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All Journal Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Jurnal Penelitian Pendidikan IPA (JPPIPA) Edunity: Kajian Ilmu Sosial dan Pendidikan Media Pendidikan Matematika
Nurmiati, Euis
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences

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PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS KETERAMPILAN METAKOGNISI PADA MATERI LAJU REAKSI Nurmiati, Euis; Dahlan, Dahlan; Rudi, La
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol 6, No 2 (2021): Edisi Agustus
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (53.584 KB) | DOI: 10.36709/jpkim.v6i2.17593

Abstract

This research is related to the development of student worksheets (LKPD) based on  metacognition  skills  in  one  of  the  Chemistry  learning  materials,  namely  the reaction  rate.  This  material  was  chosen  because  this  material  contains metacognition  skills  as  one  of  the  aspects  that  must  be  achieved  in  Core  Competencies (KI). Metacognition skills can help students become self-regulated learners  who  are  responsible  for  their  own  learning  progress  and  adapt  their learning strategies to achieve the demands of the assignment. The importance of LKPD based on metacognition skills is developed so that students understand how the  task  is  carried  out  and  monitor  their  own  learning  progress.  Therefore,  the student worksheet contains components of metacognition skills such as planning, monitoring  (monitoring),  evaluating  (evaluating),  and  revising  (revising).  The purpose  of  this  study  was  to  develop  metacognition-based  student  worksheets (LKPD) on the material on reaction rates. The type of research being carried out by researchers is research and development using the 4-D model, namely define, design, development, and disseminate stages. The instrument used was a content assessment  /  validation  sheet.  Furthermore,  the  second  data  is  related  to  a questionnaire  related  to  the  implementation  of  the  LKPD.  The  results  of  the questionnaire are as follows: (1) LKPD media 65.45%, (2) LKPD material 71.25%, (3) LKPD language 78%, and (4) LKPD metacognition skills 77.5% with average percentage -The mean of all scores is 73.05%.
Implementation Of Problem-Based Learning In Sar Education And Training: A Narrative Study At Basarnas Nurmiati, Euis; Wahyono, Sugeng Bayu; Rhomadan, Muhammad Risal
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 3 No. 8 (2024): Edunity : Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v3i8.298

Abstract

The purpose of this study is to conduct an in-depth examination of the implementation of the problem-based learning (PBL) process through SAR (Search and Rescue education and training) experienced by Basarnas Yogyakarta members. The PBL model, which is relevant to the needs of SAR personnel, helps them face emergency situations and prepares them through realistic and learner-centered education. This research used a qualitative method with a narrative approach. The subjects of this study are 10 SAR personnel. Data were collected using observation techniques, in-depth interviews, documentation, and triangulation. The data analysis technique follows the qualitative descriptive analysis model of Matthew B. Miles, A. Michael Huberman, & Johnny Saldana, which includes data condensation, data presentation, and conclusion drawing. The findings indicate that the learning process using the PBL model through SAR training is oriented toward student-centered learning. The extensive opportunities provided by the PBL model offer direct experience that aligns with the goals of SAR training, fostering the development of problem-solving skills, teamwork, motivation, and independent learning among SAR personnel. The results of this study are expected to make a significant contribution to SAR education literature, offer practical recommendations for developing more effective and responsive SAR training curricula, and provide practical guidelines for other training institutions. The results of this research can be a basis for developing SAR training policies and curricula that are more problem-solving oriented. Basarnas may consider adopting PBL as the main approach in SAR education and training across their units.
Development of Metacognition-Based LKPD to Improve Conceptual Understanding in Reaction Rate Material Nurmiati, Euis; Wahyono, Sugeng Bayu; Rhomadan, Muhammad Risal; Khairah, Nurul; Tafrienda, Ulfa Nabila
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10464

Abstract

The importance of constructivism-based chemistry learning is to develop students' conceptual understanding and metacognitive skills through active engagement, with the teacher as a facilitator, to create critical, independent, and globally competitive graduates. This study aims to develop Student Worksheets (LKPD) focused on metacognitive skills in learning reaction rate material, with the expectation of improving students' conceptual understanding and learning outcomes. Based on validation results, the LKPD has proven to be feasible for use, particularly in terms of language and metacognitive skills. In the first validation stage, the LKPD achieved an average percentage of 54.35%, which falls into the "feasible" category, while in the second stage, there was a significant improvement with an average percentage of 73.05%. Practicality assessments from teachers and students showed very good results, with teacher and student questionnaire scores ranging from 3.76 to 3.82 and 76.53% to 77.63%, respectively. Effectiveness evaluation through limited and wide trials indicated a significant improvement in conceptual understanding, with average posttest scores reaching the mastery category after using the metacognition-based LKPD. The improvement in conceptual understanding, calculated using the n-gain, showed a "moderate" category, with an average n-gain value of 0.60 for the limited trial and 0.63 for the wide trial. These results prove that the metacognition-based LKPD is effective in improving students' understanding and learning achievements in reaction rate material and can be used as an alternative in chemistry learning to develop students' higher-order thinking skills.
Innovative E-Learning Strategies in Mathematics Education: Enhancing Self-Directed Learning and Student Motivation Khairah, Nurul; Surjono, Herman Dwi; Nurmiati, Euis
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15412

Abstract

This study employs the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) framework to develop a Moodle-based e-learning platform for enhancing mathematics learning motivation and self-directed among 9th-grade students at SMPN 1 Kota Bima. The research addresses two key issues: (1) Indonesia's low math competency (PISA score: 366) and (2) local findings showing 60% of target students scoring below minimum standards with observed low learning autonomy.Using the ADDIE model, the platform was developed with interactive features (structured materials, automated quizzes, discussion forums, and progress dashboards). Evaluation instruments included pre-post motivation questionnaires (Likert scale), self-regulated learning rubrics, and math achievement tests. Validation by material and media experts confirmed high feasibility (88% and 82%, respectively). Quantitative analysis revealed statistically significant improvements in the experimental class: motivation increased by 13.83 points (paired t-test, p < 0.01, g = 0.72 [high]), and self-directed learning by 17.66 points (p < 0.01, g = 0.64 [moderate]), surpassing the control class. The results demonstrate Moodle’s efficacy in fostering 21st-century skills (4C) through hybrid learning, aligned with Vygotsky’s constructivism (social interaction scaffolding) and Keller’s ARCS theory (attention-relevance-confidence-satisfaction). The study contributes actionable insights for technology-mediated math education, emphasizing structured, feedback-driven, and student-centered design.
Co-Authors Deni Hardianto Herman Dwi Surjono Khairah, Nurul La Rudi Rhomadan, Muhammad Risal Solly Aryza Tafrienda, Ulfa Nabila