Implementation of the Scientific Approach to Enhance Students' Learning Independence and Academic Achievement in the IPAS Subject at the Elementary School Level

Kristian Tri Nugroho; Rian Priyadi

doi:10.67245/vidya.v1i2.58

Authors

Kristian Tri Nugroho Universitas Terbuka, Tangerang Selatan
Rian Priyadi Universitas Terbuka, Tangerang Selatan

DOI:

https://doi.org/10.67245/vidya.v1i2.58

Keywords:

Scientific Approach, Learning Independence, Learning Achievement, Science, Classroom Action Research

Abstract

Purpose – This study examines the implementation of the scientific approach in improving learning independence and academic achievement among fourth-grade students in Natural and Social Sciences (IPAS) within the Merdeka Curriculum.

Design/methods/approach – This study employed Classroom Action Research involving 20 fourth-grade students at SD Negeri 1 Pseksu, Indonesia. The research comprised three cycles of planning, action, observation, and reflection. Data were collected through classroom observations, achievement tests, and documentation and analyzed using quantitative and qualitative descriptive methods.

Findings – Students’ learning independence improved progressively, with mean observation scores increasing from 3.25 in Cycle I to 3.70 in Cycle II and 4.56 in Cycle III. Mean academic achievement scores increased from 64.00 to 80.00 and 97.25, respectively, while classical learning mastery rose from 25% to 100%. Teacher activity scores also improved across the cycles, reflecting progressively refined instructional practices.

Research implications/limitations – The findings highlight the relevance of structured scientific activities, teacher facilitation, and reflective instructional improvement in elementary IPAS learning. However, the single-classroom design, limited sample, differing instructional topics, and unverified assessment equivalence restrict generalizability and causal interpretation.

Originality/value – This study provides contextual evidence of the concurrent development of learning independence and academic achievement through progressively refined scientific learning activities. It emphasizes the integration of reflective instructional adjustments with behavioral and cognitive learning assessment in elementary IPAS education.

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