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Science education in elementary schools requires the active involvement of students through meaningful learning experiences. One of the essential subjects in fourth grade elementary school is the growth and development of animals and plants. However, science education is still often conducted conventionally, so that students' scientific process skills have not developed optimally. This study aims to analyze and describe the application of the Project-Based Learning (PjBL) model in science learning projects on the growth and development of animals and plants with the support of Seesaw and Flashcard Quizlet digital media through a Systematic Literature Review (SLR) approach. The research method used SLR with a descriptive qualitative approach to relevant scientific articles published between 2019 and 2025. The results of the study show that the application of PjBL can increase student learning activity, scientific process skills, and understanding of science concepts. The use of Seesaw was effective as a medium for project documentation and reflection, while Flashcard Quizlet helped reinforce concepts and formative evaluation. Thus, the integration of PjBL, Seesaw, and Quizlet can be an innovative learning alternative that is relevant to the Merdeka Curriculum and the needs of elementary school students.

Science learning in elementary schools, especially regarding the material on changes in the state of matter, requires media that can present concepts in a concrete and interesting way so So that it is easy for students to understand. This research aims to develop a science learning medium about changes in the states of matter through BrainPOP animated videos equipped with interactive questions for fourth-grade elementary school students, and to evaluate the level of feasibility and studentThis research focuses on students’ feedback toward the developed learning media. It adopts a The research and development (R&D) methodology based on the ADDIE model includes steps such as needs analysis, instructional design, product development, implementation, and evaluation. The students involved in the research were in fourth grade  elementary school students, fourth-grade teachers, and validators from material experts and media experts. The process of data collection involved multiple methods such as direct observation, in-depth interviews, and the distribution of questionnaires obtained were analyzed using quantitative and qualitative descriptive techniques. The results of the study indicate that the developed learning media is classified as very feasible based on validation provided by material experts and media experts. In addition, the results of limited trials indicate that students gave a very positive response to the use of these learning media. Therefore, science learning media based on BrainPOP animated videos and interactive questions can be considered a feasible alternative to increase the interest and understanding of fourth-grade elementary school students.

The development of information technology requires innovative learning media to improve the quality of instruction in elementary schools. One technology-based learning medium that can be utilized is Kahoot as an interactive quiz. This study aims to describe the implementation of Kahoot in science learning on the topic of plant structure and functions and its effects on students’ conceptual understanding, learning activeness, and motivation in fourth-grade elementary school students. This research employed a descriptive approach with data collection techniques including observation, learning outcome tests, and documentation. The results indicate that the use of Kahoot creates a more interactive and engaging learning environment, increases students’ active participation, and enhances their understanding of plant structure and function concepts. In addition, Kahoot is effective as an evaluation tool because it provides immediate feedback and presents learning outcomes quickly and systematically. However, the use of Kahoot also has limitations, particularly its dependence on the availability of digital devices and stable internet access. Therefore, Kahoot can be used as an innovative alternative learning medium, provided that school conditions are considered and it is combined with other learning methods to optimize science learning.

Natural Science (IPA) learning in elementary schools requires the use of learning media that is able to increase students' interest in learning, learning outcomes, and critical thinking skills. However, science learning is still often done conventionally, causing students to be less active and easily bored. Therefore, it is necessary to innovate learning media that is interactive and in accordance with technological developments. One of the digital learning media that can be used is the Quizlet application. This study aims to examine the application of digital flashcards and interactive quizzes using Quizlet learning media in learning the properties and changes of the form of objects in elementary schools. The research method used is a literature study by examining various relevant sources in the form of scientific journals, research articles, and supporting references related to the use of Quizlet in learning. The results of the study show that the use of Quizlet has a positive impact on the learning process, especially in increasing students' interest, activeness, and feelings of happiness during learning. Quizlet's flashcard and test features help students understand the material through engaging visual and audio-visual displays and varied practice questions. In addition, the use of Quizlet has also been proven to be able to improve students' critical thinking skills through question-answering activities, analyzing material, and providing opinions. Student learning outcomes showed an increase with an average score above the Minimum Completeness Criteria (KKM). Thus, Quizlet can be concluded as an effective, engaging, and relevant digital learning medium to support science learning in elementary schools.  

This study aims to describe the implementation of learning methods, assessment systems, and learning evaluation in the Philosophy of Science course at STAI Al-Andina Sukabumi, particularly for first-semester students. The research employed a qualitative approach with a descriptive design. Data were collected through semi-structured interviews with the course lecturer to explore the rationale for selecting the lecture method, assessment practices, and evaluation strategies applied in the learning process. The findings indicate that the lecture method combined with guided discussion was chosen as an adaptive strategy to help students develop a conceptual foundation for abstract and theoretical material. The assessment system places greater emphasis on student attendance and participation as a form of process-oriented assessment that encourages active engagement. Learning evaluation is conducted continuously through technology-based quizzes to monitor students’ understanding progressively. These results suggest that the Philosophy of Science learning process at STAI Al-Andina has adopted a contextual and formative pedagogical approach; however, further development of more varied assessment and evaluation methods is still needed to accommodate students’ diverse abilities.

The quality of assessment instruments plays an important role in determining the accuracy of measuring student learning outcomes in science learning in elementary schools. A good test instrument must meet certain criteria, such as validity, reliability, difficulty level, and discrimination power. This study aims to analyze the quality of daily science test items in grade VIc elementary schools based on these four criteria. The study used a quantitative. The subjects were 19 sixth-grade students, while the instrument analyzed consisted of 25 multiple-choice questions. Data processing and analysis were carried out using Microsoft Excel to calculate item validity through item correlation with total score, test reliability using internal consistency, difficulty level index, and discrimination index. The analysis results showed that 17 questions (68%) were declared valid, while 8 questions (32%) were invalid and needed to be improved. The results of the reliability test indicated that the test instrument had good reliability and was suitable for use as a measuring tool for student learning outcomes. Judging from the level of difficulty, 20 questions (80%) were moderate and 5 questions (20%) were easy, indicating a relatively balanced level of difficulty. Based on the discrimination power, 16 questions (66%) had very good discrimination power, 4 questions (16%) were good, 4 questions (16%) were sufficient, and 1 question (4%) was poor. Based on these findings, it can be concluded that the quality of the sixth grade science daily test questions is classified as good and the test instrument is suitable for use, but improvements are still needed on invalid questions and those with low discrimination power so that the quality of the assessment is more optimal. This study emphasizes the importance of teachers' abilities in compiling and analyzing test items to ensure that the assessment of science learning is objective, valid, and reliable.

Science lessons in primary school significantly contribute to the early development of logical, scientific and systematic reasoning skills.   However, learning science can be challenging, especially when it comes to understanding abstract concepts and cause-and-effect interactions.   This is due to the fact that, as per Piaget's theory, primary school students are still in the concrete operational stage and have limited cognitive growth. Data regarding abstraction ability and causal reasoning in the context of science education were collected from various scientific sources using the literature review research methodology.  According to the research findings, STEAM integration, project-based learning strategies such as Project Based Learning (PBL), and the use of real and visual aids can help lower learning barriers. Successful learning is also influenced by the teacher's role as facilitator, which involves presenting the material in a relevant and contextualized way and fostering a positive learning environment. Real-world examples and exceptional examples, such as the use of worksheets based on cause-and-effect relationships and basic experiments, demonstrate how useful these strategies are for improving abstract thinking and understanding of cause-and-effect relationships. Developing innovative teaching methods based on practical, exploratory and integrative experiments is essential for maximizing the scientific understanding of primary school students.

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.

In the learning process, educators often face challenges in helping students achieve optimal learning outcomes. One of the contributing factors is the dominance of teacher-centered learning models, which frequently leads to low student engagement and reduced motivation. This condition affects students’ curiosity, particularly in Science learning, which requires active participation and exploration. Therefore, innovative teaching materials are needed to encourage student involvement while simultaneously stimulating their curiosity. One alternative that can be utilized is the Student Worksheet (Lembar Kerja Peserta Didik/LKPD), which can be designed systematically and contextually to support active learning. This study aims to determine the effectiveness of using LKPD in enhancing students’ curiosity in Grade VII Science learning at SMPN 1 Sanrobone. The research employed a Classroom Action Research (CAR) approach carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings indicate a significant increase in students’ curiosity after the implementation of LKPD, as shown by improvements in questioning behavior, interest in the material, and the ability to observe and explore scientific phenomena. Based on these results, it can be concluded that the use of LKPD is effective in fostering students’ curiosity and contributes to a more interactive and meaningful Science learning experience.

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

Science learning at the Islamic junior high school level still faces challenges in improving student learning outcomes because the learning process tends to be teacher-centered and lacks active student involvement. This condition requires the implementation of a learning model that can encourage cooperation, responsibility, and student involvement in the learning process. This study aims to determine the effect of the Jigsaw cooperative learning model on the science learning outcomes of students at MTs Raudhatul Faizin. This study uses a quantitative approach with a correlational design. The research subjects consisted of 30 students who were used as the research sample. Data were collected through a four-point Likert scale closed questionnaire to measure the implementation of the Jigsaw cooperative learning model and students' science learning outcomes. Data were analyzed using simple linear regression analysis techniques. The results showed that the Jigsaw cooperative learning model had a significant effect on students' science learning outcomes. This finding indicates that the better the implementation of the Jigsaw cooperative learning model, the better the students' science learning outcomes. The implications of this study emphasize the importance of implementing the Jigsaw cooperative learning model as an alternative effective learning strategy to improve the quality of science learning in Islamic junior high schools.

This study develops an architectural design framework integrating fun and playful spatial characteristics with futuristic, science-based approaches to enhance children’s engagement with science and technology learning. Traditional learning environments are often rigid and fail to stimulate curiosity, especially among children aged 7–11. Utilizing a qualitative conceptual analysis, this research synthesizes architectural theory, neuroscience learning principles, children’s spatial psychology, and science-based design methodologies. The results show that playful spatial elements—dynamic forms, color contrasts, sensory interactions, and imaginative environments—significantly improve motivation, exploration, and conceptual understanding. Futuristic design components further support scientific literacy by projecting technological possibilities and integrating interactive digital tools. The study produces a conceptual architectural model linking playfulness, scientific experience, and future-oriented visualization. It concludes that learning environments must be intentionally designed to merge emotional engagement, cognitive stimulation, and technological representation. The implications extend to the design of children’s museums, science centers, and early STEM learning facilities.

This study aims to analyze the effect of the Quantum Learning model using miniature terrarium media to improve science learning outcomes in grade V of SD Negeri 104202 Bandar Setia. The type of research used is a pre-experimental method with a One Group Pretest-Posttest design . The subjects in this study were 21 students in class VC who were determined through non-probability sampling techniques. The test instrument was in the form of 20 multiple-choice questions that had been analyzed through validity and reliability tests. The data results were analyzed using normality, homogeneity, linearity, simple linear regression, and paired sample t-test tests . The results showed that the average pre-test score was 68.57, increasing to 87.14 in the post-test. The paired sample t-test produced a Sig. value. 0.000 < 0.05 so that H0 is rejected and H1 is accepted, while the regression test obtained an R (R Square) of 0.691, which means that the Quantum Learning model with miniature terrarium media has an effect of 69.1% on improving student learning outcomes. This finding confirms that the Quantum Learning model using terrarium media has an effect on improving student learning outcomes.

Based on observation data, it can be seen that science learning in elementary schools still does not improve student learning outcomes. This is because the learning is still teacher-centered or learning that is centered on the teacher (the teacher is active while the students are passive) and the use of learning media is still lacking. This can cause the impression of boring learning and can result in low student motivation which has an impact on student learning outcomes in learning. Therefore, a study was conducted on the use of role-playing tools in improving science learning outcomes about the motion of objects and energy. The purpose of this study was to improve science learning outcomes about the motion of objects and energy by using teaching aids. This study used classroom action research (CAR). The research subjects were grade III students of SD Negeri 06 Dobo, Aru Islands Regency, Maluku. The results of the study showed that the use of role-playing tools can increase (1) student activity in learning, (2) increase teacher activity, (3) Improve student learning outcomes in science learning about the motion of objects and energy. Based on the results of the study, it can be concluded that the use of teaching aids can improve student learning outcomes in science learning about the motion of objects and energy. Suggestions that can be given in this study are that student learning outcomes can be improved through other learning methods and media.

The rapid development of Artificial Intelligence (AI) has opened new opportunities for teachers in designing instructional materials. This study aims to describe the effectiveness of using Perplexity AI in designing Natural and Social Science Knowledge (IPAS) materials in elementary schools. Using a quantitative descriptive approach, data was collected through questionnaires from three elementary school teachers as a preliminary study (pilot study). The indicators measured included ease of use, time efficiency, material quality, and usefulness. The research results indicate that Perplexity AI is highly effective, with an overall average score of 4.29, falling into the "Good" category. These findings demonstrate that Perplexity AI significantly supports teachers in organizing systematic lesson plans and improving teaching material preparation. This research provides a foundation for the broader implementation of AI tools in the education sector, suggesting that AI can be an effective aid in the development of educational content, ultimately enhancing the teaching and learning experience in schools.

This research aims to improve the learning outcomes of fourth-grade students at SDI Harekakae in Science subject about plant reproduction through the implementation of Project Based Learning (PjBL) method. The research method used is classroom action research (CAR) which was carried out in two cycles. Each cycle consists of planning, action, observation, and reflection. The subjects of the research were fourth-grade students of SDI Harekakae in the academic year of [Academic Year], totaling [Number of Students] students. Data on student learning outcomes were obtained through formative tests at the end of each cycle. The results showed that the implementation of the PjBL method can improve student learning outcomes in plant reproduction material. The improvement of learning outcomes can be seen from the increase in the average class score from cycle I to cycle II. Thus, the PjBL method can be used as an effective learning alternative to improve student learning outcomes in Science subject.

This study aims to develop an entrepreneurship-based science module to enhance the creative thinking skills of students at SMPN 7 Seluma. The development model employed in this study was the ADDIE model. The research subjects were ninth-grade students of SMPN 7 Seluma, with samples consisting of students from classes IX C, IX D, and IX E. The research instruments included expert validation sheets, questionnaires, and pretest and posttest questions. The validation results from experts indicated that the developed entrepreneurship-based science module was valid. In the first trial phase, the module obtained a score of 95%, categorized as very practical. In the second trial phase, the module achieved a score of 96%, also categorized as very practical. The N-gain value of 0.779 in Trial I indicated a high level of improvement in students’ creative thinking skills, while the N-gain value of 0.797 in Trial II also showed a high level of improvement. Therefore, the developed entrepreneurship-based science module is proven to be valid, practical, and effective in enhancing students’ creative thinking skills and can be easily implemented in science learning

Science learning in elementary schools plays a vital role in fostering scientific thinking, curiosity, and critical thinking skills from an early age. However, classroom practices are still dominated by conventional methods that make students passive and less motivated, which affects their understanding of abstract concepts such as the states of matter and their changes. This study aims to describe the effectiveness of using Canva as an interactive learning medium to enhance the motivation and learning outcomes of fourth-grade elementary school students on the topic of states of matter and their changes. The research employs a qualitative descriptive method through literature review and theoretical experimentation. The study involved reviewing various scientific sources and conducting a simulated Canva-based learning activity that visualized changes in the states of matter through images, animations, and simple classroom experiments. The findings reveal that using Canva encourages active student participation, clarifies abstract science concepts, and creates an engaging learning experience. Canva has proven to be an effective and innovative medium that supports the principles of the Merdeka Curriculum, emphasizing creativity, collaboration, and independent learning.

The use of technological resources, especially the internet, has a very important role in supporting the effectiveness of the implementation of the flipped classroom model. Through internet access, students can prepare before face-to-face learning by watching learning videos, reading materials, or doing exercises independently. This allows the classroom teaching and learning process to be more interactive, where face-to-face time can be focused on discussion, problem-solving, and application of concepts. Based on survey data collected from students of SMK Dewata Bali Denpasar, it is known that optimal use of the internet helps increase students' understanding and interest in learning science subjects. However, as time went by, it was found that some of the material was still difficult for students to understand and remember. Therefore, educators need to choose the learning platform that is most effective in supporting the implementation of this model. Using the ELECTRE (Elimination and Choice Expressing Reality) method, this study assessed various platforms such as features, price, ease of use, and user survey results. The results show that Google Classroom is the most suitable and efficient platform to support reverse learning because of its ability to integrate various learning media, ease of access, and support for interaction between teachers and students.

This study investigates the use of experimental statistical analysis as an instructional approach to enhance students’ understanding of variable relationships in science learning. Many students tend to memorize experimental results without comprehending the underlying relationships between variables, resulting in limited analytical reasoning and superficial understanding. To address this issue, the present study explores how integrating basic statistical tools-such as mean, correlation, and regression-into experimental activities can strengthen conceptual comprehension, analytical reasoning, and scientific literacy. Grounded in constructivist and inquiry-based learning frameworks, the research emphasizes active engagement, where students participate in data collection, analysis, and interpretation to draw evidence-based conclusions. The study employed a quasi-experimental design involving science students divided into experimental and control groups. Both groups conducted similar laboratory experiments, but only the experimental group received explicit instruction in statistical analysis. Data were collected through pre-tests and post-tests to measure changes in students’ understanding of variable relationships. The results indicated a 25% improvement in the experimental group’s comprehension and reasoning ability compared to the control group. Students who applied statistical analysis demonstrated greater proficiency in interpreting data, identifying causal patterns, and connecting theoretical knowledge to experimental findings. In contrast, students taught through traditional narrative-based instruction showed minimal gains and relied heavily on memorization. The findings highlight the effectiveness of integrating statistical reasoning in promoting critical thinking, problem-solving, and scientific reasoning skills.