Article Per Year (5 Year)
p-Index From 2021 - 2026
4.995
P-Index
This Author published in this journals
All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Nalar Pendidikan EDUSAINS Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Community Service Learning EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Basataka (JBT) JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) Budimas : Jurnal Pengabdian Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat Integrated Science Education Journal SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Kompetensi Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Scientiae Educatia: Jurnal Pendidikan Sains
Suhartini, Erna
Universitas Mulawarman
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

Published : 39 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 39 Documents
Search

 1   2   3   4 
Gamification in Science Learning to Improve Student Literacy Nur Annisaa Septiani; Rosita Putri Rahmi Haerani; Erna Suhartini
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 13 No. 1 (2024): June 2024
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v13i1.17657

Abstract

This research is based on students' low science literacy skills based on the results of research conducted by the Program for International Student Assessment (PISA) in 2022. This study aims to determine the effectiveness of educational game-based science learning on students' science literacy. This educational game development uses the Research and development method with the ADDIE development model (analysis, design, development, implementation, evaluation), producing an educational game that can be accessed without an application. Data is collected by providing feasibility instruments, observation sheets, test questions, and questionnaires. This educational game has been assessed for feasibility by 2 material experts, with a score of 90% in the very feasible category, and 2 media experts, 88% in the very feasible category. The feasibility test was also conducted through a small-scale trial of 96% very feasible category. The student feasibility assessment on a large-scale trial with 28 respondents obtained a value of 94% in the very feasible category, and a feasibility assessment from the teacher was obtained in the 98% very feasible category. The n-gain test results showed an increase of 0.573 with a moderate category. Using this educational game in learning can improve students' science literacy.
DESIGNING AN ESD-INTEGRATED DIGITAL LEARNING ENVIRONMENT FOR ENHANCING SUSTAINABILITY CONSCIOUSNESS IN ELEMENTARY SCIENCE EDUCATION Miar Zakira; Erna Suhartini; Mustamiroh Mustamiroh; Muhlis Muhlis
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.76525

Abstract

The current digital era demands that education continually keep pace with technological advances. One area that can be developed is a digital module, also known as an e-module. A digital module is a collection of non-printed, computer-based learning resources designed and used efficiently for classroom teaching. Differentiated learning is urgently needed to support current learning in accordance with sustainable education, which aligns with the 2030 SDGs agenda related to Education for Sustainable Development (ESD). This study employs a Research and Development (R&D) approach, utilizing the ADDIE model of development. The research subjects consisted of 78 fifth-grade students from SDN 011 in Samarinda City. Data collection techniques were carried out through observation and questionnaires. Data were collected through needs analysis questionnaire sheets, student characteristics analysis questionnaire sheets, needs analysis observation sheets, media expert questionnaire sheets, material expert questionnaire sheets, student response questionnaire sheets, teacher response questionnaire sheets, and sustainable awareness questionnaire sheets. Validation results showed the media was highly suitable, with scores of 93.2% from material experts, 87.8% from media experts, 88.82% from teacher responses, and 93.3% from student responses. Researchers recommend that module developers consider Canva's various features when developing digital modules to make them more engaging and innovative. Future researchers are expected to integrate ESD with other learning materials and media
DESIGN AND EVALUATION OF A CONSTRUCT 3-BASED EDUCATIONAL GAME TO PROMOTE LEARNING ON SDG 7: AFFORDABLE AND CLEAN ENERGY Julietta Tsuraya Puspa Rannie; Erna Suhartini; Mustamiroh Mustamiroh; Muhlis Muhlis
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.76639

Abstract

This research develops a Construct 3-based educational game integrated with Sustainable Development Goal 7 (Affordable and Clean Energy) for fourth-grade elementary students, with a focus on energy materials. Employing Research and Development methodology with the ADDIE model, the study involved 27 students and one teacher at SDN 007 Samarinda Ilir. The research instruments consisted of interview sheets, needs questionnaires, expert validation forms, and user response questionnaires. Expert validation yielded 92% feasibility ratings from media specialists and 89.3% from material experts, both of which were rated as "highly feasible." Small-scale trials achieved a 97% acceptance rate, while large-scale implementation scored 94% from students and 96% from teachers, confirming excellent usability and educational value. Results demonstrate the game's effectiveness in enhancing student engagement and conceptual understanding of energy topics. The media successfully bridges theoretical learning with practical sustainability awareness, fostering students' commitment to clean energy practices. This innovation provides educators with a validated tool that simultaneously achieves curriculum objectives and fosters global citizenship values through interactive learning. The game's design provides a replicable framework for integrating other SDG targets into elementary science education, addressing critical gaps in current pedagogical approaches to sustainable development education.
Pengembangan Media STEMTora pada Pembelajaran IPAS di Sekolah Dasar Materi Transformasi Energi Machdalena, Maya; Suhartini, Erna; Haerani, Rosita Putri Rahmi
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 19, No 2 (2025)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v19i2.22932

Abstract

This study aims to develop and evaluate the feasibility of an interactive learning media based on Lectora Inspire integrated with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in the subject of Natural and Social Sciences (IPAS) at the elementary school level, specifically focusing on the topic of Energy Transformation in Grade IV. The research employed a Research and Development (RD) method using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through interviews and questionnaires, using instruments such as expert validation sheets (content and media experts) and response questionnaires for teachers and students. The validation results indicated a high level of validity, with 87.5% from the content expert and 88.5% from the media expert. The small-scale trial showed a positive student response of 89%, while the large-scale trial yielded a response of 92.8%. Based on these findings, it can be concluded that the interactive learning media developed with Lectora Inspire and the STEAM approach is feasible for use and received highly favorable responses from users.
Pengaruh Game Edukasi Qreatif Educative terhadap Hasil Belajar Siswa Kelas VI SD Mata Pelajaran IPAS Materi Sistem Tata Surya Aurora Nayeli Willem; Erna Suhartini; Rosita Putri Rahmi Haerani
JURNAL PENDIDIKAN MIPA Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i4.3529

Abstract

Penelitian ini dilandasi oleh rendahnya pemahaman siswa terhadap konsep sistem tata surya yang bersifat abstrak, sehingga diperlukan media pembelajaran inovatif yang mampu meningkatkan hasil belajar . Tujuan penelitian ini adalah menganalisis pengaruh penggunaan game edukasi Qreatif Educative terhadap hasil belajar siswa kelas VI SD pada mata pelajaran IPAS. Penelitian menggunakan pendekatan kuantitatif dengan desain Pre-eksperimental tipe one group pre-test post-test yang melibatkan 13 siswa SD Mahkota Kelir Samarinda. Instrumen penelitian mencakup tes hasil belajar. Hasil penelitian menunjukkan adanya peningkatan signifikan, ditunjukkan oleh rata-rata nilai pre-test 51,03 yang meningkat menjadi 91,28 pada post-test. Uji Paired Sample T-Test menghasilkan nilai signifikansi 0,000 (p < 0,05), dan perhitungan N-Gain sebesar 0,83 termasuk kategori tinggi. Instrumen pre-test dan post-test memperoleh skor validasi 3,5–4,0 yang menegaskan kelayakan soal. Temuan ini membuktikan bahwa Qreatif Educative berpengaruh positif terhadap peningkatan hasil belajar kognitif sekaligus memotivasi siswa untuk lebih aktif dalam pembelajaran. Media berbasis game edukasi interaktif dapat dijadikan alternatif strategis dalam mendukung pemahaman konsep abstrak, khususnya pada materi sistem tata surya.
Pengaruh Pendekatan Pembelajaran Berdiferensiasi terhadap Hasil Belajar Siswa Kelas V pada Mata Pelajaran IPAS di Sekolah Penggerak Muhammad Januar Ashar Pratama; Erna Suhartini; Rosita Putri Rahmi Haerani
JURNAL PENDIDIKAN MIPA Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i4.3615

Abstract

Penelitian ini dilatarbelakangi oleh adanya variasi hasil belajar IPAS siswa kelas V di SDN 005 Samarinda Seberang yang masih cukup lebar, meskipun pembelajaran berdiferensiasi telah diterapkan sejak tahun ajaran 2022/2023. Penelitian ini bertujuan menganalisis pengaruh penerapan pembelajaran berdiferensiasi pada aspek proses terhadap peningkatan hasil belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu two-group pretest–posttest yang melibatkan 57 siswa, terdiri atas kelas VA sebagai kelompok eksperimen dan VB sebagai kelompok kontrol. Data diperoleh melalui tes hasil belajar, angket diagnostik non-kognitif, serta observasi aktivitas guru dan siswa. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi proses memberikan peningkatan signifikan pada hasil belajar, ditunjukkan oleh nilai rata-rata posttest kelas eksperimen 80,95 yang lebih tinggi dibandingkan kelas kontrol 66,23, dengan N-Gain sebesar 0,63 yang berada pada kategori sedang dan cukup efektif. Uji independent samples t-test menghasilkan nilai Sig. 0,013 dan effect size 0,80 yang menunjukkan pengaruh kuat. Kesimpulan penelitian menegaskan bahwa diferensiasi proses mampu meningkatkan capaian akademik siswa serta meningkatkan keterlibatan belajar. Penelitian ini merekomendasikan penerapan pembelajaran berdiferensiasi secara berkelanjutan untuk meningkatkan kualitas pembelajaran di Sekolah Penggerak.
PENGARUH METODE EVERYONE IS A TEACHER HERE TERHADAP HASIL BELAJAR SISWA KELAS V MATERI EKOSISTEM Shabrina Rahman; Taufik Hidayat; Khusnul Khotimah; Erna Suhartini
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.v6i2.10735

Abstract

A Deep Understanding is not merely gained through listening, but is actually formed when a person is given the opportunity to teach others what they have learned, this is because pupils who act as teachers to their peers have been shown to learn more actively, take greater responsibility, and understand the materia better than those who are merely passive listener. However, in reality, science learning in year 5 at SD Negeri 001 Samarinda Ilir is convensional and still teacher-centred. This result in suboptimal student engagement, leading to insufficient understanding of the material. Based on this issues, the aim of thi study is to determine the extent to which the Everyone Is a Teacher Here (EITH) method influences student learning outcomes on the topic of ecosystems. To achieve this objective, the research design employed in this study is quantitative. Specifically a quasi-experimental disign. Furthermore, based on the result of the hypothesis testing, it was concluded that there was no statistically significant difference between the learning outcomes of students in the experimental class and the control class after the intervention was administered. However, although not statistically significant, the effect size calculation yielded a value of 0,43, which  falls within the hinge point threshold according to John Hattie. This indicates that, in practical terms, the Everyone Is a Teacher Here learning method has a sufficiently meaningful influence on improving student learning outcomes ABSTRAK Pemahaman yang mendalam tidak hanya diperoleh melalui mendengar, tetapi justru terbentuk ketika seseorang diberi kesempatan untuk mengajarkan kembali apa yang telah dipelajarinya karena siswa yang berperan sebagai guru bagi temannya terbukti belajar lebih aktif, lebih bertanggung jawab, dan lebih memahami materi dibandingkan mereka yang hanya menjadi pendengar pasif. Namum pada kenyataannya, Pembelajaran IPA di kelas V SD Negeri 001 Samarinda Ilir tergolong konvensional dan masih berpusat pada guru. Hal ini menyebabkan keaktifan siswa belajar belum optimal sehingga pemahaman siswa terhadap materi pun juga masih kurang. Berdasarkan permasalahan tersebut, tujuan dari penelitian ini adalah untuk mengetahui seberapa besar pengaruh metode Everyone Is a Teacher Here (EITH) terhadap hasil belajar siswa pada materi ekosistem. Untuk mencapai tujuan tersebut jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif, tepatnya penelitian Quasi Eksperimental. Selanjutnya, berdasarkan hasil uji hipotesis disimpulkan bahwa tidak terdapat perbedaan yang signifikan secara statistik antara hasil belajar siswa pada kelas eksperimen dan kelas kontrol setelah diberikan perlakuan. Namun, meskipun tidak signifikan secara statistik, hasil perhitungan effect size menunjukkan nilai sebesar 0,43 yang termasuk batas hinge point menurut John Hattie. Hal ini menunjukkan bahwa, secara praktis metode pembelajaran Everyone Is a Teacher Here memiliki pengaruh yang cukup bermakna terhadap meningkatnya hasil belajar siswa.  
PENGEMBANGAN MENIMBA (MEDIA INTERAKTIF IMBUHAN BAHASA) MATERI IMBUHAN KELAS V SD Tiara, Sheyla; Septika, Hety Diana; Suhartini, Erna; Mustamiroh, Mustamiroh
Jurnal Basataka (JBT) Vol. 8 No. 2 (2025): Desember 2025
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/basataka.v8i2.956

Abstract

Bahasa Indonesia merupakan alat komunikasi utama masyarakat Indonesia yang sebaiknya digunakan sesuai kaidah kebahasaan, termasuk penggunaan imbuhan. Namun, peserta didik masih mengalami kesulitan dalam memahami imbuhan karena menganggap pembelajaran imbuhan tidak menarik dan membosankan. Hal ini disebabkan oleh kurangnya pemanfaatan media pembelajaran. Oleh karena itu, diperlukan media pembelajaran interaktif yang dapat meningkatkan minat dan keterlibatan aktif peserta didik dalam belajar imbuhan. Tujuan dari penelitian ini adalah untuk mengetahui proses pengembangan, tingkat kelayakan, dan tingkat kepraktisan MENIMBA di kelas V SD. Metode penelitian yang digunakan yaitu Research and Development (R&D) dengan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Penelitian ini melibatkan 1 pendidik dan 22 peserta didik kelas V A SD Negeri 018 Samarinda Ulu. Teknik pengumpulan data dilakukan melalui wawancara dan angket. Hasil validasi menunjukkan bahwa MENIMBA termasuk dalam kategori “Sangat Layak” dengan tingkat kelayakan 94% dari validasi ahli media dan 92,85% dari validasi ahli materi. Respon peserta didik termasuk dalam kategori “sangat praktis” dengan persentase sebesar 96% dari uji coba skala kecil dan 91,02% dari uji coba skala besar. Selain itu, hasil uji coba guru mendapat persentase sebesar 100%. Dengan demikian MENIMBA dinyatakan layak dan praktis digunakan dalam pembelajaran imbuhan.
PENGEMBANGAN MEDIA FLIRIBEL (FLIPBOOK CERITA FABEL) BERBASIS EKOLITERASI UNTUK MEWUJUDKAN SDGS 15: (LIFE ON LAND) Alfia, Shaydatul; Septika, Hety Diana; Suhartini, Erna
Jurnal Basataka (JBT) Vol. 8 No. 2 (2025): Desember 2025
Publisher : Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/basataka.v8i2.1019

Abstract

Penelitian ini menggunakan metode Research and Development (R&D) dengan teknik analisis deskriptif kuantitatif dan kualitatif. Research and Development yang dilangsungkan melalui tahapan sesuai model yang digunakan yakni ADDIE. Pada pengembangan FLIRIBEL, digunakan dua jenis analisis (analysis) yakni, analisis kebutuhan dan analisis kurikulum. Perancangan (design) yang dilakukan berupa perancangan materi atau isi dan storyboard. Pengembangan (development) FLIRIBEL dilakukan dengan memanfaatkan aplikasi Canva, Voice Changer, Wordwall dan Flip PDF Professional. Setelah dikembangkan, produk diujicobakan pada peserta didik dan guru kelas II A SD Negeri 017 Sungai Kunjang. Sebagai evaluasi (evaluation), dilakukan revisi pada tiap langkah model pengembangan. Hasil validasi menunjukkan media sangat layak digunakan. Penilaian ahli media 1 dan 2 memperoleh skor 100% dan 91,11%, sedangkan ahli materi 1 dan 2 memberi skor 95% dan 96,67%, penilaian ahli materi 2 meningkat menjadi 100% setelah revisi. Media dinyatakan praktis dengan kepraktisan 100% oleh guru dan 98,4% oleh peserta didik. Dengan demikian, FLIRIBEL dinyatakan sangat layak dan praktis untuk digunakan.
Co-Authors . Muhammad Ramli Buhari Agustang, Agustang Al Akbar, Muhammad Alif Alfia, Shaydatul Ambarfatih, Chindy Diah Andi Asrafiani Arafah Apriliana, Ester ARDIYANTI, MEGA Arfianti, Adelia Aurora Nayeli Willem Bintang Bima S Chindy Diah Ambarfatih Dhanie, Via Rahma Dwiyono, H. Yudo Efwinda, Shelly Fadiah, Tiara Aulia Familia, Milan Nur Haerani, Rosita Haerani, Rosita Putri Rahmi Hearani, Rosita Putri Rahmi Ince Raudhiah Zahra Julietta Tsuraya Puspa Rannie Julietta Tsuraya Puspa Rannie Karmila Nur Safitri Khaerani, Rosita Putri Rahmi Khoiriyah, Riva khusnul khotimah Lolan, Anastasia Sebo Machdalena, Maya Miar Zakira Mohammad Siddik Muhammad Januar Ashar Pratama Muhammad Nur Mannan, Muhammad Nur Muhlis Muhlis Muhlis Muhlis Mustamiroh Mustamiroh Mustamiroh, Mustamiroh Nabila Nur Annisa Nanda Mawar Raihanah Nur Annisaa Septiani Oktaviyanti, Anisa Ayu Pramita Sylvia Dewi Putri Rahmi Haerani, Rosita Rahmi Haerani, Rosita Putri Rosita Haerani Putri Rahmi Haerani Rosita Putri Rahmi Haerani Rosita Putri Rahmi Haerani Rosita Putri Rahmi Haerani Rudiana Agustini S, Bintang Bima Saputra, Bintang Bima Septika, Hety Diana Setyo Adji Wahyudi Shabrina Rahman sukriadi sukriadi Taufik Hidayat Taufik Hidayat Tiara Aulia Fadiah Tiara, Sheyla Tri Wahyuningsih Wandini Intan Ayu Warda Rasidah YANA SUPRIYATNA Yopansius Hefri Z. A. Imam Supardi Z. A. Imam Supardi