SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA
SCIENCE: Jurnal Inovasi Pendidikan Matematika dan IPA | Terakreditasi Sinta 4 diterbitkan 4 kali setahun (Februari, Mei, Agustus, dan November) oleh Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I) yang berafiliasi dengan Perguruan Tinggi Indonesia. Jurnal ini berisi artikel hasil pemikiran dan penelitian yang ditulis oleh para guru, dosen, pakar, ilmuwan, praktisi, dan pengkaji dalam semua disiplin ilmu yang berkaitan dengan Pendidikan Matematika dan IPA. e-ISSN : 2797-1031 | p-ISSN : 2797-0744
Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN MOTIVASI BELAJAR MURID PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI
Low student motivation in ecology and biodiversity is a major obstacle in achieving optimal science competency at the junior high school level. This study aims to evaluate the effectiveness of the structured inquiry model in addressing this issue through a quasi-experimental method with a one-group pre-test post-test design. The study subjects involved thirty-one seventh-grade students at SMPN 61 Surabaya. The study procedure included administering a motivation questionnaire before and after treatment to accurately measure the impact of the intervention. The main findings showed a significant increase in motivation, where the average score increased from 57 in the pretest to 88 in the posttest. The Normalized Gain score of 0.71 placed this result in the high category, with details of 13 students experiencing a high increase and 18 students in the medium category. Based on the results of the data analysis, the indicators of satisfaction and self-confidence showed the highest performance compared to other motivational aspects. It can be concluded that the implementation of the structured inquiry learning model has proven very effective in increasing student enthusiasm and active participation in exploring ecological concepts in depth. This model is recommended as a highly relevant instructional strategy to strengthen the foundation of students' independent learning through a series of directed, systematic, and meaningful discovery stages at the junior high school level in the future. ABSTRAK Rendahnya motivasi belajar siswa pada materi ekologi dan keanekaragaman hayati menjadi kendala utama dalam mencapai kompetensi IPA yang optimal di jenjang SMP. Penelitian ini bertujuan mengevaluasi efektivitas model inkuiri terstruktur dalam mengatasi masalah tersebut melalui metode eksperimen semu dengan desain satu kelompok tes awal tes akhir. Subjek penelitian melibatkan tiga puluh satu siswa kelas tujuh di SMPN enam puluh satu Surabaya. Prosedur penelitian mencakup pemberian angket motivasi sebelum dan sesudah perlakuan untuk mengukur dampak intervensi secara akurat. Temuan utama menunjukkan adanya peningkatan motivasi yang signifikan, di mana nilai rata rata meningkat dari angka 57 saat pretest menjadi 88 pada tahap posttest. Perolehan skor Gain Ternormalisasi sebesar 0,71 menempatkan hasil ini dalam kategori tinggi, dengan rincian 13 siswa mengalami peningkatan tinggi dan 18 siswa lainnya berada pada kategori sedang. Berdasarkan hasil analisis data, indikator kepuasan dan kepercayaan diri menunjukkan performa tertinggi dibandingkan aspek motivasi lainnya. Dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terstruktur terbukti sangat efektif untuk meningkatkan antusiasme serta partisipasi aktif siswa dalam mengeksplorasi konsep ekologi secara mendalam. Model ini direkomendasikan sebagai strategi instruksional yang sangat relevan untuk memperkuat fondasi belajar mandiri siswa melalui serangkaian tahapan penemuan yang terarah, sistematis, dan bermakna pada jenjang sekolah menengah pertama di masa depan.
Copyright (c) 2026 SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA https://creativecommons.org/licenses/by-sa/4.0
PENINGKATAN HASIL BELAJAR SISWA SMP MATERI PEMANTULAN CAHAYA MENGGUNAKAN MODEL INKUIRI TERBIMBING DENGAN PENDEKATAN DEEP LEARNING
The low learning outcomes of students on the subject of light reflection in eighth grade stem from the use of conventional learning models that are not yet optimal in facilitating the construction of conceptual understanding. This is indicated by the large number of students who scored below the KKTP. Therefore, it is necessary to implement a guided inquiry model integrated with a deep learning approach. This study aims to determine the improvement in students' learning outcomes in the cognitive aspect after applying a guided inquiry model with a deep learning approach. This study used light reflection material with a sample size of 35 students in class VIII-A of SMP Negeri 3 Surabaya. The research design was pre-experimental with a one group pre-test post-test. The research instruments used pre-test and post-test questionnaires with data analysis using the Shapiro-Wilk normality test and the Paired Sample t-Test. The results of the Shapiro-Wilk normality test showed that the pre-test sample had a significance of 0.280 > 0.05 and the post-test sample had a significance of 0.214 > 0.05, indicating that both samples were normally distributed. The Paired Sample t-Test results showed a significant difference in the mean with a value of <0.001, indicating that the p-value ≤ 0.05 or H1 was accepted. This study was supported by the results of the learning implementation, which showed that the learning was carried out very well. In addition, there were student response results that showed very positive responses. Based on the research conducted, it can be concluded that the guided inquiry model with a deep learning approach is effective to apply, there is an increase in learning outcomes on the subject of light reflection, and students give very positive responses to the aspects of motivation and satisfaction in learning using the guided inquiry model with a deep learning approach. ABSTRAK Rendahnya hasil belajar siswa pada materi pemantulan cahaya di kelas VIII berakar pada penggunaan model pembelajaran konvensional yang belum optimal dalam memfasilitasi konstruksi pemahaman konseptual. Hal ini terindikasi dari banyaknya siswa yang memperoleh nilai di bawah KKTP. Oleh karena itu, diperlukan implementasi model inkuiri terbimbing yang diintegrasikan dengan pendekatan deep learning. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa pada aspek kognitif setelah diterapkan model inkuiri terbimbing dengan pendekatan deep learning. Penelitian ini menggunakan materi pemantulan cahaya dengan jumlah sampel yaitu 35 siswa di kelas VIII-A SMP Negeri 3 Surabaya. Desain penelitian yakni pre-experimental dengan one group pre-test post-test. Instrumen penelitian ini menggunakan lembar soal pre-test dan post-test dengan analisis data menggunakan uji normalitas Shapiro-Wilk dan uji Paired Sample t-Test. Hasil uji normalitas Shapiro-Wilk sampel pre-test memiliki signifikansi sebesar 0,280 > 0,05 dan sampel post-test memiliki signifikansi 0,214 > 0,05, sehingga kedua sampel berdistribusi normal. Hasil uji Paired Sample t-Test terdapat perbedaan rata-rata yang signifikan dengan nilai <0,001 yang menunjukkan bahwa p-value ≤ 0,05 atau H1 diterima. Penelitian ini didukung dengan adanya hasil keterlaksanaan pembelajaran yang menunjukkan bahwa pembelajaran terlaksana dengan sangat baik. Selain itu, terdapat hasil respons siswa yang menunjukkan bahwa respons sangat positif. Berdasarkan penelitian yang dilakukan, dapat diperoleh kesimpulan bahwa model inkuiri terbimbing dengan pendekatan deep learning efektif untuk diterapkan, terdapat peningkatan hasil belajar pada materi pemantulan cahaya, dan siswa memberikan respons yang sangat positif terhadap aspek motivasi dan kepuasan dalam pembelajaran menggunakan model inkuiri terbimbing dengan pendekatan deep learning.
IMPLEMENTASI MODEL KOOPERATIF TGT MELALUI GAME KNOWLEDGE DOMINION UNTUK MELATIH KETERAMPILAN KOLABORASI PESERTA DIDIK
Collaborative skills are an important 21st-century competency that needs to be developed in science education. However, the collaborative skills of junior high school students are still relatively low, as indicated by a lack of active participation, group responsibility, and mutual respect. Therefore, innovative learning methods that can actively engage students in collaboration are needed. This study aims to describe students' collaboration skills after implementing the Knowledge Dominion Game based on the TGT cooperative learning model, the implementation of learning, and students' responses to the implementation of this learning. This study used a pre-experimental one-shot case study involving 28 seventh-grade students. This study collected data using collaboration skill observation techniques, learning implementation observation sheets, and student response questionnaires. Collaboration skills were analyzed based on four indicators, namely working productively, showing respect, compromising in a team, and sharing responsibilities. The results of the study show that (1) TGT cooperative learning obtained a mode of 4 and was classified as very good (2) student collaboration skills were in the good to very good category after the implementation of the TGT cooperative model-based Game Knowledge Dominion, and (3) students responded positively. ABSTRAK Keterampilan kolaborasi merupakan kompetensi penting abad ke-21 yang perlu dikembangkan dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Namun, keterampilan kolaborasi peserta didik SMP masih tergolong rendah, ditandai dengan kurangnya partisipasi aktif, tanggung jawab kelompok, serta sikap saling menghargai. Oleh karena itu, diperlukan inovasi pembelajaran yang mampu melibatkan peserta didik secara aktif dan kolaboratif. Penelitian ini bertujuan untuk mendeskripsikan keterampilan kolaborasi peserta didik setelah diterapkan Game Knowledge Dominion berbasis model pembelajaran kooperatif TGT, keterlaksanaan pembelajaran, serta respons peserta didik terhadap penerapan pembelajaran tersebut. Penelitian ini menggunakan pre-experimental dengan one shot case study dengan melibatkan 28 peserta didik kelas VII. Penelitian ini mengumpulkan data menggunakan teknik bservasi keterampilan kolaborasi, lembar observasi keterlaksanaan pembelajaran, dan angket respons peserta didik. Keterampilan kolaborasi dianalisis berdasarkan empat indikator, yaitu bekerja secara produktif, menunjukkan rasa hormat, berkompromi dalam tim, dan berbagi tanggung jawab. Hasil penelitian menunjukkan bahwa (1) pembelajaran Kooperatif TGT mendapatkan modus sebanyak 4 dan tergolong dalam kategori sangat baik (2) terdapat bahwa keterampilan kolaborasi peserta didik berada pada kategori baik hingga sangat baik setelah penerapan Game Knowledge Dominion berbasis model kooperatif TGT, dan (3) peserta didik merespons positif terhadap pembelajaran Kooperatif TGT dengan persentase 88,39% yang termasuk dalam kriteria sangat tinggi. Hasil studi menunjukkan bahwa penerapan Game Knowledge Dominion berbasis model pembelajaran kooperatif TGT efektif untuk melatih keterampilan kolaborasi peserta didik pada pembelajaran IPA.
PENERAPAN MODEL PROBLEM BASED LEARNING MATERI PEMISAHAN CAMPURAN UNTUK MENINGKATKAN KETERAMPILAN PROBLEM SOLVING MURID SMP
This study aims to determine the improvement in problem-solving skills of junior high school students, the implementation of learning, and student responses after the application of the Problem Based Learning (PBL) model to the material on separating mixtures. The type of research used is pre-experimental design with a One Group Pretest–Posttest design. The subjects in this study were 30 students of class VIII-G of SMP Negeri 12 Gresik. The results of the study showed that there was a significant difference between the pretest and posttest scores of students after the Problem Based Learning (PBL) model was applied with a significance value of the paired sample t-test of Sig.<0.05. Based on the N-Gain analysis, it shows an increase in students' problem solving skills of 0.63 with a moderate category. The indicator with the highest average score is the Exploring and Understanding (EU) Indicator at 0.8 and the lowest average score is the Monitoring and Reflecting (MR) Indicator which has an N-Gain score of 0.3. The implementation of the learning carried out has been carried out in the very good category and has achieved an implementation percentage of 100%. In addition, student responses to the application of the Problem Based Learning (PBL) model showed a very positive response with a percentage of 94.17%, which indicates that this learning model can attract, motivate, and help students in understanding the material on separating mixtures. Based on these results, it can be concluded that the Problem Based Learning (PBL) model is effective in improving the problem solving skills of junior high school students. ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan problem solving murid SMP, keterlaksanaan pembelajaran, serta respons murid setelah diterapkannya model Problem Based Learning (PBL) pada materi pemisahan campuran. Jenis penelitian yang digunakan adalah pre-experimental design dengan rancangan One Group Pretest–Posttest. Subjek dalam penelitian ini merupakan murid kelas VIII-G SMP Negeri 12 Gresik dengan jumlah 30 murid. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretest dan posttest murid setelah diterapkan model Problem Based Learning (PBL) dengan nilai signifikansi Uji paired sample t-test sebesar Sig.<0,05. Berdasarkan analisis N-Gain menunjukkan peningkatan keterampilan problem solving murid yaitu sebesar 0,63 dengan kategori sedang. Indikator dengan skor rata-rata tertinggi adalah Indikator Exploring and Understanding (EU) sebesar 0,8 dan skor rata-rata terendah terdapat pada Indikator Monitoring and Reflecting (MR) yang memiliki skor N-Gain sebesar 0,3. Keterlaksanaan pembelajaran yang dilakukan telah terlaksana dengan kategori sangat baik dan memperoleh persentase keterlaksanaan sebesar 100%. Selain itu, Respons murid terhadap penerapan model Problem Based Learning (PBL) menunjukkan respons yang sangat positif dengan persentase sebesar 94,17%, yang menandakan model pembelajaran ini dapat menarik, memotivasi, dan membantu murid dalam memahami materi pemisahan campuran. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model Problem Based Learning (PBL) efektif untuk meningkatkan keterampilan problem solving murid SMP.
APPLICATION OF FRACTION BLOCK MEDIA BASED ON DEEP LEARNING TO IMPROVE STUDENTS' UNDERSTANDING OF FRACTION
ABSTRACT This study aims to determine the effectiveness of applying fraction blocks based on a deep learning approach in improving students' understanding of fraction material in the seventh grade of MTs. The type of research used is an experiment with a One Group Pretest-Posttest design. The research subjects were 24 seventh-grade students at MTs Cerdas Murni. Data were obtained through pretest and posttest tests and observation of student learning activities, then analyzed descriptively and inferentially using the t-test. The results show that the average pretest score of students was 63.33, which increased to 72.5 on the posttest, and the t-test results show a significant difference between the two scores (tvalue = 3.406 > ttable = 2.069). These findings prove that the use of fraction block media based on the deep learning approach is effective in helping students understand the conversion of common fractions to mixed fractions and vice versa. In addition, this media is also able to increase student learning activity through more concrete manipulative and visual activities. ABSTRAK Penelitian ini bertujuan untuk menentukan efektivitas penerapan blok pecahan berdasarkan pendekatan pembelajaran mendalam dalam meningkatkan pemahaman siswa tentang materi pecahan pada kelas VII MTs. Jenis penelitian yang digunakan adalah eksperimen dengan desain One Group Pretest-Posttest. Subjek penelitian adalah 24 siswa kelas VII di MTs Cerdas Murni. Data diperoleh melalui tes pretest dan posttest serta pengamatan aktivitas belajar siswa, kemudian dianalisis secara deskriptif dan inferensial menggunakan uji-t. Hasil menunjukkan bahwa rata-rata skor pretest siswa adalah 63,33, yang meningkat menjadi 72,5 pada posttest, dan hasil uji t menunjukkan perbedaan yang signifikan antara kedua skor tersebut (thitung = 3,406 > ttabel = 2,069). Temuan ini membuktikan bahwa penggunaan media blok pecahan berdasarkan pendekatan pembelajaran mendalam efektif dalam membantu siswa memahami konversi pecahan biasa menjadi pecahan campuran dan sebaliknya. Selain itu, media ini juga mampu meningkatkan aktivitas belajar siswa melalui aktivitas manipulatif dan visual yang lebih konkret.
PENGARUH MEDIA INTERAKTIF IPAS BERBASIS ASSEMBLR EDU DENGAN MODEL PBL TERHADAP HASIL BELAJAR SISWA KELAS V SDTQ
This study aims to determine the effect of using interactive media based on Augmented Reality (AR) through the Assemblr Edu application combined with the Problem Based Learning (PBL) model on the cognitive learning outcomes of fifth-grade students on the subject of the human respiratory system. The study used a quantitative approach with a Nonequivalent Control Group Design. The population consisted of two fifth-grade classes at SDTQ Al-Ikhlas Brebes as the experimental and control classes. The instruments used were pretest and posttest tests, which were analyzed using normality, homogeneity, independent sample t-test, and N-Gain calculations. The results showed that there was a significant difference between the learning outcomes of students in the experimental class who used Assemblr Edu with PBL and the control class who used conventional learning (sig. < 0.05). The average N-Gain value of 0.7854 indicates a high level of improvement in learning outcomes. In conclusion, the use of Assemblr Edu media with the PBL model is effective in improving the learning outcomes of students at SDTQ Al-Ikhlas Brebes. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif berbasis Augmented Reality (AR) melalui aplikasi Assemblr Edu yang dipadukan dengan model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar kognitif siswa kelas V pada materi sistem pernapasan manusia. Penelitian menggunakan pendekatan kuantitatif dengan desain Nonequivalent Control Group Design. Populasi terdiri dari dua kelas kelas V SDTQ Al-Ikhlas Brebes sebagai kelas eksperimen dan kontrol. Instrumen berupa tes pretest dan posttest dianalisis dengan uji normalitas, homogenitas, independent sample t-test, serta perhitungan N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen yang menggunakan Assemblr Edu dengan PBL dan kelas kontrol yang menggunakan pembelajaran konvensional (sig. < 0,05). Nilai rata-rata N-Gain sebesar 0,7854 menunjukkan peningkatan hasil belajar dalam kategori tinggi. Kesimpulannya, penggunaan media Assemblr Edu dengan model PBL efektif meningkatkan hasil belajar siswa SDTQ Al-Ikhlas Brebes.
PENGEMBANGAN MEDIA PEMBELAJARAN E-COMIC BERBASIS ETNOMATEMATIKA WAYANG KULIT UNTUK MENUNJANG KEMAMPUAN LITERASI NUMERASI
The low level of students' numeracy literacy and the limited variety of media in mathematics learning are the background for this research. The purpose of this research is to describe the development process and determine the level of feasibility and practicality of the developed media. The main focus is to develop e-comic learning media that facilitates the understanding of the concept of congruence while supporting numeracy literacy skills through an ethnomathematics approach. The research procedure applies the Research and Development development method with a 4D model limited to the Define, Design, and Development stages. This media development was carried out by identifying congruent shapes in the shadow puppet characters Wijanarka, Werkudara, Baladewa, and Semar, then arranged using the Canva application in flipbook format. The validation results showed a feasibility level of 88.93% from material experts and 90% from media experts, both of which are included in the "Very Feasible" category. A limited trial of 10 students resulted in a practicality percentage of 90.6% with the "Very Practical" criteria. This e-comic media based on shadow puppet ethnomathematics is declared very suitable and practical to be used as an innovative learning media to facilitate contextual understanding of concepts and support students' numeracy literacy skills through the preservation of local culture. ABSTRAK Rendahnya kemampuan literasi numerasi siswa serta keterbatasan variasi media dalam pembelajaran matematika melatarbelakangi dilakukannya penelitian ini. Tujuan penelitian ini adalah untuk mendeskripsikan proses pengembangan dan mengetahui tingkat kelayakan serta kepraktisan media yang dikembangkan. Fokus utamanya yaitu mengembangkan media pembelajaran e-comic yang memudahkan pemahaman konsep kekongruenan sekaligus menunjang kemampuan literasi numerasi melalui pendekatan etnomatematika. Prosedur penelitian menerapkan metode pengembangan Research and Development dengan model 4D yang dibatasi pada tahap Define, Design, dan Development. Pengembangan media ini dilakukan dengan mengidentifikasi bangun-bangun kongruen pada tokoh wayang kulit Wijanarka, Werkudara, Baladewa, dan Semar, kemudian disusun menggunakan aplikasi Canva dalam format flipbook. Hasil validasi menunjukkan tingkat kelayakan sebesar 88,93% dari ahli materi dan 90% dari ahli media, yang mana keduanya masuk dalam kategori "Sangat Layak". Uji coba terbatas kepada 10 siswa menghasilkan persentase kepraktisan sebesar 90,6% dengan kriteria "Sangat Praktis". Media e-comic berbasis etnomatematika wayang kulit ini dinyatakan sangat layak dan praktis digunakan sebagai media pembelajaran inovatif untuk memfasilitasi pemahaman konsep secara kontekstual dan menunjang kemampuan literasi numerasi siswa melalui pelestarian budaya lokal.
EFEKTIVITAS MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN MEDIA LUDO TERHADAP HASIL BELAJAR MATERI TATA SURYA
This study aims to determine the implementation of learning, improve student learning outcomes with elements of Science Comprehension and Science Process Skills, and student responses to the application of the Teams Games Tournament cooperative learning model assisted by the ludo game media. The research method used is a pre-experimental design with a one group pretest and posttest design. This research was conducted at SMP Labschool Unesa 3, with the research subjects being class VII-C, consisting of 20 students. The data collection techniques used were observation, tests, and response questionnaires. The results of this study indicate that there is a significant difference between students' pretest and posttest scores after the implementation of the Teams Games Tournament cooperative learning model, with a t-test significance value of Sig. < 0.05. The N-Gain analysis results show an increase in junior high school students' learning outcomes of 0.6, which is categorized as moderate. The implementation of the Teams Games Tournament cooperative learning model assisted by the Ludo game media was in the very good category with an implementation percentage of 100%. In addition, student responses to learning showed a very positive category with an average percentage of 93%, indicating that students felt interested, helped, and found it easier to understand solar system material through the learning that was applied. Based on these results, it can be concluded that the Teams Games Tournament cooperative learning model assisted by ludo game media is effective in improving junior high school students' learning outcomes. ABSTRAK Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran, peningkatan hasil belajar murid dengan elemen Pemahaman IPA dan Keterampilan Proses Sains, serta respons murid terhadap penerapan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo. Metode penelitian yang digunakan adalah pre-eksperimental design dengan rancangan one group pretest and posttest design. Penelitian ini dilakukan di SMP Labschool Unesa 3, dengan subjek penelitian, yaitu kelas VII-C yang berjumlah 20 murid. Teknik pengumpulan data yang digunakan, yaitu dengan metode observasi, tes dan angket respons. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretest dan posttest murid setelah diterapkan model pembelajaran kooperatif tipe Teams Games Tournament, dengan nilai signifikansi uji-t sebesar Sig. < 0,05. Hasil analisis N-Gain menunjukkan peningkatan hasil belajar murid SMP sebesar 0,6 dengan kategori sedang. Keterlaksanaan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo berada pada kategori sangat baik dengan persentase keterlaksanaan sebesar 100%. Selain itu, respons murid terhadap pembelajaran menunjukkan kategori sangat positif dengan rata-rata persentase sebesar 93%, yang menandakan bahwa murid merasa tertarik, terbantu, dan lebih mudah memahami materi tata surya melalui pembelajaran yang diterapkan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo efektif untuk meningkatkan hasil belajar murid SMP.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT BERBANTUAN WORDWALL UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATERI KALOR DAN PERPINDAHANNYA
This research is motivated by the low motivation of students to learn science, especially on the topic of heat which is often considered abstract and difficult, as well as the dominance of teacher-centered learning methods. The focus of the problem in this study is to determine the increase in student learning motivation through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by interactive media Wordwall. The research method used is pre-experimental with a One-Group Pretest-Posttest design involving 32 students of class VII-J SMPN 28 Surabaya as research subjects. The research stages include giving a motivation pretest, implementing learning according to the TGT syntax (class presentation, group study, tournament using Wordwall, and group awards), and ending with a posttest. The results of the study showed that student learning motivation increased with an average N-Gain score of 0.69 in the moderate category. The conclusion of this study is that the application of the TGT model assisted by Wordwall is effective in increasing students' learning motivation on the material of heat and its transfer. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa pada mata pelajaran IPA, khususnya pada materi kalor yang sering dianggap abstrak dan sulit, serta dominasi metode pembelajaran yang masih berpusat pada guru. Fokus masalah dalam penelitian ini adalah untuk mengetahui peningkatan motivasi belajar siswa melalui penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) berbantuan media interaktif Wordwall. Metode penelitian yang digunakan adalah pre-experimental dengan desain One-Group Pretest-Posttest yang melibatkan 32 siswa kelas VII-J SMPN 28 Surabaya sebagai subjek penelitian. Tahapan penelitian meliputi pemberian pretest motivasi, pelaksanaan pembelajaran sesuai sintaks TGT (presentasi kelas, belajar kelompok, turnamen menggunakan Wordwall, dan penghargaan kelompok), serta diakhiri dengan posttest. Hasil penelitian menunjukkan bahwa motivasi belajar siswa mengalami peningkatan dengan skor rata-rata N-Gain sebesar 0,69 dalam kategori sedang. Simpulan penelitian ini adalah penerapan model TGT berbantuan Wordwall efektif dalam meningkatkan motivasi belajar siswa pada materi kalor dan perpindahannya.
PENGARUH PENDEKATAN PEMBELAJARAN DEEP LEARNING TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS X SMA
This study aims to determine the significant effect of mathematics learning achievement between students who use the Deep Learning approach and students who use the conventional learning model in class X of SMA Negeri 1 Sukoharjo. This study uses quantitative experimental research with a pretest and posttest control group design. The research sample consisted of 72 students divided into two classes. The sampling technique used cluster random sampling. The results of this study showed that there was a significant difference in mathematics learning achievement between students who used the Deep Learning learning model and students who used the conventional learning model, with an SPSS calculation of sig. (2-tailed) 0.001 < 0.05. Therefore, it can be concluded that there is an effect on the learning achievement of students who follow the Deep Learning learning model compared to the conventional model in mathematics learning in class X at SMA Negeri 1 Sukoharjo. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh signifikan prestasi belajar pembelajaran matematika antara siswa yang menggunakan pendekatan pembelajaran Deep Learning dan siswa yang menggunakan model pembelajaran konvesional di kelas X SMA Negeri 1 Sukoharjo. Penelitian ini menggunakan jenis penelitian kuantitatif eksperimen dengan desain penelitian pretest dan posttest control group design. Sampel penelitian sebanyak 72 peserta didik yang terbagi dalam dua kelas. Teknik pengambilan sampel menggunakan cluster random sampel. Hasil penelitian ini menunjukan bahwa terdapat perbedaan yang signifikan prestasi belajar matematika antara siswa yang menggunakan model pembelajaran Deep learning dan siswa yang menggunakan model pembelajaran konvesional dengan perhitungan spss diperoleh sig. (2-tailed) 0,015 < 0,05. Sehingga dapat disimpulkan bahwa terdapat pengaruh prestasi belajar siswa yang mengikuti model pembelajaran Deep Learning dengan model konvensional dalam pembelajaran matematika kelas X SMA Negeri 1 Sukoharjo.
PENGARUH MOTIVASI PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN QUICK RESPONSE CODE TERHADAP KEMAMPUAN LITERASI NUMERASI
According to the Programme for International Student Assessment (PISA) based on a survey conducted in 2022, the numeracy literacy skills of students in Indonesia are still below the average survey score. Based on interviews with mathematics teachers at SMP Negeri 37 Semarang, students tend to be lazy and unmotivated to work on story problems, especially in statistics. This study aims to determine the effect of motivation on the Teams Games Tournament learning model assisted by Quick Response Code on numeracy literacy skills. Quick Response Code is used as a creative way to deliver tournament questions packaged in 3 colored cards, namely green, blue, and pink. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The sample in this study consisted of 28 students in class VIII B of SMP Negeri 37 Semarang in the 2025/2026 academic year. The results of the descriptive analysis showed an increase in the average pretest and posttest scores from 34,46 to 71,43. The results of hypothesis testing using a simple linear regression test between the motivation questionnaire and the numeracy literacy posttest obtained a significance value of 0.021 < 0.05 and namely 2,452 > 2,056. The effect was 18.8%. These findings indicate that motivation has an effect on numeracy literacy ability, albeit a small percentage. Significant efforts to improve numeracy literacy ability require a continuous learning process, a supportive learning environment, and a sufficient amount of time. ABSTRAK Kemampuan literasi numerasi siswa di indonesia menurut Programme for International Student Assesment (PISA) berdasarkan survei pada tahun 2022 masih berada di bawah skor rata-rata hasil survei. Berdasarkan hasil wawancara dengan guru matematika di SMP Negeri 37 Semarang siswa cenderung malas dan kurang termotivasi untuk mengerjakan soal cerita terutama pada materi statistika. Penelitian ini bertujuan untuk mengetahui pengaruh motivasi pada model pembelajaran Teams Games Tournament berbantuan Quick Response Code terhadap kemampuan literasi numerasi. Quick Response Code digunakan sebagai kreasi penyampaian soal turnamen yang dikemas dalam 3 kartu warna yaitu hijau, biru, dan pink. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental design tipe one-group pretest-posttest. Sampel dalam penelitian ini adalah 28 siswa kelas VIII B SMP Negeri 37 Semarang Tahun Ajaran 2025/2026. Hasil analisis deskriptif diperoleh peningkatan rata-rata nilai pretest dan posttest yang semula 34,46 menjadi 71,43. Hasil pengujian hipotesis menggunakan uji regresi linear sederhana antara angket motivasi dan posttest kemampuan literasi numerasi diperoleh nilai signifikansi 0,021 < 0,05 dan yaitu 2,452 > 2,056. Pengaruh yang diberikan adalah sebesar 18,8%. Temuan ini mengindikasikan bahwa terdapat pengaruh motivasi terhadap kemampuan literasi numerasi meskipun dalam persentase kecil. Upaya peningkatan kemampuan literasi numerasi secara signifikan memerlukan proses pembelajaran berkelanjutan, lingkungan sekitar yang mendukung pembelajaran, serta rentang waktu yang cukup lama.
PENGEMBANGAN INSTRUMEN MENGGUNAKAN SPINNER QUESTION UNTUK MEMFASILITASI MINAT BELAJAR PESERTA DIDIK SMP PADA MATERI TATA SURYA
Students' interest in learning is one of the important factors in the success of science learning, especially in the Solar System material which is abstract and requires active student involvement. However, the instruments used in schools are generally still conventional, so they are less capable of facilitating students' interest in learning. This study aims to develop and test the feasibility of the Spinner Question instrument in facilitating middle school students' interest in learning about the Solar System. This study uses a research method called Research and Development (R&D) with the Borg and Gall model modified into six stages, namely research and information collection, planning, developing a preliminary form of the product, preliminary field testing, main product revision, and main field testing. The research subjects involved seventh-grade students at SMP Negeri 1 Ciomas, as well as validation by content experts, media experts, instrument experts, and practitioners. The developed instrument consisted of a test instrument containing essay questions. Instrument validation was conducted theoretically through assessments by content experts, media experts, instrument experts, and practitioners, as well as empirically through item analysis including validity test, reliability, difficulty level, and discriminating power. The results of the study showed that the instrument using Spinner Question obtained a validity percentage of 90.35%, categorized as "very valid." In addition, the students' response to the use of the instrument with Spinner Question reached 81.7%, categorized as "very good." These results indicate that the instrument using Spinner Question is feasible to use and can facilitate students' interest in learning the Solar System material. ABSTRAK Minat belajar peserta didik merupakan salah satu faktor penting dalan keberhasilan pembelajaran IPA, khususnya pada materi Tata Surya yang bersifat abstarak dan membutuhkan keterlibatan aktif peserta didik. Tetapi instrument yang digunakan di sekolah umumnya masih bersifat konvensional sehingga kurang mampu memfasilitasi minat belajar peserta didik. Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan instrument Spinner Question dalam memfasilitasi minat belajar peserta didik SMP pada materi Tata Surya. Penelitian ini menggunakan metode penelitian yang digunakan Adalah Research and Development (R&D) dengan model Borg and Gall yang dimodifikasi menjadi enam tahap, yaitu research and information collection, planning, develop preliminary form of product, preliminary field testing, main product revision, dan main field testing. Subjek penelitian melibatkan peserta didik kelas VII SMP Negeri 1 Ciomas serta validasi oleh ahli materi, ahli media, ahli instrument dan ahli praktisi. Instrumen yang dikembangkan berupa instrumen tes berisi soal-soal esai. Validasi instrumen dilakukan secara teoritis melalui penilaian ahli materi, ahli media, ahli instrumen, dan praktisi, serta secara empiris melalui analisis butir soal yang meliputi uji validitas, reliabilitas, tingkat kesukaran, dan daya beda. Hasil penelitian menunjukkan bahwa instrument menggunakan Spinner Question memperoleh pesersentase kevalidan 90,35% dengan kategori “sangat valid”. Selain itu respon peserta didik terhadap penggunaan instrumen menggunakan Spinner Question mencapai 81,7% dengan kategori “sangat baik”. Hasil ini menunjukkan bahwa instrumen menggunakan Spinner Question layak digunakan dan mampu memfasilitasi minat belajar peserta didik pada materi Tata Surya.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KREATIVITAS DAN KOLABORASI SISWA DALAM PEMBELAJARAN IPA
ABSTRACT This study aims to determine the effect of the Problem Based Learning model on students' creativity and collaboration in science learning. The study is motivated by the importance of developing 21st-century skills, particularly creative thinking and collaboration, which still need improvement in classroom learning. The Problem Based Learning model is applied because it uses contextual problems as the starting point of learning, encouraging students to think creatively, discuss ideas, and collaborate to find solutions. This research employed a quantitative approach using a quasi-experimental design with a posttest only control design. The sample consisted of 23 students in the experimental class and 24 students in the control class selected through random sampling. The research instruments included a creativity test, a collaboration questionnaire, and a collaboration observation sheet. The data analysis results showed that the Independent Sample t-test for creativity obtained a sig. (2-tailed) value of 0.000 < 0.05 and the collaboration test also obtained a sig. (2-tailed) value of 0.000 < 0.05. In addition, the MANOVA test showed a significance value of 0.000 < 0.05, indicating that the Problem Based Learning model simultaneously affects students' creativity and collaboration. These findings indicate that the Problem Based Learning model is effective in improving students' creativity and collaboration in science learning. ABSTRAK Penelitian ini bertujuan untuk membuktikan pengaruh model Problem Based Learning terhadap kreativitas dan kolaborasi siswa dalam pembelajaran IPA. Penelitian ini dilatarbelakangi oleh pentingnya pengembangan keterampilan abad ke-21, khususnya kemampuan berpikir kreatif dan bekerja sama yang masih perlu ditingkatkan dalam proses pembelajaran di sekolah. Model Problem Based Learning digunakan karena menempatkan masalah kontekstual sebagai titik awal pembelajaran sehingga mendorong siswa berpikir kreatif, berdiskusi, dan berkolaborasi dalam menemukan solusi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (Quasi-Experimental Design) tipe posttest only control design. Sampel penelitian terdiri dari 23 siswa pada kelas eksperimen dan 24 siswa pada kelas kontrol yang dipilih melalui teknik random sampling. Instrumen penelitian meliputi tes kreativitas, angket kolaborasi, dan lembar observasi kolaborasi. Hasil analisis data menunjukkan bahwa uji Independent Sample t-test pada kreativitas memperoleh nilai sig. (2-tailed) 0,000 < 0,05 dan pada kolaborasi juga memperoleh nilai sig. (2-tailed) 0,000 < 0,05. Selain itu, uji MANOVA menunjukkan nilai signifikansi 0,000 < 0,05 yang menegaskan bahwa model Problem Based Learning secara simultan berpengaruh terhadap kreativitas dan kolaborasi siswa. Temuan ini menunjukkan bahwa model Problem Based Learning efektif meningkatkan kreativitas dan kemampuan kolaborasi siswa dalam pembelajaran IPA.
PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS DISCOVERY LEARNING PADA MATA PELAJARAN BIOLOGI
ABSTRACT The rapid development of educational technology demands innovative learning media that can enhance student engagement and learning outcomes. However, Biology instruction at SMA Negeri 1 Susua is still dominated by lecture-based methods and textbooks, resulting in low student participation and learning outcomes that have not reached the Minimum Mastery Criteria (KKM). This condition indicates a gap between the demands of 21st-century student-centered learning and the current teacher-centered instructional practices, highlighting the need for media that facilitate independent concept discovery. This study aimed to develop a Discovery Learning–based instructional video for Grade XI Biology and to evaluate its feasibility, practicality, and effectiveness. This study employed a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation). The research subjects were 26 students of class XI-MIPA. The instruments included expert validation sheets, student response questionnaires, and learning outcome tests, which were analyzed descriptively using a Likert scale and percentage techniques. The results showed that the developed video achieved a feasibility level of 82.29% (feasible) and a practicality level of 88.53% (very practical). The average learning outcome score reached 81.92 with a classical mastery level of 84.62%. Therefore, the Discovery Learning–based instructional video developed in this study is considered feasible, practical, and effective for Biology learning. ABSTRAK Perkembangan teknologi pendidikan menuntut inovasi media pembelajaran yang mampu meningkatkan keterlibatan dan hasil belajar peserta didik. Namun, pembelajaran Biologi di SMA Negeri 1 Susua masih didominasi metode ceramah dan buku paket sehingga partisipasi siswa rendah dan hasil belajar belum mencapai KKM. Kondisi ini menunjukkan kesenjangan antara tuntutan pembelajaran abad ke-21 yang berpusat pada siswa dengan praktik pembelajaran yang masih berpusat pada guru, sehingga diperlukan media yang mendorong penemuan konsep secara mandiri. Penelitian ini bertujuan mengembangkan video pembelajaran berbasis Discovery Learning pada mata pelajaran Biologi kelas XI serta menilai kelayakan, kepraktisan, dan efektivitasnya. Penelitian ini merupakan Research and Development (R&D) dengan model ADDIE (analisis, desain, pengembangan, implementasi, evaluasi). Subjek penelitian adalah 26 peserta didik kelas XI-MIPA. Instrumen meliputi lembar validasi ahli, angket respon siswa, dan tes hasil belajar yang dianalisis secara deskriptif menggunakan skala Likert dan persentase. Hasil menunjukkan tingkat kelayakan sebesar 82,29% (layak) dan uji kepraktisan sebesar 88,53% (sangat praktis). Nilai rata-rata hasil belajar mencapai 81,92 dengan ketuntasan klasikal 84,62%. Dengan demikian, video pembelajaran berbasis Discovery Learning yang dikembangkan dinyatakan layak, praktis, dan efektif untuk pembelajaran Biologi.
PENGARUH MINAT BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA
ABSTRACT Low student interest in mathematics learning remains a persistent problem that can affect learning outcomes. Based on preliminary observations at UPTD SMP Negeri 5 Gunungsitoli, some students showed limited interest and active participation during mathematics lessons. This study aimed to analyze the effect of learning interest on the mathematics achievement of eighth-grade students at the school. The research employed a quantitative approach with a descriptive correlational design. The population consisted of all students at UPTD SMP Negeri 5 Gunungsitoli, while the sample included 86 eighth-grade students selected through a purposive sampling technique. Data were collected using a learning interest questionnaire and documentation of mathematics scores as indicators of learning outcomes. The data were analyzed using correlation analysis to determine the relationship between the two variables. The results indicated a positive effect of learning interest on mathematics achievement, as shown by an r_calculated value of 0.321, which was higher than the r_table value of 0.213 at a 5% significance level. These findings suggest that higher learning interest is associated with better mathematics achievement. Therefore, learning interest is an important factor contributing to students’ success in mathematics learning. ABSTRAK Rendahnya minat belajar siswa dalam pembelajaran matematika masih menjadi permasalahan yang dapat memengaruhi pencapaian hasil belajar. Berdasarkan observasi awal di UPTD SMP Negeri 5 Gunungsitoli, sebagian siswa menunjukkan kurangnya ketertarikan dan partisipasi aktif dalam pembelajaran matematika. Penelitian ini bertujuan untuk menganalisis pengaruh minat belajar terhadap hasil belajar matematika siswa kelas VIII di sekolah tersebut. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif korelasional. Populasi penelitian adalah seluruh siswa UPTD SMP Negeri 5 Gunungsitoli, sedangkan sampel berjumlah 86 siswa kelas VIII yang ditentukan melalui teknik sampling purposive. Pengumpulan data dilakukan menggunakan angket minat belajar dan dokumentasi nilai matematika sebagai indikator hasil belajar. Data dianalisis menggunakan teknik korelasi untuk mengetahui hubungan antara kedua variabel. Hasil analisis menunjukkan adanya pengaruh positif minat belajar terhadap hasil belajar matematika, ditunjukkan oleh nilai r_hitung sebesar 0,321 yang lebih besar daripada r_tabel sebesar 0,213 pada taraf signifikansi 5%. Temuan ini mengindikasikan bahwa semakin tinggi minat belajar siswa, semakin tinggi pula kecenderungan hasil belajar matematika yang dicapai. Dengan demikian, minat belajar merupakan faktor penting yang berkontribusi terhadap keberhasilan pembelajaran matematika.
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA PADA PELAJARAN BIOLOGI
ABSTRACT Low student engagement in the biology learning process often results in suboptimal learning outcomes, indicating the need for instructional models that can encourage student activeness and independence. This study aims to determine the effect of the Discovery Learning model on students’ learning outcomes in Biology at SMA Negeri 1 Sawo. The research employed a quantitative approach using an experimental method with a Pretest–Posttest Control Group Design. The sample consisted of two classes, namely an experimental class that applied the Discovery Learning model and a control class that used conventional learning. The research instrument was a learning outcome test in the form of eight essay questions used to measure students’ conceptual understanding before and after the treatment. The results of data analysis showed that the calculated t-value of 5.964 was greater than the t-table value of 2.001 at a significance level of 0.05, indicating a significant effect of the Discovery Learning model on students’ learning outcomes. These findings indicate that the implementation of Discovery Learning can enhance student engagement in the learning process and help students construct biological concepts more actively and independently. Therefore, the Discovery Learning model can serve as an effective and relevant instructional strategy to improve both the quality of the learning process and students’ biology learning outcomes at the secondary school level. ABSTRAK Rendahnya keterlibatan siswa dalam proses pembelajaran biologi sering berdampak pada hasil belajar yang belum optimal, sehingga diperlukan model pembelajaran yang mampu mendorong keaktifan dan kemandirian siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning terhadap hasil belajar siswa pada mata pelajaran Biologi di SMA Negeri 1 Sawo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain Pretest–Posttest Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menerapkan model Discovery Learning dan kelas kontrol yang menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar dalam bentuk esai sebanyak delapan butir soal yang digunakan untuk mengukur pemahaman konsep siswa sebelum dan sesudah perlakuan. Hasil analisis data menunjukkan bahwa nilai t_hitung sebesar 5,964 lebih besar daripada t_tabel sebesar 2,001 pada taraf signifikansi 0,05, sehingga menunjukkan adanya pengaruh signifikan model pembelajaran Discovery Learning terhadap hasil belajar siswa. Temuan ini menunjukkan bahwa penerapan Discovery Learning mampu meningkatkan keterlibatan siswa dalam proses pembelajaran serta membantu siswa membangun pemahaman konsep biologi secara lebih aktif dan mandiri. Dengan demikian, model pembelajaran Discovery Learning dapat menjadi strategi pembelajaran yang efektif dan relevan untuk meningkatkan kualitas proses dan hasil belajar biologi di tingkat sekolah menengah.
ANALISIS PERSEPSI GURU DAN SISWA DALAM PEMBELAJARAN BIOLOGI PADA PENERAPAN KURIKULUM MERDEKA
ABSTRACT This study aims to analyze teachers’ and students’ perceptions of the implementation of the Merdeka Curriculum in Biology learning and to identify the challenges encountered during the learning process. The study employed a descriptive qualitative approach involving Biology teachers and tenth-grade students at SMA Negeri 1 Moro’o as research subjects. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The results indicate that teachers perceive the Merdeka Curriculum as an educational innovation that provides flexibility in designing learning activities and encourages students to learn according to their interests and potential. Students also demonstrate positive perceptions because Biology learning is considered more engaging, flexible, and student-centered. The challenges faced by teachers include limited instructional time, varying levels of readiness in understanding the new curriculum, and limited resources and access to professional training. Meanwhile, the challenges experienced by students relate to limited learning facilities and laboratory resources. These findings emphasize that the successful implementation of the Merdeka Curriculum in Biology learning is influenced not only by curriculum design but also by teacher readiness, the availability of learning facilities, and a learning environment that supports active student engagement. ABSTRAK Penelitian ini bertujuan menganalisis persepsi guru dan siswa terhadap penerapan Kurikulum Merdeka dalam pembelajaran Biologi serta mengidentifikasi kendala yang dihadapi selama proses pembelajaran. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek guru Biologi dan siswa kelas X di SMA Negeri 1 Moro’o. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru memandang Kurikulum Merdeka sebagai inovasi pembelajaran yang memberikan fleksibilitas dalam merancang kegiatan belajar serta mendorong siswa untuk belajar sesuai minat dan potensi mereka. Siswa juga menunjukkan persepsi positif karena pembelajaran Biologi dinilai lebih menarik, fleksibel, dan berpusat pada siswa. Kendala yang dihadapi guru meliputi keterbatasan waktu, perbedaan tingkat kesiapan dalam memahami kurikulum baru, serta keterbatasan sumber daya dan akses pelatihan. Sementara itu, kendala yang dialami siswa berkaitan dengan keterbatasan fasilitas pembelajaran dan sarana praktikum. Temuan penelitian ini menegaskan bahwa keberhasilan implementasi Kurikulum Merdeka dalam pembelajaran Biologi tidak hanya ditentukan oleh desain kurikulum, tetapi juga oleh kesiapan guru, dukungan fasilitas pembelajaran, serta lingkungan belajar yang mendukung keterlibatan aktif siswa.
KECEMASAN MATEMATIKA PADA SISWA SMA: TINJAUAN SISTEMATIS FAKTOR DAN INTERVENSI
ABSTRACT Mathematics anxiety is a psychological issue commonly experienced by high school students and has a significant impact on conceptual understanding and academic achievement. This phenomenon is not only related to cognitive aspects but is also influenced by internal and external factors within the learning process. This study aims to identify the factors contributing to mathematics anxiety and to formulate effective interventions through a systematic review approach. The method employed is a systematic literature review based on PRISMA guidelines, involving identification, screening, eligibility, and inclusion stages of articles published between 2019 and 2025. The findings indicate that psychological factors, particularly low self-efficacy, negative thinking patterns, and fear of failure, serve as the primary determinants of mathematics anxiety, which are further reinforced by external factors such as an unsupportive learning environment and academic pressure. In addition, psychological interventions such as Cognitive Behavioral Therapy (CBT), along with pedagogical approaches like cooperative learning, have been proven effective in reducing anxiety levels. These findings confirm that mathematics anxiety is a multidimensional phenomenon that requires integrated treatment through both psychological and pedagogical approaches. Therefore, this study contributes a comprehensive synthesis that can serve as a foundation for developing more adaptive and supportive learning strategies. ABSTRAK Kecemasan matematika merupakan permasalahan psikologis yang banyak dialami siswa sekolah menengah atas dan berdampak pada pemahaman konsep serta hasil belajar. Fenomena ini tidak hanya berkaitan dengan aspek kognitif, tetapi juga dipengaruhi oleh faktor internal dan eksternal dalam proses pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi faktor penyebab kecemasan matematika serta merumuskan intervensi yang efektif melalui pendekatan tinjauan sistematis. Metode yang digunakan adalah systematic literature review dengan mengacu pada pedoman PRISMA, melalui tahapan identifikasi, seleksi, kelayakan, dan inklusi terhadap artikel yang dipublikasikan pada periode 2019–2025. Hasil kajian menunjukkan bahwa faktor psikologis, terutama rendahnya self-efficacy, pola pikir negatif, dan ketakutan akan kegagalan, menjadi determinan utama kecemasan matematika, yang diperkuat oleh faktor eksternal seperti lingkungan belajar yang kurang kondusif dan tekanan akademik. Selain itu, intervensi berbasis psikologis seperti Cognitive Behavioral Therapy (CBT) serta pendekatan pedagogis seperti pembelajaran kooperatif terbukti efektif dalam menurunkan tingkat kecemasan. Temuan ini menegaskan bahwa kecemasan matematika bersifat multidimensional dan memerlukan penanganan yang terintegrasi melalui pendekatan psikologis dan pedagogis. Dengan demikian, penelitian ini memberikan kontribusi berupa sintesis komprehensif yang dapat menjadi dasar dalam pengembangan strategi pembelajaran yang lebih adaptif dan suportif.
PORTOFOLIO DIGITAL SUMATIF BERBASIS WAKELET SEBAGAI PENILAIAN AUTENTIK DAN RESPONSIF BUDAYA PADA PEMBELAJARAN IPA
Science learning assessments should ideally not only measure conceptual mastery, but also document students' learning artifacts in an authentic, contextual, and equitable manner. However, assessment practices in schools are still dominated by written tests that do not adequately represent complex learning products and do not fully account for the diversity of students' backgrounds. This study aimed to describe the design, implementation, and effectiveness of a Wakelet-based summative digital portfolio as a science learning artifact assessment in biology classes, specifically on the human digestive system, using a quantitative descriptive approach with 48 eighth-grade students in Cimahi City and one science teacher as the evaluator. The results showed that Wakelet-based digital portfolios authentically represented science learning outcomes, with two groups achieving the excellent category (average scores of 92.59 and 95.37) and three groups in the sufficient category (average scores of 71.30–74.07). Students' perceptions of cultural responsiveness were in the high category (overall average 3.83 out of 5), while Wakelet effectiveness was rated high by students (overall score 3.71) and good by the teacher (average 3.17), although moderate technical obstacles remained (score 3.10). ABSTRAK Asesmen pembelajaran IPA idealnya tidak hanya mengukur penguasaan konsep, tetapi juga mendokumentasikan artefak hasil belajar siswa secara autentik, kontekstual, dan berkeadilan. Namun, praktik asesmen di sekolah masih didominasi tes tertulis yang kurang merepresentasikan produk belajar kompleks dan belum sepenuhnya memperhatikan keberagaman latar belakang siswa. Penelitian ini bertujuan mendeskripsikan desain, implementasi, dan efektivitas portofolio digital sumatif berbasis Wakelet sebagai dokumen penilaian artefak pembelajaran IPA kelas Biologi, khususnya materi sistem pencernaan manusia, menggunakan pendekatan deskriptif kuantitatif dengan subjek 48 siswa kelas VIII di Kota Cimahi dan satu guru IPA sebagai evaluator. Hasil penelitian menunjukkan bahwa portofolio digital berbasis Wakelet mampu merepresentasikan capaian akhir pembelajaran IPA secara autentik, dengan dua kelompok mencapai kategori sangat baik (skor rata-rata 92,59 dan 95,37) dan tiga kelompok pada kategori cukup (skor rata-rata 71,30–74,07). Persepsi siswa terhadap responsivitas budaya berada pada kategori tinggi (skor rata-rata keseluruhan 3,83 dari skala 5), sedangkan efektivitas Wakelet dinilai tinggi oleh siswa (skor keseluruhan 3,71) dan baik oleh guru (rata-rata 3,17), meskipun masih terdapat hambatan teknis pada tingkat sedang (skor 3,10).
ANALISIS RESPON MURID TERHADAP PEMBELAJARAN INKUIRI TERSTRUKTUR BERBANTUAN LIVEWORKSHEETS PADA MATERI GELOMBANG DI SMP
The development of science process skills in science learning is an important requirement to equip students with scientific thinking and problem-solving skills, but the achievement of SPS in wave material is still not optimal. Learning that is still predominantly theoretical causes students to be less involved in the scientific investigation process. This study focuses on describing student responses to the implementation of a structured inquiry model assisted by liveworksheets as an effort to support the development of science process skills at SMP Negeri 3 Sidoarjo. The study used a quantitative descriptive approach with subjects of grade VIII I students selected through a purposive sampling technique. The research procedure included implementing learning using a structured inquiry model assisted by liveworksheets, then distributing student response questionnaires after the learning was completed. The research instrument was a questionnaire consisting of 12 statements based on four indicators, namely satisfaction with learning, new experiences, active involvement, and science process skills abilities. Data were analyzed using percentage calculations and interpreted based on student response assessment criteria. The results showed that the average percentage of student responses was 86% with a very good category for all indicators. Thus, the implementation of the structured inquiry model assisted by liveworksheets received a very positive response and has the potential to support the development of students' science process skills in the wave topic. ABSTRAK Pengembangan keterampilan proses sains dalam pembelajaran IPA menjadi tuntutan penting untuk membekali murid dengan kemampuan berpikir ilmiah dan pemecahan masalah, namun capaian KPS pada materi gelombang masih belum optimal. Pembelajaran yang masih dominan bersifat teoritis menyebabkan murid kurang terlibat dalam proses penyelidikan ilmiah. Penelitian ini berfokus untuk mendeskripsikan respon murid terhadap penerapan model inkuiri terstruktur berbantuan liveworksheets sebagai upaya mendukung pengembangan keterampilan proses sains di SMP Negeri 3 Sidoarjo. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek murid kelas VIII I yang dipilih melalui teknik purposive sampling. Prosedur penelitian meliputi pelaksanaan pembelajaran menggunakan model inkuiri terstruktur berbantuan liveworksheets, kemudian penyebaran angket respon murid setelah pembelajaran selesai. Instrumen penelitian berupa angket yang terdiri atas 12 pernyataan berdasarkan empat indikator, yaitu kepuasan terhadap pembelajaran, pengalaman baru, keterlibatan aktif, dan kemampuan keterampilan proses sains. Data dianalisis menggunakan perhitungan persentase dan diinterpretasikan berdasarkan kriteria penilaian respon murid. Hasil penelitian menunjukkan bahwa rata-rata persentase respon murid sebesar 86% dengan kategori sangat baik pada seluruh indikator. Dengan demikian, penerapan model inkuiri terstruktur berbantuan liveworksheets memperoleh respon yang sangat positif dan berpotensi mendukung pengembangan keterampilan proses sains murid pada materi gelombang.
IMPLEMENTASI MODEL INKUIRI TERBIMBING PADA MATERI SISTEM PENCERNAAN UNTUK MENINGKATAN HASIL BELAJAR MURID
This research is motivated by the demands of 21st-century education that emphasize the importance of developing high-level scientific thinking skills. However, science learning in the field still tends to be teacher-centered and has not been optimal in the implementation of practicums, resulting in low student learning outcomes. This study aims to analyze the improvement of student learning outcomes through the application of a guided inquiry learning model on the digestive system material. The method used is quantitative with a pre-experimental design in the form of a one-group pre-test–post-test. The research procedure includes administering a pre-test, implementing learning with a guided inquiry model through practicum activities, and administering a post-test. Data were collected using a validated learning outcome test, then analyzed through normality tests, hypothesis tests, and N-gain calculations. The results showed that the data were not normally distributed, so the hypothesis test used the Wilcoxon test. The results of the Wilcoxon test showed a significant difference between the pre-test and post-test scores. In addition, there was an increase in the average score from 53.21 to 87.50 with an average N-gain of 0.72 in the high category. Most students were in the high improvement category, while others were in the moderate category. Improvement was more evident in conceptual understanding than science process skills. Therefore, it can be concluded that the guided inquiry learning model is effective in improving student learning outcomes and supporting more active, contextual, and meaningful science learning. ABSTRAK Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menekankan pentingnya pengembangan keterampilan berpikir ilmiah tingkat tinggi. Namun pembelajaran IPA di lapangan masih cenderung berpusat pada guru dan belum optimal dalam pelaksanaan praktikum, sehingga berdampak pada rendahnya hasil belajar murid. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar murid melalui penerapan model pembelajaran inkuiri terbimbing pada materi sistem pencernaan. Metode yang digunakan adalah kuantitatif dengan desain pra-eksperimen berupa one group pre-test–post-test. Prosedur penelitian meliputi pemberian pre-test, pelaksanaan pembelajaran dengan model inkuiri terbimbing melalui kegiatan praktikum, serta pemberian post-test. Data dikumpulkan menggunakan tes hasil belajar yang telah divalidasi, kemudian dianalisis melalui uji normalitas, uji hipotesis, serta perhitungan N-gain. Hasil penelitian menunjukkan bahwa data tidak berdistribusi normal sehingga uji hipotesis menggunakan uji Wilcoxon. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Selain itu, terjadi peningkatan nilai rata-rata dari 53,21 menjadi 87,50 dengan rata-rata N-gain sebesar 0,72 dalam kategori tinggi. Sebagian besar murid berada pada kategori peningkatan tinggi, sedangkan sebagian lainnya pada kategori sedang. Peningkatan lebih terlihat pada aspek pemahaman konsep dibandingkan keterampilan proses sains. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar murid serta mendukung pembelajaran IPA yang lebih aktif, kontekstual, dan bermakna.
PENERAPAN MODEL KOOPERATIF TGT BERBANTUAN MEDIA QUESTION CARD UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF MURID SMP
This study aimed to analyze the improvement of junior high school students’ cognitive learning outcomes, the implementation of the learning process, and students’ responses after the application of the Teams Games Tournament (TGT) cooperative learning model supported by question card media on the topic of the human digestive system. The research employed a pre-experimental method using a One Group Pretest–Posttest design. The subjects of this study were 30 students of class VIII-B at SMP Bahrul Ulum Surabaya. The indicators of cognitive learning outcomes focused on analytical skills, including differentiating, organizing, and attributing. The results revealed a significant difference between pretest and posttest scores after the implementation of the learning model, with a t-test significance value of Sig. < 0.05. The N-Gain analysis showed an improvement in cognitive learning outcomes of 0.6, which falls into the moderate category. The implementation of the TGT cooperative learning model assisted by question card media was categorized as very good, with a 100% implementation rate. Students’ responses to the learning process were classified as very positive, with an average percentage of 85%, indicating that students were more interested, felt supported, and found it easier to understand the topic of the human digestive system. Based on these findings, it can be concluded that the TGT cooperative learning model assisted by question card media is effective in improving junior high school students’ cognitive learning outcomes. ABSTRAK Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar kognitif murid SMP, keterlaksanaan proses pembelajaran, serta respons murid setelah penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) yang didukung media question card pada materi sistem pencernaan manusia. Penelitian ini menggunakan metode pre-experimental dengan desain One Group Pretest-Posttest. Subjek penelitian adalah 30 murid kelas VIII-B SMP Bahrul Ulum Surabaya. Indikator hasil belajar kognitif difokuskan pada kemampuan menganalisis yang meliputi aspek membedakan, mengorganisasikan, dan mengatribusi. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest setelah penerapan model pembelajaran, dengan nilai signifikansi uji-t Sig. < 0,05. Analisis N-Gain menunjukkan peningkatan hasil belajar kognitif sebesar 0,6 yang termasuk dalam kategori sedang. Keterlaksanaan pembelajaran dengan model kooperatif TGT berbantuan question card berada pada kategori sangat baik dengan persentase 100%. Respons murid terhadap pembelajaran tergolong sangat positif dengan rata-rata persentase 85%, yang menunjukkan bahwa murid merasa lebih tertarik, terbantu, dan lebih mudah memahami materi sistem pencernaan manusia. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif TGT berbantuan media question card efektif dalam meningkatkan hasil belajar kognitif murid SMP.
IMPLEMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY BERMUATAN ESD (EDUCATION FOR SUSTAINABLE DEVELOPMENT) UNTUK MEMBENTUK SUSTAINABILITY AWARENESS MURID
The low level of sustainability awareness in Indonesia, as reflected in the 2024 Environmental Performance Index ranking, which places Indonesia at the bottom of the national ranking, demands systematic innovation in science learning. The main problem identified is the lack of explicit integration of sustainable development concepts into the secondary science curriculum, resulting in limited student sensitivity to ecological issues. This quantitative research, using a pre-experimental one-shot case study design, aims to measure the effectiveness of the guided inquiry learning model containing Education for Sustainable Development (ESD). The research stages were carried out through initial observations, designing a teaching module based on environmental pollution issues, and collecting data using a questionnaire from thirty-four seventh-grade students in East Java. The results showed that all learning sessions were implemented perfectly with a 100% success rate. Quantitative findings prove that students' sustainability awareness is in the high category in all three main aspects, with an average score of 3.07 for practical awareness, 3.24 for behavioral and attitudinal awareness, and 3.34 for emotional awareness. The main conclusion confirms that the integration of ESD within a guided inquiry framework significantly builds students' emotional sensitivity and ecological responsibility. This strategy effectively transforms theoretical material into a comprehensive environmental character to support the achievement of the global sustainable development agenda in a collaborative and real manner. ABSTRAK Rendahnya tingkat kesadaran keberlanjutan di Indonesia, sebagaimana tercermin dalam peringkat Environmental Performance Index 2024 yang menempatkan posisi nasional di urutan bawah, menuntut adanya inovasi sistematis dalam pembelajaran sains. Masalah utama yang diidentifikasi adalah belum terintegrasinya konsep pembangunan berkelanjutan secara eksplisit dalam kurikulum IPA di tingkat menengah, sehingga kepekaan siswa terhadap isu ekologis masih sangat terbatas. Penelitian kuantitatif dengan desain pre-experimental one-shot case study ini bertujuan mengukur efektivitas model pembelajaran guided inquiry bermuatan Education for Sustainable Development (ESD). Tahapan penelitian dilaksanakan melalui observasi awal, perancangan modul ajar berbasis isu pencemaran lingkungan, serta pengumpulan data menggunakan angket kepada tiga puluh empat murid kelas VII di Jawa Timur. Hasil penelitian menunjukkan bahwa seluruh sesi pembelajaran terlaksana secara sempurna dengan persentase keberhasilan seratus persen. Temuan kuantitatif membuktikan bahwa sustainability awareness murid berada pada kategori tinggi pada ketiga aspek utama, dengan skor rata-rata kesadaran praktik sebesar 3,07, kesadaran perilaku dan sikap sebesar 3,24, serta kesadaran emosional mencapai nilai tertinggi senilai 3,34. Simpulan utama menegaskan bahwa integrasi ESD dalam kerangka inkuiri terbimbing secara signifikan mampu membangun kepekaan emosional dan tanggung jawab ekologis siswa. Strategi ini efektif mentransformasi materi teoritis menjadi karakter peduli lingkungan yang komprehensif demi mendukung pencapaian agenda pembangunan berkelanjutan global secara kolaboratif dan nyata.
PERMAINAN LOMTUKI SEBAGAI INOVASI PEMBELAJARAN NUMERASI AWAL ANAK USIA DINI
The low ability to recognize numbers 1-10 in 4-5 year-old children at Muslimat NU 32 Nurul Hikmah Kindergarten is the background to this research, which is triggered by a reliance on lecture methods and static worksheets. The focus of the research problem is to develop innovative early numeracy learning through motor games. This study used the Research and Development (R&D) method with a 4D model, which includes the define, design, and develop stages. Data collection instruments included observation, interviews, and a validation questionnaire. The results of content validation using the Aiken's V formula showed a value between 0.05 and 1.00, categorizing this media as highly valid. In the limited trial phase involving 22 children and 4 teachers, quantitative data obtained in the form of a feasibility score of 4.8 and a practicality score of 4.8 on a scale of 5.0, thus categorizing the product as highly feasible and practical. The findings indicate that the Lomtuki game is effective in creating a fun, active learning atmosphere by integrating physical activity and number concepts in a concrete manner. The main conclusion of the study confirms that the Lomtuki game is an alternative, innovative learning medium empirically proven to optimize early cognitive and numeracy development in early childhood through systematic motor coordination. The integration of bright visuals and social interaction during play is key to successfully fostering enthusiasm for independent learning, which impacts cognitive readiness for the elementary school transition.
PENGARUH MODEL PEMBELAJARAN KONVENSIONAL 3D TERHADAP HASIL BELAJAR MATERI EKOLOGI & KEANEKARAGAMAN HAYATI KELAS VII
This study aims to determine the effect of implementing the 3D Conventional learning model on students’ learning outcomes in the topics of Ecology and Indonesian Biodiversity for Grade VII students at MTsN 3 Nganjuk. The background of this research is based on problems in science learning that are still dominated by lecture methods with learning media limited to textbooks and modules, causing students to experience difficulties in understanding the material and showing low learning interest. This research employed a quantitative approach using a Pre-Experimental One Group Pretest–Posttest Design, in which a single group of students was given a pretest, followed by treatment, and a posttest to determine the effect of the treatment on learning outcomes. This design was used to identify changes in students’ achievement before and after the implementation of the learning model and to measure the effectiveness of the treatment objectively through numerical data analysis and statistical hypothesis testing. The research subjects consisted of 32 students. Data were collected through pretest and posttest assessments and analyzed using the paired sample t-test with the help of SPSS version 25.0 at a significance level of 0.05. The results showed an increase in the students’ average score from 75.78 in the pretest to 92.44 in the posttest. Statistical test results indicated a Sig. (2-tailed) value of 0.000 < 0.05, meaning there was a significant difference between learning outcomes before and after the implementation of the 3D Conventional learning model. Thus, the 3D Conventional learning model proved to have a positive and significant effect on improving students’ learning outcomes. This model helps students understand concepts more concretely through activities of description, demonstration, and discussion, making learning more active, engaging, and meaningful.
HUBUNGAN KECEMASAN MATEMATIKA DENGAN HASIL BELAJAR SISWA BERBASIS QUIZIZZ
Mathematics is one of the subjects that plays an important role in education. Math anxiety is a feeling of fear or anxiety that arises when individuals encounter mathematics. Learning outcomes are indicators of learning achievement that show students' ability to understand the material being studied. Digital learning utilizes technology as a means of supporting the delivery of material and assessment of learning outcomes. The Quizizz application is one example of learning implementation in line with developments in educational technology. This study was conducted to analyze the extent of the relationship between mathematics learning anxiety and student learning outcomes in digital-based learning. The method used was quantitative with a sample of students in class X-5 at SMA Negeri 1 Sukoharjo. The results showed a correlation coefficient of -0.623 with a strong relationship category and a significance value of 0.000 < 0.05. These results indicate a significant negative relationship between mathematics learning anxiety and Quizizz-based learning outcomes.
EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBANTUAN MAGIC BOX MAGLITEK UNTUK MENINGKATKAN HASIL BELAJAR IPAS SISWA SD
Education plays an important role in producing superior human resources, but the learning outcomes of fifth-grade students of NU Mafatihul Ulum Elementary School are still low due to the dominance of conventional learning that does not involve students' direct activeness. This study focuses on improving learning outcomes through the implementation of the Problem Based Learning (PBL) model assisted by the Magic Box Maglitek media. Using a quantitative approach with a one-group pretest-posttest experimental design, this study involved twenty students through a saturated sampling technique. The research stages began with the administration of a pretest, followed by treatment using PBL syntax integrated with interactive box media, and ended with a posttest and data analysis using paired sample t-test and N-Gain tests. The quantitative research findings showed a significant increase in the average score from 60 to 83. Statistical analysis through the t test produced a significance value of 0.001 which confirmed a significant difference before and after treatment. In addition, the N-Gain score of 0.59 placed the effectiveness of this model in the moderate category. The main conclusion confirms that the integration of the PBL model and Maglitek's Magic Box is highly effective in concretizing abstract technological concepts and stimulating active student engagement. Therefore, educators are advised to adopt this concrete media innovation to continuously transform the quality of science and science learning at the elementary school level, in order to achieve adaptive and solution-oriented student competencies.
PENGEMBANGAN MODUL REAKSI KIMIA BERBASIS CIRCULAR ECONOMY MELALUI BIOKONVERSI SAMPAH MENJADI PUPUK ORGANIK CAIR DALAM MENINGKATKAN KESADARAN LINGKUNGAN SISWA
Increasingly complex environmental issues demand the involvement of the educational world in shaping students' awareness and sustainable behavior through science learning that is relevant to real-life contexts. This study aims to produce a circular economy-based learning module on the content of chemical reactions through the bioconversion of organic waste into liquid organic fertilizer to increase environmental awareness of students at SMP IT Khairunnas, Bengkulu City. The approach used is Research and Development (R&D) with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects involved 30 ninth-grade students and a science teacher. Data collection was carried out through observation, interviews, and questionnaires with instruments in the form of expert validation sheets, student response questionnaires, and teacher observation sheets. Data analysis was carried out descriptively quantitatively and qualitatively to determine the level of feasibility and effectiveness of the developed product. The results showed that the module obtained a validation score of 82.76% from content experts, 79.21% from presentation experts, and 89.63% from language experts with a very feasible category, student responses to the practicality of the module were 73.06% and 92% from teacher responses. The effectiveness of the module is demonstrated by the improvement in student learning outcomes, with an average pretest score of 65.43 and a posttest score of 86.23, and an N-Gain score of 0.61. In addition, the questionnaire results showed a level of student environmental awareness of 86%, and observation results showed a level of student psychomotor skills of 89%, both of which are in the very good category. The circular economy-based module effectively increases environmental awareness because it presents the concept of chemical reactions through direct experience of organic waste bioconversion, so that students are able to understand the relationship between scientific processes, waste management, and environmental sustainability.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ARTICULATE STORYLINE 3 UNTUK MELATIH KETERAMPILAN PROSES SAINS SISWA SMP PADA PEMBELAJARAN IPA MATERI SIKLUS AIR
This study develops an interactive learning media based on Articulate Storyline 3 to train students' science process skills in junior high school (SMP) for the subject of the Water Cycle in science learning. Using Research and Development (R&D) with the ADDIE model, the study includes needs analysis of students and learning material, designing interactive media combining text, images, animations, videos, audio, and interactive quizzes, product development, implementation with seventh-grade students in SMP, and evaluation of media validity, practicality, and effectiveness. Validation by material experts, media experts, and practitioners showed an average validity score of 92.95% (very valid), practicality 97.24% (very practical), and effectiveness 96.70% (very effective). Tests on science process skills revealed significant improvements with high N-Gain scores in planning experiments and using tools/materials (0.84), and moderate improvements in other aspects such as observing, classifying, interpreting, and communicating (N-Gain range 0.58–0.72). The media provides an interactive, adaptive, and contextual learning experience supporting increased motivation and science process skills through multimedia approaches and practical activities like creating 3D water cycle models. Challenges include licensing costs and the need for teachers to master the application. The main contribution is providing an innovative, effective, and engaging learning media that significantly enhances understanding and science skills, especially on the water cycle topic. Further development and wider application are recommended to support science education in the digital era.
PENERAPAN MODEL TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN PLATFORM DIGITAL PADA MATERI KLASIFIKASI MAKHLUK HIDUP UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA
This study aims to determine the increase in student learning motivation, learning implementation and student responses to the applied learning, namely with the Teams Games Tournament (TGT) cooperative learning model assisted by the lumi education digital platform on the material of classification of living things. The type of research used is a pre-experimental design with a one group pretest posttest research design. The research subjects used were students of class VII-H SMP Negeri 12 Gresik with a total of 33 students. The results showed that there was a significant difference in the results of the pretest and posttest of students after the implementation of TGT learning assisted by the digital platform with a paired sample t-test value of sig. <0.05. Based on the effect size analysis, it showed an increase in learning motivation of 1.827 or in the strong effect category. The indicator with the highest effect size result was the satisfaction indicator with an effect size score of 0.86 or in the large effect category and the lowest effect size score was the Attention indicator with an effect size score of 0.51 or in the large effect category. The learning process was successfully implemented, achieving excellent results, with 86% participation in the first meeting and 94% participation in the second meeting. Furthermore, student responses to the implementation of the TGT model supported by the digital platform were very positive, with 81% responding positively, indicating that this learning model can increase student motivation in the classification of living things topic. Based on these results, it can be concluded that the Teams Games Tournament (TGT) learning model supported by the Lumi Education digital platform is effective in increasing student motivation.
EKSPLORASI SAINS ILMIAH PADA PEMBUATAN DODOL TRADISIONAL KHAS DESA PENGLATAN UNTUK MENDUKUNG PEMBELAJARAN IPA SMP
The process of making Penglatan Village's signature dodol has been widely understood from an economic and social perspective, while the scientific potential inherent in the manufacturing process has not been extensively studied. This study aims to explore the scientific concepts contained in the process of making Penglatan Village's signature dodol as a supporting context for science education. This research is a descriptive qualitative study through data reduction, data presentation, and conclusion drawing using an ethnoscience approach. The research subjects were producers of Penglatan dodol. Data collection was conducted using observation and interview techniques. Source triangulation, technique triangulation, and member checking were used to improve data credibility by testing data validity. The results showed that the stages of stirring dodol, melting brown sugar, using old coconut milk, additives, and the dodol cooking process represent scientific concepts, such as heat transfer, the role of fat in heat conduction and starch gelatinization, additives, motion systems, and exothermic reactions. These findings are relevant to junior high school science learning in the context of changes in substance properties, additives, heat and combustion reactions, motion and force, mixture separation, and environmental pollution. The results of this study contribute to strengthening the integration of local contexts through scientific exploration in the making of dodol, a specialty of Penglatan Village, as a support for learner development.
PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS MURID SMP PADA MATERI SISTEM PERNAPASAN
The low science process skills (SPS) of junior high school students is the main background of this study, especially in the indicator of observing and communicating scientific results. This study aims to analyze the effectiveness of the discovery learning model in improving SPS on the human respiratory system material. Using a quantitative approach with a one-group pretest-posttest design, research subjects were selected through a purposive sampling technique at SMP Negeri 21 Surabaya. The research stages included initial observation through a pretest, providing discovery learning model treatment, and final measurement through a posttest. The results showed that the implementation of learning reached a very high average of 99%. The paired t-test proved a significant difference with a significance value below 0.001. Quantitative data showed an increase in the average value from 54.2 to 81.83 with an N-Gain score of 0.621 which is included in the moderate category. The indicator of planning an investigation achieved the highest increase of 0.718, while the indicator of communicating obtained the lowest score of 0.500. In addition, student responses to this model were very positive with a satisfaction percentage reaching 83.58%. The main conclusion of the study confirms that the application of the discovery learning model effectively improves junior high school students' science process skills in the respiratory system. Educators are strongly advised to implement this model to optimize students' scientific abilities through independent learning experiences, active exploration, and direct concept discovery within the school science education process. ABSTRAK Rendahnya keterampilan proses sains (KPS) murid SMP menjadi latar belakang utama penelitian ini, terutama pada indikator mengamati dan mengomunikasikan hasil ilmiah. Penelitian ini bertujuan untuk menganalisis efektivitas model discovery learning dalam meningkatkan KPS pada materi sistem pernapasan manusia. Menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest, subjek penelitian dipilih melalui teknik purposive sampling di SMP Negeri 21 Surabaya. Tahapan penelitian meliputi observasi awal melalui pretest, pemberian perlakuan model discovery learning, dan pengukuran akhir melalui posttest. Hasil penelitian menunjukkan keterlaksanaan pembelajaran mencapai rata-rata sangat tinggi sebesar 99%. Uji t berpasangan membuktikan adanya perbedaan signifikan dengan nilai signifikansi di bawah 0,001. Data kuantitatif menunjukkan peningkatan nilai rata-rata dari 54,2 menjadi 81,83 dengan skor N-Gain sebesar 0,621 yang termasuk kategori sedang. Indikator merencanakan penyelidikan mencapai peningkatan tertinggi sebesar 0,718, sementara indikator mengomunikasikan memperoleh skor paling rendah yakni 0,500. Selain itu, respon murid terhadap model ini sangat positif dengan persentase kepuasan mencapai 83,58%. Simpulan utama penelitian menegaskan bahwa penerapan model discovery learning secara efektif meningkatkan keterampilan proses sains murid SMP pada materi sistem pernapasan. Pendidik sangat disarankan mengimplementasikan model ini untuk mengoptimalkan kemampuan ilmiah murid melalui pengalaman belajar mandiri, eksplorasi aktif, serta penemuan konsep secara langsung dalam proses pendidikan sains di sekolah.
PEMBELAJARAN GUIDED INQUIRY DENGAN PENDEKATAN CTL PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI TERHADAP PEMAHAMAN KONSEP
The science conceptual understanding of Indonesian students is still relatively low, partly due to learning practices that are less actively engaging and contextual. This study aims to analyze the effect of the Guided inquiry learning model with the Contextual Teaching and Learning (CTL) approach on students' conceptual understanding of Ecology and Biodiversity. This research is a quantitative study with a quasi-experimental design using a nonequivalent control group design. The sample consisted of two classes: VII-F as the experimental class (Guided inquiry learning with CTL) and VII-G as the control class (Guided inquiry only) at SMP Negeri 61 Surabaya. Data were collected through conceptual understanding tests (pretest-posttest), learning implementation observation sheets, and student response questionnaires. The results showed a significant difference in the improvement of conceptual understanding between the experimental class (N-gain 0.59) and the control class (N-gain 0.47), with a Sig. (2-tailed) value of 0.024 < 0.05. The effect size calculation yielded a Cohen's d value of 0.628, which falls into the large category, indicating high effectiveness. The implementation of learning in both classes was very well executed, and student responses to the learning in the experimental class were very positive (86.41%). It is concluded that the Guided inquiry learning model with the CTL approach is effective and significant in improving students' conceptual understanding compared to Guided inquiry learning alone.
PENERAPAN INKUIRI TERSTRUKTUR TERHADAP PENINGKATAN KETERAMPILAN PROSES SAINS PESERTA DIDIK PADA MATERI GERAK
This study aims to analyze students' science process skills on motion material. The results of the pre-research indicate that students' KPS on each indicator is in the low category. In improving science process skills, it is necessary to be supported by an appropriate learning model, one of which is the structured inquiry model. The structured inquiry learning model can invite students to be active during the learning process. This type of research is applied with a pre-experimental method and applies a one-group pre-test and post-test design. The study was conducted in one of Surabaya's Public Junior High Schools with a sample of 31 students in class VII-G. Data on science process skills on motion material were obtained using pre-test and post-test question instruments. The results of the study that have been conducted show that students' science process skills experienced a significant increase after the implementation of the structured inquiry learning model, which is indicated by the average value of the pre-test post-test N-gain of 0.66 with a moderate category. Each indicator of science process skills also experienced an increase that can be seen from the average N-gain of all indicators of 0.67 with a moderate category. Therefore, the application of a structured inquiry learning model to motion material is effective in improving the science process skills of junior high school students.
PEMBELAJARAN IPA BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MURID SMP
This study aims to describe the improvement of critical thinking skills of junior high school students after guided inquiry-based science learning, describe the implementation of guided inquiry-based science learning processes in improving critical thinking skills, and describe the responses of junior high school students after participating in guided inquiry-based science learning. The type of research used is pre-experimental with a one group pretest-posttest design. The study was conducted in the even semester of the 2025/2026 academic year with a sample of 33 eighth-grade students at a junior high school in Genteng District, Surabaya City. Data collection techniques include tests, observations, and response questionnaires. Test results were analyzed using normality tests, paired sample t-tests, and n-gain calculations. The results of the paired sample t-test showed a Sig. (2-tailed) value <0.001, which means there is a significant difference between the pretest and posttest scores. The n-gain value of 0.72 is included in the high category. The implementation of learning in the first and second meetings obtained a mode of 4 with a very well implemented category. Student responses to guided inquiry-based science learning showed very positive results, with an average percentage of 89.98%, with the criterion of strongly agreeing. Based on these results, it can be concluded that guided inquiry-based science learning can improve the critical thinking skills of junior high school students.
PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING (PBL) BERORIENTASI KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI
Student Worksheets (LKPD) are printed teaching materials in the form of sheets of paper containing tasks to be completed by students. This study aims to develop LKPD based on Problem Based Learning (PBL), determine the conceptual and procedural feasibility of LKPD, determine the assessment of chemistry teachers and student responses to the developed LKPD. The development was carried out using the Lee & Owens model. The instruments used were teacher interview sheets and student needs analysis questionnaires. The resulting product was then validated by a team of media experts and material experts, and assessed by teachers. Next, the LKPD product was tested with one-on-one trials and small group trials. The data analysis techniques used were qualitative data analysis and quantitative data analysis. The results of the study showed that the developed LKPD based on Problem Based Learning (PBL) was declared conceptually and procedurally feasible. Media expert validation obtained a score of 4.57 (Very Appropriate) and material expert validation with a score of 4.4 (Very Appropriate) and teacher assessment with a score of 4.57 (Very Appropriate) and student responses with one-on-one trials and small group trials obtained a percentage of 84,9% and 84,8% with the criteria of "Very Good". Based on the development and research, it can be concluded that Problem Based Learning (PBL) Based Student Worksheets are valid and suitable for use in chemistry learning.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN E-LKPD PENCEMARAN AIR DALAM MENINGKATKAN LITERASI SAINS MURID SMP
This study aims to determine the improvement in junior high school students' science literacy, the implementation of learning, and student responses after applying the guided inquiry learning model. The type of research used a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 25 students in class VII-D at Bahrul Ulum Junior High School in Surabaya. The science literacy indicators used were competency indicators in the aspects of explaining phenomena scientifically, compiling and evaluating designs for scientific investigation, interpreting data and evidence critically, and researching and using scientific information for decision-making and action. The results of this study indicate that there is a significant difference between the students' pretest and posttest scores after the guided inquiry learning model was implemented, with a t-test significance value of Sig. < 0.05. The N-Gain analysis results show an increase in junior high school students' science literacy of 0.59, which is categorized as moderate. Based on these data, it can be concluded that the application of the guided inquiry learning model is effective in improving junior high school students' science literacy on the subject of water pollution.
IMPLEMENTASI E-MODUL INTERAKTIF BERBASIS CITIZEN SCIENCE UNTUK MENINGKATKAN HASIL BELAJAR DAN LITERASI BIODIVERSITAS PESERTA DIDIK
Biodiversity education at MAN 2 Tasikmalaya continues to face substantial challenges, particularly due to limited opportunities for field observation. Several students still struggle to identify local species, which ultimately affects their learning outcomes and hinders the development of their biodiversity literacy. This quantitative study examined the effectiveness of an interactive e-module integrating Citizen Science in improving learning outcomes and biodiversity literacy among 30 Grade X students. A one-group pretest–posttest design was used for cognitive assessment, while a posttest-only descriptive approach measured biodiversity literacy in the affective and conative dimensions. Learning activities were facilitated through an interactive e-module combined with authentic field observations, species documentation via iNaturalist, and collaborative taxonomic verification. Data were collected using a pretest–posttest achievement test, a biodiversity literacy questionnaire, and a reflection survey. Findings indicated a significant improvement in learning outcomes (p = 0.000), with mean scores increasing from 79.63 to 96.93 and an N-Gain of 0.878 (high). This suggests improvement not only in conceptual mastery but also in students' scientific ways of thinking. Biodiversity literacy was categorized as moderate (63.3%), with affective and conative aspects each scoring 66.7%. Student reflections were overwhelmingly positive, particularly regarding the e-module’s usability and the meaningful, real-world experience afforded by Citizen Science. Overall, the e-module demonstrates strong effectiveness and feasibility as an innovative pedagogical strategy to strengthen learning outcomes and biodiversity literacy in alignment with the in the Society 5.0 era.
PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII PADA MATERI TATA SURYA DI MTS
This study aims to improve the learning outcomes of seventh-grade students at MTsN 3 Blitar through the application of the Problem-Based Learning (PBL) model in the Solar System subject. This study is a Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of planning, implementation, observation, and reflection stages. The subjects of this study were 36 students. Data collection techniques were carried out through learning outcome tests and observation of student activities during the learning process. The results showed a significant increase in learning outcomes from cycle I to cycle II. In cycle I, the total score of the students was 2,970 with a class average score of 82.5. Learning completeness reached 78%, with 28 students declared complete and 8 students incomplete. In cycle II, there was an increase in the total score to 3,420 and the class average score increased to 95.0. Learning completeness reached 95%, with 34 students completing the learning and only 2 not completing it. In addition, student learning activities such as discussing, asking questions, and expressing opinions also showed an increase in cycle II. Thus, the application of the Problem-Based Learning (PBL) model has been proven to improve student learning outcomes in Solar System material. This model encourages students to think critically, work together in groups, and actively engage in the process of contextual problem solving.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN HASIL BELAJAR MURID SMP
This study aims to describe the improvement of students' cognitive learning outcomes, learning implementation, and student responses after the implementation of the Group Investigation (GI) cooperative learning model. The research method in this study is a quantitative method using a pre-experimental design with a one-group pretest-posttest design. The subjects in this study were 30 students of class VII-A of SMPN 1 Paciran. The instruments used in this study were pretest and posttest assessment sheets, learning implementation observation sheets, and student response questionnaire sheets. The results of this study indicate that the implementation of the Group Investigation (GI) learning model can improve student learning outcomes with an N-Gain value of 0.47 which is included in the moderate category. The results of the paired t-test show a significance value <0.001, which means there is a significant difference between the pretest and posttest scores. The magnitude of the influence is indicated by the effect size value of 4.72 which is in the very large category. The implementation of learning is classified as very good, with 23 of 25 aspects obtaining a mode of 4 (very good) and 2 aspects obtaining a mode of 3 (good). Furthermore, student responses to the learning process were in the very good category, with an average percentage of 84.13%. Thus, the Group Investigation (GI) cooperative learning model has a very strong impact on improving junior high school students' learning outcomes on the topic of matter and its changes.
ANALYSIS OF STUDENTS' MISCONCEPTIONS ON PRIME NUMBERS BASED ON THE CERTAINTY OF RESPONSE INDEX (CRI)
ABSTRACT Misconceptions are one of the common problems in mathematics learning and can hinder students’ conceptual understanding. In the topic of prime numbers, misunderstandings often occur because students do not fully comprehend the definition and characteristics of the factors of a number. Therefore, a systematic identification is needed to determine the types of misconceptions experienced by students. This study aims to analyze students’ misconceptions on the topic of prime numbers using the Certainty of Response Index (CRI) method. This study employed a quantitative approach with a descriptive research design. The research subjects were 23 ninth-grade students at SMP Deli Murni Sukamaju. Data were collected through a diagnostic test consisting of 15 questions equipped with a CRI scale to measure students’ confidence in their answers. The data were analyzed by grouping students’ responses based on answer accuracy and confidence level, which were then classified into four categories of understanding: conceptual understanding, misconception, lack of understanding, and guessing. The results showed that out of 345 student responses, 31.6% were categorized as understanding the concept, 39.1% experienced misconceptions, 20.9% did not understand the concept, and 8.4% answered by guessing. The dominant misconceptions were related to the definition of prime numbers, determining the factors of a number, and the assumption that all odd numbers are prime numbers. These findings indicate that the CRI method is effective in identifying students’ misconceptions and can serve as a basis for teachers to design learning strategies that emphasize conceptual understanding. ABSTRAK Miskonsepsi merupakan salah satu permasalahan yang sering muncul dalam pembelajaran matematika dan dapat menghambat pemahaman konsep siswa. Pada materi bilangan prima, kesalahan pemahaman sering terjadi karena siswa belum sepenuhnya memahami definisi dan karakteristik faktor suatu bilangan. Oleh karena itu, diperlukan identifikasi yang sistematis untuk mengetahui bentuk miskonsepsi yang dialami siswa. Penelitian ini bertujuan untuk menganalisis miskonsepsi siswa pada materi bilangan prima dengan menggunakan metode Certainty of Response Index (CRI). Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah 23 siswa kelas IX di SMP Deli Murni Sukamaju. Data dikumpulkan melalui tes diagnostik sebanyak 15 soal yang dilengkapi dengan skala CRI untuk mengukur tingkat keyakinan siswa terhadap jawaban yang diberikan. Data dianalisis dengan mengelompokkan respons siswa berdasarkan ketepatan jawaban dan tingkat keyakinan, kemudian diklasifikasikan ke dalam empat kategori pemahaman, yaitu memahami konsep, miskonsepsi, tidak memahami konsep, dan menebak. Hasil penelitian menunjukkan bahwa dari 345 respons siswa, sebesar 31,6% termasuk kategori memahami konsep, 39,1% mengalami miskonsepsi, 20,9% tidak memahami konsep, dan 8,4% menjawab dengan menebak. Miskonsepsi yang dominan berkaitan dengan definisi bilangan prima, penentuan faktor bilangan, serta anggapan bahwa semua bilangan ganjil adalah bilangan prima. Temuan ini menunjukkan bahwa metode CRI efektif untuk mengidentifikasi miskonsepsi siswa sehingga dapat menjadi dasar bagi guru dalam merancang pembelajaran yang lebih menekankan pada pemahaman konsep.
INOVASI BIOREMEDIASI DALAM MENGATASI PENCEMARAN LINGKUNGAN: SYSTEMATIC LITERATURE REVIEW
ABSTRAK Peningkatan pencemaran lingkungan global oleh hidrokarbon, logam berat, dan polutan baru menuntut solusi pemulihan yang berkelanjutan mengingat keterbatasan metode fisik dan kimia konvensional. Bioremediasi hadir sebagai alternatif ramah lingkungan, tetapi temuan inovasi terbarunya masih terfragmentasi dalam berbagai literatur tanpa adanya kajian komprehensif yang mengevaluasi efektivitas gabungan teknologi tersebut. Penelitian ini merupakan Systematic Literature Review (SLR) yang bertujuan untuk memetakan perkembangan inovasi bioremediasi terkini dan mengevaluasi efektivitas gabungan (hibridisasi) teknologinya. Metode penelitian mengadopsi protokol PRISMA dengan menelusuri pangkalan data Scopus (rentang tahun 2020–2026) yang secara sistematis menyaring dan menghasilkan 18 artikel jurnal relevan untuk dianalisis secara tematik. Hasil sintesis literatur menunjukkan adanya pergeseran paradigma bioremediasi dari pendekatan konvensional yang cenderung mengandalkan agen biologis tunggal dan proses yang terpisah, menuju pendekatan terintegrasi berbasis sistem hibrida yang mengombinasikan mikroba indigen, strategi peningkatan bioavailabilitas, serta teknologi rekayasa modern. Pergeseran ini tercermin dalam empat temuan utama, yaitu: (1) eksplorasi galur mikrobioma lokal (indigen), (2) pemanfaatan agen pemicu ketersediaan polutan (bioavailabilitas) seperti biosurfaktan dan quorum-sensing, (3) hibridisasi sistem biologis dengan rekayasa modern (seperti modifikasi genom CRISPR-Cas9 dan Sistem Bioelektrokimia Mikroba), serta (4) identifikasi tantangan implementasi dan kesenjangan adopsi teknologi di tingkat lokal. Kesimpulan penelitian ini menegaskan bahwa integrasi keempat inovasi mutakhir tersebut menjadikan bioremediasi sebagai salah satu intervensi yang adaptif, efisien, dan berkelanjutan dalam pemulihan ekosistem, sehingga mampu mencegah kerusakan ekologi jangka panjang. Pendekatan ini berimplikasi pada peningkatan efisiensi degradasi polutan, pengurangan risiko polusi sekunder, serta percepatan pemulihan kualitas lingkungan.
PEMANFAATAN LKPD DALAM PEMBELAJARAN BILANGAN BULAT UNTUK SISWA KELAS V SEKOLAH DASAR
ABSTRACT Mathematics learning on the topic of integers in Grade V elementary school still faces several challenges, including students’ low conceptual understanding, difficulties in connecting abstract concepts with real-life contexts, and teacher-centered instruction that results in suboptimal student engagement. This study aims to describe the implementation of Student Worksheets (LKPD) in teaching integers using the Discovery Learning approach for Grade V students at SD Inpres Blidit. The research employs a qualitative approach with a descriptive design. The subjects of the study were 20 fifth-grade students at SD Inpres Blidit. The object of the study focuses on the learning process of integers using LKPD based on the Discovery Learning model as a learning tool. This study emphasizes student participation and conceptual understanding that emerge during the learning activities. Data collection techniques were carried out through observation, documentation, and teacher reflection on the learning process. The results of the study indicate that the use of LKPD can enhance student participation in learning activities. This is reflected in increased student engagement during group discussions, their ability to express opinions, and their collaboration skills in solving given problems. In addition, LKPD helps students gain a clearer understanding of integer concepts, particularly in distinguishing positive and negative numbers and applying them in everyday life. The use of Discovery Learning-based LKPD also assists teachers in managing learning in a more structured and student-centered way. Thus, LKPD developed based on the Discovery Learning approach can be considered an effective alternative learning tool for improving the quality of mathematics instruction in elementary schools. ABSTRAK Pembelajaran matematika pada materi bilangan bulat di kelas V SD masih menghadapi tantangan berupa rendahnya pemahaman konsep siswa, kesulitan mengaitkan konsep abstrak dengan konteks nyata, serta pembelajaran yang masih berpusat pada guru sehingga keterlibatan aktif siswa belum optimal. Penelitian ini dimaksudkan untuk menggambarkan bagaimana penggunaan Lembar Kerja Peserta Didik (LKPD) diterapkan dalam proses pembelajaran bilangan bulat dengan pendekatan Discovery Learning pada siswa kelas V SD Inpres Blidit. Metode yang digunakan adalah pendekatan kualitatif dengan jenis deskriptif. Subjek dalam penelitian ini adalah 20 siswa kelas V SD Inpres Blidit. Sementara itu, objek penelitiannya berfokus pada proses pembelajaran bilangan bulat yang menggunakan Lembar Kerja Peserta Didik (LKPD) berbasis Discovery Learning sebagai perangkat pembelajaran. Kajian ini menitikberatkan pada partisipasi siswa serta pemahaman konsep yang muncul selama kegiatan pembelajaran berlangsung. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, dan refleksi pembelajaran oleh guru. Hasil penelitian ini menunjukkan bahwa penerapan LKPD dapat meningkatkan partisipasi siswa dalam proses pembelajaran. Hal tersebut terlihat dari meningkatnya keaktifan siswa saat berdiskusi dalam kelompok, kemampuan mereka dalam menyampaikan pendapat, serta keterampilan bekerja sama untuk memecahkan masalah yang diberikan. Selain itu, LKPD membantu siswa memahami konsep bilangan bulat secara lebih terarah, khususnya dalam membedakan bilangan positif dan negatif serta penerapannya dalam kehidupan sehari-hari. Pemanfaatan LKPD berbasis Discovery Learning juga memudahkan guru dalam mengelola pembelajaran secara sistematis dan berpusat pada peserta didik. Dengan demikian, LKPD yang dikembangkan berbasis Discovery Learning dapat dijadikan salah satu alternatif media pembelajaran yang efektif untuk meningkatkan mutu pembelajaran matematika di tingkat sekolah dasar.
ANALISIS PROSES BERPIKIR SPASIAL SISWA DALAM MENYELESAIKAN PERMASALAHAN GEOMETRI DENGAN KONTEKS BUDAYA MASJID AGUNG DEMAK
This research is motivated by the low spatial thinking ability of junior high school students in geometry, especially in visualizing three-dimensional objects and mental manipulation. The focus of the problem is directed at an in-depth analysis of students' spatial thinking processes when solving geometry problems based on the cultural context of the Great Mosque of Demak in terms of Van Hiele's theory. The research method applied is descriptive qualitative through purposive sampling of students who have been previously categorized. The research stages include a geometry ability test on twenty-one students, working on culture-based problems, and semi-structured interview observations. The identification results show eight students with low abilities, eleven with medium abilities, and two with high abilities. The findings reveal significant variations at each cognitive level. Low-ability students were only able to reach the basic visualization stage and experienced obstacles in the aspects of relations and transformation. Medium-ability students showed adequate mastery of visualization and orientation, but were not optimal in reasoning and reflection. In contrast, high-ability students managed to master all spatial indicators comprehensively and optimally. These findings confirm that the level of Van Hiele's geometry ability has a crucial influence on the development of spatial thinking processes in the context of local ethnomathematics. The main conclusion is that the integration of cultural context is able to reveal the depth of mental representation, so that geometric ability becomes the main predictor of success in solving spatial problems logically through a deep and measurable cultural approach in secondary schools. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir spasial siswa SMP dalam geometri, khususnya dalam memvisualisikan objek tiga dimensi dan manipulasi mental. Fokus masalah diarahkan pada analisis mendalam proses berpikir spasial siswa saat menyelesaikan soal geometri berbasis konteks budaya Masjid Agung Demak ditinjau dari teori Van Hiele. Metode penelitian yang diterapkan adalah kualitatif deskriptif melalui purposive sampling terhadap siswa yang telah dikategorikan sebelumnya. Tahapan penelitian meliputi tes kemampuan geometri terhadap dua puluh satu siswa, pengerjaan masalah berbasis budaya, serta observasi wawancara semiterstruktur. Hasil identifikasi menunjukkan delapan siswa berkemampuan rendah, sebelas sedang, dan dua berkemampuan tinggi. Temuan mengungkapkan variasi signifikan pada setiap tingkatan kognitif. Siswa berkemampuan rendah hanya mampu mencapai tahap visualisasi dasar dan mengalami hambatan aspek relasi serta transformasi. Siswa berkemampuan sedang menunjukkan penguasaan visualisasi dan orientasi memadai, namun belum optimal dalam penalaran dan refleksi. Sebaliknya, siswa berkemampuan tinggi berhasil menguasai seluruh indikator spasial secara menyeluruh dan optimal. Temuan ini menegaskan tingkat kemampuan geometri Van Hiele memiliki pengaruh krusial terhadap perkembangan proses berpikir spasial dalam konteks etnomatematika lokal. Simpulan utamanya adalah integrasi konteks budaya mampu mengungkap kedalaman representasi mental, sehingga kemampuan geometri menjadi prediktor utama keberhasilan menyelesaikan masalah ruang secara logis melalui pendekatan budaya yang mendalam dan terukur di sekolah menengah.
RISIKO EROSI PENALARAN MATEMATIS DALAM PENGGUNAAN ARTIFICIAL INTELLIGENCE: SEBUAH KAJIAN LLITERATUR
The development of Artificial Intelligence (AI) in mathematics education provides convenience in understanding concepts quickly and adaptively, but it also raises potential risks to students’ mathematical reasoning processes. This study aims to examine the risk of erosion of mathematical reasoning due to the use of AI in mathematics learning. The method used is a Systematic Literature Review (SLR) through the stages of identification, screening, eligibility, and inclusion of relevant articles. Data sources were obtained from scientific articles indexed in Google Scholar published between 2021 and 2026 with active DOIs. The data were analyzed using content analysis and thematic synthesis to identify patterns of research findings. The results indicate that AI is effective in supporting initial conceptual understanding and improving learning outcomes, although the effect tends to be moderate. However, the use of AI also has the potential to create cognitive dependency, reduce the exploration of problem-solving strategies, and weaken students’ confidence in their own mathematical reasoning. These findings highlight an indication of the erosion of mathematical reasoning as an indirect impact of uncontrolled AI use. Therefore, the use of AI needs to be balanced with pedagogical strategies that emphasize active student engagement in the thinking process. ABSTRAK Perkembangan Artificial Intelligence (AI) dalam pembelajaran matematika memberikan kemudahan dalam memahami konsep secara cepat dan adaptif, namun juga memunculkan potensi risiko terhadap proses penalaran matematis siswa. Penelitian ini bertujuan untuk mengkaji risiko erosi penalaran matematis akibat penggunaan AI dalam pembelajaran matematika. Metode yang digunakan adalah Systematic Literature Review (SLR) melalui tahapan identifikasi, penyaringan, penentuan kelayakan, dan inklusi artikel. Sumber data berasal dari artikel ilmiah terindeks Google Scholar dengan rentang tahun 2021–2026 dan memiliki DOI aktif. Data dianalisis menggunakan teknik content analysis dan thematic synthesis untuk mengidentifikasi pola temuan penelitian. Hasil kajian menunjukkan bahwa AI efektif dalam mendukung pemahaman awal konsep dan meningkatkan hasil belajar, meskipun pengaruhnya cenderung moderat. Namun, penggunaan AI juga berpotensi menimbulkan ketergantungan kognitif, mengurangi eksplorasi strategi pemecahan masalah, serta menurunkan kepercayaan siswa terhadap penalaran matematisnya sendiri. Temuan ini menegaskan adanya indikasi erosi penalaran matematis sebagai dampak tidak langsung dari penggunaan AI yang tidak terkontrol. Oleh karena itu, pemanfaatan AI perlu diimbangi dengan strategi pedagogis yang menekankan keterlibatan aktif siswa dalam proses berpikir.