An Analysis of the Evaluation of Science Learning on Plant and Animal Topics among Fourth-Grade Elementary School Students

2025-07-21T04:22:52+00:00

This study examines the effectiveness of the Problem-Based Learning (PBL) model on plant and animal science learning outcomes among fourth-grade students at MI Sirojul Huda in 2024, focusing on learning challenges and instructional improvement. Employing a quasi-experimental design with a non-equivalent control group and a mixed-methods approach, the study involved 40 students (20 in the PBL experimental group and 20 in the conventional control group), using a 20-item test (15 multiple-choice, 5 essay questions, Cronbach’s alpha=0.78) to assess cognitive understanding and observation sheets (inter-rater reliability, Cohen’s kappa=0.82) to evaluate engagement. Results revealed that the PBL group achieved a significantly higher mean score (89.5, SD=7.2) compared to the control group (85.2, SD=8.1) (t(38)=2.45, p=0.019, Cohen’s d=0.55), with 9 students in the "Excellent" category (91–100) and 3 achieving perfect scores, compared to 4 in the control group. Most students surpassed the Minimum Completion Criteria (KKM), demonstrating improved comprehension of scientific concepts. Engagement data showed 10 PBL students as "Highly Engaged" (91–100), reflecting active problem-solving and environmental awareness, defined as recognizing plant-animal interactions in local ecosystems. Despite these gains, some students scored in the "Poor" category (75–80), indicating a need for tailored scaffolding. This study highlights PBL’s potential to enhance academic performance and environmental awareness in Islamic elementary schools, while acknowledging limitations due to the small sample size.

Single Parenting and Childhood Visual Impairment: Coping, Caregiving Burden, and Implications for Family Support Systems An Interpretative Phenomenological Analysis

2026-01-04T04:15:50+00:00

Single parents raising children with visual impairments face persistent caregiving demands involving emotional strain, economic vulnerability, and limited institutional support. Although parenting stress in disability contexts has been widely documented, limited attention has been given to how coping strategies are shaped by systemic caregiving conditions, particularly in single-parent households. This study employed an Interpretative Phenomenological Analysis (IPA) approach to explore the lived experiences and coping strategies of single parents raising children with visual impairments in a resource-constrained context. Three single parents aged over 40 years were recruited through purposive sampling. Data were collected through semi-structured interviews and non-participant observations and analyzed thematically following IPA procedures. The findings indicate that caregiving stress is strongly influenced by structural factors, including financial pressure, limited access to specialized educational services, and the absence of a caregiving partner. Participants adopted problem-focused coping strategies such as restructuring the home environment, systematic daily caregiving planning, and consulting special education teachers when support was partially available. Emotion-focused coping strategies, including acceptance and positive reframing, were used to manage long-term stressors beyond individual control. Overall, coping among single parents emerged as contingent upon the interaction between individual capacities and systemic support availability. These findings highlight the need for integrating caregiver-focused support within special education services and strengthening community-based support networks to improve family well-being and educational outcomes for children with visual impairments.

Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran

An Analysis of the Evaluation of Science Learning on Plant and Animal Topics among Fourth-Grade Elementary School Students

Single Parenting and Childhood Visual Impairment: Coping, Caregiving Burden, and Implications for Family Support Systems An Interpretative Phenomenological Analysis