Natural Science Learning Research Articles

Explanatory Sequential Review of The Influence of Recitation and Motivation Methods on Student Learning Achievement

<p class="Abstract"><strong>Abstract:</strong> This study aims to determine the influence of recitation method and motivation on the achievement of learning This study used quantitative methods with three variables, namely the recitation method (X1), Motivation (X2) and Learning Achievement (Y), the number of populations in this study was 180, then the researcher found 50 sempel taken using the Stratifed random sempilng formula. Data collection using questionnaire and documentation methods. Analysis of the instrument includes validity tests and reliability tests with Cronbach's. The analysis uses multiple linear regression analysis. Based on the analysis process, the magnitude of the influence of the recitation method and motivation on natural science learning achievement is shown from the magnitude ofthe coefficient of determination (R Square) value of 61.4% while the remaining 38.6% of natural science learning achievement is influenced by other factors that are not explained in this study. The results found that there was a significant influence of recitation methods and motivation on student achievement in natural science subjects. This means that the recitation method accompanied by motivationwill make students more active in learning.</p>

Study of Wordwall Web Based Learning Media to Increase Student Learning Interest in Science Learning

This research aims to find out the study implementation of Wordwall web-based learning media to increase student learning interest in Natural and Social Science (IPAS) learning. This research is qualitative descriptive research, and did not aim to test a learning model by providing a certain stimulus, but to provide an in-depth description of changes in student interest in learning when obtaining web-based media in the students’ learning process. This research was conducted in SDN 08 Wanarejan which is located at St. Kerinci Taman, Rt 3/RW 3, Wanarejan, Taman, South Wanarejan, Wanarejan Sel. There are several kinds of games in Wordwall-based learning media that can be implemented. The implementation can be adjusted to the situation and conditions as well as the facilities and infrastructure of both schools and teachers and students personally as a form of flexibility in learning time.

Implementation of ICT-Based Problem-Based Learning Model to Improve Higher Order Thinking Skills in IPAS Learning in Madrasah Ibtidaiyah

Transformation in the education system is needed to meet the needs of the 21st century, which emphasizes critical, creative, and collaborative thinking skills. This study aims to explore the implementation of the Problem-Based Learning (PBL) model based on Information and Communication Technology (ICT) in improving higher-order thinking Skills (HOTS) in learning Natural and Social Sciences (IPA) in West Lombok Madrasah Ibtidaiyah. This research used a descriptive qualitative method, with data collected through interviews, observations, documentation, and HOTS written tests. Data analysis used the theory of Miles and Huberman data reduction, condensation, data display and conclusion drawing. Students involved in this method are more motivated and active in learning, especially with ICT tools such as Quizizz and computer simulations that make it easier to understand learning concepts. The implementation of ICT-based PBL not only improves students' higher-order thinking skills but also makes learning more exciting and contextualized. Despite challenges such as limited technological infrastructure, this approach has significantly impacted learning in Madrasah Ibtidaiyah.

Immersive Sciences: Engaging Young Minds in Natural Sciences through Virtual and Augmented Reality

This study investigated the impact of virtual environments (VEs), such as Virtual Reality (VR) and Augmented Reality (AR), on learning processes within Natural Sciences course of second-grade primary education. To address this objective, an experimental study was designed using a sample of 24 students aged 7 to 8 years from Spain. The subjects used VR and AR to teach about the human body. Knowledge gains were evaluated with pre-tests, post-tests, and delayed tests. Results showed significant improvements in student understanding of the human body. All students improved their results after the experience using VEs, and 14 students achieved post-test scores 80% higher than their pre-test results. The gains obtained through the experience were sustained over time, even after 52 days. While VEs were generally well-received and sparked interest among students in continuing their use, some expressed a preference for traditional learning methods. This research highlights the potential of using VR and AR to overcome challenges in learning abstract or inscrutable concepts in Natural Sciences, such as understanding the internal elements of the human body. By offering immersive experiences, these tools provide a more realistic and tangible view of the subject matter. However, they should be used to complement, not replace, other methodologies, ensuring they align with the student' interests and needs.

Gender Differences in Critical Thinking through RADEC, Problem-based Learning, and Direct Instruction Learning Models

Critical thinking skills are essential for education and everyday life. Gender is an important component that affects students' critical thinking. However, we still lack an understanding of how gender, critical thinking, and learning strategies interact with each other. This study aims to analyse gender differences in critical thinking and evaluate how effective RADEC, PBL, and Direct Instruction learning models are in improving students' critical thinking skills. This research used experimental method with 3x2 factorial design. The sample of this study was 45 fourth grade elementary school students, consisting of 21 male students and 24 female students. The research data were collected through a critical thinking skills test consisting of ten essay questions that had been validated by experts. After the model was given to each group, then a test was given. To measure critical thinking skills. Two-way analysis of variance (Two Way Anova), assisted by SPSS IBM 29 for Windows, was used to analyse the research data using descriptive statistics and inferential statistics. The study found that gender differences affected students' critical thinking skills in learning Natural and Social Sciences (NSP). Female students obtained higher scores than male students. In addition, out of the other two learning models, the RADEC learning model is better in improving students' ability to think critically

Development of Electronic Student Worksheets (E-LKPD): A Scientific Approach Based on Discovery Learning in Natural Science Learning

The aim of this research and development is to produce E-LKPD learning media with a scientific approach based on discovery learning in science that is feasible, practical, and effective. The type of research is the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research results show: (1) The Media Expert validation test obtained an average result of 87% in the very good category; (2) The Material Expert validation test obtained an average result of 96% in the very good category; and (3) The Design Expert validation test Instructional results obtained an average of 93% in the very good category; (4) individual trials obtained an average result of 91% in the very good category; (5) small group trials obtained an average result of 90% in the very good category; (6) field group trials obtained an average result of 89% in the very good category; and (7) practicality tests for teachers obtained an average result of 90% in the very good category, while practicality tests for students obtained an average result of 93% in the in the very good category. For the results of using E-LKPD with a scientific approach based on discovery learning, the experimental class obtained an average learning outcome value of 78, while the control class obtained an average learning outcome value of 72. Hypothesis testing used an independent sample T-test with a 2-tailed sig result of 0.000 < 0.05. This shows that students who use E-LKPD Discovery Learning have higher learning outcomes with a confidence level of 95%

Deskripsi Pembelajaran IPAS dalam Kurikulum Merdeka Kelas IV di SD Negeri 01 Anjongan

The Independent Curriculum was introduced as a response to the need for a more flexible and relevant education to global developments. Science and Technology learning integrates scientific and social elements to provide a holistic understanding to students. This study aims to describe the implementation of Natural and Social Sciences (IPAS) learning in the Independent Curriculum in grade IV of SD Negeri 01 Anjongan. The research method used is qualitative descriptive, with direct observation as the main data collection technique. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that social science learning in grade IV of SD Negeri 01 Anjongan has been carried out well, with teachers successfully linking learning materials with daily life and practicing process skills effectively. However, challenges are still encountered in terms of providing resources and developing innovative learning methods. This research provides important insights for the development of educational practices that are more in line with the goals of the Independent Curriculum, especially in the context of basic education. It is hoped that the results of this study can be a reference for teachers and other schools in implementing science and technology learning optimally.

Teacher perceptions on the image, teaching and learning of natural sciences: An exploratory study

Introducción: Reconocer la percepción de las ciencias naturales en los docentes es una oportunidad importante para transformar la práctica de la misma y, por consiguiente, adaptarse a las realidades en las aulas; tomado esto como punto de partida para la reflexión de la práctica pedagógica. Objetivo: Analizar las percepciones sobre la imagen, enseñanza y aprendizaje de las ciencias naturales en el profesorado de básica primaria de algunas instituciones educativas del municipio de Arauca. Materiales y Métodos: Cuantitativo de tipo exploratorio-descriptivo y de corte transversal en el que se tomó como muestra a 52 docentes a los cuales se les aplicó una encuesta utilizando la escala de Likert. Para el análisis de la información se utilizó estadística descriptiva. Resultados: Se encontró una tendencia constructivista en las concepciones sobre la imagen enseñanza y aprendizaje de las ciencias naturales de los maestros; sin embargo, existe también una perspectiva centrada en el profesor y los conocimientos escolares (paradigma tradicional). Conclusiones: Se develó un profesorado que emplea concepciones mixtas bajo dos enfoques que resultan algo conflictivos, siendo importante transformar el marco epistemológico y metodológico que impulse hacia nuevas maneras de abordar las realidades educativas. Así mismo, es necesario avanzar en estudios que ratifiquen estas concepciones; mediante el análisis de las prácticas, las percepciones del estudiantado y los modelos formativos del Proyecto Educativo Institucional (PEI) en las instituciones de los profesores, posibilitándose la reflexión y la mejora del acto educativo, al identificar áreas de resistencia y aceptación de nuevas metodologías, permitiendo diseñar intervenciones efectivas y contextualizadas para la formación docente.

Analisis Literatur Tentang Model Pembelajaran Problem Based Learning Dalam Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam

The problem based learning model is an approach proposed to improve students' natural science learning outcomes. This study aims to investigate the influence of PBL on science learning outcomes in elementary schools through systematic literature analysis. The literature study method was used to analyze ten scientific articles related to PBL and science learning outcomes in elementary schools. The results of the analysis show that PBL is effective in stimulating interest in learning, strengthening critical thinking skills, and improving problem-solving abilities in a scientific context. The implication of this research is the need for support in training and professional development for educators, as well as further research to identify key factors that influence the success of PBL implementation. The integration of PBL into the science education curriculum needs to be strengthened through collaboration between education stakeholders. Thus, the use of PBL is expected to improve students' science learning outcomes in a holistic and sustainable manner.

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Background This study delved into the experiences and approaches employed by junior teachers in facilitating practical work in Natural Sciences during the teaching and learning process. In South Africa, Grade 7 marks the final year of primary school education, with learners typically aged between 11 to 13. The researchers noted significant challenges faced by junior Grade 7 teachers in preparing, organizing, and carrying out practical work within the context of teaching and learning in Natural Sciences. Methods In the present study, a qualitative multiple-case study design was employed. Three grade 7 Natural Sciences junior-level teachers were purposefully selected as participants. Data was gathered through classroom observations, semi-structured interviews, and document analysis. Results The study findings revealed that certain grade 7 junior Natural Sciences teachers found it challenging to manage practical work during teaching and learning. Some teachers also faced difficulties in maintaining discipline during practical work and demonstrations, both inside and outside the classroom. To cope with the demands of facilitating practical work in Natural Sciences teaching and learning, teachers employed various approaches, such as group work, observations, demonstrations, illustrations, projects, and inquiry-based scientific investigations. Conclusion It is recommended that teachers should receive professional training on effectively facilitating practical work to support the new teaching and learning methods outlined in the Curriculum Assessment Policy Statement. They should also be equipped with pedagogical content knowledge to help them achieve the goals of practical work in teaching and learning Natural Sciences.

The Impacts of the Analysis, Debate, and Finding Models on Learning Natural Sciences

The Impacts of the Analysis, Debate, and Finding Models on Learning Natural Sciences

Effect of Animated Video Media on Creative Thinking in Elementary School IPAS (Natural and Social Sciences) Learning

This study aims to explore how animated video media affects students' creative thinking in IPAS (Natural and Social Sciences) education. To achieve this, researchers used a preexperimental design with a static group comparison approach. This design involves two groups of students: one that is exposed to the animated video media (experimental group) and another that is not (control group). The study included two key assessments: a pretest (O1) conducted before the introduction of the animated video media, and a posttest (O2) administered after the intervention. These tests were designed to measure changes in students' creative thinking abilities. The focus of the research is on how animated video media can enhance creative thinking within IPAS learning, particularly in the area of social studies at the elementary school level. By comparing the results of the pretest and posttest, the study aims to evaluate the effectiveness of animated video media in fostering creativity in students' social studies education.

Scientific habilty by using DNA and robotic activities in the science class

Educational robotics as an area of pedagogy is a discipline whose objective is the development of robotic prototypes that support the learning of natural sciences, demonstrating its potential as a didactic proposal that integrates technology into transdisciplinary thinking favoring digital thinking in the 21st century, in which we can mention scientific ability and the development of solutions to problems that favor scientific thinking. This educational research aims to connect the fields of chemistry and biology with the growing technology of educational robotics. A descriptive interpretive methodology was applied to a group of 80 high school students; They conducted experimental activities such as extracting DNA from tomatoes and observing the stages of mitosis in onion apical meristems. After observing the chromosomes in a microscope, the students use an augmented reality application, contrasting the information and creating a robotic model with recyclable material, programmed using the open-source ap-plication Arduino. No significant differences were found during the development of the activities between public and private schools, showing that 90% of the students obtained the DNA and 67% managed to develop robotic programming activities.

Analysis of the Implementation of the Computational Thinking Approach in Natural Science Learning in High Elementary School Classes

<p>Penelitian ini bertujuan untuk menganalisis implementasi pendekatan <em>Computational Thinking</em> oleh guru pada pembelajaran IPAS di kelas tinggi sekolah dasar dan mendeskripsikan dampak pendekatan <em>Computational Thinking</em> oleh guru pada hasil belajar IPAS di kelas tinggi sekolah dasar. Penelitian ini merupakan penelitian kualitatif deskriptif dengan responden guru wali kelas tinggi sekolah dasar. Teknik pengumpulan data dilakukan menggunakan angket. Hasil penelitian menunjukkan guru telah mengimplementasikan tahapan pendekatan <em>Computational Thinking</em> dengan baik, termasuk tahapan <em>thinkering, creating, debugging, perservering</em>, dan <em>collaborating</em>. Dengan guru melakukan pendekatan <em>Computational Thinking</em> dalam pembelajaran IPAS berdampak pada perolehan hasil belajar siswa di atas nilai rata-rata. Pendekatan <em>Computational Thinking</em> sesuai untuk diterapkan dalam suatu pembelajaran agar siswa memiliki kesiapan dalam menghadapi dan beradaptasi dengan kemajuan pengetahuan di abad 21.</p>

Application of Problem Based Learning Model to Improve Motivation in Learning Natural and Social Sciences (IPAS) of Grade IV Students at SDTQ Al Abidin Surakarta

<p>Pendidikan penting untuk memajukan sumber daya manusia suatu negara, namun masih ada hambatan dalam pendidikan yang dibahas dalam penulisan artikel ini. Penelitian ini bertujuan untuk mengevaluasi efektivitas model pembelajaran Problem Based Learning (PBL) dalam meningkatkan motivasi belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) di kelas IV SDTQ Al Abidin Surakarta. Motivasi belajar yang rendah di kalangan peserta didik diduga disebabkan oleh metode pengajaran yang monoton. Penelitian ini menggunakan Penelitian Tindakan Kelas sebanyak dua siklus. Data dikumpulkan melalui observasi dan angket. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan motivasi belajar peserta didik, dari kategori "Sedang" dengan skor rata-rata 70,67 pada siklus I menjadi "Tinggi" dengan skor rata-rata 81,54 pada siklus II. PBL tidak hanya meningkatkan motivasi belajar tetapi juga mendorong peserta didik untuk lebih aktif, kreatif, dan bertanggung jawab dalam proses pembelajaran. Hasil ini menunjukkan bahwa PBL efektif dalam menciptakan lingkungan belajar yang lebih interaktif dan bermakna, sehingga diharapkan dapat menjadi model pembelajaran yang diterapkan di sekolah lain untuk meningkatkan motivasi dan kualitas belajar peserta didik.</p>

Pengembangan Multimedia Interaktif dengan Menggunakan Adobe Animate CC pada Mata Pelajaran Ilmu Pengetahuan Alam Kelas VI Semester I di SD Negeri 10 OKU

The purpose of this study was to develop Interactive Multimedia Using Adobe Animate CC in Natural Science Subjects for Grade VI Semester I at SD Negeri 10 OKU. This type of research is a development research (Research and Development) with a procedural development model. In this study, the trial subjects went through four stages, namely the expert evaluation stage, the individual evaluation stage, the small group evaluation stage, and the field trial stage. Data collection techniques were through questionnaires. The data analysis technique used was the percentage formula. The results of the expert evaluation, namely media experts, obtained a value of 80.72% with a Good predicate, design experts with a value of 88.92% with a Very Good predicate, material experts with a value of 87.18% with a Very Good predicate. The next stage was an individual evaluation, obtained a value of 90.72% with a Very Good predicate. After that, a small group evaluation was carried out, obtained a value of 91.16% with a Very Good predicate. Furthermore, a field trial was carried out. The results of the product trial data acquisition showed the level of product feasibility in the Very Good criteria, with a total value of 87.69%. Thus, it can be concluded that the product has a level of feasibility with very good criteria to be used as a medium in Natural Science learning activities in semester I of Grade VI of Elementary School.

Augmented Reality in Natural Sciences and Biology Teaching: Systematic Literature Review and Meta-Analysis

This article presents the results of a systematic literature review followed by a meta-analysis of studies on the use of Augmented Reality (AR) in the teaching and learning of Natural Sciences and Biology, among primary and secondary school students. The variables considered were the effects on student learning and motivation, as well as other variables like students understanding and students’ perception of the cognitive load. The teaching contexts and strategies used in association with AR were also considered. The PRISMA methodology was used in articles published between 2010 and 2023, in EBSCO, Science Direct, Scopus, Springer Link, Taylor & Francis and Web of Science databases. Seven hundred and twenty-one articles (721) were found, which, after applying the inclusion and exclusion criteria, were reduced to 15. The results showed that, in most studies, AR associated with certain teaching strategies and using a quasi-experimental research methodology produced better results in learning and student motivation and other variables such as student understanding and memorization (from Bloom's taxonomy), and perception of cognitive load. The overall analysis of the data allowed us to observe a strong effect size value (d = 1.13 [0.39;1.86]) in favour of the experimental group regarding learning and a moderate effect on motivation when using AR (d = 0.52 [0.30;0.74]). The same occurred with other variables studied where students obtained better results, which translated into a small or medium effect size. For example, in the perception of cognitive load, the effect size was d= 0.73. Doi: 10.28991/ESJ-2024-08-04-025 Full Text: PDF

Augmented Reality-Assisted Scrapbook Media Development in Natural and Social Science Learning

Natural and Social Sciences (known with IPAS) learning at the elementary school level still has many obstacles and shortcomings which impact student learning outcomes. This research is Research and Development referring to the Borg and Gall model with the aim of developing and testing the feasibility, practicality and effectivenessscrapbook media assisted by augmented reality. The population in this study was 35 people with 12 small-scale test subjects in class IVA students and 23 large-scale test subjects in class IVB at Public Alementary School (SDN) 1 Lambur. Data collection was carried out using test techniques (pretest-posttest) as well as non-tests in the form of observations, interview results, questionnaires and document data. The validation results by material, media and language expert validators show thatscrapbook media assisted by augmented realityhas met the valid criteria. Based on the pretest-posttest results, it is known thatscrapbook media assisted by augmented realityeffective in improving student learning outcomes with an increase in the average pretest and posttest scores and the results of the N-gain test obtained <g> a gain value of 0.67 in the medium category. Based on the results of the response questionnaire distributed, a very positive response was obtained from teachers and students. From these results it can be concluded thatscrapbook media assisted by augmented realityeffective for improving science and science learning outcomes and feasible and practical for use in class IV learning at SDN 1 Lambur.

APPLICATION OF THE STAD LEARNING MODEL IN SCIENCE LEARNING TO IMPROVE THE INTEREST AND LEARNING OUTCOMES OF STUDENTS IN CLASS V ELEMENTARY SCHOOL IN BARUGBUG 1 DISTRICT PADARINCANG

This study used the STAD (Student Teams Achievement Division) Learning Model in Natural Science Learning to Increase Interest and Learning Outcomes of Fifth-Grade Students at Elementary School Barugbug 1, Padarincang District. The study aimed to determine the interest and learning outcomes of students by applying the STAD model in science lessons on the topic of the human respiratory system. The subjects of the research were 40 fifth-grade students at Elementary School Barugbug 1, consisting of 21 male and 19 female students. The research was conducted from March to May 2022, using a classroom action research method. Initially, the students were still passive, and the learning process was teacher-centered, with the first cycle showing some student engagement, though not comprehensive. The post-test result in the first cycle was 78.63, which increased to 89.12 in the second cycle. In the second cycle, students became more active, responsive, and collaborative. The interest questionnaire result increased from 57.5 in Cycle I to 80.62 in Cycle II.

Developing Flipbook Benadaku with YouTube videos to improve students' learning outcomes in natural and social sciences

This research was motivated by the low learning outcomes of students in natural and social sciences subjects on the material of norms in regional customs. Consequently, this study aims to develop and determine the effectiveness and feasibility of the Flipbook Benadaku media with YouTube videos to improve the learning outcomes of fourth-grade students in these subjects. Research and Development (R&D) is the type of research conducted, utilizing the research model design from Dick and Carey. The research subjects consisted of 27 fourth-grade students. To collect data, both test and non-test techniques were employed. Specifically, the test technique involved pre-tests and post-tests, while non-test techniques included observation and interviews. As a result, the development of the Flipbook Benadaku with YouTube videos was achieved. The feasibility results of the Flipbook Benadaku with YouTube videos indicate that the media is suitable for use, as evidenced by the assessments of material experts and media experts, with percentages of 92% and 90.4% respectively. Furthermore, the learning outcomes of the fourth-grade students improved significantly, with an average pretest score of 45.83 and a post-test score of 86.67, resulting in an N-gain of 0.77, which is categorized as high. Thus, the media is considered quite effective. In conclusion, Flipbook Benadaku with YouTube videos is validated as effective for use in natural and social sciences learning and can significantly enhance students' learning outcomes on the material of norms in regional customs.