Development of an E-Worksheet Based on Problem-Based Learning to Improve Concept Understanding

This study explores the perception of Elementary School Teacher Education (PGSD) students of Djuanda University towards the Problem-Based Learning (PBL) model in Natural and Social Sciences (IPAS) learning. The main objective is to analyze students' understanding of the concept of PBL, its effectiveness in learning IPAS, and its relevance to teaching practices. The research uses a qualitative descriptive approach, this study involves three PGSD students as subjects. Data was collected through in-depth interviews and open-ended questionnaires, then analyzed using triangulation techniques to identify patterns and meanings. The results of the study show that PGSD students have a strong understanding of PBL as a student-centered approach that is authentic problem-based, effective in developing critical thinking and problem-solving. They perceive PBL to be very effective in increasing student involvement and understanding of IPAS concepts in a concrete way, and is very relevant to the characteristics of IPAS which focuses on everyday issues, despite minor implementation challenges. These findings confirm PBL as an effective pedagogical strategy suitable for IPAS, potentially improving the quality of teaching and equipping students with essential skills. This study is expected to contribute to the development of a more optimal teacher education curriculum and training program.

This study aims to develop a Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary Schools that has met valid, practical, and effective criteria for use in Science learning in elementary schools. This type of research is research and development that uses the Peffers et al development model. The type of development research includes six phases, namely: (1) identifying problems that motivate research, (2) describing research objectives, (3) designing and developing products, (4) testing products, (5) evaluating trial results, and (6) ) communicating results. The results of the study show that the Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary School has been valid, practical and effective. Validity values obtained are 61 with very valid criteria. Practical value of 65.73 or very practical. And the acquisition of effectiveness value is 0.70 with effective criteria.

This study discusses the development of interactive multimedia learning media based on PowerPoint software in science learning in elementary schools. This study aims to produce interactive multimedia media, especially in science learning in elementary schools that are valid, practical, and effective. The type of research used is Research and Development (RnD). That is the development of interactive multimedia based on PowerPoint software in science learning. The development model used is the ADDIE model (Analyze, Design, Development, Implementation, and evaluation). The output of interactive multimedia based on PowerPoint Software is in the form of files that can be installed easily, making it easier for students in the learning process. Based on the research results, this interactive multimedia is valid, practical, and effective.

The purpose of this study was to determine the effectiveness of the problem based learning (PBL) model assisted by crank games to improve understanding of science concepts and interest in learning elementary school students. This study uses a quantitative approach, experimental method with a one group pretest-posttest design. Samples were taken by random or random techniques. This research used questionnaire/questionnaire data collection techniques, observation, interviews and documentation. The data analysis technique used is Normality Test, Homogeneity Test, t-test, Simple Linear Regression Test and N-Gain Test. The results of this study show: 1) There is a difference in the average understanding of elementary school students' concepts using the problem-based learning model assisted by crank games. This is evidenced by the sig count value of 0.001 ˂ 0.05. So it can be concluded that there is a significant difference between the quality of learning in the experimental class and the control class. The mean for the experimental class was 90.75, far greater than the average for the control class, 79.50. 2) There is a difference in the average learning interest of elementary school students using the problem-based learning model assisted by crank games. This is evidenced by Sig. (2-tailed) is 0.001 ie 0.001 < 0.05. So it can be concluded that there is a difference in the use of the problem based learning model with the help of the crank on the interest in learning science for SDIT Insan Kamil students by 78.89%. 3) There is an influence of the problem-based learning model assisted by crank games on the understanding of elementary school students' concepts. This is evidenced by t count = 6.638 ˃ t table = 0.468 and a significance value of 0.001 ˂ 0.05. So it can be concluded that there is an influence of the problem-based learning model assisted by crank games on increasing the ability to understand elementary school students' concepts. 4) There is an influence of the problem-based learning model assisted by crank games on the learning interest of elementary school students. This is evidenced by the sig value of 0.001 <0.05. So it can be concluded that there is an influence from the crank-assisted problem-based learning model on interest in learning science in elementary schools. 5) problem-based learning with the help of cranks can improve elementary school students' understanding of concepts. It is proven that the average score of the experimental class is quite effective, namely 56.6%, while the average score of the control class is less effective, namely 26%. So it can be concluded that the problem-based learning model with the help of cranks in science learning can improve elementary school students' conceptual understanding. 6) The crank-assisted problem-based learning model can increase elementary school students' learning interest. It is proved that the average score of the experimental class is quite effective, namely 58%, while the average score of the control class is less effective, namely 29.6%. So it can be concluded that the problem-based learning model with the help of cranks in science learning can increase elementary school students' learning interest.

This research is stimulated by optimizing the material for cultural diversity of traditional houses in Indonesia in the fourth grade of elementary school in social science learning through the digital media of the Wordwall web application. The use of learning media that can add students' interest in learning in social science learning in elementary schools as well as decreasing students' awareness in preserving culture. This research has mission to produce a product in the form of a Wordwall web application learning media on social science material for fourth grade of elementary school. This research used the development of D&D (Design and Development) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instrument used is a questionnaire to validate material experts, linguists and media experts, as well as teacher and student responses. This research produces a product in the form of learning media for the Wordwall web application material for cultural diversity of traditional houses in Indonesia. Based on the results of the feasibility test through validation by experts, namely material experts, linguists, and media experts using a validation questionnaire, they obtained a "Excellent" score category with indicators of presentation feasibility, language, usability, and illustration design (content). Likewise, the responses of teachers and students also acquire an average of 90.3% in the classify of "Excellent" scores with indicators of material content, presentation, language, and design quality. Therefore, the development of Wordwall application learning media in social science subject theme 7, the beauty of diversity in my country has become one of the optimizations of learning media. Keywords: Wordwall Application, Learning Media, social science learning in Elementary School

The low scientific literacy of elementary school students is a challenge in meaningful and contextual science learning. Learning that is still conventional and does not actively involve students also worsens the understanding of scientific concepts. This study aims to prove the effectiveness of interactive multimedia based on the Project Based Learning (PjBL) model with the Tri Kona concept orientation to improve the scientific literacy of fourth grade students. The development model used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of the study included 26 fourth grade IVA students as the experimental group and 25 fourth grade IVB students as the control group. This development research uses two types of data, namely qualitative and quantitative data. The methods and instruments for data collection in this study used questionnaires and multiple-choice tests. The results of the study showed that the multimedia developed was very feasible to use, interesting, and effective in improving students' scientific literacy. The implications of this study indicate that the development of media based on PjBL and local cultural values can be an innovative strategy in science learning in elementary schools.

This research aims to determine the effect of implementing the Environment, Technology and Society Science learning model on Environmental Literacy in science learning in elementary schools. This research uses a Quasy Experimental Design and a form of research using Non-equivalent Design. The population of this study was 75 people, the research sample for class VA was 37 people and VB was 38 using a saturated sampling technique. Data collection techniques use interviews and observation. This research instrument uses multiple choice tests and questionnaires. This research data analysis technique uses tests of validity, reliability, level of difficulty, distinguishability, normality, homogeneity. Hypothesis testing uses paired sample t test and independent sample t test. Data was obtained from the average value of the pretest and posttest with the help of SPSS for Windows and Microsoft Excel software. Hypothesis testing used a paired sample t test which showed a result of 0.000 < 0.05 and an independent sample t test showed 0.010 < 0.05, so it can be concluded that there is significant influence of the application of the science, environment, technology and society learning model on environmental literacy in science learning in elementary schools.

Science learning in elementary schools ideally not only teaches scientific concepts, but also fosters students' awareness of environmental issues relevant to their lives. However, in reality, science learning tends to be theoretical and lacks linking concepts with the social and ecological context around students. For example, the food chain material is often taught simply as a sequence of relationships between living things without discussing the impact of human activities on the balance of the ecosystem. To address this gap, this research aims to explore environmental cases that match the characteristics of Socio-Scientific Issues (SSI) on food chain material in grade V SD and develop a Problem-Based Learning (PBL)-based food chain learning design integrated with the SSI approach systematically based on the environmental cases found. This research uses a qualitative approach with the type of multiple case study. Data collection techniques were conducted through online news documentation from credible mass media relevant to ecosystem and food chain issues. The data were analyzed using the Miles and Huberman model which includes the stages of data condensation, data presentation, and conclusion drawing. The results showed that five environmental cases were found, namely the decline in the frog population, python visits to settlements, locust attacks, caterpillar population explosion, and owl hunting. The five cases fulfill the characteristics of SSI and have high potential to be used as a context for elementary science learning. Based on these findings, a PBL-based learning design was developed that integrates SSI elements to shape conceptual understanding, critical thinking skills, and environmental awareness in elementary school students.

Critical thinking skills are one of the important competencies that students must have in facing the challenges of the 21st century, especially in learning Natural Sciences (IPA) which requires the skills of observing, analyzing, and drawing conclusions logically. However, in reality there are still many elementary school students who have not developed their critical thinking skills optimally. This study aims to analyze the level of critical thinking skills of fifth grade students in science learning in elementary schools. The research method used is quantitative descriptive with purposive sampling technique. The research sample consisted of 58 students and 3 teachers from three elementary schools in Surabaya, namely SDN Babatan I, SDN Pradah Kalikendal III, and SDN Banyu Urip III. Data collection techniques were carried out through critical thinking tests, questionnaires, and interviews. The instruments used were test questions, questionnaire sheets, and interview guidelines. Data were analyzed using percentage techniques to determine the level of students' critical thinking skills. The results of the study showed that students at SDN Banyu Urip III had good critical thinking skills (67.34%), while students at SDN Babatan I and SDN Pradah Kalikendal III were still lacking, namely 47.43% and 50% respectively. Based on the results of the interview, teachers have tried to apply problem-based learning models and use learning media but the implementation has not been optimal and is still centered on the teacher (teacher-centered). Low critical thinking skills are caused by several factors, such as lack of variation in learning media, limited teaching aids, low student interest in reading, limited teacher time in preparing effective media, and minimal basic literacy skills of students. Therefore, it is necessary to apply active, collaborative, contextual, and student-centered learning models. Learning models that have the potential to improve critical thinking skills include problem-based learning, group discussions, debates, problem solving, and the use of interactive media such as videos or songs that have been proven to increase student enthusiasm and involvement in the learning process.

Comics are a type of graphic media in the form of stories that emphasize students' sense of sight in receiving information in the form of learning material presented by the teacher. The tendency of students not to be very interested in textbooks means that comics are starting to be used as a learning medium. This research aims to determine the use of comic media in science learning in elementary schools. The research method used in this research is a qualitative descriptive research method. Based on the object of study, this research is included in bibliographic research. Data collection was carried out by documenting all articles that had similar research to this research report. Based on this research, the results showed that comic media can be used as a science learning medium in elementary schools.

This study is to investigate the impact of Augmented Reality (AR)-based learning media on students' understanding of science concepts and to evaluate the effectiveness of this media in the Science learning process. The methodology employed is a Systematic Literature Review (SLR). The data collecting technique refers to the PRISMA method utilizing the databases Google Scholar, Open Knowledge Maps, and Publish or Perish (Scopus). This analysis analyzed publications released throughout 2020 until 2024. There were 20 useful articles out of the 428 total. The analytical method employed is descriptive qualitative. The studied indicators include AR-based learning media, elementary school students' understanding of scientific concepts, and the effectiveness of AR-based learning media in enhancing understanding of these concepts. The study's findings indicate that augmented reality improves student understanding of scientific concepts. AR makes learning more fun and encourages students to think critically and solve problems through visualization of interesting material presentation. As a result, students can understand abstract concepts so as to achieve better learning outcomes. Thus, AR-based media is proven effective in improving students' concept understanding. However, the success of AR implementation is highly dependent on the active role of teachers in guiding students and provide sufficient infrastructural support; hence, teachers must receive training on how to use this technology.

This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sinta-indexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.

This research was conducted in elementary schools to determine the effect of the PBL method on the critical thinking skills of fifth grade elementary school students using the PBL method in science subjects. In this study with a population consisting of 59 fifth grade elementary school students, the sample in this study was divided into 2 classes. A few of them; First, the experimental class. Second, the control class. The sampling technique used is a non-probability sampling technique. The design of this study used a posttest only design. In this study, the data collection process used 10 essay questions, the validity test used the product moment formula as many as 10 essay questions with the results of 8 valid questions and 2 drop questions. To test the reliability using Cronbach’s alpha. Data analysis using t-test proves that the value of t_count is greater than t_table 3,645 > 2,002, this research can be concluded that “there is the thinking ability of fifth grade elementary school students in science subjects by applying the Problem-based method (PBL) method”.

Laboratory and demonstration have long been used to supplement lecture in chemistry education. Current research indicates that students are better served by laboratories which exercise the higher-order cognitive skills, such as inquiry-based laboratories. However, the time and the resources available to perform these recommended types of laboratories are continually shrinking. Due to these factors, a demonstration-laboratory was designed to allow students to make observations through demonstration rather then through hands-on laboratory. For this study, the hands-on procedures of an inquiry style laboratory were replaced by an instructor demonstration of these same procedures. A significant difference was found between student conceptual understanding before and after the experiment, indicating that students performing the laboratory experiment and students viewing the demonstration-laboratory had an increase in conceptual understanding. However, no significant difference was found between the conceptual understanding of the two groups after the experiment, indicating that students learn roughly the same from both methods and that the demonstration-laboratory at least does no harm to the students conceptually. Long-term effects on student understanding were not measured. Student opinions comparing the demonstration laboratory to a hands-on laboratory were also collected and analyzed.

Science learning in elementary schools is the important foundation in instilling scientific knowledge, skills, and attitudes. However, one of the problems faced by teachers in elementary schools is that students have difficulty understanding concepts in science subjects which result in low learning outcomes. This study aims to improve students' understanding of the concept of simple aircraft in science subjects by using experimental methods. The research is a classroom action research involving 20 students of fifth grade year 2016/2017 in SDN. No. 033/XI Tanjung Muda, Hamparan Rawang Subdistrict, Sungai Penuh City, Jambi Province. This research was conducted from January to May 2017. This research was conducted in two cycles and each cycle consisted of two meetings with four activities namely planning, implementation, observation, and reflection. Understanding of concepts is measured by student activity in class and learning outcomes. Data was collected by tests and observations. Data was processed and analyzed by descriptive analysis and simple statistical test. The results showed that the use of experimental methods can improve the understanding of students about the concept of simple aircraft. The use of experimental methods increases students’ activity and learning outcomes. Increased student learning activity seen from the increasing percentage of students who ask questions, working together in groups, able to conduct experiments independently, cleaning and storing tools and materials that have been used in the experiment, and deliver the results of experiments. The results showed that the mean grade increased from 47,5 (before action) to 60,5 (cycle I) and 75,0 (cycle II). The percentage of completed students in learning also increased from 45,0% (before action) to 60,0% (cycle I) and 85,0% (cycle II). Thus, the experimental method can be an alternative in improving students' understanding of the concept in science subjects.