School Science Learning Research Articles

UTILIZATION OF MOTION GRAPHICS–BASED LEARNING MEDIA TO SUPPORT INTEGRATED SCIENCE LEARNING IN INDONESIAN JUNIOR HIGH SCHOOL: LITERATURE REVIEW

This study aims to determine the effect of using Motion Graphic Video-based science learning media as a supporting tool for science learning in junior high schools in Indonesia. This study uses the Systematic Literature Review method through analysis of the findings on 31 scientific articles found. The search for scientific articles is carried out through the google shcolar database with a publication range of 2010 to 2021. The technique of presenting research data is presented in the form of graphs and tables. The results showed that there was an effect of using motion graphic video media on the results and learning processes of students in the science class. The effect of using motion graphic video on the learning process can be seen in the indicators of learning interest, responsiveness, creativity, student enthusiasm, student activity, visual activity, speaking activity, listening activity, mental activity and emotional activity of students. In addition, it was found that there was an increase in student learning outcomes on indicators of cognitive abilities in the form of high-level thinking skills, scientific, critical and creative thinking, an increase in affective abilities in the form of collaborative abilities through the application of motion graphic video media. Motion graphic video media is effectively used as a tool to support science learning in junior high schools in Indonesia.

Emotional Literacy of Elementary School Teachers: A Study on Science Learning with Problem-Based Learning (PBL) and Homogeinity Psycho Cognition (HPC) Program

In the 21st century era, students learn not only to live now but also to live in the future, which is full of dynamics and the surge of globalization. Schools should strive to create a social-emotional environment that supports the development of students' emotional aspects, including by implementing relevant social-emotional learning. Emotional literacy with problem-based learning (PBL) and homogeneity psycho cognition (HPC) learning programs is an unexplored research field in Indonesia, especially in biological science learning in elementary schools and even at higher levels. This research was conducted to explore PBL programs and emotional literacy in depth. This research aims to examine the influence of the PBL learning model with HPC strategies on the emotional literacy of elementary school students in Ambon City. This research is quasi-experimental research, where emotional literacy is the dependent variable and the PBL learning model while HPC strategies is the independent variable. The research results show that there is no difference in emotional literacy between the treatment groups. This means that the implementation of the 2013 curriculum and the Merdeka curriculum in elementary schools have made positive contribution to the learning and emotional environment of elementary school students. Thus, any learning model no longer affects students' emotional literacy. Keywords: emotional literacy, PBL with HPC strategy, emotional environment, elementary schools

Artificial Intelligence Technology Embedded in High School Science Learning: A Study of Teacher Perception

This study examines teachers' perceptions and acceptance of using artificial intelligence (AI) technology in the teaching of Sciences (IPA) in Vocational High Schools (SMK). Based on quantitative and qualitative data, the results indicate that the understanding and use of AI in teaching are still limited. Quantitative data were collected through a structured questionnaire to assess teachers' knowledge, confidence, and AI usage frequency, while qualitative data were obtained through in-depth interviews exploring their views and challenges. Although some teachers see the great potential of AI in enhancing student engagement and learning outcomes, various obstacles such as lack of training and technological infrastructure hinder optimal implementation. This articles also offers strategic recommendations for integrating AI into the science curriculum in vocational schools. Although AI has significant potential in vocational science education, its effective implementation is hindered by limited teacher training and infrastructure, necessitating strategic improvements to fully leverage AI's benefits in schools.

Penerapan Teori Behavioristik Classical Conditioning Oleh I.P Pavlov dalam Pembelajaran IPA Siswa Kelas 5 Sekolah Dasar

This research was conducted in response to a number of difficulties faced as well as the low level of interest in learning from grade 5 elementary school students in the context of science learning. This study focuses on the science learning ability of grade 5 students in elementary schools in response to the results of PISA 2018, Indonesian Education Report Card Data, and AKM Scores which show the low level of students' science literacy skills. Using the Nonequivalent Pretest Posttest Control Group design, experimental research was conducted to evaluate the impact of the application of Behavioristic Classical Conditioning Theory by I.P Pavlov in science learning. Class V students were divided into experimental and control groups with the Cluster Random Sampling Technique. The test method was used to collect science learning ability data, and the data analysis used the Polled Variance T test due to homogeneous data variance. The results showed a significant difference in science learning ability between the group that applied the Behavioristic Classical Conditioning Theory and the control group. The implications of this research provide a solid foundation for designing effective learning strategies in the future, focusing on curriculum development and learning approaches that can enhance students' understanding and interest in learning. As an effort to improve the quality of science learning in elementary schools, this research provides significant conceptual and applicative contributions.

Implementation of RADEC Model for Improving Higher Order Thinking Skill (HOTS) in Science Learning at Elementary Schools

Science learning in elementary schools requires Higher Order Thinking Skills (HOTS), so supportive learning model is needed. This research aims to: 1) describe the application of HOTS in science education at elementary level; 2) describe the RADEC learning model for science learning, and 3) describe the factors that support and hinder the application of RADEC to improve HOTS in science education in elementary schools. This research uses a systematic literature review method or literature review, which focuses on the process of reviewing and analyzing widely and carefully several literature relevant to the research topic. The results of this study show: 1) HOTS is indispensable in science learning; 2) The introduction of RADEC greatly improves the science HOTS skills of elementary students; 3) The application of RADEC to improve students' HOTS is influenced by many factors, including teachers' understanding and competence of the RADEC model, facilities and infrastructure, and teacher support.

The Effect of a Jigsaw Type Cooperative Learning Approach Towards Primary Students' Understanding Concepts of Science Learning in Primary Schools

This research is based on the results of observations and interviews at SD Al-Hikmah Indonesia that the learning carried out is still limited due to time so that only the target of material completion is pursued, while the achievement of learning outcomes and students' understanding of concepts is still lacking. Learning is only student-centered. For this reason, there is a need for appropriate and effective methods in learning. Therefore, researchers tried to use a jigsaw type cooperative learning approach to overcome this problem. This research uses a pretest-posttest control group design, data collection techniques using test and non-test data. Test data was obtained from pre-test and post-test results, while non-test data was obtained from questionnaires. This research took as subjects students of class IV A and students of class IV B. In this research three meetings were held which included pre-test, learning and post-test. After applying this approach, the average gain for the experimental class was 0.49 and the control class was 0.25. The results of the research show that there is an increase in students' post-test results in learning using the jigsaw type cooperative learning approach. So it can be concluded that there is an influence of this approach on science learning on the subject of natural resources. The results of this research are recommended as a reference for further research, especially research that uses a jigsaw type cooperative learning approach in learning natural resources in order to improve students' understanding of concepts better in the future.

FLIPPED CLASSROOM IN SCIENCE EDUCATION: CORRELATING STUDENT EXPERIENCE WITH ATTITUDES

Despite the growing adoption of the Flipped Classroom (FC) model in higher education, there is limited exploration of its impact on secondary education and students' attitudes toward science. Thus, this study aimed to examine the correlation between secondary school students' perceptions of the Flipped Classroom experience in learning science and their attitudes towards the subject. The research focused on five perception constructs: Collaborative Environment, Self-Directed Learning, Learning Impact, Motivation and Enjoyment, and Technology Integration. Students' attitudes towards science were measured across five constructs: Importance of Science, Practical Work in Science, Learning Science in School, Science Outside School, and Future Participation in Science. The study utilized a quantitative survey methodology, collecting data from a sample of 100 Form Four students at School A, Sabah, Malaysia as of the year 2024. Through the analysis of the survey, the study found a significant positive correlation between students' positive perceptions of the FC experience and their attitudes towards science. Notably, high ratings for ‘Motivation and Enjoyment’ indicated enhanced student engagement, while lower ratings for ‘Technology Integration’ highlighted areas needing improvement. The findings underscore the potential of the FC to positively influence students' attitudes towards science. This research implies that educators should seek ways to enhance student engagement and foster a positive attitude towards science through innovative teaching methods such as Flipped Classroom. Keywords: attitude towards science, Flipped Classroom (FC), perceptions of the FC experience, science education, secondary education

PEMBELAJARAN IPA BERBASIS LINGKUNGAN UNTUK SISWA SEKOLAH DASAR: SEBUAH KAJIAN LITERATUR

The environment actually has an important role in science learning in elementary schools. The environment can be in the form of the natural environment, social environment, or local culture as local wisdom. This article aims to find out the application, obstacles and benefits of environment-based science learning. The type of research in this paper is a literature study by analyzing various scientific articles. The data analysis technique uses the content analysis method. The results found that the application of environment-based science learning in elementary schools includes the use of modules, learning models, learning media and methods. Obstacles in implementing environment-based science learning in elementary schools include lack of training, limited time, ability to manage learning outside the classroom, low scientific literacy, and limited reading sources about science that are appropriate to the child's age. The benefits of implementing environment-based science learning in elementary schools include improving the quality of learning and student learning outcomes, making learning meaningful, increasing student awareness, curiosity and motivation.

Integration indigenous science in merdeka curriculum to strengthen scientific literacy and environmental care in elementary schools: Need analysis

This research aims to analyze the needs of integration indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and environmental care in elementary schools for elementary school students. This research uses a qualitative approach with a case study design. The subjects of this study were 160 elementary school teachers in one of the big cities in Indonesia. Research data collection techniques consist of interviews and questionnaires. The research data analysis technique used an interactive model consisting of data condensation, data presentation, and drawing conclusions. The results of this research show that the teachers propose the reconstruction of indigenous science into scientific science and its integration in learning based on the national curriculum. Analysis of the needs for multimodal reconstruction of indigenous science in science learning in elementary schools shows a very important category. Multimodal indigenous science is proposed from Javanese culture which is specified with the needs of the elementary school sciences scope with the integration of indigenous science carried out in the content, process and product aspects. The results of the initial study recommend that teachers and future researchers can develop learning tools with a multimodal indigenous science approach in the Merdeka Curriculum to strengthen scientific literacy and care for the environment in elementary schools.

Implementasi PBL untuk Meningkatkan Hasil Belajar Mata Pelajaran IPA Materi Perubahan Energi pada Siswa Kelas IV

Science learning in elementary schools often faces challenges in improving students' learning outcomes, especially in the topic of energy transformation. This study aims to improve the learning outcomes of fourth-grade students in science, particularly in the topic of energy transformation, through the implementation of the Problem-Based Learning (PBL) model. This research uses the Classroom Action Research (CAR) method which consists of two cycles, each lasting one meeting. The results of the observation show that in the first cycle, students were active in learning but there were still some students who needed further guidance. In the second cycle, learning ran more effectively with students who were more focused and there were no longer any problems when divided into groups. The PBL model with the support of Canva presentation media successfully increased students' academic achievement, indicating that the PBL model is effective in helping students learn. The results of this study indicate that the PBL model can improve students' understanding and achievement in the topic of energy transformation. Therefore, the problem-based learning (PBL) model with the support of Canva presentation media is one of the effective approaches to improve the understanding of fourth-grade students in the topic of energy transformation.

HOTS-Based e-evaluation Quizwhizzer in science learning in elementary schools

Teachers have’nt implemented HOTS-based questions for learning evaluation, resulting in students' low thinking abilities. This research aims to develop HOTS-based E-evaluation using the Quizwhizzer application. This research uses the ADDIE model with various stages, namely (1) the analysis stage, curriculum analysis, student character, and learning evaluation are carried out; (2) the design stage, learning materials are determined, HOTS questions and research instruments are prepared; (3) the development stage, validation of the suitability of the material, language and media is carried out; (4) the implementation stage, a validation test of the practicality and effectiveness of the application is carried out; (5) the final, evaluation stage was carried out to find out deficiencies in the application. The research subjects were 28 class IV students at SDN Mulyorejo 3. The instruments used are tests and questionnaire sheets. The research results showed that the E-Evaluation of the feasibility test was 90 percent from material experts, 96 percent from language experts, and 92 percent from media experts. The results of teacher practicality were 95 percent, students were 92 percent and effectiveness showed that there was an increase in students' HOTS abilities." HOTS-based e-evaluation using the quizwhizzer application can increase students' HOTS in science learning. AbstrakGuru belum menerapkan soal-soal berbasis HOTS untuk evaluasi pembelajaran sehingga berakibat kemampuan berpikir peserta didik yang rendah. Tujuan penelitian ini untuk mengembangkan E-evaluation berbasis HOTS menggunakan aplikasi Quizwhizzer. Penelitian ini menggunakan model ADDIE dengan berbagai tahapan yaitu (1) tahap analyis dilakukan analisis kurikulum, karakter peserta didik, dan evaluasi pembelajaran; (2) tahap design dilakukan penentuan materi pembelajan, menyusun soal HOTS dan instrument penelitian; (3) tahap development dilakukan validasi kelayakan materi, bahasa, dan media; (4) tahap implementation dilakukan uji validasi kepraktisan dan keefektifan aplikasi; (5) terakhir, tahap evaluation dilakukan untuk mengetahui kekurangan pada aplikasi. Subyek penelitian ialah peserta didik kelas IV SDN Mulyorejo 3 sejumlah 28 peserta didik. Instrumen yang digunakan yakni test dan lembar angket. Hasil penelitian menunjukkan E-Evaluation dari uji kelayakan sebesar 90 persen dari ahli materi, 96 persen dari ahli bahasa, dan 92 persen dari ahli media. Hasil kepraktisan guru 95 persen, peserta didik 92 persen dan keefektifan yang menunjukkan terdapat peningkatan kemampuan HOTS peserta didik. E-evaluation berbasis HOTS menggunakan aplikasi Quizwhizzer dapat meningkatkan HOTS peserta didik pada pembelajaran IPA.Kata Kunci: e-evaluation; kemampuan berpikir tingkat tinggi; Quizwhizzer

Teacher’s Practice in Digital Inquiry-based Science Learning in a Primary School

Abstract This study aimed to explore the implementation of digital inquiry-based science learning in a rural primary school classroom in Melaka, Malaysia. The participants were eight Year 4 pupils (10–11 years old). Using a classroom action research approach, the study utilized two action research cycles using the bscs 5E Instructional Model to create lesson plans. The study’s findings reveal that effective digital inquiry-based science learning development in primary schools requires activities that align with and harness pupils’ prior knowledge, cross-curricular applications, differentiated learning, inquiry scaffolding, technological scaffolding, pupils’ technological skills, independent learning, learning by doing, and the opportunity to make connections, express ideas and report discoveries. The study illustrates that digital inquiry-based science learning is well-suited for practice in primary schools, enhancing both teachers’ pedagogical approaches and pupils’ conceptual understanding.

Effectiveness of Digital Learning Media Using 3D Animation to Improve Elementary School Science Learning Outcomes : Literatur Review

Digital learning media with 3D animation has become a trend in education, especially to improve science learning outcomes in elementary schools. This research examines the effectiveness of digital learning media using 3D animation in improving elementary school science learning outcomes. The method used is a literature review over a period of 5 years (2019-2023). The results of this research obtained data from the scholar.com database with the keyword digital learning using 3D animation in science subjects totaling 1,470 articles and 6 articles that met the inclusion criteria for analysis. Digital learning media with 3D animation is an effective learning media for improving elementary school science learning outcomes.

Development of Science Electronic Modules with an Ethnoscience Integrated STEM Approach in Traditional Herbal Medicine Making

This research aims to make a feasible and practical science electronic module with an ethnoscience-integrated STEM approach to traditional herbal medicine making for the subtheme of material classification and mixed separation of grade VII junior high school. This research design uses Research and Development (R&D) with a 4D model consisting of Define, Develop, Design, and Disseminate. The software used in developing electronic modules is anyflip. This research was conducted at Junior High School 2 Pracimantoro with the subject of 32 grade VII students. The instruments used in the research include product feasibility sheets, science electronic modules, and product practicality questionnaires. The feasibility and practicality instruments of the product are analyzed quantitatively and qualitative. The results of this study were electronic science modules with an integrated STEM approach to ethnoscience in traditional herbal medicine for the subthemes of material classification and mixed separation declared feasible and declared practical for use in junior high school science learning as evidenced by student response questionnaires obtaining a score of 49.3438 from the maximum number of scores of 60.

The Development of Raya-In: Learning Media Based on Smart Apps Creator to Improve Primary School Social Science Learning

Technology-based learning media in social science are not readily available in primary schools. Meanwhile, learning media, especially technology-based, supports social science competencies for primary school students. This study aimed to develop learning media, named Raya-In (Ragam Budaya Indonesia), based on Smart Apps Creator to improve the social science learning of fourth-grade students in SDN Kangkung 01 within the Indonesian cultural diversity theme. This study used the Borg and Gall model design, which consisted of 8 stages: potential and problem analysis, data collection, product design, product validation, revision, small-scale trial, large-scale trial, and final product. The study involved media experts and content experts to validate the media. The subjects were fourth-grade students of SDN Kangkung 1 (n=39). Data was collected by observation, interview, pretest, questionnaire, documentation, and posttest. The final result showed that Raya-In passed the media and content experts' evaluation and revision processes. The media and content experts gave high scores in the qualified category. The Pretest, posttest, T-test, and N-gain tests showed that Raya-In supported social science learning. The study aligned with learning in the current era, using technology-based media. Raya-In development based on Smart Apps Creator was validated to support social science learning in primary school.

Development of an Environment-Based Critical Thinking Skills Test Instrument for Class VII Middle School Science Learning

This research developed an environment-based critical thinking skills test instrument for science learning in class VII middle school to answer the problem of students' low critical thinking skills in Indonesia. The aim of the research is to produce a valid and reliable instrument to measure students' critical thinking skills in an environmental context. The research method uses the ADDIE development model with a pre-experimental design (one group pretest-posttest). Research findings show that the instrument developed has high validity and reliability and is able to significantly improve students' critical thinking skills. The conclusion of this research is that environment-based test instruments are effective in measuring and improving students' critical thinking skills. The implications of this research show the importance of integrating environmental issues in learning modules to improve the quality of science education in Indonesia.

Enhancing Life Science Learning in Middle School

Enhancing Life Science Learning in Middle School

Meta-Analysis Study: The Influence of Project Based Learning Models on Creativity and Science Learning Outcomes of Elementary School Students

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.

Connecting Indigenous Knowledge of Keris with Science Through an Ethnoscience E-module : A Case Study in Surakarta, Indonesia

Based on its history, Surakarta is one of the oldest cities in Indonesia which has various cultural heritage and indigenous knowledge. These can be integrated as ethnoscience-based science learning in schools. One of indigenous knowledge in Surakarta is Keris, a sharp weapon with a curved or straight blade. This paper attempts to explore students’ understanding in connecting indigenous knowledge with science through ethnoscience e-module in science learning. This covers students’ understanding about local indigenous knowledge and its scientific explanation. This mixed case study contains a combination of quantitative and qualitative approaches. Quantitative data is obtained based on the questionnaire results of 125 students from 5 schools in Surakarta, while qualitative data is in the form of in-depth interviews of 5 students. The questionnaire results show significant impacts in increasing students’ understanding about local indigenous knowledge and its connection with scientific explanation. Then, the in-depth interviews indicates that students are happy and have interest in learning with ethnoscience. This paper also contributes to cultural preservation by providing indigenous knowledge as well as scientific understanding by linking culture with science.

The Influence of Problem Based Learning on Problem Solving Ability in Science Materials in Elementary Schools

Problem solving abilities have a significant role in increasing students' cognitive capacity, however, there are still difficulties in developing these skills. This research aims to assess the influence of the Problem Based Learning Model on students' problem solving abilities. This research is a quasi-experimental quantitative type with a pretest-posttest control group design. Fourth semester students in classes C and D of the PGSD Study Program were taken as samples using the Purposive Sampling technique. Data was collected through a research instrument in the form of a problem solving ability test in the Elementary School Science Learning Materials course. The results of hypothesis analysis using the Mann-Whitney test show the Asymp value. Sig. (2-tailed) is 0.000, which is smaller than 0.005. Therefore, it can be concluded that Hypothesis is Accepted. This means that there are differences between the experimental class which uses the PBL model and the control class with conventional learning. Thus, it can be concluded that the PBL model has an influence on the problem solving abilities of PGSD students.