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All Journal JINOP (Jurnal Inovasi Pembelajaran) Berkala Ilmiah Pendidikan Fisika Vidya Karya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Masyarakat Borneo Studies in Learning and Teaching IJORER : International Journal of Recent Educational Research Journal of Mathematics Science and Computer Education Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora
Kusuma, Arief Ertha
Universitas Borneo Tarakan
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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MEMPERKENALKAN PENERAPAN STRATEGI PEMBELAJARAN DENGAN PENDEKATAN SAINTIFIK KEPADA GURU SEKOLAH DASAR MELALUI PELATIHAN SINGKAT Listiani, Listiani; Kusuma, Arief Ertha
Jurnal Pengabdian Masyarakat Borneo Vol 1, No 1 (2017)
Publisher : LPPM UBT

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (54.671 KB) | DOI: 10.35334/jpmb.v1i1.235

Abstract

Abstrak: Perkembangan zaman dan teknologi menuntut manusia untuk selalu berkembang, begitu juga dengan dunia pendidikan. Sebagai akibat dari perkembangan tersebut maka kebijakan – kebijakan pendidikan pun terus mengalami perubahan. Salah satunya adalah dengan diterapkannya kurikulum baru yaitu kurikulum 2013. Kurikulum ini memberikan wacana untuk memperkenalkan siswa – siswi sekolah dasar dalam berfikir secara ilmiah sejak dini yaitu melalui suatu metode yang disebut dengan pendekatan saintifik. Namun, belum banyak guru sekolah dasar yang mengetahui tentang berfikir secara ilmiah atau saintifik. Oleh karena itu pelatihan tentang penerapan strategi pembelajaran dengan pendekatan saintifik dilaksanakan supaya para guru sekolah dasar memiliki wawasan tentang pendekatan saintifik sehingga mereka menjadi guru – guru yang profesional.Abstract: The development of era, science, and techology requires the society to develop as well, and so do the education. As the result of those developments, there are many new policies especially in educations that have been changed and renewed. One of the new policies is the implementation of a new curriculum called as curriculum 2013. This new curriculum provides a new discourse in introducing students especially elementary school students with scientific thinking in their early age through a method called as a scientific approach. However, there are many elementary school teachers who experience lack of information about scientific thinking and how to teach student scientifically. Therefore a training on the implementation of teaching strategy with scientific approach is important for teachers in order to give information and improve teachers’ profesionalism.
Practicality of the RODE Learning Model in Order to Improve Student Communication Skills Arief Ertha Kusuma; Wasis Wasis; Endang Susantini; Rusmansyah Rusmansyah
IJORER : International Journal of Recent Educational Research Vol. 3 No. 5 (2022): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i5.254

Abstract

The RODE Learning Model is designed to improve student's communication skills. The RODE learning model has four stages: Read, Outline, Discussion and Evaluation. This study aims to analyze the practicality of the RODE learning model in improving student communication skills in elementary school 2 science lectures involving 50 students as a research sample. The research data were collected using an instrument of observation sheets on the implementation of learning and observation sheets of student activities which were assessed by two observers and equipped with a record of obstacles encountered during the application of the RODE learning model. Data analysis techniques use quantitative and qualitative descriptive analysis. The results showed that the four stages of the model, namely Read, Outline, Discussion, and Evaluation, can be carried out correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the RODE learning model have increased in each meeting. So it can be concluded that the RODE learning model is practical because it can be carried out according to the lecture implementation plan, and student activities are relatively active. The obstacles that arise can be overcome properly.
The Effect of Rode Learning Model on Enhancing Students Communication Skills Arief Ertha Kusuma; Wasis; Endang Susantini; Rusmansyah
Studies in Learning and Teaching Vol. 3 No. 3 (2022): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i3.170

Abstract

Communication skills in physics learning are essential to life talents that can be used to solve problems in everyday life. The Read Outline Discussion Evaluation (RODE) model is a learning tool designed to help students improve their communication skills. This research was conducted in the Elementary School Teacher Study Program with Basic Science 2nd material and involved 100 students. This study focuses on improving students' writing communication skills before and after the teaching process with the RODE learning model to determine the effectiveness of the RODE learning model. This study used one group pretest-posttest design (O1-x-O2). Before being applied to the RODE learning model, the average score of the indicators of students' written communication skills was at a low level (1, 24), and it had a score of 3.68 (high level) after the RODE learning model was implemented. This result shows that the RODE model significantly impacts students' written communication skills in the high category for both classes. In addition, students' written communication skills improved in the high category, N-gain significantly increased in the high criteria, and consistent N-gain was observed in the Elementary School Teacher Study Program.
Development of Interactive E-Modules of PjBL Models to Improve Understanding of Colloidal Concepts Rusmansyah Rusmansyah; Emelia Emelia; Atiek Winarti; Abdul Hamid; Mahdian Mahdian; Arief Ertha Kusuma
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.1853

Abstract

Research on the development of learning media for Android-Based Interactive E- modules on colloidal material aims to produce valid, practical and effective learning media. The floating model used is a 4D development model. The trial of the learning media developed was carried out on students of SMAN 1 Kotabaru for the 2020/2021 academic year. The trials carried out were individual trials, small group trials and limited trials. Data collection techniques used validation sheets, readability questionnaires, response questionnaires and test assessments. Data analysis used descriptive analysis. The results showed that the developed media had met the following criteria: (1) Valid, based on a feasibility test by a group of experts with an average of 91.66% (very valid); (2) Practical, based on individual, group readability tests, as well as student and teacher response questionnaires with successive scores of 3.30 (very good); 3.40 (very good); 3.34 (very good) and 3.70 (very good); (3) Effective, based on the results of a limited trial, it can be seen from the average n-gain score of 0.73 (high). Overall, the e-module developed is able to improve students' conceptual understanding skills and as a form of renewal in chemistry learning
The Implementasi Model PjBL-STEAM konteks lahan basah untuk meningkatkan kemampuan berpikir kritis dan self-efficacy peserta didik Rusmansyah Rusmansyah; Siti Awalia Rahmah; Syahmani Syahmani; Abdul Hamid; Isnawati Isnawati; Arief Ertha Kusuma
JINoP (Jurnal Inovasi Pembelajaran) Vol. 9 No. 1 (2023): Mei 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v9i1.23493

Abstract

The PjBL-STEAM model of wetland contexts is a learning model that can improve students' critical thinking and self-efficacy skills. It is carried out by utilizing the wetland environment as a medium for learning electrolyte and nonelectrolyte solutions. This study aims to determine the improvement of students’ critical thinking and self-efficacy through the PjBL-STEAM model in the context of wetlands. This present study employed quasi-experimental experiment with a one-group pretest-posttest research design. The participants were obtained through convenient sampling with the inclusive criteria of students of class X MIA 3 at SMAN 3 Barabai. The data were obtained through critical thinking tests and self-efficacy questionnaires. The obtained data were analyzed through descriptive analysis. The results showed that the PjBL-STEAM model in the wetland context could improve the critical thinking ability and self-efficacy of students with an N-gain value of critical thinking ability of 0.58, with a moderate category and N-gain self-efficacy of 0.75 with a high category. In other words, applying the PjBL-STEAM model in wetland contexts effectively improves students' critical thinking and self-efficacy skills.
A Study of Students’ Science Process Skills at A National–Plus Middle School in Tarakan Listiani Listiani; Arief Ertha Kusuma
Berkala Ilmiah Pendidikan Fisika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i1.17366

Abstract

Process science skills are essential for students to understand how the world works. This performance can be measured by exploring students' capacity for scientific knowledge development. The study investigated the science process skills of high school students at one of the National Plus Junior High Schools in Tarakan. The science process skills test was conducted by giving multiple-choice questions to 74 students referring to four indicators: interpreting, graphing, inferring, and explaining. Students answered ten questions representing the five indicators of science process skills under study. The results showed that, in general, students' science process skills in the National Plus Junior High Schools were relatively low. 77.3% of students were in the low category, 4.8% were in the medium category, and 17.9% had high science process skills. The interpreting indicators are at a moderate level (64%), while the other three skills are low, with percentages of 47%, 44%, and 22%, respectively. The low percentage of these four indicators indicates that science lessons need to be optimized by paying attention to and integrating science process skills in student activities during learning. Science teachers should be trained in integrating science process skills into learning. Therefore, developing and applying a learning model that can train science process skills comprehensively and can be implemented optimally is necessary.
Implementasi Proyek Sains Sederhana: Bioteknologi Konvensional melalui Pembuatan Tempe di Sekolah Dasar: The Implementation of Simple Science Project: Conventional Biotechnology through Tempeh Production in Elementary School Degi Alrinda Agustina; Kartini Kartini; Kadek Dewi Wahyuni Andari; Agustinus Toding Bua; Arief Ertha Kusuma; Azika Amalia; Siskawati Siskawati; Tia Amanda
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9479

Abstract

Pengabdian ini bertujuan untuk meningkatkan literasi sains siswa sekolah dasar melalui pengenalan konsep bioteknologi konvensional, khususnya peran fermentasi asam laktat dalam proses pembuatan tempe. Seringkali, pembuatan tempe hanya dipahami sebatas peragian jamur (Rhizopus sp.), padahal tahapan fermentasi asam laktat saat perendaman kedelai memegang peranan vital dalam menciptakan kondisi asam untuk menghambat bakteri patogen. Kegiatan pengabdian dilaksanakan di SD Negeri 016 Tarakan. Metode pelaksanaan menggunakan pendekatan Project Based Learning (PBL) yang meliputi sosialisasi, demonstrasi, dan praktik langsung pembuatan tempe. Hasil kegiatan menunjukkan tingkat keberhasilan produk sebesar 83%, di mana 5 dari 6 sampel tempe berhasil terfermentasi dengan baik. Kegagalan terjadi pada satu sampel di kelompok dengan anggota terbanyak (9 siswa), yang dianalisis akibat faktor kontaminasi dan kurangnya sterilitas. Meski demikian, pemahaman siswa dinilai sangat baik dengan rata-rata nilai Lembar Kerja Peserta Didik mencapai 88,5. Kegiatan ini menyimpulkan bahwa pembelajaran berbasis praktik efektif untuk menanamkan pemahaman konsep ilmiah dan melatih sikap ilmiah siswa dalam memecahkan masalah.
Implementation of RODE Learning Model: Improving Science Learning Outcomes of Junior High School Arief Ertha Kusuma; Munirotunnisa; Ridwan; Rusmansyah; Shinta Wulandari
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6297

Abstract

This study aimed to determine the improvement of science learning outcomes by applying the RODE learning model. The subjects in this study were 19 students in the eighth grade of SMPN 3 Karang Intan in the even semester of the 2022/2023 academic year. Three observers assessed the RODE model implemented by the science teacher in her class on hydrostatics pressure material in the first cycle and Archimedes' law material in the second cycle. The Four pretest-posttest questions calculated the students' science learning outcomes. The success criterion of this study was that ≥ 75% of the research subjects obtained a score of ≥70. The data analysis used mode scores on observation data and pretest-posttest results for each cycle. According to the data analysis results, Teachers can apply the RODE learning model very well, with the mode score increasing from 3 in the first cycle to 4 in the second. 100% of students' science learning outcomes increased, with a mode score of 5 becoming 70 in the first cycle and a mode score of 30 becoming 100 in the second. Thus, the RODE learning model enhanced the science learning outcomes of eighth-grade students of SMPN 3 Karang Intan.
Keterampilan Numerasi Sains Mahasiswa dalam materi Fluida: Implementasi Lebih Lanjut Model Pembelajaran Inovatif RODE Arief Ertha Kusuma; Suciati; Degi Alrinda Agustina; Nurul Mazidah; Pradini Agustina; Rusmansyah
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13504

Abstract

This study examines the application of the RODE (Read, Outline, Discussion, Evaluation) learning approach to improve pre-service teachers' science numeracy skills, aligned with the Sustainable Development Goal 4 (Quality Education). A quantitative study with a one-group pretest-posttest design was conducted with 37 PGSD FKIP UBT students. The assessment of scientific numeracy was conducted via a written examination featuring five distinct indicators related to fluid concepts. Given the non-normal distribution of the data (p < 0.05), the Wilcoxon signed-rank test was utilized. The results demonstrated a statistically significant improvement in skills post-intervention (p < 0.001), with the mean score increasing from 45.57 to 68.94. The computed N-gain score of 0.43 indicates a moderate enhancement in numeracy proficiency. The data indicate a positive trend across all measures; however, the one-group design suggests that these gains should be viewed as indicative improvements within the cohort rather than conclusive evidence of the RODE model's sole causality, as external factors were not controlled. In conclusion, the RODE model is an effective pedagogical framework for enhancing foundational numeracy skills in prospective educators, therefore supporting the formulation of sustainable teaching practices.
Implementation of the RODE Model to Enhance Students’ Science Numeracy Skills in Higher Education Degi Alrinda Agustina; Arief Ertha Kusuma; Suciati Suciati; Maulidah Nurislamiyah; Sri Radiatul Hikma; Neni Novitasari
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.24815

Abstract

 This study examines the implementation of the RODE learning model in supporting students' science numeracy skills in a higher education context. The research was conducted in the Primary School Teacher Education department within the Basic Concepts of Astrophysics course, focusing on fluid materials. A qualitative design was employed to describe the planning, implementation, and assessment stages of the RODE model. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that, at the planning stage, the lecturer team aligned course learning outcomes with science numeracy indicators and developed instructional materials, including lesson plans, teaching resources, student worksheets, and assessment instruments. During implementation, the RODE syntax was applied through four stages: Read (engagement with learning materials), Outline (concept organization and worksheet-based activities), Discussion (group presentations and interactive dialogue), and Evaluation (reflection and assessment activities). At the assessment stage, students' performance was evaluated through worksheet activities and essay tests designed to reflect science numeracy indicators. The results suggest that the RODE model can be feasibly implemented to support science numeracy by orienting learning processes in higher education. However, the findings are limited to a specific instructional context and do not imply generalizable causal effects. This study contributes by providing a context-specific description of how the RODE model can be integrated with science numeracy practices at the university level.
Co-Authors Abdul Hamid Abdul Hamid Andari, Kadek Dewi Wahyuni Asmi Rusmanyanti Atiek Winarti Azika Amalia Bua, Agustinus Toding Degi Alrinda Agustina Emelia Emelia Endang Susantini Endang Susantini Isnawati Isnawati Jero Budi Darmayasa Kartini Kartini Listiani Listiani Listiani Listiani Mahdian Mahdian Maulidah Nurislamiyah Muhsinah Annisa Munirotunnisa Nasrullah Nasrullah Neni Novitasari Nurlaila Hayati Nurul Mazidah Pia Asti Puspasari Pradini Agustina Rahma Karimah Ridwan Ridwan Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Rusmansyah Shinta Wulandari Siskawati Siskawati Siti Awalia Rahmah Sri Radiatul Hikma Suciati Suciati Suciati Syahmani Syahmani Tia Amanda Tien Tien Lee Wasis