syarifuddin

Riverbank sanitation is a socioscientific issue that students in Indonesian river cities encounter first-hand, yet validated instruments for assessing how students perceive it are scarce. This study examined a 22-item instrument and how two dimensions, perceived sanitation conditions (KS; 8 items) and perceived government policy (KP; 14 items), constitute students' overall perception (PM) of sanitation on the Kuin River, Banjarmasin. Seven experts reviewed the items before administration. After screening 300 returned questionnaires and removing 49 duplicated records, 251 responses from students at three universities adjoining the Kuin riverbank were analysed. PM was specified as a reflective–formative higher-order construct and estimated with PLS-SEM (5,000 bootstrap resamples). Internal consistency was acceptable (Cronbach's α = 0.715 for KS, 0.831 for KP and 0.866 for PM; composite reliability = 0.800 and 0.865) and discriminant validity was supported (HTMT = 0.791), but average variance extracted was below 0.50 (0.33 and 0.32). Both dimensions contributed significantly to overall perception: perceived policy (β = 0.725, 95% CI [0.677, 0.774], p < .001) and perceived sanitation conditions (β = 0.374, 95% CI [0.327, 0.420], p < .001). When the two dimensions were given equal numbers of items, however, their weights converged (0.59 vs. 0.54), indicating that much of the apparent dominance of policy reflects its larger item set. Students' overall appraisal of riverbank sanitation therefore draws on both institutional and physical appraisals, with a modest edge for perceived policy. The instrument offers a starting point for diagnosing such perceptions in place-based science education, pending further validation.

This study aims to analyze the implementation of the Project Based Learning (PjBL) model and the collaboration skills of fourth-grade students at SDN 40 Kota Bima. This study employed a qualitative approach with a descriptive case study design. The research subjects consisted of the fourth-grade teacher and 27 students, with five students selected as interview informants. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The results showed that the implementation of PjBL consisted of six stages: determining the fundamental question, planning the project, preparing the schedule, monitoring project implementation, assessing the project results, and evaluating the learning experience. During the project of creating a dream garden plan based on square and rectangular materials, students' collaboration skills were demonstrated through cooperation, active and effective communication, division of tasks and responsibilities, mutual respect, and problem solving. However, student participation in these five aspects was not yet fully even, as some students still required guidance and assistance. The implementation of PjBL was supported by student enthusiasm, peer cooperation, teacher guidance, the availability of learning media and facilities, and school support. Meanwhile, the obstacles included limited time, differences in students' abilities, inactive students, limited tools and materials, and reading difficulties experienced by some students.

هدف این پژوهش، تحلیل اجرای الگوی یادگیری مبتنی بر پروژه (PjBL) و مهارت‌های همکاری دانش‌آموزان پایه چهارم دبستان SDN 40 شهر بیما است. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی توصیفی انجام شده است. شرکت‌کنندگان پژوهش شامل معلم پایه چهارم و ۲۷ دانش‌آموز بودند که پنج نفر از دانش‌آموزان به عنوان مطلعان مصاحبه انتخاب شدند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری و با استفاده از کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری تحلیل شدند. روایی داده‌ها از طریق مثلث‌سازی منبع و روش تأمین شد. نتایج نشان داد که اجرای PjBL شامل شش مرحله است: تعیین پرسش اساسی، برنامه‌ریزی پروژه، تهیه جدول زمان‌بندی، نظارت بر اجرای پروژه، ارزیابی نتایج پروژه و ارزیابی تجربه یادگیری. در جریان پروژه طراحی باغ رؤیایی بر اساس مفاهیم مربع و مستطیل، مهارت‌های همکاری دانش‌آموزان از طریق همکاری، ارتباط فعال و مؤثر، تقسیم وظایف و مسئولیت‌ها، احترام متقابل و حل مسئله نشان داده شد. با این حال، مشارکت دانش‌آموزان در این پنج جنبه هنوز به طور کامل یکنواخت نبود و برخی دانش‌آموزان همچنان به راهنمایی و کمک نیاز داشتند. اجرای PjBL با اشتیاق دانش‌آموزان، همکاری همسالان، راهنمایی معلم، در دسترس بودن رسانه‌ها و امکانات آموزشی و حمایت مدرسه همراه بود. در مقابل، موانع شامل محدودیت زمان، تفاوت در توانایی‌های دانش‌آموزان، غیرفعال بودن برخی دانش‌آموزان، محدودیت ابزار و مواد و مشکلات خواندن برخی دانش‌آموزان بود.