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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) AMPLITUDO: Journal of Science & Technology Innovation Journal of Environmental and Science Education
Prasetyo Listiaji
University of Szeged
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Other

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The Application of Problem-Based Learning Models with Peer Tutoring Assistance on Problem-Solving Abilities and Cognitive Learning Outcomes in Science for Junior High School Students Nabilah; Septiko Aji; Muhammad Ahganiya Naufal; Prasetyo Listiaji
Journal of Environmental and Science Education Vol. 6 No. 1 (2026): Journal of Environmental and Science Education: April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v6i1.42408

Abstract

The implementation of the Merdeka curriculum as an effort to improve the quality of education focuses on 21st-century skills, including critical thinking skills, which are essential for problem-solving. Evidence indicates junior high school students exhibit low problem-solving and cognitive ability. This study aims to analyze the differences and levels of problem-solving ability and cognitive outcomes in science after implementing a Problem-Based Learning model supported by Peer Tutoring. This quasi-experimental research used a non-equivalent control group design at Semarang State Junior High School 8, with cluster random sampling. Data were gathered through observation, test, and documentation. The research results showed a significant improvement in problem-solving ability and cognitive outcomes in science after implementing the Problem-Based Learning (PBL) model with Peer Tutoring. This is evidenced by the results of an independent t-test, which found that tcount was greater than ttable. The average posttest problem-solving score in the experimental class was higher (80.8) than in the control class (70.7). Similarly, the average posttest score for cognitive learning outcomes in science in the experimental class was higher (81.6) than in the control class (74.4). Analysis of problem-solving ability level and cognitive learning outcomes level showed an increase in the number of students in each indicator's good and very good criteria.
Implementation of Data-Driven Planning in Supporting Learning Quality Rizki Fauzan; Harjito; Nurkolis; Prasetyo Listiaji
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1512

Abstract

This study explores the data-driven planning cycle to improve learning quality at a public senior high school in Pemalang Regency, Indonesia. Using a qualitative case study design, data were collected from six informants (the principal, vice-principals, and teachers) through interviews, observations, and document analysis. The findings reveal that the school systematically executes four integrated stages, starting with identifying problems using the Education Report Card, followed by collaborative reflection to determine root causes, proceeding to the formulation of improvement plans focused on literacy strengthening and differentiated instruction, and concluding with the adaptive implementation and evaluation of programs in the classroom. This study concludes that this mechanism transcends administrative compliance, serving as a continuous improvement engine essential for enhancing the accuracy of pedagogical decision-making. These findings imply that this structured cycle can serve as a practical framework for other educational institutions to translate school data into targeted learning improvements effectively.
Mapping TPACK Competence Among Indonesian Pre-Service Science Teachers: A Multi-Institutional Study Supporting Sustainable Development Goal 4 Novi Ratna Dewi; Prasetyo Listiaji; Erna Noor Savitri
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.632

Abstract

This study aimed to determine the extent to which pre-service science teachers at four universities had mastered the TPACK components and the differences between universities. A comparative descriptive design and a quantitative research method were employed. Data were collected using a 68-item multiple-choice test based on the TPACK framework, which included the following seven core components: CK, PK, TK, PCK, TCK, TPK, and TPACK. The study used a purposive sampling technique, involving 243 pre-service science teachers from the four universities. Descriptive statistics, ANOVA, and the Post Hoc Tukey test were employed to analyze the data and identify significant differences among the universities. The results show that students generally have a 82.1% were categorized as Medium, 14.3% as High, and 3.6% as Low of TPACK proficiency, with none falling into the “Very High” or “Very Low” categories. Major differences were observed in CK, PK, PCK, and TCK, with University 1 attaining the highest overall TPACK scores (though CK was comparatively its weakest component) and University 2 scoring markedly lower. These findings suggest that teacher education programs should strengthen the balanced development of CK, PK, and TK within the curriculum and foster inter-university collaboration to close the TPACK mastery gap identified in this study.
Co-Authors Dewi, Novi Ratna Erna Noor Savitri, Erna Noor Harjito Muhammad Ahganiya Naufal Nabilah Nurkolis Rizki Fauzan Septiko Aji