Gawi: Journal of Action Research

Science Literacy and Foundational Critical-Thinking Behaviors in Early Childhood

Tri Utami — 2026-09-05

Science literacy plays a crucial role in stimulating critical thinking skills in early childhood through various activities that provide children with opportunities to observe, explore, investigate, and explain phenomena encountered in daily life. This study describes kindergarten teachers’ perceptions and reported science-literacy practices, examines teacher-reported child behaviors that are consistent with foundational processes related to critical thinking, and identifies implementation barriers. A convergent mixed-methods design was used. The raw Google Forms export contained 111 submissions; screening by unique respondent identifier identified 15 repeat submissions, leaving 96 unique respondents. Among valid quantitative responses, all 96 teachers reported having introduced science activities; 77 of 96 (80.21%) rated science literacy at the highest importance category; and 80 of 96 (83.33%) reported science activities at least three times per month. Qualitative analysis showed that teachers commonly reported children’s enthusiasm and curiosity, questioning, attentive observation, willingness to try or repeat experiments, and simple explanations or predictions. These behaviors were interpreted as learning dispositions, science-process skills, and emerging reasoning behaviors rather than as direct evidence of validated critical-thinking performance. Barriers included limited tools and materials, time constraints, classroom-management demands, and uneven teacher knowledge and institutional support. Integration of the two data strands suggests that science activities are perceived as important and are implemented regularly, but the quality and depth of implementation vary according to available support.

Implementation of Web-Based Educational Games in Addition and Subtraction Learning for Grade II Elementary School Students

Depa Dini — 2026-10-10

Basic numeracy and learning engagement in the lower grades of Indonesian primary schools remain persistent concerns, yet qualitative accounts of how web-based educational games unfold in ordinary classrooms are scarce. This qualitative case study examines a web-based educational game, Game Counting Ceria, used in Grade II addition and subtraction lessons at a state primary school in Sambas Regency, West Kalimantan. Data were generated across five lessons through non-participant observation of 28 enrolled pupils (26 present in the focal session), a structured teacher observation of twelve implementation indicators, child-friendly interviews with ten pupils sampled for maximum variation in attainment, dated field notes, and documentation. Four focal cases (X01 to X04) are reported in depth. Thematic analysis followed six phases, with every theme traced back to dated raw-data references through an explicit analytic chain, an audit trail of coding decisions, and member checking with the class teacher. Five themes were constructed: behavioral engagement expressed as self-initiated retrying; emotional engagement tied to immediate scoring feedback; cognitive engagement that remains procedural; implementation constraints driven by the device ratio rather than connectivity; and the teacher's role, strong in scaffolding yet weak in conceptual consolidation at closing. Discrepant cases are reported, including pupils who waited for peers before attempting, enthusiasm that decayed after the tenth minute among those queuing, and a persistently limited capacity to justify answers despite high enthusiasm. Claims are therefore bound to engagement and learning experience rather than numeracy attainment.

Baseline Analysis of Students' Creativity in Particle Dynamics for Designing a STEM-Integrated PjBL E-Modul

Prima Isma Putri — 2026-10-10

Low creativity levels among high school students in physics learning remain a persistent challenge requiring evidence-based instructional responses. Unlike prior baseline studies focused on other physics topics, this study addresses an unexplored gap: student creativity profiles in the particle dynamics topic as an empirical foundation for a STEM-integrated PjBL e-module. A quantitative descriptive design was employed involving 108 eleventh-grade students from three intact classes (XI F1, XI F2, XI F3) at a public senior high school in West Sumatra. Data were collected using a 12-item essay creativity test measuring fluency, flexibility, originality, and elaboration based on Guilford's framework. The instrument was validated through expert content validity review, item difficulty analysis, discriminating power analysis, and reliability estimation using Cronbach's alpha prior to administration. Scores were categorized into five levels: very low (≤54), low (55–59), sufficient (60–75), high (76–85), and very high (86–100). The overall mean creativity score was 58.57 (low category); 83.34% of students fell below the sufficient threshold and none reached high or very high levels. Fluency was the strongest indicator (M = 61.57, sufficient) while flexibility was the weakest (M = 54.40, very low). Class XI F3 exhibited the greatest variability (SD = 15.91) whereas XI F2 was the most consistent (SD = 12.27). These findings provide a data-driven baseline for developing a PjBL-STEM e-module that scaffolds tasks progressively from fluency to elaboration, incorporates differentiated pathways, and emphasizes multi-perspective problem-solving to address the critical weakness in flexibility.

Garuda Numeracy Fun: Game-Based Learning Media for Pancasila Education

Shofia Nurun Alanur — 2026-10-10

The low numeracy skills of students and the dominance of conventional-theoretical methods in Pancasila Education in Indonesia require innovation in learning media. The integration of numerical logic into value-based learning is still rarely explored. This study aims to develop and test the feasibility of Garuda Numeracy Fun media based on Game Based Learning (GBL) that integrates numeracy literacy with national symbols in Pancasila Education. Using the Research and Development (R&D) method with the ADDIE development model ( Analysis, Design, Development, Implementation, Evaluation ), a limited trial was conducted on prospective PPKn teacher students in the PPKn Learning Planning course. Data were collected through observation, questionnaires, and documentation, then analyzed using quantitative and qualitative descriptive techniques. The results showed that the Garuda Numeracy Fun Media obtained a feasibility percentage of 88.40% (Very Feasible). These findings do not demonstrate effectiveness in increasing self-efficacy or creativity because this study did not employ a pre-test/post-test design, control group, validated self-efficacy or creativity instruments, or inferential statistical analysis. Thus, the study concludes that Garuda Numeracy Fun media is feasible and receives positive responses as an alternative learning medium that connects Pancasila values with contextual numeracy activities.

Measuring Scientific Reasoning in Indonesian Senior High School Students: A Rasch Model Analysis

Risnatati Risnatati — 2026-10-10

This study aimed to evaluate the psychometric quality of a scientific reasoning instrument using the Rasch measurement model. A descriptive survey method with a non-experimental cross-sectional design was employed. The participants comprised 65 eleventh-grade senior high school students from a single school in Central Sulawesi, Indonesia, selected through purposive sampling. The instrument was adapted from Lawson's Classroom Test of Scientific Reasoning (LCTSR) and consisted of 12 multiple-choice items covering four dimensions of scientific reasoning: proportional reasoning, control of variables, combinatorial reasoning, and probabilistic reasoning. Data were analyzed using Rasch model analysis to examine reliability, item fit, person ability, and unidimensionality. The results indicated functional but imperfect measurement quality: person reliability was moderate to weak (0.63), item reliability was strong (0.92), and Cronbach's alpha (0.66) reflected acceptable internal consistency. One item (Q6) showed clear misfit (Outfit MNSQ = 2.39), and two items (Q4 and I0011) showed weaker-than-ideal discrimination (PTMEA CORR = 0.31), indicating that not all items met the fit criteria established in this study. Students' ability estimates ranged from −2.85 to +2.93 logits, reflecting heterogeneous levels of scientific reasoning ability, and the Wright Map showed a reasonably good, though imperfect, alignment between student ability and item difficulty. Item Q6, representing the control-of-variables dimension, was identified as the most difficult and most misfitting item, while item Q7, representing combinatorial reasoning, was the easiest, suggesting that students experienced greater difficulty in causal reasoning and variable control than in combinatorial reasoning tasks. Differential Item Functioning (DIF) analysis by gender indicated no statistically significant bias for most items, although item Q7 showed a significant DIF contrast on one of two tests used; this result should be interpreted cautiously, given the small and unbalanced gender subgroups. These findings suggest that scientific reasoning develops unevenly across dimensions and may be influenced by task complexity, while also highlighting specific items requiring further refinement before the instrument is used more broadly.

Development and Validation of a Problem-Based Learning (PBL) Mobile Application for Teaching Physics to Biology Students

Selma Riyasni — 2026-10-10

This research was motivated by the low problem-solving abilities of students in the Physics for Biology course (preliminary analysis showed a score of only 43%) and the limited availability of learning resources that contextually connect physics concepts with biological phenomena. This study aimed to develop a valid and practical Physics for Biology mobile application based on Problem-Based Learning (PBL) as an innovative learning medium. This study employed a design and development study adapted from the Plomp model. The study was limited to the Preliminary Research and Development or Prototyping phases. The developed application was evaluated through expert review, one-to-one evaluation, and small-group evaluation to determine its validity and practicality. Research data were collected through initial ability tests, needs questionnaires, expert review sheets to assess the validity of content, constructs, language, and media presentation, and lecturer and student feedback questionnaires to assess practicality. The expert review results indicated that the developed mobile application was classified as highly valid, with an average Aiken's V score of 0.88. Practicality testing through one-on-one and small group evaluations indicated it was categorized as highly practical, with scores of 84% and 85%, respectively. In conclusion, the developed PBL-based Physics for Biology mobile application has met the criteria for validity and practicality, making it suitable for use as a supporting learning medium in lectures. However, the application's effectiveness in improving students' problem-solving skills still requires further testing through field trials.

Analysis of Fine Motor Development in Children with Learning Difficulties in Elementary Schools

Alda Zahara Islamyati — 2026-10-11

This study aims to examine the fine motor skills of lower-grade elementary school students. Fine motor skills involve the coordination of small muscles, particularly those of the hands and fingers, to perform various activities such as writing, drawing, cutting, and coloring. These skills play a crucial role in supporting children's learning processes and overall development during the early years of elementary education. This study employed a descriptive qualitative approach. The research participants consisted of six first-grade students aged 6–7 years who were identified as having learning difficulties at SD Negeri 1 Paya Bujok Tunong. Data were collected through observations and interviews. The participants were selected using purposive sampling based on the classroom teacher's recommendations and the results of an initial assessment identifying students who experienced difficulties in academic activities requiring fine motor coordination, such as writing, drawing, and completing classroom tasks. The findings indicate that the fine motor development of the lower-grade students varied across individuals. Most students demonstrated adequate fine motor skills; however, several students still experienced difficulties with hand coordination and movement accuracy. Factors influencing children's fine motor development included concentration ability, the frequency of practice, family support, screen time, and the instructional strategies implemented by teachers. Both teachers and parents play essential roles in providing appropriate stimulation through creative activities and engaging practice to promote optimal fine motor development. This study is expected to serve as a reference for teachers and parents in understanding the importance of fostering children's fine motor skills from an early age and as an evaluation resource for improving the quality of learning in elementary schools.

Strategies for Constructing an Image of Elementary School Excellence through School Culture Transformation

Diani Ayu Pratiwi — 2026-10-11

The transformation of elementary education in an era of global competition requires schools not only to pursue academic achievement but also to cultivate an image of excellence. This study highlights the importance of institutional strategies for shaping public perceptions of an excellent school through contextual and participatory cultural transformation. A qualitative approach with a single-case-study design was employed. Data was collected through in-depth interviews, participant observation, and document analysis. Six informants were selected purposively based on their level of involvement, representing the principal, teachers, education staff, students, and parents. The findings identified five strategies used to construct an image of excellence at SDN Pasar Lama 1 Banjarmasin: (1) internalizing environmental-cultural values within the school vision and mission; (2) integrating cultural habituation through the mission, goals, and school regulations; (3) establishing consistent communication and collaboration with relevant stakeholders to support school culture; (4) consistently updating information through social media, the school website, and other informative platforms; and (5) sustaining the transformation of a quality culture through principal leadership. The findings imply that consistently embedding cultural values in school goals, programs, and regulations can shape collective behavior and make school culture a visible institutional identity in everyday practice. Continuous communication and collaboration with stakeholders further strengthen community support and trust, contributing to a positive and sustainable social construction of the school’s image of excellence.

Developing a Rumah Betang Philosophy-Based Interactive E-Module to Enhance Elementary Students’ Public Speaking Skills and Self-Confidence

Sindi Apriliani — 2026-10-11

This study was motivated by elementary school students' limited public speaking skills and self-confidence during classroom learning. It aimed to develop and validate a Rumah Betang Philosophy-Based Interactive E-Module as a learning resource to support students' public speaking skills and self-confidence. The study employed a Research and Development (R&D) approach using the ADDIE model. A limited field trial was conducted with 11 sixth-grade students, while one media expert validated the developed product. Data were collected through observations, interviews, questionnaires, public speaking performance assessments, and documentation, and were analyzed descriptively using quantitative and qualitative techniques. The developed e-module obtained a media validation score of 48 out of 50 (96%), indicating that it was very valid. Following implementation, students' self-confidence achieved a mean score of 22.00 (88.00%), categorized as very high, while their public speaking performance reached a mean score of 19.00 out of 20 (95.00%), categorized as very good. These findings indicate that the developed e-module is a valid and practical learning resource with the potential to support elementary students' public speaking skills and self-confidence through the integration of Rumah Betang cultural values.

Implementing Local Content-Based Science and Social Studies Learning through Broiler Chicken Farming Education in Elementary Schools

Tri Ratnaningsih — 2026-10-11

The implementation of contextual learning remains a challenge in elementary schools, particularly in connecting Science and Social Studies (IPAS) learning with students’ real-life environments and local resources. This study aimed to examine the implementation of local content-based IPAS learning through broiler chicken farming education and to explore its contribution to students’ cognitive, practical, and character development. The study was conducted at SDN 2 Klirong, Kebumen Regency, Indonesia, using a qualitative descriptive design. Data were collected through classroom observations, semi-structured interviews, questionnaires, and document analysis. The learning activities were organized through a partnership between the school and a local broiler chicken farm, enabling students to engage directly in observing and practicing various farming processes. The findings suggest that integrating broiler chicken farming into IPAS learning created meaningful and authentic learning experiences. Students demonstrated high levels of learning engagement, environmental awareness, and participation throughout the activities. Responses from students and parents also reflected positive perceptions of the program, highlighting its role in fostering curiosity, responsibility, collaboration, discipline, and environmental stewardship. Furthermore, experiential learning activities helped students connect theoretical concepts with practical applications encountered in their local community. The study contributes a contextual learning model that utilizes local agricultural potential as a learning resource, offering an alternative approach for strengthening science and social studies instruction while supporting character education and the development of competencies expected in elementary school graduates.

Teacher Learning Communities and the Development of PAUD Teachers' Professionalism: A Qualitative Study

Maimunah — 2026-10-11

The Teacher Learning Community (TLC) is one of the strategies for teacher professional development that can support improvements in instructional quality through collaboration, reflection, and continuous improvement of instructional practices. This study aimed to analyze Teacher Learning Community practices in the professional development of Early Childhood Education (ECE) teachers in North Banjarmasin District, Banjarmasin City. The study employed a qualitative approach with a descriptive design. The research informants consisted of the head of the Learning Community (KKG), school principals, and teachers as members of the learning community, totaling 19 informants (1 head of PKG/TLC, 3 school principals, and 15 teachers). Data were collected through observations, interviews, and document analysis. Data were analyzed using the Miles and Huberman model, involving data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through source and method triangulation, as well as member checking. The findings showed that Teacher Learning Community practices were manifested through three main aspects: (1) a collaborative work culture, demonstrated through experience sharing, instructional discussions, and collaborative lesson planning; (2) action research as a habit of inquiry, through problem identification, action planning, implementation, observation, and reflection; and (3) professional reflection in instruction, through the evaluation of instructional practices and the formulation of improvements for subsequent activities. These three aspects were interconnected in fostering a professional learning culture that supported the enhancement of teachers’ competencies and the continuous improvement of instructional quality. This study contributes to demonstrating that, within the ECE context, the Teacher Learning Community functions not merely as a forum for sharing experiences but also as a professional development strategy that integrates collaboration, inquiry, and reflection to support the continuous improvement of instructional practices.

Articulate Storyline-Based NALAR Learning Model Innovation for Improving Elementary Students’ Listening and Collaboration Skills

Rahmi Julia — 2026-10-11

This study aims to describe the improvement of listening and collaboration skills of fifth-grade students at SDN Banua Anyar 3 Banjarmasin through the implementation of the NALAR learning model based on Articulate Storyline media. The NALAR model (Need Identification, Analyze Individually, Learn Collaboratively, Acquire Concepts, and Reflect and Reason) is a synergistic combination of Problem-Based Learning, Think Pair Share, and Discovery Learning, encompassing ten sequential instructional steps. This Classroom Action Research (CAR) study was conducted over four meetings with 10 students as research subjects. Data were collected using observation sheets with seven listening skill indicators and five collaboration indicators, scored on a four-point rubric by two observers. Results indicate that listening skills improved from 30% to 80%, while collaboration skills improved from 40% to 90%, both surpassing the ≥80% classical mastery criterion. It is concluded that the Articulate Storyline-based NALAR model contributed to the improvement of listening and collaboration skills within this classroom context.

The PNS Model and MASILA Media as a Learning Innovation to Improve Elementary School Students' Communication and Collaboration Skills

Siti Fatimah — 2026-10-11

This study aims to improve students' communication and collaboration skills through the implementation of the PNS Model assisted by MASILA Interactive Media in Pancasila Education learning. This study employed Classroom Action Research (CAR) conducted in four meetings involving 10 third-grade students of SDN Pengambangan 10 Banjarmasin. Data were collected through observation and documentation and analyzed descriptively. The results showed that communication skills increased from 20% to 90%, while collaboration skills increased from 30% to 90%. These findings indicate that the PNS Model, which integrates PBL, NHT, and SAVI and is supported by MASILA Interactive Media, was able to create active and collaborative learning. Therefore, the PNS Model assisted by MASILA Interactive Media can be used as an alternative learning innovation to improve students' communication and collaboration skills.

Misconceptions in Elementary School IPAS Learning: A Systematic Literature Review of Forms, Causes, and Remediation Strategies

Gunarti — 2026-10-11

Misconceptions in Integrated Natural and Social Sciences (IPAS) learning remain a significant challenge to elementary school students' conceptual understanding. Previous studies have primarily examined misconceptions in specific topics or developed diagnostic instruments, while comprehensive evidence synthesizing their characteristics, causes, diagnostic approaches, and instructional interventions remains limited. This study aimed to systematically synthesize empirical evidence on misconceptions in elementary IPAS learning. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. The literature search was conducted on June 15-20, 2026, using Google Scholar through Publish or Perish. The search used the Boolean string ("misconception" OR "misconceptions") AND ("IPAS" OR "integrated science") AND ("elementary school" OR "primary school"). Eligible studies were peer-reviewed journal articles published between 2021 and 2026, written in Indonesian or English, available in full text, and focused on misconceptions in elementary IPAS or science learning. Fourteen studies met the inclusion criteria and were synthesized using thematic synthesis. The findings identified five major themes: characteristics of misconceptions, contributing factors, diagnostic instruments, intervention strategies, and evidence of intervention effectiveness. Misconceptions were primarily associated with inaccurate prior knowledge, learning resources, and instructional practices. Four-tier diagnostic tests were the most frequently used assessment tools, while conceptual change, inquiry-based learning, and instructional media were the most recommended interventions. This review provides evidence-based recommendations for identifying and addressing misconceptions and offers practical guidance for improving conceptual understanding in elementary IPAS learning.

Development of Infographic Media in Simple Science Experiments to Enhance Science Literacy in Early Childhood

Retno Sulistyowati — 2026-10-11

This study aims to develop and evaluate the feasibility, practicality, and outcomes associated with infographic media implemented within a Project-Based Learning (PjBL) context to enhance science literacy among early childhood students. Through this approach, it is expected that children can actively engage in simple, safe experiments using kitchen materials to understand fundamental science concepts. The research method employed is Research and Development (R&D) using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects of the study consist of 20 students from Group B (ages 5-6 years) at a formal Early Childhood Education (PAUD) institution in Southern Papua, selected through a combination of purposive and total sampling techniques. The results of the validation of the infographic media by experts indicate that the media is very feasible to use, with an average feasibility score of 89.5%. During implementation, the practicality level of the infographic media was rated at 87.67%, categorized as "Practical." Paired t-test results show a significant increase in children's science literacy, with an average N-gain score of 0.67, indicating a "Moderate" (approaching high) category. These findings suggest that the use of infographics in project-based learning can enhance understanding, independent thinking, and children's engagement in science. This research is expected to provide significant contributions to PAUD educational practices in Indonesia, offering a more interactive and enjoyable approach to science education.

Development of a Virtual Ecomuseum Based on Local Wisdom for Sustainable Historical Literacy

Iing Yulianti — 2026-10-11

This study aims to develop a virtual ecomuseum based on the local wisdom of the Kasepuhan Adat Sinar Resmi community as a pedagogical innovation in history education to strengthen sustainable historical literacy among high school students. The research method employed was research and development (R&D) using a modified ADDIE model, encompassing needs analysis, design, development, implementation, and evaluation. Data were collected through field observations, ethnographic studies, in-depth interviews with traditional leaders, and pilot learning sessions with high school students in Bandung. The research results indicate that the developed virtual ecomuseum comprising digital artifacts, indigenous-based historical narratives, 3D models of cultural spaces, and interactive tours effectively enhances the three main dimensions of sustainable historical literacy: understanding of historical context, ecological-cultural awareness, and reflective ability in linking local wisdom values with future sustainability. The pretest posttest results indicated improved sustainable historical literacy scores in the experimental group compared with the control group. These findings confirm that integrating traditional knowledge into digital heritage through a virtual ecomuseum not only enriches the history learning experience but also contributes to fostering sustainability awareness and cultural preservation among the younger generation. The findings suggest that virtual ecomuseums can support contextual, immersive, and sustainability-oriented history learning when combined with validated learning activities and teacher facilitation. This study recommends the further development of regional-scale virtual eco-museums as adaptive, local wisdom-based history learning media in the era of digital transformation.

A Descriptive Evaluation of Students’ Reading Interest in the Monday Literacy Program

Dina Dahliana — 2026-10-12

This research aims to analyze the implementation of the Monday Literacy Program as a strategy to strengthen students' reading interest in higher education. The research uses a descriptive quantitative approach with a case study design. The research subjects consisted of 13 students participating in the Monday Literacy Program. Data was collected using a five-point Likert scale reading interest questionnaire consisting of 10 indicators, including enjoyment of the program, reading motivation, reading focus, reading comprehension, intrinsic motivation, sustainability of reading habits, search for reading materials, discussion activities, and reading recommendations. The data were analyzed using descriptive statistics by calculating the average score for each indicator and the overall average. The research results show that the Monday Literacy Program has made a positive contribution to strengthening students' reading interest with an overall average score of 3.75 (high category). The indicator with the highest score is the enjoyment of participating in literacy activities (M = 4.15), while the lowest score is on the habit of continuing reading activities outside the program (M = 3.31). These findings indicate that the program successfully increased student motivation and engagement during literacy activities but has not yet fully succeeded in forming sustainable reading habits outside the program's implementation. Thus, the Monday Literacy Program can be used as an institutional strategy to strengthen the literacy culture in higher education. The implication is that further program development is needed to encourage continuous independent reading practices through mentoring, providing a more diverse range of reading materials, and follow-up activities based on discussion and reflection.