Problem-based science learning in elementary schools: A bibliometric analysis

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.

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.

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 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

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.

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.

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.

In Science learning in elementary school, the guided inquiry has commonly been implemented to train students to discover Science phenomena. This research aimed to analyze the process, outcomes, and effectiveness of implementing a Science student worksheet based on guided inquiry. The design employed was descriptive-quantitative. The research involved 79 fifth grade students of SDN Bangsalsari 02 in Jember. The data analyses, which was carried out in a descriptive qualitative manner, was in the form of an interview with the students, the questionnaire, and the students’ learning outcomes. The test involved a large group class containing 39 students and a small gorup class containing 40 students. There were prêt-test and post-test given to both the small gorup and the big group. The experimental study used 12 children in the small gorup and 39 children in the big group. The research instrument consisted of a questionnaire, interview, observation, pre-test and post-test. The analysis was done by testing validity, practicality, effectiveness, normality, homogeneity, and t-test. The result of the research showed that the Guided-Inquiry-based Science Student worksheet that had been developed was valid, practical, and effective. The level of validity based on the validation results is 79.5%, the level of practicality based on implementation validation is 81.0%, the effectiveness level for improving science process skills is 94.82%, and the effectiveness level for improving learning outcomes is 95%. It can improve the science process skills and learning outcomes on the thematic learning of maintaining the health of human respiratory organs on the students of SDN Bangsalsari 02 Jember, Indonesia.

The implementation of the integration of the Natural Sciences and Social Sciences (IPAS) curriculum in elementary schools is one of the significant changes in the Indonesian education curriculum, which is expected to improve the quality of education and prepare students to face future challenges. However, the implementation of IPAS also faces a number of obstacles and challenges that need to be overcome. This research aims to identify the main obstacles faced by schools in implementing IPAS. The research will use a mixed methods approach combining qualitative and quantitative methods. The data we collect will be analyzed using statistical software and qualitative analysis techniques to identify key patterns and findings. The results of this research will provide valuable insights that can support efforts to improve basic education in Indonesia, and bridge the gap between learning policies and practices in elementary schools. In future research, it is hoped that it can sharpen the discussion of science and science learning in elementary schools which not only discusses the material but also approaches to learning.

The writing of this article aims to review various journal articles on the development of learning media based on Google Sites in learning Natural Sciences in elementary schools. The method used in writing the article is a literature study of articles that have been published in the period between 2020 and 2025. The results of the study state that there is feasibility in learning science at the elementary school level using Google Sites-based learning media. Validity assessments from media experts and material experts are on average in the "very valid" category (above 90%), and teacher and learner responses indicate a high level of practicality and effectiveness. In addition, there were several articles that had a significant increase in learning outcomes as indicated by N-Gain values in moderate to high levels. Google Sites is proven as a learning media that can successfully improve the quality of science learning in elementary schools.

This study aims to describe literacy in science learning in elementary schools. This study uses a type of qualitative research. This research was conducted at SDN 1 Karangsari which is located in Karangsari Village, Kec. Rowosari, Kab. Kendal, Prov. Central Java with postal code 51354. This analysis makes use of both primary and secondary sources of information. Interviews, observations, and field notes are all tools used in data collection. Methods for gathering data, reducing it, presenting it, and drawing conclusions from it. Use data triangulation to verify the accuracy of your findings. The conclusion of this study is that scientific literacy in science learning at SDN 1 Karangsari has been instilled. With reference to indicators, identify and explain scientifically valid phenomena (about blood circulation), evaluate and design investigations (about the properties of light), interpret data and conclusions based on scientific evidence (about the occurrence of rainbows).

Objective: This study aims to evaluate the effectiveness of using wordwall media on science learning outcomes at the primary school level. This research is important to explore the use of interactive technology in improving student understanding and academic achievement in science lessons. Method: This study aims to evaluate the effectiveness of using wordwall media on science learning outcomes at the primary school level. This research is important to explore the use of interactive technology in improving student understanding and academic achievement in science lessons. Results: The analysis showed that using Wordwall media significantly improved science learning outcomes and learning motivation and created a more interactive and fun learning atmosphere for students. The advantages of Wordwall include active student engagement, increased information retention, personalized learning, collaboration, and real-time feedback. Several studies have shown an increase in the average student score after using Wordwall and increased student activeness and enthusiasm in following the learning process. Novelty: The novelty of this study lies in exploring the specific use of Wordwall in the context of science learning in elementary school and its impact on improving student learning outcomes. Although Wordwall has been widely researched in education in general, this study provides new insights into how this interactive media can effectively improve the quality of science learning at the primary school level and provides recommendations for integrating technology in science teaching.

This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.

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.