatanteori behavioristik dan prinsip-prinsip behavioristik memberikan dampak positif yang signifikan dalam meningkatkan hasil belajar IPA pada siswa kelas V.

The Influence Of The Think Pair Share Learning Model On Communication Ability, Problem Solving And Science Learning Outcomes Of Class V Students

The purpose of this study was to determine the effect of the application of the Think Pair Share learning model on communication skills, problem solving abilities and learning outcomes of students of class V MIN 4 Selayar Islands. This type of research is a pretest-posttest control group design. The number of samples in this study were 30 people, consisting of 15 people in the experimental class and 15 people in the control class. The data collection method used is the learning achievement test to measure learning outcomes, observation to measure communication and problem solving abilities, and documentation. The data analysis technique used is descriptive statistical approach, imperential analysis and hypothesis testing. The research results obtained were 1) students' communication skills were 0.009 <0.05, which means H1 was accepted and H0 was rejected, that is, there was an effect of the application of the Think pair share learning model on students' communication skills. 2) students' problem-solving ability is 0.021 <0.05, which means that H1 is accepted and H0 is rejected, that is, there is an effect of applying the Think Pair Share learning model to students' problem-solving abilities. 3) student learning outcomes are 0.001 <0.05, which means H1 is accepted and H0 is rejected, that is, there is an influence of the application of the Think pair share learning model on social studies learning outcomes for students of MIN 4 Selayar Islands.

Peningkatan Hasil Belajar Ilmu Pengetahuan Alam Materi Posisi Dan Bayangan Matahari Siswa Kelas II Melalui Model Pembelajaran Kooperatif Tipe Picture and Picture

Picture and picture is a cooperative learning model that supports cooperation by involving image media that are sorted and paired into a logical sequence. The aim of this research is to determine the improvement in Natural Sciences (IPA) learning outcomes regarding the position and shadow of the sun through the picture and picture type cooperative learning model for class II students at SDN Tanjung Barat 09. This research uses a mixed approach, with a Classroom Action Research design consists of pre-cycle, cycle I, cycle II. The participants who took action were the class teacher and class II students at SDN Tanjung Barat 09, totaling 26 students. The implementation procedure refers to the model developed by Kemmis and MC Taggart where the cycle consists of four stages, namely: planning, implementation, observation and reflection. The data collection techniques used in this research are: observation, field notes, tests, and documents. This research begins with the pre-cycle stage, where students still experience difficulties in studying science material regarding the position and shadow of the sun with a completion percentage of 42.30%. From the Pre-Cycle results, there were 26 students who took part in the learning. The highest score was 90 and the lowest score was 40. Meanwhile, the results of Cycle 1 can be proven by an increase in the average score of 74.38 in Cycle I, to 78.7 and in the results of Cycle II with a presentation completion reached 80.80% from previously only 65.40%. By using the right learning model, Natural Science (Science) lessons become more enjoyable. Based on the research results above, it can be concluded that the picture and picture type cooperative learning model can improve the learning outcomes of class II students and raise students' enthusiasm and motivation in the learning process.

IMPROVING STUDENT LEARNING OUTCOMES USING THE JIGSAW TYPE COOPERATIVE LEARNING MODEL IN SCIENCE LESSONS ON THE RESPIRATORY SYSTEM MATERIAL HUMANITY IN CLASS V SDKr. MUTIARA KASIH STUDENTS

Education is an essential requirement for individuals, leading to continuous efforts in enhancing the quality of education to produce highly skilled human resources. One of these efforts involves implementing the Jigsaw type Cooperative Learning Model, which aims to develop students' precision and cooperation skills during group discussions. The objective of this study is to assess the responses and learning outcomes of fifth-grade students in the science subject, specifically on the human digestive system, using the Jigsaw type cooperative learning model. This research adopts a quasi-experimental approach with a Pretest Posttest Control Design. The study population consists of fifth-grade students at SDKr Mutiara Kasih, and the sample is determined using a saturated sampling technique, resulting in a sample size of 16 students. Data collection methods include observation, tests, questionnaires, and documentation. The independent variable in this research is the Jigsaw type cooperative learning model, while the dependent variable is the students' learning outcomes in science, specifically on the Human Digestive Equipment material. The data analysis technique employed in this study is the N-Gain test. The findings of this research demonstrate that the demonstration learning method has a significant impact on the learning outcomes of fifth-grade students at SDKr Mutiara Kasih. Furthermore, there is a notable difference in the influence between demonstration learning and conventional learning in the science subject for fifth-grade students.

Development of a Game-Based Science Learning Model Oriented to Papuan Local Culture for Grade IV Elementary School Students

The purpose of this study was to develop a game-based science learning model oriented towards local Papuan culture for fourth grade elementary school students that was appropriate and effective. This study uses a qualitative approach with the R & D (Research and Development) research method which collaborates 3 development models namely the first step of the Borg & Gall model, the Dick & Carey model, and the Lee & Owen model. Data analysis was carried out through formative evaluation and effectiveness testing with the t test. The results of the formative evaluation show that the average feasibility test for material experts, instructional design experts, and media experts is 3.93 with good conclusions, one-to-one evaluation with students obtains an average of 3.05 with good conclusions, the small group evaluation obtains average 3.43 with very good conclusions, and the field trial evaluation obtained an average value of 3.61 with very good conclusions, so it was concluded that the Papuan local culture-oriented game-based science learning model for fourth grade elementary school students was very good. Testing the effectiveness of developing a Papuan local culture-oriented game-based science learning model for grade IV elementary school students was tested through the t-test. The results show the value of Sig. (2-tailed) of 0.000 <0.05, then there is a significant difference between science learning outcomes on the pretest and posttest data, so it can be concluded that the Papuan local culture-oriented game-based science learning model is effective for improving learning outcomes for fourth grade elementary school students.

PENINGKATAN HASIL BELAJAR IPAS SISWA KELAS V SDN 2 TALESAN DENGAN PENERAPAN MODEL PEMBELAJARAN PJBL MELALUI MEDIA DIODRAMA

The science learning results in the Food Chain material for class V students at SDN 2 Talesan, totaling 16 children, were deemed to be very poor, especially in the science subject. Some students' grades and activity in class are still lacking and below the KKM. This research aims to improve the science and science learning outcomes of fifth grade students at SDN 2 Talesan using the PJBL (Project Based Learning) learning model through the Food Chain Diodrama props. The research used the Classroom Action Research method in two cycles. The subjects of this research were fifth grade students at SDN 2 Talesan, Odd Semester, 2023/2024 Academic Year. The learning outcomes assessed are cognitive, affective and psychomotor skills measured by test results, student observation instruments and field notes at the end of each cycle. The results of the analysis show that the science and science learning outcomes of class V students at SDN 2 Talesan increased, as indicated by the increase in the average grades and student activities from cycle I to cycle II. The application of the PJBL (Project Based Learning) learning model through Diodrama teaching aids provides positive results for the learning outcomes of class V students at SDN 2 Talesan.

Effectiveness of a Problem-Based Learning Model with Quizizz Learning Media on Science Learning Outcomes

This study was motivated by the low learning outcomes of grade 5th students at Elementary School 14 Sragen in science subjects due to suboptimal learning. The purpose of this study was to test the effectiveness of the Problem-Based Learning learning model with Quizizz media on the science learning outcomes of fifth grade students of Elementary School 14 Sragen. This type of research is experimental research with a quasi-experimental research design. The research method used is Quasi-experimental design, research sampling involves two study groups of grade V students, namely the experimental class and the control class, with a total of 17 students each. The data analysis method was carried out by applying a paired sample t-test to test the hypothesis and N-gain test to assess the effectiveness of the learning model. The results showed that PBL with Quizizz media was declared effective based on the paired sample t-test with a result of 0.000, which means that there is an average difference in student science learning outcomes between the problem-based learning model with Quizizz media and the STAD model. The experimental class N-gain test results were higher than the control class 79.2532> 53.8574 effective criteria. Based on the results of the study, it shows that the application of the Problem-Based Learning learning model with Quizizz media can improve student learning outcomes and more effectively improve student science learning outcomes.

Development of Electronic Student Worksheets Using Nearpod and the RADEC Learning Model in Social Science Subjects in Elementary Schools

The fact that LKPD is still presented to students at school in the form of handouts printed by teachers is the inspiration for this research. The aim of this research is to create an E-LKPD product using the Nearpod application built on the RADEC platform. Development research using the ADDIE development model is this type of research. Research tools include questionnaires, tests, interviews, and documentation. The results of the elementary school level E-LKPD supported by the RADEC-based Nearpod application are classified as very valid. In the very practical field on the practicality questionnaire, both teacher response scores and student scores are very practical. The N-Gain score % test is applied to the efficacy category. So the resulting E-LKPD can be said to meet the criteria of being correct, useful and effective in improving student learning outcomes. The percentage test of the N-Gain score in the effective category is used to measure effectiveness. Therefore, it can be said that the E-LKPD implemented has fulfilled all valid, practical and effective criteria for improving student learning outcomes in science and science subjects using the Nearpod application based on radec as well as interest and enthusiasm for learning

Conservation in Science Learning: Study Implementation of Contextual Teaching and Learning in Madrasah Ibtidaiyah

This study aims to determine the application and influence of the conservation-based Contextual Teaching and Learning (CTL) learning model in science learning on student learning outcomes. Quantitative research here uses a quasy experimental design research method. The experimental class was treated using the conservation-based CTL learning model, and the control class using the CTL learning model. The research subjects were 45 grade 5 students of Madrasah Ibtidaiyah Ma’arif 1 Wadas. Data were collected through observation, tests, and documentation. This conservation-based CTL learning model is very effective in improving student learning outcomes in science subjects, as evidenced by students’ cognitive learning outcomes that increase and students’ affective learning outcomes also increase; for example, students become more concerned about the school environment. The calculated results of this study, namely, there is an effect of conservation-based CTL models on cognitive learning outcomes calculated with a significant level of α = 0.5, resulting in a count value of 2.354 greater than the t table 2.079 and completeness of 78%. There is an effect of conservation-based CTL models on affective learning outcomes, which is evidenced by the changing attitudes of students who become better towards the environment with a significant level of α = 0.5 count value of 2.235 greater than the t table 2.079. The conservation-based CTL model has a better effect on improving science learning outcomes than the CTL learning model. Thus, the CTL model is more effective in improving science subjects’ cognitive and affective learning outcomes. Elementary school teachers in the future can apply the conservation-based CTL model to all subjects or integrate it into appropriate issues so that student learning outcomes in cognitive and affective aspects, especially in caring for the environment, increase for further research further emphasize the conservation-based CTL learning model.

DEVELOPMENT OF TEACHING MATERIALS BASED ON AUGMENTED REALITY (AR) IN SCIENCE SUBJECTS AT MIN 1 KOLAKA UTARA STUDENTS

Abstract
 The low student learning outcomes in natural science at MIN 1 North Kolaka were because students had difficulty understanding abstract concepts. One of the technologies that could be utilized to visualize abstract concepts into more concrete three-dimensional objects was Augmented Reality (AR). This study aimed to measure the validity, practicality, and effectiveness of teaching-based materials in Augmented Reality in natural science learning. The research method used was Research and Development with ADDIE model. The subjects of this research were students of class V MIN 1 North Kolaka. Based on the test results obtained: (1) the result of the material and media validation test was 4.41 in the valid category, (2) the result of the practicality analysis was 80.9% in the practical category, and (3) the effectiveness result obtained from learning test was 66.7 % in the effective category and student responses were good qualifications. Therefore, teaching materials based on Augmented Reality were feasible to implement in the learning process because they were able to improve learning outcomes and attract students' attention to learning. Integrating AR into the curriculum can improve the quality of science learning in class V of elementary schools.

The Influence of the Use of Learning Media and Learning Motivation on Social Science Learning Outcomes

Photographic image learning media is said to be able to arouse students' learning motivation so they can understand the teaching material better. Meanwhile, for computer learning media, students are asked to look at pictures to increase motivation in learning. This research aims to analyze the differences in social science learning outcomes using photographic image learning media and computer learning media for students with high motivation and low motivation. This research uses a quasi-experiment with a 2x2 factorial design. The learning material in the experiment is social science problems for grade 11, with a sample of 80 students who already have adequate initial knowledge. This study uses a two-way analysis of variance, and the Tukey test is used to test data analysis. The research results reveal an interaction effect between learning media and learning motivation on social science learning outcomes. Learning media using computers is better used in groups of students with high learning motivation, and learning media using photographic images is better used in groups of students with low learning motivation.

Comic Video Learning Media in Science Content: Nature of Objects and Their Changes

The absence of innovative learning media has resulted in students' science learning outcomes not being achieved optimally. This research aims to produce a design and test the validity, practicality, and effectiveness of comic video learning media. This research uses the ADDIE development model. The subjects of this research were 2 experts, 1 practitioner, and 1 group of fifth-grade elementary school students. In contrast, the research object was comic video learning media on science content, material about the properties of things and their changes. The data collection methods used are questionnaires to measure the validity and practicality of the media developed and multiple choice questions to measure students' science learning outcomes. The data analysis techniques used are qualitative analysis and quantitative analysis. The results of this research show that producing a product in the form of comic video learning media on science content material about the nature of objects and their changes, the amusing video learning media obtained very good validity with an achievement level of 90% by material experts and 93.33% from media experts, achieving a level of practicality. Amounted to 96.67% by practitioner responses, 97.5% by students in individual tests, and 98.75% by small group tests. It was concluded that comic video learning media effectively improved students' science learning outcomes. This research has implications for students' interest in learning and increasing the quality of lessons.

Problem Based Learning (PBL) Video Learning Based on Energy Source Material Videoscribe

Learning media plays a vital role in learning activities to achieve the goals of learning activities. However, most teachers still need to use media more, causing low student learning outcomes. Thus, supporting media is necessary for learning. This research aims to create learning videos for the Problem-Based Learning model based on VideoScribe for science content. The type of study used is development research with the ADDIE model. Product trials were conducted to test product validity by material and media experts, teachers conducted practicality tests, and effectiveness tests were given to students using a one-group pretest-posttest design. Data collection methods are questionnaires and tests. The data analysis technique used is qualitative and quantitative descriptive analysis. The study results obtained validity according to media experts at 4.70, learning design experts at 4.75, practicality of practitioner responses at 4.80, individual trials at 4.60, and small group trials at 4.62 in the outstanding category. Effectiveness testing found that the media was significantly effective. These results align with the study's aim to obtain valid and effective learning videos. The research concludes that PBL model learning videos based on VideoScribe with science content are declared valid and effective in learning activities to improve science learning outcomes for third-grade elementary school students.

Application of Demonstrated Learning Methods to Increase Primary School Students' Science Learning Results

The paper aims to determine the difference in science learning outcomes of students who apply the demonstration method and the science learning outcomes of students who use conventional learning in class IV elementary school. The type of research that the author uses is experimental research. This research uses a group of research subjects from a certain population, then grouped randomly into two groups or classes, namely the experimental class and the control class. The experimental class was treated using the demonstration method and the control class used the conventional method, then both classes underwent the same post-test. The sampling technique used was non-probability sampling with proportional sampling. The same number of students and class average scores that are close to the same are class VA and class VB. After getting the sample class, the two classes were randomly drawn, then class VA was obtained as the experiment and class VB as the control. The results of this research can be seen from the results of the hypothesis test using the t-test which was carried out so that the value of t_count=0 and t_table= 2.02 was obtained. From the distributed table t, we get ttable = 2.02. So, it can be concluded that t_count > t_tabel, where 0 > 2.02, thus the working hypothesis H_1 is accepted, meaning there are significant differences in learning outcomes in the two samples. This research concluded that the science learning results of class IV students who used the demonstration learning method did not have a significant difference because the two sample classes got the same learning results, due to the limited time of the researcher who delivered the material to the experimental class

Enhancing Observation and Questioning Skills in Rural Science Education

This study aims to determine the influence of enhancing observation and questioning skills on learning outcomes, and to describe the relationship between these skills and science learning outcomes. The study included 86 fifth-grade students from four distinct rural elementary schools. Participants were divided into control and experimental groups. The collected data encompassed learning outcomes and metrics on observation and questioning skills. The impact of advancing observation and questioning skills was evaluated using an independent sample t-test at a 5% significance level. The Pearson correlation was employed to discern the relationship between these skills and learning outcomes. Results indicated that fostering observation and questioning skills significantly affects students' cognitive learning achievements. Additionally, both skills were found to have a positive and significant association with learning outcomes. While observation skills displayed a moderate relationship, questioning skills showcased a stronger correlation. Thus, enhancing these skills in science education is crucial for optimizing student learning outcomes.

Analisis Ketermpilan Proses Sains dan Hasil Belajar Siswa Kelas V Menggunakan Model Problem Based Learning pada Materi Energi dan Perubahannya di SD Negeri Seuneubok Johan

Process science skills are an important part of the Natural and Social Sciences, as process science skills can help students understand the world around them, think critically and creatively and can apply their knowledge to solve problems. To achieve science process skills, a learning model is needed that can encourage students to associate material with phenomena This study aims to determine the science process skills and learning outcomes of grade V students by using the PBL learning model on energy materials and their changes at SDN Seuneubok Johan East Aceh. The sample in this study was grade V students totaling 32 students. Data collection techniques use test techniques and observation sheets. The research data were analyzed using descriptive analysis. The results of the analysis and science process skills and student learning outcomes obtained showed that the average percentage of the eight indicators of science process skills and the four types of assessment of learning outcomes was in the range of 61%-100% values with good (77.26%) and very good (94.15%) categories, so it can be concluded that there is an influence in the use of PBL learning models on science process skills and student learning outcomes

The Influence of the Contextual Teaching and Learning Approach on Students Social Sciences Learning Outcomes

In social studies classes, students' learning outcomes may be impacted by the absence of learning variables used during the teaching process. The aim is to find out how the application of a CTL-based learning approach can influence students' social studies learning outcomes. This research adopts a quasi-experimental research type with a non-equivalent pretest-posttest research design. The sampling technique was carried out purposively on a population of 91 students, resulting in two sample groups including class VIIIa as the experimental group with 30 students and class VIIIb as the control class with 30 students. The instrument used as a data collection tool is an essay test. Data analysis techniques use descriptive statistical analysis techniques and inferential statistics (hypothesis testing). The research results obtained in the form of descriptive statistics show that of the 13 statements regarding the implementation of contextual learning and learning, 7 implementation statements are included in the Effective category, 2 statements in the very effective category, and 4 statements in the Quite Effective category. The results of this observation show that the implementation of contextual learning and learning of social studies subjects is going well. The results of hypothesis testing for social studies learning outcomes through an independent sample t-test show that Sig. count < α or 0.013 < 0.05, which means that there is a significant influence of contextual learning and teaching approaches on the average value of social studies learning outcomes for experimental group students.

Pengembangan Web Interaktif "Hai Si IPA" Untuk Meningkatkan Literasi Sains Di Sekolah Dasar

The key to students facing challenges in the 21st century is insight and skills in science literacy. In Indonesian elementary schools, it is noted that students' science literacy is still not maximally utilizing digital technology to learn science and science learning outcomes are still low. Based on the results of observations and interviews in elementary schools, it was found that blog teaching materials had never been used on ecosystem material, so the researcher's goal was to develop a blog teaching material "Hi Si IPA to improve the science literacy of grade V elementary school students. This research uses the ADDIE model (Analysis- Design- Development -Implement -Evaluate). Quantitative data analysis in the form of numbers from the results of expert validation of teaching materials, questionnaires of attractiveness, practicality, effectiveness, namely pretests and posttests. While qualitative data analysis is in the form of criticism and suggestions by teaching material experts, teachers, and students. The results of teaching material expert validation are 81% with very valid criteria. The trial of the "Hi Si IPA" blog in a small group of 5 students with a questionnaire of students' initial knowledge and a pretest questionnaire the results were low, while the results of the student interest questionnaire were 89% with very interesting criteria. The field trial was 25 students in class V, the results of the student and teacher practicality questionnaire were 88.5%. Analysis of the increase in science literacy using the normality gain test from the pretest and posttest results of students was found to increase 84% with high criteria. So that the blog "Hi Si IPA" is feasible to use, attracts students' interest, is practical for learning, and can improve science literacy.