Article Per Year (5 Year)
p-Index From 2021 - 2026
10.319
P-Index
This Author published in this journals
All Journal BIOEDUKASI PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran JURNAL EDUCATION AND DEVELOPMENT Alignment: Journal of Administration and Educational Management Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Majalah Ilmiah Warta Dharmawangsa Best Journal (Biology Education, Sains and Technology) JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI INTELEKTIUM SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) CENDEKIA : Jurnal Ilmu Pengetahuan Jurnal Ilmiah Wahana Pendidikan TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Journal of Education Research International Journal of Humanities Education and Social Sciences Formosa Journal of Applied Sciences (FJAS) Emasains : Jurnal Edukasi Matematika dan Sains Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Education Technology Information Social Sciences and Health Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Educativo: Jurnal Pendidikan Innovative: Journal Of Social Science Research Journal of Community Service (JCOS) Kolaborasi: Jurnal Hasil Kegiatan Kolaborasi Pengabdian Masyarakat EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Edumaspul: Jurnal Pendidikan
Harefa, Agnes Renostini
Universitas Nias
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

Published : 85 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 85 Documents
Search

 5   6   7   8   9 
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA PADA PELAJARAN BIOLOGI Telaumbanua, Berkat Iman; Telaumbanua, Desman; Zega, Novelina Andriani; Harefa, Agnes Renostini
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9868

Abstract

ABSTRACT Low student engagement in the biology learning process often results in suboptimal learning outcomes, indicating the need for instructional models that can encourage student activeness and independence. This study aims to determine the effect of the Discovery Learning model on students’ learning outcomes in Biology at SMA Negeri 1 Sawo. The research employed a quantitative approach using an experimental method with a Pretest–Posttest Control Group Design. The sample consisted of two classes, namely an experimental class that applied the Discovery Learning model and a control class that used conventional learning. The research instrument was a learning outcome test in the form of eight essay questions used to measure students’ conceptual understanding before and after the treatment. The results of data analysis showed that the calculated t-value of 5.964 was greater than the t-table value of 2.001 at a significance level of 0.05, indicating a significant effect of the Discovery Learning model on students’ learning outcomes. These findings indicate that the implementation of Discovery Learning can enhance student engagement in the learning process and help students construct biological concepts more actively and independently. Therefore, the Discovery Learning model can serve as an effective and relevant instructional strategy to improve both the quality of the learning process and students’ biology learning outcomes at the secondary school level. ABSTRAK Rendahnya keterlibatan siswa dalam proses pembelajaran biologi sering berdampak pada hasil belajar yang belum optimal, sehingga diperlukan model pembelajaran yang mampu mendorong keaktifan dan kemandirian siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning terhadap hasil belajar siswa pada mata pelajaran Biologi di SMA Negeri 1 Sawo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain Pretest–Posttest Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menerapkan model Discovery Learning dan kelas kontrol yang menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar dalam bentuk esai sebanyak delapan butir soal yang digunakan untuk mengukur pemahaman konsep siswa sebelum dan sesudah perlakuan. Hasil analisis data menunjukkan bahwa nilai t_hitung sebesar 5,964 lebih besar daripada t_tabel sebesar 2,001 pada taraf signifikansi 0,05, sehingga menunjukkan adanya pengaruh signifikan model pembelajaran Discovery Learning terhadap hasil belajar siswa. Temuan ini menunjukkan bahwa penerapan Discovery Learning mampu meningkatkan keterlibatan siswa dalam proses pembelajaran serta membantu siswa membangun pemahaman konsep biologi secara lebih aktif dan mandiri. Dengan demikian, model pembelajaran Discovery Learning dapat menjadi strategi pembelajaran yang efektif dan relevan untuk meningkatkan kualitas proses dan hasil belajar biologi di tingkat sekolah menengah.
PENGARUH PENDEKATAN GAMIFIKASI DALAM PEMBELAJARAN IPAS TERHADAP MINAT DAN HASIL BELAJAR SISWA Harefa, Okteli Kristian; Waruwu, Toroziduhu; Harefa, Agnes Renostini; Gulo, Hardikupatu
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10661

Abstract

ABSTRACT This study aims to examine the effect of a gamification approach in teaching Integrated Science and Social Studies (IPAS) on students’ learning interest and learning outcomes in grade X at SMK Negeri 1 Gunungsitoli. The research problem arises from low student learning interest and suboptimal learning outcomes. Gamification is applied as an innovative instructional strategy that integrates game elements to enhance student engagement. This study employs a quantitative method with a pre-experimental design using a one-group pretest-posttest design. The sample consists of grade X students selected through purposive sampling. Data were collected using a learning interest questionnaire and learning outcome tests administered before and after the treatment, and then analyzed using a paired sample t-test. The results indicate that the implementation of gamification significantly improves students’ learning interest and learning outcomes, as evidenced by an increase in the average learning interest scores from pretest to posttest and a significance value of p < 0.05. In addition, the average student learning outcomes also improved, indicating the effectiveness of gamification in enhancing academic achievement. These findings confirm that gamification is an effective instructional strategy to improve students’ learning interest and outcomes in IPAS subjects. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan gamifikasi dalam pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) terhadap minat dan hasil belajar siswa kelas X di SMK Negeri 1 Gunungsitoli. Permasalahan penelitian berangkat dari rendahnya minat belajar serta pencapaian hasil belajar yang belum optimal. Pendekatan gamifikasi digunakan sebagai strategi pembelajaran inovatif yang mengintegrasikan elemen permainan untuk meningkatkan keterlibatan siswa. Penelitian ini menggunakan metode kuantitatif dengan desain pre-eksperimental jenis one-group pretest-posttest design. Sampel penelitian adalah siswa kelas X yang dipilih secara purposive. Data dikumpulkan melalui angket minat belajar dan tes hasil belajar sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan uji-t (paired sample t-test). Hasil penelitian menunjukkan bahwa penerapan gamifikasi secara signifikan meningkatkan minat dan hasil belajar siswa, yang ditunjukkan oleh peningkatan rata-rata skor minat belajar dari pretest ke posttest serta nilai signifikansi uji-t sebesar p < 0,05. Selain itu, rata-rata hasil belajar siswa juga mengalami peningkatan yang menunjukkan efektivitas gamifikasi dalam meningkatkan pencapaian akademik. Temuan ini menegaskan bahwa gamifikasi efektif sebagai strategi pembelajaran untuk meningkatkan minat dan hasil belajar siswa pada mata pelajaran IPAS.
Kontribusi Prodi Pendidikan Biologi Universitas Nias Dalam Peningkatan Literasi Sains Harefa, Agnes Renostini
BEST Journal (Biology Education, Sains and Technology) Vol 8, No 1 (2025): Juni 2025
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v8i1.11418

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kontribusi Program Studi Pendidikan Biologi Universitas Nias dalam meningkatkan literasi sains di lingkungan kampus dan masyarakat sekitar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Subjek penelitian terdiri atas dosen, mahasiswa, alumni, serta masyarakat yang terlibat dalam program-program literasi sains. Hasil penelitian menunjukkan bahwa Prodi Pendidikan Biologi Universitas Nias berkontribusi melalui berbagai program, seperti workshop literasi sains untuk mahasiswa, edukasi konservasi mangrove di pesisir Nias, penelitian berbasis kearifan lokal, pelatihan guru dalam pembelajaran sains aktif, dan program "Science Goes to School" di tingkat sekolah dasar. Bentuk keterlibatan mahasiswa yang aktif dalam berbagai kegiatan tersebut memperkuat pengembangan literasi sains berbasis pengalaman langsung. Secara umum, program-program yang dijalankan terbukti efektif meningkatkan pemahaman konsep sains, membangun kesadaran konservasi lingkungan, dan mendorong publikasi penelitian berbasis lokal. Faktor pendukung keberhasilan meliputi komitmen dosen dan mahasiswa, dukungan institusi, serta antusiasme masyarakat, sedangkan kendala yang ditemukan mencakup keterbatasan fasilitas laboratorium, kurangnya tenaga ahli literasi sains, dan tantangan geografis daerah kepulauan. Penelitian ini mempertegas pentingnya integrasi literasi sains dalam kurikulum berbasis konteks lokal serta keterlibatan aktif mahasiswa sebagai agen perubahan. Temuan ini diharapkan dapat menjadi rujukan dalam pengembangan strategi literasi sains di perguruan tinggi, khususnya di daerah-daerah yang memiliki karakteristik geografis serupa
Implementasi Pembelajaran Sains Berbasis Inkuiri dalam Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Agnes Renostini Harefa
Pedagogika: Jurnal Ilmu-Ilmu Kependidikan Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ped.v6i1.2044

Abstract

The development of critical thinking skills has become a central objective in higher education, particularly in science education, where students are expected to analyze information, evaluate evidence, and make reasoned judgments. However, many university students continue to demonstrate limited critical thinking abilities during the learning process. This study aimed to examine the effectiveness of inquiry-based science learning in enhancing students’ critical thinking skills in the Scientific Learning course. The study involved 20 sixth-semester students enrolled in the Biology Education Study Program at Universitas Nias and employed a one-group pretest–posttest design. Critical thinking skills were measured using a test instrument developed based on Facione’s (1990) critical thinking indicators. The findings revealed a substantial increase in students’ average scores, rising from 54.8 in the pretest to 81.4 in the posttest. The paired-sample t-test produced a significance value of p = 0.000 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. The overall N-gain score of 0.59 was categorized as moderate, with improvements observed across all critical thinking indicators, although self-regulation showed the lowest gain. These findings demonstrate that inquiry-based science learning effectively enhances university students’ critical thinking skills while highlighting the need for further attention to self-regulation development.
Optimalisasi Kompetensi Guru melalui Pelatihan Media Pembelajaran Berbasis Augmented Reality (AR) di SMP Negeri 3 Sitolu’ori, Nias Utara Toroziduhu Waruwu; Novelina Andriani Zega; Hardikupatu Gulo; Agnes Renostini Harefa; Dasari Waruwu; Nofamataro Zebua; Ester Novi Kurnia Zebua
Kolaborasi : Jurnal Hasil Kegiatan Kolaborasi Pengabdian Masyarakat Vol. 4 No. 2 (2026): Juni: Kolaborasi : Jurnal Hasil Kegiatan Kolaborasi Pengabdian
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/kolaborasi.v4i2.983

Abstract

Digital transformation in education requires teachers to be capable of integrating technology into the learning process. However, in reality, the utilization of digital media in schools remains suboptimal, particularly in the use of Augmented Reality (AR)-based learning media. This study aims to analyze the optimization of teachers’ competencies through AR-based learning media training at SMP Negeri 3 Sitolu’ori. The study employed a quantitative descriptive approach with a hands-on practice-based training design. The research subjects consisted of 19 teachers from various subject areas selected using purposive sampling techniques. Data were collected through observations, questionnaires, interviews, and documentation, and were analyzed using descriptive statistics and interactive analysis. The results showed that all research instruments were valid and highly reliable, with Cronbach’s Alpha values of 0.973 and 0.981. Most teachers demonstrated positive perceptions toward the use of AR media, with 87% categorized as good and very good. The training was also considered effective in improving teachers’ readiness, understanding, and confidence in developing technology-based learning. The findings indicate that AR media has significant potential to support interactive and innovative learning, although its implementation still faces challenges related to limited devices and the technical abilities of some teachers.
Co-Authors Agustina Nazara Alirwan Forniat Harefa Amin Otoni Harefa Asni Junita Zega Asni Junita Zega Bawamenewi, Arozatulo Bernike Indah Gusti Hia Boy Ricardo Zega Daeli, Silmin Kaffah Dalifati Ziliwu Dasari Waruwu Dedi Susanti Mendrofa Delvi Wardani Telaumbanua Desman Telaumbanua Desta Magdalena Zebua Destalena Libertini Lase Ekariyanti Zai Ekhalis Dedi Kasih Zendrato Enjel Otniat Putri Harefa Ester Novi Kurnia Zebua Famati Zebua Fitri Arni Zebua Fivin Aryanti Mendrofa Gea, Destrawati Kristian Gita Claresta Evelyn Harefa Gowasa, Desdayanti Gulo, Agung Darni Gulo, Deskian Gulo, Ros Neli Hardikupatu Gulo Hardikupatu Gulo Harefa, Alirwan Forniat Harefa, Enjel Otniat Putri Harefa, Okteli Kristian Harefa, Vita Hardianti Harefa, Winndy Adian Sari Hia, Efori Hiskia Ndraha HULU, TRIS DESNIAT NATALIA Hulu, Yardin Ibefati Zai Iman Kasih Lawolo Ismi Andani Maruhawa Jovial Vince Hasrat Gulo Juwita Ikhsanat Nirmala Zendrato Kensi Agnes Sofyanti Lahagu Lahagu, Aperius Lahagu, Novi Christiani Lase, Imelda Sofiana Lase, Intan Yulistin Lawolo, Iman Kasih Lusia Zebua Maher Jewirawan Hulu Mei Putra Telaumbanua Melvan Nastuti Nazara Mendrofa, Desinurani Mendrofa, Fivin Aryanti Mesra Belinda Zebua Natalia Kristiani Lase Natalia Kristiani Lase, Natalia Kristiani Nathanael Sitanggang NDRAHA, HISKIA Nestin Wantalenta Gulo NETTI KARIANI MENDOFA Nofamataro Zebua Novelina Andriani Zega Novita Yanti Relimawati Giawa Riana Riana Rosnelli Sadiana Lase Selamet Jaya Hia Sepi Fita Sari Gea Silmin Kaffah Daeli Sudiria Harefa Susi Sabar Menanti Harefa Telaumbanua, Berkat Iman Telaumbanua, Eka Darma Putra Telaumbanua, Faustus Telaumbanua, Yovita Florentina Termin In Seysen Zalukhu Tris Desniat Natalia Hulu Waruwu , Toroziduhu Waruwu, Elhan Syah Putra Waruwu, Toroziduhu Waruwu, Yaredi Wendiun Wendi Putra Hulu Widya Rahmi Harefa Windia Juli Yanti Zai Yanalia Telaumbanua Yanida Bu’ulolo Yanti, Novita Yaredi Waruwu Yertamina Waruwu Yesca Florensia Harefa Yovita Florentina Telaumbanua Yuraman Hulu ZAI, EKARIYANTI Zai, Windia Juli Yanti Zebua, Famati Zebua, Justin Intan Purnama Sari Zebua, Lusia Zega, Melda Yanti Zega, Novelina Adnriani Zega, Otanius ZEGA, RIDAWATI Zendrato, Juwita Ikhsanat Nirmala Zendrato, Okti Suarni