Lucerna : Jurnal Riset Pendidikan dan Pembelajaran

The Effect of the PhET Simulation-Assisted Inquiry Model on Elementary School Students' Critical Thinking Skills and Science Literacy in IPAS Learning on Electricity

Nikmatul Azizah — 2025-12-17

Pengembangan keterampilan abad ke-21, seperti berpikir kritis dan literasi sains, menjadi urgensi dalam pendidikan dasar. Namun, pembelajaran yang masih berorientasi pada ceramah menyebabkan rendahnya partisipasi aktif dan pemahaman konseptual siswa. Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran inkuiri berbantuan PhET Simulation terhadap keterampilan berpikir kritis dan literasi sains siswa sekolah dasar. Pendekatan kuantitatif digunakan dengan desain quasi-experimental tipe nonequivalent control group. Sampel terdiri atas 52 siswa kelas V yang dibagi ke dalam kelompok eksperimen dan kontrol. Instrumen berupa tes objektif pilihan ganda yang telah memenuhi validitas dan reliabilitas. Analisis data menggunakan uji MANCOVA untuk mengetahui pengaruh simultan model terhadap dua variabel dependen. Hasil menunjukkan pengaruh signifikan (F(2,47) = 13,575; p < 0,001; ηp² = 0,366), yang mengindikasikan bahwa pembelajaran inkuiri berbantuan simulasi interaktif efektif dalam meningkatkan keterampilan kognitif siswa. Temuan ini mendukung pembelajaran berbasis eksplorasi dan media digital sebagai strategi inovatif di jenjang pendidikan dasar

The Influence of Discipline, Work Stress, and Job Satisfaction on Special Education Teachers’ Performance at Talenta Center School

Syifa Hayatillah — 2025-12-31

Educator performance is a key determinant of educational quality in special needs schools, where teaching demands are characterized by high emotional labor, complex instructional responsibilities, and intensive student support. However, empirical studies that examine educator performance through an integrated organizational and psychological perspective particularly focusing on work discipline, work stress, and job satisfaction remain limited in the context of private special needs institutions. This study aimed to analyze the effects of work discipline, work stress, and job satisfaction on educator performance at Talenta Center Special Needs Schools. A quantitative survey design was employed, involving 134 educators selected as respondents. Data were collected using structured questionnaires and analyzed using multiple linear regression. The results revealed that work discipline and job satisfaction had positive and significant effects on educator performance, while work stress had a negative and significant effect. These findings indicate that educator performance in special needs schools is shaped by the interaction of organizational discipline, psychological well-being, and work-related pressures. The study highlights the importance of strengthening work discipline, implementing effective stress management strategies, and fostering job satisfaction to enhance educator performance and support the delivery of high-quality special education services.

A Comparative Analysis of Discovery Learning, Video-Based Learning, and Direct Instruction Models on The Science Learning Outcomes in the Topic of Food Additives

Yuny Ernawati — 2025-12-31

This study aims to analyze the differences in the effectiveness of the Discovery Learning, Video-Based Learning, and models on students' cognitive learning outcomes in food additives material. The research approach used a quantitative approach with a posttest-only control group design involving three eighth-grade classes at SMPN 27 Bandung as research subjects selected by purposive sampling. Data were collected through a validated learning outcome test instrument and then analyzed using the Kruskal–Wallis nonparametric test and the Mann–Whitney follow-up test because the normality assumption was not met. The results showed that the highest median learning outcome score was obtained in the Discovery Learning model (90.00), followed by Video-Based Learning (80.00) and Direct Instruction (70.00). The Kruskal-Wallis test showed a significance value of 0.029 (p < 0.05), indicating a significant difference in learning outcomes between the three learning models. Specifically, the follow-up test showed that the Discovery Learning model had a significantly different impact compared to Direct Instruction, while the Video-Based Learning model had a different impact compared to Direct Instruction. These findings confirm that knowledge construction through independent discovery activities is more effective in improving science concept understanding. Teachers are advised to integrate exploratory learning to minimize the gap in student learning outcomes.