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All Journal Integrated Science Education Journal Journal Evaluation in Education (JEE)
Siti Eneng Sururiyatul Mu’aziyah
Trunojoyo University
Education Social Sciences Other

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An Evaluation of the Nutritional Content of Rattan Shoots as a Potential Learning Resource for Local Wisdom-Based Education Musdalifah Nurdin; Syech Zainal; Nasria Nasria; Raya Agni; Samsurizal M Suleman; Siti Eneng Sururiyatul Mu’aziyah; Moh Sabran
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1523

Abstract

Purpose of the study: Rattan, a valuable resource for both industry and local food, is evaluated for its nutritional content in this study. The research explores its potential as a learning resource based on local wisdom in Sibado Village, Sirenja District, aiming to raise awareness and promote sustainable use within the community. Methodology: A quantitative descriptive research approach was used, involving proximate analysis to measure (Soxhlet method), protein (spectrophotometric method), water (thermogravimetric method), ash (dryashing method), and carbohydrates (proximate method) of rattan shoots. Data were collected from Sibado Village and analyzed in the Chemistry Laboratory of Tadulako University, Palu. An e-pocket book was developed as a learning resource. Main Findings: The results of the study obtained an average fat content of 0.332%, protein content of 2.110% and carbohydrate content of 6.082%. The results of the study were integrated as a learning resource in the form of a local wisdom-based pocket book that had been validated by content experts, design experts, media experts and students with an average value of 81.7%, meaning it is very suitable for use as a learning resource. Novelty/Originality of this study: This study is the first to combine nutritional analysis of Daemonorops robusta with the development of a local wisdom-based educational tool, bridging scientific data and pedagogy to enhance biodiversity awareness, cultural relevance, and contextualized learning in formal education.
Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education Muhammad Jarnawi; Haeruddin Haeruddin; I Komang Werdhiana; Syamsuriwal Syamsuriwal; Siti Eneng Sururiyatul Mu’aziyah
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1328

Abstract

Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education. Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively. Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70). Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.
Co-Authors Haeruddin Haeruddin I Komang werdhiana Muhammad Jarnawi Musdalifah Nurdin Nasria Nasria Raya Agni Sabran , Moh. Samsurizal, M. Sulaeman Syamsuriwal Syamsuriwal Syech Zainal