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All Journal Jurnal Bahasa dan Sastra Jurnal Pendidikan Matematika dan IPA Tadris: Jurnal keguruan dan Ilmu Tarbiyah Agrifor : Jurnal Ilmu Pertanian dan Kehutanan Phenomenon : Jurnal Pendidikan MIPA Edu Sains: Jurnal Pendidikan Sains dan Matematika QUANTUM: Jurnal Inovasi Pendidikan Sains Indonesian Journal of Science and Education Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Journal of Natural Science and Integration Biosfer: Jurnal Pendidikan Biologi Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Paedagogia: Jurnal Pendidikan Instructional Development Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Indonesian Journal of Natural Science Education Cendikia : Media Jurnal Ilmiah Pendidikan SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam MULTIPLE: Journal of Global and Multidisciplinary Jurnal Pendidikan MIPA
Singgih, Suwito
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analysis of Junior High School Students' Scientific Argumentation Skills in Argument-Driven Inquiry (ADI) Learning Based on Gender Zakaria, Zaky; Singgih, Suwito; Dewantari, Nuryunita; Suryandari, Suryandari
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp987-1006

Abstract

Scientific activities, such as communication, are essential skills in the 21st century. Scientific argumentation is a fundamental component of communication and serves as a foundation for students to engage in a series of scientific processes, leading to valid conclusions based on empirical data. This study aims to examine whether there are differences in the scientific argumentation abilities of male and female students following the implementation of Argument-Driven Inquiry (ADI) learning, as well as to analyze their respective argumentation patterns. This study employs an experimental research design with a pretest-posttest experimental group approach. The sample was selected using a purposive sampling technique. Data collection involved pretest and posttest scores. The analysis of research results was tested using Inter-Rater Reliability (IRR), score conversion, normality test, Mann-Whitney test, and N-Gain test. The study population consisted of eighth-grade students at SMP IT Ihsanul Fikri Mungkid, from which two classes were selected through purposive sampling: VIII D (experimental class 1 - male students) and VIII H (experimental class 2 - female students). The findings indicate that the ADI model effectively enhances students’ scientific argumentation skills in both experimental groups. The N-Gain analysis revealed that in the argument completeness aspect, experimental class 1 (male students) achieved an N-Gain of 0.70 (moderate category), whereas experimental class 2 (female students) scored 0.93 (high category). In the scientific validity aspect, experimental class 1 obtained an N-Gain of 0.63 (moderate category), while experimental class 2 scored 0.84 (high category). Regarding overall scientific argumentation, experimental class 1 achieved an N-Gain of 0.67 (moderate category), whereas experimental class 2 reached 0.82 (high category). Further analysis of the argument completeness aspect identified a statistically significant difference between male and female students (p < 0.05); However, in the scientific validity aspect, no significant difference was observed between male and female students (p > 0.05); In the overall scientific argumentation aspect, a significant difference was found between male and female students (p < 0.05).     Keywords: gender, scientific argumentation, argument driven inquiry (ADI).
Worksheet Development based on RE-STEM for Science Literacy and Character Arifah, Tutik; Trisnowati, Eli; Singgih, Suwito; Muhlisin, Ahmad; Siswanto, Siswanto; Juliyanto, Eko; Ismawati, Riva; Dewantari, Nuryunita; Rahayu, Rina
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i2.12846

Abstract

There have been several cases that reflect the moral and character decline of Indonesian students. Based on some previous studies that have been carried out, ethnoscience and STEM-based worksheet can improve scientific literacy skills and grow students’ character. The aims of this research are to test the feasibility of RE-STEM-based (Religious, Ethnosains-Science, Technology, Engineering, and Mathematics) science worksheet to improve students' scientific literacy and character, and to find out the students' responses to science worksheet based on RE-STEM as an effort to improve students’ scientific literacy and character. This research applies the development research method with the ADDIE model. The sources of data in this study are the results of expert validations and student response questionnaires, while the research subjects are the experts and students. Data collection techniques and instruments in this study used the expert validation sheets and student response questionnaire sheets. The data analysis technique consists of two things namely the worksheet feasibility test using the V'Aikens value, and the student response test using the Likert scale of student responses which is then converted to a score interpretation table of five criteria. The results showed that the validity of the developed worksheet was categorized as valid with an average V'Aikens value of 0.86, so that the product developed was feasible to use, while the students’ response after using such the developed worksheet is very good with a percentage of 86.17 percent. Thus, the developed RE-STEM worksheet has accomplished the validity requirements and received a good response from students, so that it can be implemented in the learning process.
The Effectiveness of the Introduction, Connection, Application, Reflection, Extension (ICARE) Learning Model in Improving Higher Order Thinking Skills (HOTS) of Junior High School Students Nikmah, Filda Khoirun; Singgih, Suwito; Muhlisin, Ahmad
Paedagogia: Jurnal Pendidikan Vol 14 No 2 (2025): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol14.Iss2.982

Abstract

The importance of higher order thinking skills (HOTS) in the 21st century is undeniable, but the fact is that students HOTS abilities in Indonesia are still low. This study aims to analyze the effectiveness of the Introduction, Connection, Application, Reflection, Extension (ICARE) learning model in enhancing students higher-order thinking skills (HOTS) at the junior high school level. The study adopts a quantitative approach using a quasi experimental method. The design employed is a nonequivalent control group design, involving two classes: an experimental group and a control group. The study was conducted in the seventh grade of SMP N 2 Mertoyudan, using purposive sampling for sample selection. The research instruments consisted of eight essay questions for the pretest and posttest, which had been validated for validity and reliability. Data were analyzed using the Independent Sample t-Test and N-Gain. The results of this study showed a significant difference in higher-order thinking skills between the experimental and control classes. Based on the Independent Sample t-Test, there was a clear difference in the posttest scores of both classes with a significance level of 0.000. Additionally, the average N-Gain score for the experimental class was 0.56, while the control class scored only 0.31. From these findings, it can be concluded that the ICARE model is effective in enhancing higher order thinking skills among junior high school students.
STEM-Based LKPD Development and Contextual Problems to Improve Explanation, Concluding, and Evaluating Skills Kiswari, Lusinta; Singgih, Suwito; Muhlisin, Ahmad
Phenomenon : Jurnal Pendidikan MIPA Vol. 12 No. 2 (2022): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2022.12.2.12061

Abstract

One comprehensive and integrated learning approach is the STEM approach. This approach can improve students' critical thinking skills if supported by teaching materials, one of which is LKPD. This study aims to produce a valid, practical, and effective STEM-based LKPD product to improve students' critical thinking skills. The method used in this study is the research and development method. A validity test has been carried out consisting of a product validity test that is declared valid and suitable for use with a percentage of 80.9%. Practicality tests conducted by teachers obtained an average result of 83% and students of 87%. The effectiveness test is carried out with an n-gain test and an effect size test. Each of them obtained a result of 0.68 in the medium category and 2.7 in the high category. So, it can be concluded that STEM-based LKPD is effective in improving students' critical thinking skills.
The Content of Scientific Explanations Aspect in The Junior High School Science Textbooks: An Analysis on Substance Pressure Topics Fatikhiah, Fina Al; Siswanto, Siswanto; Dewantari, Nuryunita; Singgih, Suwito; Amirul, M. Ardi
Journal of Natural Science and Integration Vol 5, No 2 (2022): 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.v5i2.17733

Abstract

The purpose of this research is to compare the aspects of scientific explanation and identify the patterns of scientific explanation in several books. The textbooks sampled in this study were (Sample 1) Science Textbooks for junior high school grade 8th Curriculum 2013 Revised Edition 2017 published by the Ministry of Education and Culture of the Republic of Indonesia, (Sample 2) Integrated Science Books for junior high school grade 8th Curriculum 2013 published by Yudhistira, (Sample 3) Science Books for junior high school grade 8th Curriculum 2013 published by Gramedia. This research uses a qualitative descriptive approach with content analysis. The data collection technique used a document content review technique in the sample book. The validity of the data used is a confidence test, a transferability test, a dependency test, and a certainty test. For data analysis using fixed comparison method which includes data reduction, organization, categorization, synthesis, and formulating working hypotheses. From this study, it was found that the scientific explanation can only be identified if it fulfills the three main components described, namely claim, evidence, and reasoning. The three book samples have uniformity in the content of scientific explanation aspects. The three all have categories of claim only (C), claim-evidence (C-E), and claim-evidence-reasoning (C-E-R). However, the sample 1 has the greatest level of density. Its mean that the sample 1 presents the most complete scientific explanation aspects when compared to the presentation of the claim aspects. The research show that in preparing junior high school science textbooks, it is necessary to pay careful attention to the completeness of the scientific explanation aspect. This is because it is very important to facilitate this for students.Keywords: Scientific Explanation, Science Textbooks, Substance Pressure.
Enhancing Scientific Literacy under the PISA 2025 Framework: A Comparative Study of SQ3R and Discovery Learning Models Nurvidian, Alifia Rizky; Singgih, Suwito; Rahayu, Rina
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2766-2776

Abstract

Scientific literacy is a crucial skill for students to understand scientific phenomena and make informed decisions based on evidence. However, many Indonesian students still struggle with these skills, indicating unresolved issues in the classroom implementation of scientific literacy. This study aims to address this issue by examining the effectiveness of the SQ3R (Survey, Question, Read, Recite, and Review) learning model in improving junior high school students' scientific literacy skills compared to the Discovery Learning learning model. The research design was a quasi-experimental design with a control group, and a pretest and posttest were administered. This study involved 60 eight-grade students at SMPN 1 Mertoyudan. The experimental group consisted of 30 students who received instruction using the SQ3R method, while the control group consisted of 30 students who used the Discovery Learning method. Scientific literacy skills were measured using 13 questions, which were tested for validity and reliability (α=0.935) based on the PISA 2025 science competency framework. Pretest and posttest data were analyzed using N-Gain scores and independent sample t-tests. The study showed that the SQ3R group demonstrated greater improvement in scientific literacy skills than the Discovery Learning group. The experimental group’s average score jumped from 38 on the pretest to 83 on the posttest, with an N-Gain of 0.72, which is considered high. Meanwhile, the control group’s score rose from 36 to 70, with an N-Gain of 0.52, which is considered moderate. An independent-samples t-test confirmed a significant difference between the two groups (p < 0.001). This study shows that the SQ3R learning model is superior to Discovery Learning in improving students’ scientific thinking, reading comprehension, and critical evaluation of information, essential components of scientific literacy. The structured SQ3R approach encourages active student participation and a regular observation process, making it an effective strategy for improving scientific literacy at the junior high school level.    Keywords: scientific literacy, junior high school, SQ3R, science competency, reading strategy. 
Analisis Tren Penelitian Argumentasi Ilmiah dalam Pembelajaran IPA Tahun 2015–2024: Sebuah Studi Bibliometrik Mafaza, Octavia Ulya; Siswanto, Siswanto; Singgih, Suwito
Instructional Development Journal Vol 8, No 3 (2025): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v8i3.38594

Abstract

Penelitian ini bertujuan menganalisis tren penelitian mengenai argumentasi ilmiah dalam pembelajaran IPA pada tahun 2015–2024. Penelitian ini menggunakan metode literature review dengan pendekatan analisis isi (content analysis) terhadap 123 artikel ilmiah yang dikumpulkan melalui basis data nasional dan internasional. Hasil penelitian menunjukkan perkembangan dinamis sepanjang 2015–2024, dengan fokus yang masih terpusat pada jenjang SMA dan model pembelajaran berbasis inkuiri, terutama model pembelajaran Argument-Driven Inquiry (ADI). Area yang masih kurang mendapat perhatian mencakup jenjang SD, penelitian berbasis guru, pemanfaatan teknologi digital, serta bidang IPA seperti ilmu bumi dan lingkungan. Temuan ini memberikan kontribusi penting dalam memetakan celah penelitian yang selama ini belum banyak dieksplorasi, sekaligus menawarkan arah pengembangan riset argumentasi ilmiah yang lebih luas dan relevan ke depan.
EFEKTIVITAS AUTHORING ILS GO-LAB DALAM MENUNJANG LITERASI DIGITAL PADA MERDEKA BELAJAR Suryandari Suryandari; Meyninda Destiara; Suwito Singgih
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 14, No 1 (2023): April 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v14i1.14841

Abstract

Kemampuan yang  populer dengan istilah 4C skills of frameworks for 21th century learning ini harus didukung dengan kemampuan literasi antara lain literasi data, literasi teknologi dan literasi manusia. Kolaborasi literasi ini terbukti mampu menunjang pembelajaran inovatif selaras dengan kebutuhan Kurikulum Merdeka Belajar. Selaras dengan kebutuhan tersebut, ketersediaan sarana dan prasarana pembelajaran harus menyesuaikan dengan kebutuhan kelas masa depan. Go-Lab dapat sebagai alternatif media digital pembelajaran praktik yang kolaboratif dan komprehensif salah satunya dalam proses penyusunan e-modul pembelajaran sains. Go-Lab dapat menjadi wadah e-modul laboratorium virtual dengan fitur feed back respon peserta didik sehingga memberikan kontribusi optimalisai framework pembelajaran laboratorium virtual. Penelitian deskriptif kuantitatif ini menggunakan responden penelitian dari peserta kegiatan Pelatihan Laboratorium Virtual Berbantuan Go-Lab dalam Mendukung Kurikulum Merdeka UIN Antasari Banjarmasin sebanyak 43 peserta. Instrumen kemampuan literasi digital yang disajikan dalam angket/kuesioner google form. Instrumen  yang disusun merupakan adaptasi modifikasi yang merujuk pada 8 komponen literasi digital; (1) Functional skill and beyond (2) Creativity; (3) Collaboration; (4) Communication; (5) The ability to find and select infomation; (6) Critical thinking and evaluation; (7) Cultural and social understanding; dan (8) E-safety. Hasil analisis dari data angket literasi digital Go-Lab mendapatkan pesentase 88%. Dengan demikian Pelatihan Laboratorium Virtual Go-Lab dalam mendukung Merdeka Belajar mendapat predikat “sangat setuju” mampu menunjang literasi pada Merdeka Belajar.
Co-Authors Adila, Agista Sintia Dewi Afifah, Nidya ul Ahmad Muhlisin Ahmad Muhlisin Amirul, M. Ardi Arifah, Tutik Astuty Astuty Avianti, Gilang Fhadilia Danimaulia Nurraafi Awali Dewantari, Nuryunita Dwi Winarsih Eli Trisnowati Eli Trisnowati Erliana, Icha Fatikhiah, Fina Al Filda Khoirun Nikmah Halim Lailia Ulfa Hanif, Muhammad Nur Herpindo Herpindo Ida Ayu Putu Sri Widnyani Kiswari, Lusida Kiswari, Lusinta Lilia Ellany Mohtar Lusinta Kiswari Mafaza, Octavia Ulya Meyninda Destiara Moch. Malik Al Firdaus Moh. Toifur Muhammad Nur Afiq Nurvidian, Alifia Rizky Nuryunita Dewantari Rikha Falahiyah Rina Rahayu Rina Rahayu, Rina Riva Ismawati Riva Ismawati Riva Ismawati, Riva S Siswanto S Siswanto Siswanto Siswanto Sri Haryati Sukarno Sukarno Sumi Sumarni Suryandari Suryandari Suryandari Suryandari Suryandari suryandari, suryandari Tutik Arifah Wildan Yudhanto Zakaria, Zaky