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All Journal Journal of Science and Science Education (JoSSEd) Celebes Science Education
Qasthalani Dzati Khulwani
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics

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Penerapan Modul Pembelajaran IPA Berbantuan Quick Response Code untuk Meningkatkan Hasil Belajar Peserta Didik Qasthalani Dzati Khulwani; Muhammad Aqil Rusli; Salma Samputri
Celebes Science Education Volume 5 Number 2 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/cse.v5i2.57663

Abstract

This study aims to determine: (1) High score of learning outcomes of VIII grade students of SMPN 1 Pangkajene before the application of Science Learning Module assisted by QR Code (2) High score of learning outcomes of VIII grade students of SMPN 1 Pangkajene after the application of Science Learning Module assisted by QR Code (3) High increase in learning outcomes of VIII grade students of SMPN 1 Pangkajene with the application of Science Learning Module assisted by QR Code. (4) Whether there is a difference in the average score of learning outcomes of VIII grade students of SMPN 1 Pangkajene before and after being taught using the Science Learning Module assisted by QR Code. This research is a pre-experiment using the One Group Pretest-Posttest Design research design. The population was all students of class VIII SMPN 1 Pangkajene, the sample was selected using the Random Sampling technique so that 1 class with 30 students was selected. The instruments in this study were pretest and posttest tests in the form of multiple choice questions. Data analysis techniques are descriptive and inferential. The results of the study found: (1) The high score of learning outcomes of VIII grade students of SMPN 1 Pangkajene before applying the QR Code-assisted science learning module is sufficient with an average score of 11.73. (2) The high score of learning outcomes of VIII grade students of SMPN 1 Pangakajene after applying QR Code-assisted science learning is high with an average score of 19.56. (3) The height of the increase in learning outcomes of VIII grade students of SMPN 1 Pangkajene with the application of the QR Code-assisted science learning module is moderate with an average N-Gain score of 0.59. (4) There is a difference in the average increase before and after the application of the QR Code-assisted science learning module.
Teaching at the Right Level in Science Education: A Systematic Review of Evidence on Conceptual Understanding and Science Process Skills Qasthalani Dzati Khulwani; Ramlawati Ramlawati; Eda Lolo Allo
Journal of Science and Science Education Vol. 7 No. 2 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i2.16410

Abstract

Teaching at the Right Level (TaRL) is an adaptive instructional approach that aligns instruction with students’ demonstrated competence rather than solely with age or grade level. This systematic review synthesizes empirical evidence on TaRL in science education, with primary emphasis on conceptual understanding and Science Process Skills (SPS). Literature was searched through Google Scholar, GARUDA, SINTA, and relevant journal portals for studies published between 2016 and 2026. The review followed PRISMA 2020 principles. Study quality was appraised using five criteria covering clarity of objectives, research design, participants and context, instruments and procedures, and adequacy of data analysis and reporting. Twenty-five empirical studies met the eligibility criteria and were synthesized using a narrative-comparative approach. Of these, three studies directly examined conceptual understanding and one directly investigated SPS, while the remaining studies mainly reported general science/IPAS learning outcomes, diagnostic assessment, engagement, or related supporting outcomes. The direct evidence indicated favorable trends in conceptual understanding and SPS, but the evidence base remains limited. Because many included studies used classroom action research or one-group pretest-posttest designs, the findings should be interpreted as promising patterns rather than definitive evidence of effectiveness. Further controlled studies using validated outcome measures are needed.
Co-Authors Eda Lolo Allo Muhammad Aqil Rusli Ramlawati, Ramlawati Salma Samputri