Article Per Year (5 Year)
p-Index From 2021 - 2026
2.096
P-Index
This Author published in this journals
All Journal EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) BIOCHEPHY: Journal of Science Education Jurnal Pijar MIPA PENSA E-JURNAL: PENDIDIKAN SAINS Journal of Innovation and Research in Primary Education Proceeding Seminar Nasional IPA
Susiyawati, Enny
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
The Effectiveness of Differentiated Learning using the TaRL (Teaching at the Right Level) Approach for Improving Learning Interest and Learning Outcome Afandi, Rahmad Alvian; Ningtyas, Nindita Sabila; Susiyawati, Enny; Pratiwi, Purwanita
Jurnal Pijar Mipa Vol. 19 No. 4 (2024): July 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i4.6860

Abstract

This research was motivated by the low interest in learning and the low learning outcomes of students. This is because the learning that is carried out does not follow the students' wishes and ability level, so students are less active and have a low interest in learning science. Learning interests will affect the learning outcomes of students. This class action research aims to improve learning outcomes and students' interest in learning by using differentiated learning using the TaRL approach with the help of the inquiry learning model. TaRL learning is learning by grouping students according to their ability level. This study was conducted at SMPN 49 Surabaya in class 8B. The research data collection method used a questionnaire about students' interest in learning, an observation sheet for the implementation of learning, and a written test to determine students' learning outcomes. The design used in this study was the Tagart and Kemmis cycle model, and the data obtained was analyzed using classical learning completeness. The results showed that differentiated learning using the TaRL approach improved student learning outcomes with a percentage increase of 37% and an increase in the average score of 17.10. In addition, the results showed that students' interest in learning experienced a rise in categories from the initial condition, which had a poor category, to a good category at the end of the cycle. Based on the study's results, it can be concluded that applying differentiated learning using the TaRL approach can improve learning outcomes and student interest in the learning cycle.
ANALISIS PROFIL KEMAMPUAN ARGUMENTASI ILMIAH SISWA SMP BERDASARKAN TOULMIN’S ARGUMENT PATTERN (TAP) Fakhressy, Fanya; Susiyawati, Enny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46350

Abstract

This study aims to analyze the profile of junior high school students’ scientific argumentation skills based on Toulmin’s Argument Pattern (TAP) and the level of argumentation achieved. The study employs a quantitative, descriptive approach. The research subjects were 32 seventh-grade students at SMP Negeri 63 Surabaya, selected through purposive sampling. The research instrument consisted of a contextual phenomenon-based essay test designed based on TAP indicators. The results showed that students’ scientific argumentation skills were still very low, characterized by a dominance of Level 1 at 75%, while only 19% of students reached Level 2 and 6% reached Level 3. Based on the indicators, students were able to present a Claim (81.25%), Ground (71.88%), Warrant (40.63%), and Backing (9.38%). These findings indicate that students’ scientific argumentation skills have not yet developed fully, particularly in the aspects of reasoning and argument reinforcement. This study implies the need for adjustments to learning methods that are more targeted and sustainable to improve students’ scientific argumentation skills.
ANALISIS KEMAMPUAN SISWA SMP MENJELASKAN KONSEP IPA DENGAN VARIASI MEDIA PEMBELAJARAN VISUAL Adi Nugraha, Andhika; Susiyawati, Enny
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63669

Abstract

Students’ ability to explain science concepts is one of the key indicators of conceptual understanding. However, this ability remains relatively low, particularly when dealing with abstract material. One factor believed to influence this ability is the use of visual learning media with different characteristics. This study aims to determine the ability of junior high school students and the differences in their ability to explain science concepts through various visual learning media, namely instructional videos, three-dimensional (3D) models, and two-dimensional (2D) images. The study was conducted at SMP Negeri 18 Surabaya during the even semester of the 2025/2026 academic year with 30 seventh-grade students as research subjects. Data were collected through explanation ability tests, interviews, and student response questionnaires. The research instruments included essay questions, interview guidelines, and a Likert scale questionnaire. The results showed that instructional videos yielded the highest average explanation ability score of 75.25, followed by 3D models at 74.33, and 2D images at 71.33. Each medium demonstrated strengths in different indicators of explanatory ability according to its characteristics. Interview and questionnaire data also showed that all three media received positive responses from students, although each had its own strengths and limitations in supporting conceptual understanding. It was concluded that variations in visual learning media result in different tendencies in explanatory ability depending on the characteristics of the information presented. Teachers are advised to combine the use of these three types of visual learning media because each medium has distinct characteristics, indicator focuses, and roles in enhancing explanatory ability; thus, each medium can complement the students’ ability to explain science concepts.
Co-Authors Adi Nugraha, Andhika Afandi, Rahmad Alvian AHMAD QOSYIM AN NURIL MAULIDA FAUZIAH Atweh, Bill Budinarianti, Elinda Dewi, Amalia DYAH ASTRIANI ERMAN ERMAN ERMAN Fakhressy, Fanya Fitriyani, Anik LAILY ROSDIANA Muslimasari, Ella Putri MUSLIMIN IBRAHIM Ningtyas, Nindita Sabila Pratiwi, Purwanita Ramadhani, Sania Rahma Safitri, Yohana TUTUT NURITA Wahono Widodo YUNI SRI RAHAYU zidny, verga