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Teachers' Difficulty Factors in Implementing Differentiated Learning in Geography Subjects Fadila Gastama, Aulia Nindy; Sumarmi, Sumarmi; Suharto, Yusuf; Ishak, Nor Asniza
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25722

The implementation of differentiated learning in geography subjects provides benefits for teachers and students. On the other hand, teachers still have difficulty implementing differentiated learning elements. This research aims to analyze the factors related to teacher difficulties in implementing differentiated learning in geography subjects. The research method used descriptive qualitative research with semi-structured interviews. The informants used were geography teachers of SMAN Malang City. Data analysis was conducted by 1) data reduction, 2) data presentation, and 3) conclusion drawing. The results showed that geography teachers in Malang City State Senior High School faced difficulties in implementing differentiated learning. In content differentiation, students are given media based on learning styles but do not show any motivation to learn. In process differentiation, there is a “free rider” phenomenon in group learning. In product differentiation, students feel bored and unfairly different levels of difficulty. In learning environment differentiation, students show different behavior between morning and afternoon. Teachers also experience time constraints in preparing the implementation of differentiated learning.

The Effect of the Problem Based Learning Model on Students' Critical Thinking Skills in Geography at SMAN 1 Trenggalek, Indonesia Rafinda, Rosalia Rica; Sumarmi, Sumarmi; Ishak, Nor Asniza
Humanities Horizon Vol. 1 No. 3 (2024)
Publisher : PT. Pena Produktif Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63373/3047-8014/16

The findings showed that the Problem Based Learning model has a positive and significant effect on students' critical thinking skills, the result of the significance (2-tailed) in the two comparison classes, namely the experimental class and the control class, is 0.000. In addition, there is also a probability that shows a number of 0.000 less than 0.05, on the critical thinking ability of students, the results of the average obtain score in the experimental class are (20.2) while the class that is used as the control class is (7.7). Based on these data, it can be proved that H0 is rejected and H1 is accepted. This can be interpreted that this problem-based learning model affects students' ability to think critically in the learning process of Geography subjects at SMAN 1 Trenggalek. This is because the syntax of the PBL learning model is able to encourage students' critical thinking skills, so that students' critical thinking skills can increase. Therefore, this learning model is highly recommended to be implemented in the learning process of Geography subjects.

Validating a Pteridophyta Atlas Integrated with Local Wisdom for Enhancing Science Process Skills Nuraini, Afifah Mei; Susantini, Endang; Kartika Indah, Novita; Ishak, Nor Asniza
International Journal of Education and Teaching Zone Vol. 4 No. 2 (2025): June 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i2.418

Biology learning in schools is often theoretical and involves less direct exploration, so that students' science process skills have not developed optimally. This study aims to produce and test the validity of Atlas Pteridophyta based on Project-Based Learning (PjBL) and integrated with the local wisdom of the community in the Tahura R. Soerjo area as a biology learning media to train science process skills. The method used in this research is Research and Development (R&D) with the 4D model (Define, Design, Develop, Disseminate). This atlas was developed through field exploration of local fern species that are utilized by the community in the context of culture, medicine, and food, then integrated into project-based activities. Validation was conducted by three validators, namely two lecturers of material and media experts to ensure the accuracy of the concept, and one biology teacher to assess the ease of use of the atlas. The validation used a questionnaire that assessed aspects of presentation, integration with PjBL, and relevance to science process skills. The validation results showed that the atlas had an excellent level of validity, with an average score of 3.95. The aspects of integration with PjBL and science process skills scored 3.92 and 3.85, respectively. Although this atlas has not yet been implemented in schools, its use is planned in the pilot stage in one of the high schools in Jombang for grade 10 students. This research is still limited to expert validation and does not include effectiveness testing in the field, so there is no comparison with other learning methods. Therefore, further research is needed to empirically determine the impact of using the atlas on science process skills. In conclusion, the PjBL-based Atlas of Pteridophyta is feasible for use as a contextual and exploratory biology learning medium. The integration of local wisdom also provides a more authentic learning experience and is relevant to the students' environment.

Using plastic pollution management worksheets in fundamental science class: An investigation on students’ sustainable awareness Sukardi, Rendi Restiana; Ishak, Nor Asniza; Rachmania, Setyaningsih; Kurniawan, Dede Trie; Ananthia, Winti; Shidiq, Ari Syahidul; Meilinda, Meilinda; Ani, Neng
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.73

Awareness among Indonesian society regarding plastic use and its management remains alarmingly low. This highlights an urgent need to strengthen sustainability education and responsible environmental practices. The implementation of the Plastic Pollution Management Worksheet uses a practicum-based method to foster greater sustainability awareness by integrating critical reflection and problem-solving strategies in addressing plastic pollution. This hands-on approach also encourages pro-environmental behavioural changes among learners. This study seeks to evaluate the impact of the Plastic Pollution Management Worksheet in practicum on students' sustainability awareness before and after its use. A one-group pre-test and post-test design was adopted, involving 40 university students, with a self-efficacy questionnaire used to assess five key indicators of sustainability awareness. The findings indicate that the implementation of practicum with the Plastic Pollution Management Worksheet had a moderate impact on enhancing students' sustainability awareness, with the most notable improvements observed in cognitive awareness (understanding sustainability concepts) and social engagement. Although improvements were noted across all dimensions, the development of sustainable behavioural changes requires further time and reinforcement. In conclusion, the practicum with Plastic Pollution Management Worksheet demonstrates potential as an innovative pedagogical strategy in sustainability education, though its effectiveness could be maximised by integrating it with other complementary educational approaches.

Using plastic pollution management worksheets in fundamental science class: An investigation on students’ sustainable awareness Sukardi, Rendi Restiana; Ishak, Nor Asniza; Rachmania, Setyaningsih; Kurniawan, Dede Trie; Ananthia, Winti; Shidiq, Ari Syahidul; Meilinda, Meilinda; Ani, Neng
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.73

Awareness among Indonesian society regarding plastic use and its management remains alarmingly low. This highlights an urgent need to strengthen sustainability education and responsible environmental practices. The implementation of the Plastic Pollution Management Worksheet uses a practicum-based method to foster greater sustainability awareness by integrating critical reflection and problem-solving strategies in addressing plastic pollution. This hands-on approach also encourages pro-environmental behavioural changes among learners. This study seeks to evaluate the impact of the Plastic Pollution Management Worksheet in practicum on students' sustainability awareness before and after its use. A one-group pre-test and post-test design was adopted, involving 40 university students, with a self-efficacy questionnaire used to assess five key indicators of sustainability awareness. The findings indicate that the implementation of practicum with the Plastic Pollution Management Worksheet had a moderate impact on enhancing students' sustainability awareness, with the most notable improvements observed in cognitive awareness (understanding sustainability concepts) and social engagement. Although improvements were noted across all dimensions, the development of sustainable behavioural changes requires further time and reinforcement. In conclusion, the practicum with Plastic Pollution Management Worksheet demonstrates potential as an innovative pedagogical strategy in sustainability education, though its effectiveness could be maximised by integrating it with other complementary educational approaches.

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