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All Journal Pedagogi: Jurnal Ilmu Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah QUANTUM: Jurnal Inovasi Pendidikan Sains Berkala Ilmiah Pendidikan Fisika Briliant: Jurnal Riset dan Konseptual Edukasi: Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education ORBITA: Jurnal Pendidikan dan Ilmu Fisika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter Jurnal Ilmiah Pendidikan Citra Bakti JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Ilmiah Profesi Pendidikan Jurnal Pengabdian Masyarakat Khatulistiwa Jurnal Wahana Pendidikan JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Community Empowerment and Innovation International Journal of Current Educational Research Jurnal Pengabdian Masyarakat Bangsa Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan MIPA Asian Journal of Science Education IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Ilmiah Pendidikan Citra Bakti
Ridlo, Zainur Rasyid
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Journal : Jurnal Pendidikan MIPA

 1 
Influence of Challenge-Based Learning (CBL) Incorporating Pulo Gold-craft Ethnoscience to Improve Science Students' Creative Thinking Skills Ahmad, Nur; Laela, Rizka Amalia; Ridlo, Zainur Rasyid; Amrullah, Jadnika Dwi Rakhmawan; Putra, Pramudya Dwi Aristya
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.pp823-832

Abstract

The Challenge-Based Learning (CBL) model synthesises problem-based, project-based, and contextual learning approaches into an integrative pedagogical framework. Ethnoscience connects indigenous knowledge systems with scientific inquiry and provides cultural relevance to science education. This study focuses on the gold and silver craftsmanship of Pulo Village in Tempeh Subdistrict—a generational practice rooted in local ethnoscientific traditions, where artisans employ empirically derived metallurgical techniques. By embedding these indigenous practices into CBL, the research investigates how ethnoscience-informed pedagogy enhances junior high school students' creative thinking skills in understanding temperature, heat, and thermal expansion. Quasi-experimental research followed a posttest-only control group design and was conducted using a purposive sampling technique in the 7th grade at SMPN 7 Tempeh, Lumajang, Indonesia. Primary data was a creative thinking skills posttest, while secondary data was interviews and documentation. Sample data were analysed using homogeneity and normality tests using Kolmogorov-Smirnov. The data proved normal, so the hypothesis test used the Independent Sample T-test. The results obtained showed that there was an effect of creative thinking on students with a two-sample t-test value of significance (2-tailed) (0.003 ≤ 0.05) and the right-tailed t-test, which obtained the value of tcount> ttable (3.097> 2.005). It was concluded that this study, with the application of the ethnoscience-based Challenge-Based Learning (CBL) approach, will influence the improvement of the creative thinking of junior high school students. In the CBL, the learners would collaboratively compose their ideas to solve problems and adjust some results to strengthen creative thinking skills aligned with culturally relevant real-world challenges.      Keywords: challenge-based learning, ethnoscience, creative thinking skills.
Development of E-Modules to Improve Scientific Explanation Skills in Science Learning for Junior High School Students Mardhiyyah, Lailatul; Supeno, Supeno; Ridlo, Zainur Rasyid
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Scientific explanation skill is one of the essential skills for students in science learning today. Scientific explanation is a reasoning skill that relates claims, evidence, and reasoning. Students can understand, articulate, and explain scientific phenomena accompanied by evidence and reasoning with scientific explanation skills. However, in reality, students are still lacking in scientific explanation skills. In an effort to improve scientific explanation skills, teaching material is needed to be developed in the form of e-modules. The use of e-modules in learning is expected to train students' thinking skills, one of which is scientific explanation skills. This study aims to determine the validity, practicality, and effectiveness of e-modules to improve the scientific explanation skills of junior high school students in science learning. The development of the e-module is carried out in three stages, namely preliminary research, prototyping stage, and assessment phase. The results showed that e-modules were included in the valid, practical, and effective categories. Thus, the e-module can be used and applied to develop science learning outcomes and scientific explanation skills.Keywords: scientific explanation skill, e-module, science learning.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp34-44
Developing Learning Media based on AR-VR to Enhance Junior High School Students’ Understanding of Human Digestive System Materials Ridlo, Zainur Rasyid; Bachtiar, Rayendra Wahyu; Wahyuni, Sri; Mahardika, I Ketut; Wicaksono, Iwan; Ningsih, Silvi Putri Ayu; Ulfa, Efrika Marsya; Zuniari, Nurul Iqdami
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The research aims to develop an Android-based Augmented-Virtual Reality learning medium on digestive system materials for junior high school on human digestive system materials. The study implemented an instructional design model based on ADDIE, with eight classroom meetings to assess student learning outcomes. Pretest and posttest scores were used to calculate the N-gain score, reflecting the students’ improvement in understanding the material. The study involved 40 students. The results showed a significant improvement in student performance, with an N-gain score of 0.62, indicating moderate learning gains. The practical application of the media was deemed feasible, and students reported high levels of engagement and satisfaction with the media. These findings suggest that the learning media effectively supported the students' comprehension and engagement in science, and the use of the ADDIE model provided a structured approach to assessing its impact on learning. The creation of Augmented-Virtual Reality on Assemblr edu and MilleaLab application also seems simple so that it can be easy for developers to create the desired material.       Keywords: learning media, augmented-virtual reality, assemblr edu, millealab, ADDIEDOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1297-1316
Co-Authors Abdillah, Mohammad Hilmy Alamanda, Febrina Aliyanti, Cindi Amrullah, Jadnika Dwi Rakhmawan Arika Indah Kristiana Asy’ari, Muhammad Lutfi Ayu Ningsih, Silvi Putri Azza Liarista Anggraini D. Dafik Dafik Doru, Mustafa Dwi Wahyuni elik, Melahat Enriquez, Alexis Arizabal Firdausy, Julia Esa Ayu Firdha Yusmar Fitri, Nabila Handayani, Rif’ati Dina Hanum, Wardah Nabilah Hidayat, Aprilia Lulita Nadya I Ketut Mahardika I Made Tirta Indrawati Indrawati Jannah, Tria Arvillatu Jiniari Apriska Dewi, Jiniari Apriska Kurniawati, Elsa Yuli Laela, Rizka Amalia Mardhiyyah, Lailatul Murtini Murtini, Murtini Nabillah, Zulva Ningsih, Silvi Putri Ayu Nirmala, Rizka Nur Ahmad, Nur Nurhalimah Nurhalimah Pamungkhas, Haqqy Sriealam Pramudya Dwi Aristya Putra Prayogi, Elly Fathur Rahmawati, Miranda Wulandari Rayendra Wahyu Bachtiar Revanza, Praditya Tri Robiatul Adawiyah Rusdianto Rusdianto Rusdianto, Rusdianto Setiyawati, Zeni Silvi Putri Ayu Ningsih Siti Maimuna Sri Wahyuni Sri Wahyuni Wahyuni, Sri Wahyuni Supeno Sururi, Muhamad Lukman Sutarto Sutarto Syaputri, Sevira Annanda Thoyibah, Fifi Ulfa, Efrika Marsya Ulin Nuha, Ulin Wahyuni, Nadia Azdka Sri Wicaksono*, Iwan Wicaksono, Iwan Yanuarsih, Elly Yuliani, Erma Zuniari, Nurul Iqdami