Ahmad Mubarok

The ability to understand concepts is one of the important aspects in social studies learning because students are not only required to remember information, but also to be able to explain and apply concepts in various situations. However, the learning process that is still teacher-centered causes student involvement and motivation to learn is not optimal. This study aims to analyze the influence of the Teams Games Tournament (TGT) learning model assisted by Quizizz Paper Mode (Q-Card) on learning motivation and students' ability to understand concepts in food chain materials. This study uses a quantitative approach with a pre-experimental design method through a one-group pretest-posttest design. The research sample consisted of 30 students in class V of SDN Cisiram who were selected using saturated sampling techniques. Data were collected through concept comprehension tests, learning motivation questionnaires, and documentation, then analyzed using Wilcoxon, N-Gain, and effect size tests. The results showed an increase in concept comprehension ability with an average score increasing from 39.73 to 87.70, an N-Gain value of 0.78 with a high category, and an effect size of 0.617 which showed a strong influence. The application of TGT assisted by Q-Card was also able to increase students' involvement and learning motivation. Thus, the Quizizz Paper Mode (Q-Card)-assisted TGT model is effectively used as an alternative to IPAS learning to improve students' understanding of concepts and learning motivation.

Abstract: Character education in early childhood is often delivered through verbal advice that young children find hard to retain, while their growing exposure to digital screens reduces opportunities to listen to stories told directly by an adult. This community service program aimed to apply pure storytelling, an oral narration that relies on the narrator's voice and body rather than a picture book, to strengthen environmental care and responsibility among kindergarten children. The program was carried out from 30 September to 3 October 2026 at Tunas Harapan II Waru Kindergarten, Penajam Paser Utara Regency, involving about forty-five children and five teachers. The stages consisted of planning, coordination with the school, script and performance preparation, storytelling sessions, evaluation, and dissemination. Data were gathered through participatory observation, oral question-and-answer sessions, short interviews with teachers, and documentation, then analysed descriptively. The story “Misi Pahlawan Bumi” introduced green, yellow, and red bins for organic, inorganic, and hazardous waste. The children followed the story enthusiastically, imitated the voices and movements of the characters, and most of them could name examples of waste for each bin colour. Teachers also gained a practical, low-cost model of storytelling that can be repeated in daily classroom activities. Keywords: character education; early childhood; environmental care; pure storytelling; vocal and gesture Abstrak: Pendidikan karakter bagi anak usia dini masih sering disampaikan melalui nasihat lisan yang sulit diingat anak, sementara meningkatnya paparan layar digital mengurangi kesempatan anak untuk menyimak cerita yang dibawakan langsung oleh orang dewasa. Kegiatan pengabdian ini bertujuan menerapkan dongeng murni, yaitu penceritaan lisan yang mengandalkan suara dan tubuh pencerita tanpa bergantung pada buku cerita, untuk menguatkan karakter peduli lingkungan dan tanggung jawab anak taman kanak-kanak. Kegiatan berlangsung pada 30 September hingga 3 Oktober 2026 di Taman Kanak-Kanak Tunas Harapan II Waru, Kabupaten Penajam Paser Utara, dengan melibatkan sekitar empat puluh lima anak dan lima guru. Tahapan kegiatan meliputi perencanaan, koordinasi dengan sekolah, persiapan naskah dan pementasan, pelaksanaan dongeng, evaluasi, serta diseminasi. Data dihimpun melalui observasi partisipatif, tanya jawab lisan, wawancara singkat dengan guru, dan dokumentasi, kemudian dianalisis secara deskriptif. Dongeng “Misi Pahlawan Bumi” memperkenalkan tempat sampah hijau, kuning, dan merah untuk sampah organik, anorganik, dan berbahaya. Anak-anak menyimak dengan antusias, menirukan suara serta gerakan tokoh, dan sebagian besar mampu menyebutkan contoh sampah untuk setiap warna tempat sampah. Guru juga memperoleh model bercerita yang praktis dan murah untuk diterapkan kembali dalam pembelajaran sehari-hari. Kata kunci: anak usia dini; dongeng murni; olah vokal dan gestur; pendidikan karakter; peduli lingkungan

This study was motivated by the low level of science process skills among fifth-grade students on the topic of energy transformation, resulting from instruction that remained dominated by conventional methods and limited hands-on practical activities, which reduced students' active involvement in developing observing, classifying, predicting, interpreting, and communicating skills. This study aimed to determine the effect of using the PhET Virtual Lab on the science process skills of fifth-grade students at SDN Kesatrian. A quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design was employed. The sample consisted of 60 students divided into an experimental group and a control group of 30 students each. Data were collected through an essay-based science process skills test administered as a pretest and posttest. The results showed an average posttest score of 84.33 for the experimental group compared to 58.30 for the control group. The Independent Samples t-Test yielded a significance value of 0.001 (< 0.05), indicating a significant effect of the PhET Virtual Lab on students' science process skills. The N-Gain test showed an increase of 73.40% in the experimental group (high category) and 24.22% in the control group (low category). Thus, the PhET Virtual Lab proved effective in improving elementary school students' science process skills on the topic of energy transformation

این پژوهش با انگیزه سطح پایین مهارت‌های فرایند علم در میان دانش‌آموزان پایه پنجم در مبحث تغییر شکل انرژی انجام شد که ناشی از آموزش غالباً مبتنی بر روش‌های سنتی و محدودیت فعالیت‌های عملی بوده و موجب کاهش مشارکت فعال دانش‌آموزان در توسعه مهارت‌های مشاهده، طبقه‌بندی، پیش‌بینی، تفسیر و ارتباط شده است. هدف این پژوهش تعیین تأثیر استفاده از آزمایشگاه مجازی PhET بر مهارت‌های فرایند علم دانش‌آموزان پایه پنجم دبستان SDN Kesatrian بود. رویکرد کمی با روش شبه‌آزمایشی و طرح گروه کنترل نابرابر به کار گرفته شد. نمونه شامل ۶۰ دانش‌آموز بود که به دو گروه آزمایش و کنترل، هر یک با ۳۰ نفر، تقسیم شدند. داده‌ها از طریق آزمون مهارت‌های فرایند علم مبتنی بر سؤال تشریحی به صورت پیش‌آزمون و پس‌آزمون گردآوری شد. نتایج نشان داد میانگین نمره پس‌آزمون گروه آزمایش ۸۴٫۳۳ و گروه کنترل ۵۸٫۳۰ بود. آزمون t مستقل مقدار معناداری ۰٫۰۰۱ (< ۰٫۰۵) را نشان داد که بیانگر تأثیر معنادار آزمایشگاه مجازی PhET بر مهارت‌های فرایند علم دانش‌آموزان است. آزمون N-Gain افزایش ۷۳٫۴۰٪ در گروه آزمایش (رده بالا) و ۲۴٫۲۲٪ در گروه کنترل (رده پایین) را نشان داد. بنابراین، آزمایشگاه مجازی PhET در بهبود مهارت‌های فرایند علم دانش‌آموزان دبستان در مبحث تغییر شکل انرژی اثربخش بود.