Effects of a Demonstration Laboratory on Student Learning

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.

Science learning in elementary schools still faces challenges in the form of low student conceptual understanding, caused by the lack of digital interactive student worksheets that can facilitate concept visualization and encourage active student involvement in the learning process. This study aimed to design, validate, and examine the effectiveness of E-Worksheet based on Problem-Based Learning to improve sixth-grade students’ understanding of Earth’s rotation and revolution at SDN Kalibanteng Kidul 03, Semarang City. This research employed a Research & Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The participants were 22 sixth-grade students. Data were collected through interviews, observations, questionnaires, documentation, and pretest–posttest instruments. Data analysis included normality testing, the Wilcoxon Signed Rank Test, and the N-Gain test. The E-Worksheet was developed using Canva, delivered through the Liveworksheet platform, and integrated with Solar System Scope as a virtual laboratory to enhance visualization. E-Worksheet-based Problem-Based Learning consists of a cover page, identity, general information, learning activities, learning activities arranged in stages based on aspects of conceptual understanding and in line with PBL syntax, and developer profiles. Validation results from material and media experts reached 93%, indicating a very feasible category. The Wilcoxon Signed Rank Test showed a significant difference between pretest and posttest scores (Asymp. Sig. = 0.046 < 0.05). The N-Gain score of 0.30 indicates a moderate improvement in students’ conceptual understanding. These findings demonstrate that the E-Worksheet based on Problem-Based Learning is successfully developed, feasible, and moderately effective in improving students’ understanding of Earth’s rotation and revolution. This study contributes a systematic worksheet that integrates PBL syntax with digital simulations and explicit conceptual understanding, serving as a model for developing interactive problem-based digital science materials and as a reference for other science subjects.

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 investigated the correlation between conceptual and procedural understanding of the division of algebraic fractions among junior high school students at a government-run university. It utilized descriptive and correlational research designs involving 109 enrolled Grade 8 students as study respondents. A validated algebra test questionnaire was the instrument used for the division of algebraic fractions. The Pearson product-moment correlation or Pearson r was used to assess the correlation between data variables. The findings revealed that the students poorly exhibited conceptual and procedural understanding in the division of algebraic fractions. There was a strong, highly positive, significant correlation between the students’ conceptual and procedural understanding in the division of algebraic fractions, which indicated that students' conceptual understanding goes hand in hand with their procedural understanding. Therefore, the higher the level of student conceptual understanding, the higher the level of procedural understanding and vice-versa.

This research is motivated by lack of understanding of the concept of eighth grade in Ar Rahmah Pacitan Islamic Integrated Junior High School on science subject. Many learning methods found to improve students performance, but how does the teacher is able to choose the appropriate learning method to gain optimal learning results. The purpose of this research is to increase student’s understanding of concepts. For contextual learning or just rely on the books, sometimes the students feel bored, so the student's understanding in learning is less and need a help tool. This research uses a classroom action research method, which lasts for two cycles. The chronology of this research, starting from planning, action, observation, and reflection. The subjects are 30 students. Collecting data using tests, practicum, questionnaire, interviews, observation, and documentation. The datas are analyzed by looking at the classical mastery learning students ie 75% of students got a score ≥ 75. The results of this research showed that the media environment based learning can increase student’s understanding of the concept. This is evident from the enhancement in the average results of the first cycle test is 77.8 and the second test is 84.5. The learning model that based on environment succeed in increasing understanding of science concepts with the percentage of completeness initially increased by 48% to 70% in cycle 1 and 93% in cycle 2.

This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study. There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding.

General background: Social Studies (IPS) learning on historical heritage often relies on lecture-based methods that limit student engagement and conceptual understanding. Specific background: At SMA Islam Sidoarjo, teaching Hindu–Buddhist heritage has not yet optimally utilized local sites such as Candi Tawangalun as contextual learning resources. Knowledge gap: Empirical evidence on the effectiveness of field trip (karyawisata) methods in improving senior high school students’ understanding of Hindu–Buddhist heritage remains limited. Aims: This study examines the influence of the field trip method to Candi Tawangalun on students’ understanding of Hindu–Buddhist heritage in grade X IPS. Results: Using a quasi-experimental pretest–posttest control group design (N = 100), the experimental classes showed significantly higher gains (N-Gain 0.57–0.58; moderate) than the control class (N-Gain 0.27; low), supported by strong observation and questionnaire scores. Novelty: The study integrates local temple heritage as a structured field-based IPS learning model at the SMA level, combining cognitive outcomes with students’ affective and motivational responses. Implications: Findings underscore the need for schools and teachers to institutionalize field trip–based, local-history learning to enhance understanding, engagement, and appreciation of cultural heritage in IPS instruction. Highlights: Shows that field trips to local temples significantly improve students’ understanding of Hindu–Buddhist heritage. Demonstrates higher learning gains in experimental classes compared to traditional lecture-based teaching. Highlights the importance of integrating local cultural sites into IPS learning to boost engagement and appreciation. Keywords: Hindu–buddhist Heritage, Field Trip Method, Social Studies Learning, Candi Tawangalun, Student Understanding

Education in Indonesia continues to face significant challenges in achieving equitable access and improving quality, thereby requiring the strengthening of teacher competencies, the development of a relevant curriculum, and the provision of adequate learning facilities. Through the implementation of the Independent Learning (Merdeka Belajar) Curriculum and the Pancasila Student Profile Strengthening Project (Proyek Penguatan Profil Pelajar Pancasila, P5), the government aims to promote a more flexible, contextual, and character-oriented learning approach that fosters 21st-century skills. At MTs Sains Karimiyya Kebasen, Banyumas Regency, the implementation of the engineering and technology theme within the P5 program aligns with the school’s vision as a science-based Islamic institution. The research-based community service activity focusing on renewable energy conversion serves as a practical step toward realizing this vision, while also fostering creativity, innovation, and environmental awareness among students. The renewable energy conversion outreach activity at MTs Sains Karimiyya Kebasen proved effective in enhancing students’ understanding of energy conversion principles through the application of solar power kits and simple electrical generators as learning aids. A comparison of pre-test and post-test results demonstrated a significant improvement across all assessed aspects, indicating that practice- and demonstration-based learning effectively increased student engagement, enthusiasm, and conceptual understanding. Evaluation results based on questionnaires further revealed highly positive responses toward the use of renewable energy conversion learning aids. The strong enthusiasm among participants also suggests that the use of such teaching tools effectively stimulates students’ curiosity and interest, making teaching-aid-based learning methods highly feasible for further development to improve the quality of science education.

The Department of Mechanical Engineering at San Diego State University recently began to redesign its introductory courses in mechanical engineering. The objectives of these newly designed courses are to incorporate the “learner as designer” strategy and engage students in real‐world applications in order to positively impact student motivation and conceptual understanding of mechanical engineering concepts. To achieve these objectives, the courses are designed to use virtual reality as a tool that integrates the fundamental concepts of design, analysis, and manufacturing. The first implementation of one of these courses afforded an opportunity to study a particular type of “learner as designer” strategy‐the “learner as instructional designer strategy.” This paper describes the four courses and the impact of the “learner as instructional designer strategy” on students' conceptual understanding of and attitude towards mechanical engineering concepts.

Investigating students' reasoning while solving organic chemistry problems often includes the way in which students' prior knowledge affects their conceptual understanding of core organic chemistry concepts. Therefore, constructing rich and complex mental models (i.e., conceptual structures) and organized knowledge is an important goal for organic chemistry teaching and learning. The lack of understanding that results in misconceptions the students have integrated into existing mental models. This can guide and/or limit the students' mechanistic reasoning as they provide answers and explanations that differ from accepted theories in the domain. Evidence shows that traditional paper-and-pencil tests might not provide proper information about students' reasoning, conceptual understanding and/or lack of understanding in organic chemistry. Therefore, this chapter looks at a relatively new diagrammatic assessment approach: student-generated systemic synthesis questions. These questions could not be solved mechanically by applying previously learned algorithms. Therefore, they could help students to develop conceptual understanding. This assessment technique presents modified cyclic concept maps as students are required to draw the closed framework of noted concepts and to provide proper relationships among them by drawing marked arrows with the correct orientation. Examples of the student-generated systemic synthesis questions (in the form of drawings) will be offered in this chapter, showing guidelines for their interpretation and evaluation.

This study aims to analyze the use of the Game-Based Learning (GBL) method in enhancing students' learning interest in Social Studies at the elementary school level. The research employs the Systematic Literature Review (SLR) method by examining various relevant previous studies. The findings indicate that the implementation of GBL significantly increases student engagement, conceptual understanding, and learning motivation. Various game-based learning models, both those utilizing technology and interactive media, have been proven to create a more engaging and effective learning environment compared to conventional methods.

This study aimed to examine the effect of inquiry-scaffolding on critical thinking skills and conceptual understanding. The research design used was a mixed-method embedded experimental model. The samples were 64 students. Two-way ANOVA test results for critical thinking skills and conceptual understanding are the same, where the significance value of the learning model = 0.00 (smaller than the alpha value of 0.05). It means that there are differences in critical thinking skills and conceptual understanding of students who learn by inquiry-scaffolding models ( IS) with conventional models. The interaction value between the learning model and the initial ability to critical thinking skills (CTS) is 0.502, while the conceptual understanding is 0.788. It means that there is no interaction between the learning model and the initial ability to CTS, or conceptual understanding. The results of advanced tests with the Tukey test prove that CTS and the conceptual understanding of students with high ability who experience learning with IS are higher than students with high ability in conventional learning. The same thing also applies to students with low initial ability. Thus, it was concluded that the learning model with an inquiry-based scaffolding technique was superior in improving CTS and conceptual understanding, on students with high and low initial abilities. Therefore, this technique can be used in other learning by using different moderator variables

Learning is a process of adding insight, improving skills, and changing attitudes for the better. In introducing the shape of the room, the teacher finds it difficult to embed the concept, by using the online media geoboard to make it easier to understand the concept of flat shape. This study aims to describe how the influence of using Geoboard online in improving students' understanding of mathematical concepts in the learning of Bangun Datar in the fourth grade of elementary school. Type of research This type of research uses the Mix method, namely data collection using qualitative and quantitative. Sampling using purposive sampling with a total of 28 students and research design using Explanatory Sequential Design. This study involves several variables as research categories, namely student responses and concept understanding. Data analysis used descriptive and inferential statistics. The result is that the response variable and concept understanding have a significant effect, with a value of sig <0.05 and on each dominant variable in the good category, so that the online geoboard media has an effect on students' understanding of the flat wake concept. Therefore, the use of geoboard online media can be used as an alternative to fun learning and is appropriate for the age of elementary school children. In addition to making it easier for teachers to introduce hereditary culture, namely games, students are also more active in learning.

This Understanding the concept is the ability of students to understand a mathematical meaning both in theory and its application in solving problems based on the formation of their own knowledge, not just memorizing. The purpose of this study was to analyze the understanding of students' concepts in the material logarithm class x in terms of mathematical abilities. This research is descriptive qualitative research conducted at SMK N 5 Semarang, with research subjects in class X TP 1. To be able to know the understanding of concepts in students it is done by giving a test that includes seven indicators of mathematical abilities namely understanding, solving problems, connections, communication, reasoning, critical thinking, and creative thinking. The stages carried out consisted of three phases, namely: giving a test of mathematical ability, giving a concept understanding test, and interviewing. From the results of the study using triangulation methods, namely by comparing the results of tests of mathematical understanding in writing with the interview test. The results of qualitative analysis show that: (1) students with TKA mathematical abilities can understand the concept by defining logarithms using writing and symbols, can mention and apply logarithmic properties, can transform logarization forms into exponent forms, can compare examples and not logarithmic examples. (2) students with mathematical skills TKC mathematical abilities can understand the concept by defining logarithms with writing and symbols, changing the shape of logarithms to exponent forms, can only apply logarithmic properties to addition and subtraction, can only compare examples and not just 2. logarithms. (4) students with TKE mathematical abilities can understand the concept by defining logarithms using symbols, can only apply the logarithmic properties of addition and subtraction but cannot specify the properties, can only mention examples and not examples of logarithms 1.

The purpose of this research is to 1) discover a learning model that can improve students' conceptual understanding of social studies during the pandemic era and 2) analyze the effectiveness of the blended learning model based on Jepara's local wisdom to improve student's conceptual understanding. This research was conducted because of a lack of student's concept understanding, blended learning model and social studies learning didn't integrate with local wisdom. This research method is Research and Development that uses the procedure of Borg & Gall with ten stages. The trial design of product improvement is the nonequivalent pretest-posttest control group design. Data sources in this research were from teachers and students. The data collection techniques were observation, interview, and test. The data analyzed were validity and reliability test, worthiness test of learning model, and effectiveness test. The worthiness test of the learning model was expert validation and pretest-posttest. The effectiveness test of the learning model were 1) normality and homogeneity test, and 2) the effectiveness test used two independent sample t-test. The effectiveness test of the learning model in the experimental group can reach the minimum standard competence with P-value = 0.018. This research showed that a blended learning model based on Jepara's local wisdom could increase students' conceptual understanding of social studies.