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All Journal Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan Edutech: Jurnal Teknologi Pendidikan EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal PEDAGOGIA Journal of Natural Science and Integration Jurnal SOLMA Patanjala : Jurnal Penelitian Sejarah dan Budaya Jurnal PAJAR (Pendidikan dan Pengajaran) Journal of Education Technology Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage Journal of Community Based Environmental Engineering and Management INFOMATEK: Jurnal Informatika, Manajemen dan Teknologi International Journal of Agricultural Sciences Journal of Environmental Science and Sustainable Development Journal of Innovation in Educational and Cultural Research JSEP (Journal of Science Education and Practice) TROPHICO: Tropical Public Health Journal EDUCARE INDONESIAN JOURNAL OF URBAN AND ENVIRONMENTAL TECHNOLOGY Jurnal Pemberdayaan Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) ASEAN Natural Disaster Mitigation and Education Journal Interaction, Community Engagement, and Social Environment JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA Journal of Environment Behavior and Engineering Pedagogia : Jurnal Ilmiah Pendidikan Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Indriyani Rachman
Universitas Pakuan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Training of Creating Kamishibai as Disaster Mitigation Education Media for Science Teachers Indarini Dwi Pursitasari; Dadang Jaenudin; Muhammad Iqbal Suriansyah; Indriyani Rachman; Fumithosi Murae; Embun Khoerunnisa Maya Safitri
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.373

Abstract

Sukabumi is one of the areas prone to disasters. However, awareness of disasters among teachers and students is still low. Key issues at MGMP IPA Sukabumi include the need for innovative learning, the competency development of science teachers, interactive learning processes, and a comprehensive disaster mitigation curriculum. Training was conducted to overcome the last problem of developing disaster mitigation learning media. Activities include sending students to the Sakura Exchange Program, pre- and post-questionnaire administration on disaster awareness and risk reduction, mapping, and making Kamishibai at SMPN 1 Cikakak. Data collection using closed and open questionnaires to explore disaster awareness and risk reduction. The collected data were processed descriptively, qualitatively, and quantitatively. This training has succeeded in increasing disaster awareness among teachers and the community. This activity recommends ongoing disaster training and socialization to improve mitigation efforts. A contribution to the world of science education is to integrate disaster mitigation into the curriculum, increase the capacity of teachers as agents of change, strengthen community-based disaster mitigation education, and support the achievement of the SDGs.
How is the Students’ Sustainability Literacy of Junior High Schools in West Java? Indarini Dwi Pursitasari; Anna Permanasari; Bibin Rubini; Mohamad Iqbal Suriansyah; Annisa Nurramadhani; Toru Matsumoto; Indriyani Rachman
Journal of Natural Science and Integration Vol. 9 No. 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.38635

Abstract

This research aims to investigate junior high school students’ sustainability literacy in science learning at environmentally based schools and non-environmentally based schools. This research is quantitative and uses a survey method. The participants are 902 students from three non-environmentally oriented school-based junior high schools and three environmentally oriented school-based junior high schools in West Java. Research data were gathered via a survey questionnaire comprising 25 closed-ended statements and 2 open-ended questions, both of which were valid and reliable. Data analysis of closed statements using the RASCH model by categorizing sustainability literacy using a logit value person (LVP) design. The data analysis of open-ended questions uses Voyant Tools, a website that can digitally read and analyze text. The results showed that students' sustainability literacy in both types of schools was moderate, with averages of 77.2 and 76.9. The highest scoring aspect is awareness of environmentally friendly practices. In contrast, the lowest aspect is waste management habits, and the aspect that students in environmentally school-based settings have, with lower levels than in non-environmentally school-based settings, is environmental action and advocacy for sustainable practices. This research highlighted that junior high school students’ sustainability literacy profiles are still in the moderate category across both school categories and need improvement. Keywords: sustainability literacy; junior high school; environmentally based school; sains learning
Enhancing Critical Thinking Through Augmented Reality-Based Nervous System E-Modules Muhammad Nizar Maulana; Dadang Jaenudin; Irvan Permana; Indriyani Rachman; Toru Matsumono
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.89

Abstract

This study aims to develop an integrated nervous system e-module using Augmented Reality and to analyze its feasibility and effectiveness in improving the critical thinking skills of 11th-grade students. This study was primarily motivated by findings indicating deficiencies in students’ analytical reasoning skills in science, with a specific focus on biology. This study employed the Research and Development method using the ADDIE model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The study subjects consisted of 34 11th-grade students. The effectiveness test was conducted using a one-group pretest-posttest design. Critical thinking skills were measured using Ennis’s indicators. The research results show that the e-module developed met very high feasible criteria based on evaluations by experts and practitioners, including 1 media expert, 1 content expert, and 15 teachers. Calculation results show that the CVI score falls into the “very good” category. Achieving a score so close to perfection proves that the integration of Augmented Reality technology into the science module has been presented accurately, systematically, and in accordance with applicable language and graphic standards. The results of the e-module’s implementation proved effective in enhancing students’ critical thinking skills, as evidenced by an increase in the average score from the pretest to the posttest with an N-gain in the moderate category, where the greatest progress occurred in the “Advanced Clarification” and “Basic Support” indicators. The decrease in the standard deviation (SD) indicates that this e-module can reduce gaps in students’ understanding. Thus, this e-module is effective and suitable for use in enhancing students’ critical thinking skills.
Micro-Hydro Power Plants (MHPP): Technical and analytical studies in creating experimental learning media for physics students Zuffa Anisa; Anggun Apprianda; Herta Novianto; Indriyani Rachman
Momentum: Physics Education Journal Vol 5 No 1 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i1.4876

Abstract

Nowadays, direct media use in learning energy is rarely found. Therefore, the authors intended to design a mini micro-hydro power plant (MHPP) in order to give direct experiences to students. This study generally aims to develop a mini MHPP consisting of equipment design, component selection, and the MHPP assembly. A test on discharge, heights, and produced power is then conducted. The data acquired are then analyzed in terms of either Pteotirik or Preal power using a predetermined equation. An analysis to the factors influencing the P values is then carried out. The power input of resulted from the water discharge management is 35.64 mW, while that of the power output is 9,61 mW. The efficiency of the MHPP set is by 26.96% which is considered quite low due to such factors as turbine blades, penstock pipes, generators, and the shift from water potential energy to other types of energies which is inevitable. It is expected that the developed mini MHPP is applicable as practicum learning media giving a lot of such learning experiences to students as to identify how hydroelectric power plant is, how the water energy shifts into electric energy, how high the electricity produced is, and to analyze factors influencing how high and low the electricity produced by a power plant.
The implementation of RADEC learning model in thematic learning to increase the concept understanding of electrical phenomenon Wati Rohmawatiningsih; Indriyani Rachman; Kodama Yayoi
Momentum: Physics Education Journal Vol 5 No 2 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i2.5412

Abstract

This research is motivated by the large number of elementary school classrooms that do not offer quality science experiences to students so that it has an impact on students' low understanding of the science concept. The RADEC (Read-Answer-Discuss-Explain And Create) learning model seems suitable for increasing students' understanding of science concepts. This learning model has scientific stages that encourage the cons-truction of students' knowledge. This study aims to analyze the increased understanding of the concept of electrical phenomena through the application of the RADEC learning model. The study involved twenty-eight grade 5 students in the 2019-2020 academic year. Quasi-experimental method with one-group pretest-postest design was used in this study. To find out the understanding of students' concepts about electrical phenomena, tests were carried out before and after the implementation. This study uses descriptive analysis to analyze data collected before and after implementation. From the results of the analysis, it is known that students' understanding of the concept of electrical phenomena after the implementation of the RADEC learning model is higher than before. Thus, it can be concluded that the application of the RADEC learning model can improve students' conceptual understanding of electrical phenomena.
Conditional Effects of Generative AI on Metacognitive Learning Martahani; Rita Retnowati; Surti Kurniasih; Romi Suarti; Indriyani Rachman
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1656

Abstract

Generative artificial intelligence (GenAI) has been rapidly adopted in education, yet its impact on students' metacognitive learning remains poorly understood. Most existing reviews focus broadly on learning outcomes or technology acceptance, neglecting specific metacognitive processes, planning, monitoring, evaluation, and reflection that underpin self-regulated learning. This systematic review synthesizes empirical evidence on how GenAI influences metacognitive learning, which pedagogical approaches support it, and the risks that emerge. Following PRISMA 2020 guidelines, a systematic search of Scopus, ERIC, and Google Scholar identified 12 empirical studies published between 2020 and 2026. The findings reveal that GenAI's effect on metacognition is fundamentally conditional: structured scaffolding improves self-regulation, whereas unrestricted use leads to metacognitive laziness, cognitive offloading, and a decline in self-regulation. Four effective pedagogical approaches were identified: metacognitive prompting, guided inquiry with scaffolding, reflective journaling, and feedback literacy instruction. Significant risks include passive acceptance of AI answers, illusion of competence, and unequal benefits for students with weaker feedback literacy. This review presents a Conditional Metacognitive Support framework to guide GenAI integration. For educators, effective implementation requires structured prompts, reflective activities, and explicit feedback literacy instruction.
A Differentiated and Integrated Learning Strategy: Science, Technology, Engineering, and Mathematics-Education for Sustainable Development Project Based on Students’ Learning Style Liandha Arieska Putri; Toru Matsumoto; Ida Kaniawati; Anna Permanasari; Diana Rochintaniawati; Indriyani Rachman
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.124

Abstract

The increasing world energy demand and the depletion of natural energy supplies encourage the need to integrate a sustainable lifestyle. Following the Indonesian independent curriculum, teaching and learning have to incorporate both differentiated and integrated learning. This study investigates the accommodation of students' needs based on their learning style in STEM-ESD PjBL as an integrated and differentiated learning strategy. This research used a qualitative descriptive research method and included 19 junior high school students as participants. The result highlighted that the learning model accommodated diverse students’ needs and contributed positively to learning motivation. Effective implementation requires teachers to provide appropriate learning supports, such as visual representation for visual learners, discussion-based activities for aural learners, printed or text-based learning material for read/write learners, and hands-on activities for kinesthetic learners. Furthermore, group composition was found to be most effective when it included a balanced distribution of learning styles, with at least one representative of each VARK modality to facilitate collaboration, coordination, and group leadership
Numeracy Literacy and Quantitative Literacy in Biology Education: A Systematic Literature Review Miftahul Jannah; Eni Nuraeni; Mimin Nurjhani Kusumastuti; Fumitoshi Murae; Indriyani Rachman
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.688

Abstract

The quality of education in the 21st century demands competencies beyond conceptual knowledge, including numeracy and quantitative literacy. However, students in Indonesia continue to demonstrate low achievement in these skills, as reflected in the 2022 Programme for International Student Assessment (PISA) results. This study aims to systematically review the development, trends, and contributions of numeracy and quantitative literacy research in biology education. The study was conducted using the systematic literature review (SLR) method with a preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach covering articles published between 2014 and 2025. A total of 14 Scopus-indexed articles were selected based on inclusion and exclusion criteria. The results of the study show an increasing trend in publications since 2023, in line with the strengthening of global literacy policies such as sustainable development goals (SDGs) 4.6 and the 2022 PISA assessment. The majority of studies used a quantitative approach (57%) and were conducted in the United States (43%) and Indonesia (36%), with the greatest focus on ecology and evolution (29%) and undergraduate education (57%). Learning activities that support the improvement of numeracy and quantitative literacy include four main classifications, namely the integration of contextual questions, practicums and experiments, digital media, and project-based learning and quantitative modeling. This study also identified a research gap, namely the absence of studies that directly apply Kit learning media and the science, technology, engineering, and mathematics (STEM) approach in the context of numeracy and quantitative literacy in environmental change material. These findings provide a basis for developing innovative learning strategies to strengthen 21st-century competencies
Rethinking Teacher Literacy: Information Text Competence among Elementary Teachers within Indonesia’s Minimum Competency Assessment Framework Tiara Mulqie Anindhitya; Sapriya Sapriya; Angga Hadiapurwa; Kodama Yaoyi; Indriyani Rachman
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol. 9 No. 1 (2026)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v9i1.34

Abstract

This study aim to examined elementary school teachers’ information text literacy within the framework of Indonesia’s Minimum Competency Assessment (AKM). The study employed a quantitative approach involving 25 elementary school teachers selected through purposive sampling. Data were collected using two researcher-developed instruments: an information text literacy questionnaire and an information-text-based test. The instruments were validated through expert judgment and a limited pilot test prior to administration. Data were analyzed using descriptive statistics and N-Gain to describe teachers’ performance across three competencies: identifying information, understanding information, and evaluating and reflecting on information. The findings showed improvement in concept mastery, by mean score increasing from the pre-test and the post-test. Teachers’ information text literacy also improved across all assessed aspects, with the highest gain found in identifying information (high), followed by evaluating and reflecting (moderate), while understanding information showed the lowest gain (low). In addition, teachers responded positively to the implemented learning design and was categorized as very practical. These findings indicate that teachers were relatively strong in retrieving explicit information, but still needed support in deeper comprehension and integrative meaning construction. This study provides empirical evidence for strengthening teacher professional development in support of AKM-aligned reading literacy.
Co-Authors - Sapriya Ade Gafar Abdullah, Ade Gafar Akrim, Djusdil Al Fariz, Reza Darma Al Fariz, Reza Dharma Andante Hadi Pandyaswargo Angga Hadiapurwa Anggraini, Nani Anggun Apprianda Anna Permanasari Annisa Nurramadhani Aqilah, Siti Aquarini Priyatna Asyifa Imanda Septiana Azni Yati Binti Kamaruddin Bibin Rubini Bibin Rubini Bibin Rubini Budi Handoyo Cintami, Cincin D Prasetyorini Dadang Jaenudin Dadang Jaenudin Dahlia, Karlina Puspa Dedi Abdul Hadi Deni Darmawan Deni Kurniawan, Deni Diana Rochintaniawati Didit Ardianto Eka Fitriani Ahmad Embun Khoerunnisa Maya Safitri Eni Nuraeni Fariz, Reza Darma Al Fitra Nurahim Fumithosi Murae Fumitoshi Murae Fumitoshi Murae Fumitoshi, Murae Ghina Nisrina Ramadhanti Hafizhul Khair Hapipah, Hepi Herta Novianto Hestiningtyas Yuli Pratiwi Hiroshi Onoda Hutagalung, Ira Ida Hamidah Ida Kaniawati Iga Yusmaidah Siregar Indarini Dwi Pursitasari Ira Rumiris Hutagalung Ira Rumiris Hutagalung Ira Rumiris Hutagalung Irfan Tawakkal Irvan Permana Irvan Permana Julinton Sianturi Khusnul Khotimah Kodama Yaoyi Kodama Yayoi Kodama Yayoi Kodama, Yayoi Kristanti Diana Malo Kuntarti Suhartini Kusnendar, Jajang Laksmi Dewi, Laksmi Lia Nurbanillah Fujianti Liandha Arieska Putri Marlida, Siti Martahani Matsumoto Toru Matsumoto Toru Matsumoto, Toru Mega Subekti Meilinda Fitriani Nur Maghfiroh Miftahul Jannah Mimin Nurjhani Kusumastuti Mohamad Iqbal Suriansyah Mr Amprasto Muarif, Samsul Muhammad Iqbal Suriansyah Muhammad Islam Nasution Muhammad Ma‘arij Harfadli Muhammad Nizar Maulana Muhammad Nur Hudha Muharram, Luthfia Hastiani Mulyadi, Dadi Munawir Munawir Murae Fumitoshi Murae, Fumitoshi Mutia Sri Rahayu Nadhifa Rohadatul Aisy Nani Anggraini Ni Luh Sakinah Nuraini Nia Komalasari Nursafitri, Siti Pertiwi, Wulan Puri Selfi Cholifah Putri Mahanani, Putri Qiyam Maulana Binu Soesanto Radde, Hasniar A. Rahayu, Ida Rahayu, Mutia Sri Ramadhanti, Ghina Nisrina Ramdiana Ramdiana Muis Ridho Fauzan Rika Marlina Risma Dwi Arisona Rita Retnowati Romi Suarti Rusman Rusman Safitri, Tiffany Saldiana, Nur Kamila Santuso, Edy Sattar Yunus Sattar Yunus Siska Mandalia Siti Sriyati Slamet Raharjo Soesanto, Qiyam Maulana Binu Suci Putri Lestari Sugeng Utaya Sugimaru, Chika Suriansyah, Muhammad Iqbal Surti Kurniasih Syaban, Mumun Tawakkal, Irfan Tiara Mulqie Anindhitya Tiffany Safitri Toru Matsumono Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Toru Matsumoto Utomo, Laksamana Rayhan Vicka Kharisma Wafa, Wafa Warliyah, Heli Wati Rohawatiningsih Wati Rohmawatiningsih Wati Rohmawatiningsih Wiwin Wiwin Yayoi Kodama Yayoi Kodama Yayoi, Kodama Yoki Yulizar Yustiani, Yonik Meilawati Zaid Karim