natural and social sciences education

This classroom action research was motivated by the low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 11 Pauh, Padang City, where only 31.03% of students (10 of 29) achieved the learning objective achievement criterion (KKTP) of 80. This study aimed to describe the lesson planning, the implementation, and the improvement of IPAS learning outcomes through the Problem Based Learning (PBL) model. The research involved 28 and was conducted in two cycles (two meetings in cycle I and one meeting in cycle II), each consisting of planning, acting, observing, and reflecting, using qualitative and quantitative approaches. Data were collected through lesson plan assessment sheets, teacher and student activity observation sheets, and written tests, then analyzed using percentages, mean scores, and classical mastery. The lesson plan score increased from 77.78% to 86.11% in cycle I and reached 91.67% in cycle II. Teacher activity increased from 66.67% to 75.00% and 87.50%, while student activity increased from 62.50% to 75.00% and 87.50%. The mean knowledge score rose from 65.89 to 77.14 and 86.42, and classical mastery increased from 31.03% at baseline to 92.86% in cycle II, exceeding the 80% target. Attitude and skills scores reached 92.85 and 84.37. It is concluded that, in the context of this single-class action research, the implementation of PBL was associated with improved IPAS learning outcomes of fourth-grade students, although the findings cannot be generalised without a comparison group.

Learning Natural and Social Sciences (IPAS) not only aims to improve students' conceptual understanding but also to foster awareness of energy-saving behavior in everyday life. However, understanding the importance of energy conservation is not necessarily followed by consistent implementation of these behaviors. This study aims to describe the use of animated media in IPAS learning and its role in building energy-saving awareness among elementary school students. This study used a qualitative approach with a descriptive method and was conducted at SDN Rambi Gundam 03 in September 2026, involving 30 fourth-grade students as observation subjects. Data were collected through learning observations and interviews with teachers. The results showed that students responded positively to the use of animated videos, characterized by enthusiasm and interest in participating in learning compared to learning that only relied on lecture methods. Students also began to understand simple actions to save energy, such as turning off lights when not in use. However, the implementation of energy-saving behaviors has not been consistent. These findings indicate that animated media has the potential to support IPAS learning about energy conservation, but it is not sufficient to prove its direct influence on changes in student behavior. Therefore, the use of animated media needs to be combined with habits and real-life activities so that students' understanding can be applied in everyday life.

Uswatun Hasanah, 2026. Improving Students’ Elaboration Skills through the Guided Inquiry Learning Model in Natural and Social Sciences (IPAS) for Grade V Students at SD Negeri 151/VII Raden Anom 1. Thesis, Study Program of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi. This research was motivated by the low level of students’ elaboration skills in IPAS learning. Students still experienced difficulties in developing ideas or thoughts, providing detailed explanations, relating concepts to everyday life, expressing opinions, and asking meaningful questions. This condition was identified through an initial observation of 15 fifth-grade students, which showed that their elaboration skills were still in the low category. This study aimed to describe the implementation of the guided inquiry learning model and to determine the improvement of students’ elaboration skills in IPAS learning in Grade V at SD Negeri 151/VII Raden Anom 1. The research employed Classroom Action Research (CAR) using the Kurt Lewin model, which was conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection. Data were collected through observation and tests, while the data were analyzed quantitatively and descriptively. The research subjects consisted of 15 fifth-grade students at SD Negeri 151/VII Raden Anom 1. The results showed that the implementation of the guided inquiry learning model could improve students’ elaboration skills. In Cycle I, only 6 students or 40% achieved the minimum mastery criteria, indicating that the results had not yet met the success indicator. After improvements were made to the learning process in Cycle II, all 15 students achieved mastery, representing 100%, with an average score of 80. Teacher teaching activity also increased from 50% in Cycle I to 87% in Cycle II. Therefore, the implementation of the guided inquiry learning model can improve students’ elaboration skills in IPAS learning in Grade V at SD Negeri 151/VII Raden Anom 1.

اسواتون حسنح، ۲۰۲۶. افزایش مهارت‌های بسط دانش‌آموزان از طریق مدل یادگیری اکتشافی هدایت‌شده در علوم طبیعی و اجتماعی (IPAS) برای دانش‌آموزان پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱. پایان‌نامه، برنامه مطالعاتی آموزش معلمان مدرسه ابتدایی اسلامی، دانشکده تربیت و آموزش معلم، دانشگاه اسلامی دولتی سلطان طه صفی‌الدین جامبی. این پژوهش با انگیزه سطح پایین مهارت‌های بسط دانش‌آموزان در یادگیری IPAS انجام شد. دانش‌آموزان همچنان در توسعه ایده‌ها یا افکار، ارائه توضیحات جزئی، ارتباط مفاهیم با زندگی روزمره، بیان نظرات و طرح پرسش‌های معنادار با دشواری مواجه بودند. این وضعیت از طریق مشاهده اولیه ۱۵ دانش‌آموز پایه پنجم شناسایی شد که نشان داد مهارت‌های بسط آن‌ها همچنان در دسته پایین قرار دارد. هدف این مطالعه توصیف اجرای مدل یادگیری اکتشافی هدایت‌شده و تعیین بهبود مهارت‌های بسط دانش‌آموزان در یادگیری IPAS در پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بود. این پژوهش با استفاده از روش پژوهش اقدام کلاسی (CAR) مبتنی بر مدل Kurt Lewin در دو چرخه انجام شد. هر چرخه شامل چهار مرحله برنامه‌ریزی، اجرا، مشاهده و بازتاب بود. داده‌ها از طریق مشاهده و آزمون جمع‌آوری شد و داده‌ها به صورت کمی و توصیفی تحلیل گردید. شرکت‌کنندگان پژوهش شامل ۱۵ دانش‌آموز پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بودند. نتایج نشان داد که اجرای مدل یادگیری اکتشافی هدایت‌شده می‌تواند مهارت‌های بسط دانش‌آموزان را بهبود بخشد. در چرخه اول، تنها ۶ دانش‌آموز یا ۴۰٪ به حداقل معیار تسلط دست یافتند که نشان می‌دهد نتایج هنوز به شاخص موفقیت نرسیده است. پس از بهبود فرآیند یادگیری در چرخه دوم، همه ۱۵ دانش‌آموز به تسلط دست یافتند که معادل ۱۰۰٪ با میانگین نمره ۸۰ بود. فعالیت تدریس معلم نیز از ۵۰٪ در چرخه اول به ۸۷٪ در چرخه دوم افزایش یافت. بنابراین، اجرای مدل یادگیری اکتشافی هدایت‌شده می‌تواند مهارت‌های بسط دانش‌آموزان را در یادگیری IPAS در پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بهبود بخشد.