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<![CDATA[Penerapan Model Project Based Learning terhadap Kreativitas Siswa Kelas XI SMA Negeri 3 Samarinda pada Materi Momentum dan Impuls ]]>
<![CDATA[Pangestu, Sherli Risma]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Damayanti, Puardmi]]>
<![CDATA[ Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 5 No. 2 (2024): November ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika ]]>
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DOI: 10.30872/jlpf.v5i2.3735
<![CDATA[Kreativitas merupakan kemampuan esensial yang perlu dimiliki siswa untuk menghadapi tantangan dalam perkembangan pendidikan yang terus berubah. Penelitian ini bertujuan untuk mengkaji efektivitas penerapan model project based learning (PjBL) terhadap kreativitas siswa kelas XI SMA Negeri 3 Samarinda dalam membuat proyek pada materi momentum dan impuls serta menilai respon siswa terhadap model tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental, di mana data dikumpulkan melalui observasi dan kuesioner dari 36 siswa. Hasil penelitian menunjukkan bahwa model PjBL memberikan dampak positif terhadap kreativitas siswa, yang mencapai skor 90,27 dan masuk dalam kriteria "sangat kreatif." Respon siswa terhadap model ini juga positif, dengan skor rata-rata 2,55. Penerapan PjBL terbukti signifikan dalam meningkatkan kreativitas, memungkinkan siswa berpikir lancar, fleksibel, orisinal, dan mampu melakukan elaborasi ide dengan baik.]]>
<![CDATA[Training on Creating Simple Renewable Energy Projects Based on STEM -SDGs (Sustainable Development Goals) to Introduce SDG-Based Education ]]>
<![CDATA[Muttaqin, Muttaqin]]>;
<![CDATA[Efwinda, Shelly]]>;
<![CDATA[Hakim, Abdul]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Palian, Yolanda Oktavia]]>
<![CDATA[ Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 7, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/btjpm.v7i1.12924
<![CDATA[Energy is an important component in human life that is currently feared to be experiencing a shortage. This is because the main energy source used is fossil energy sources, which are limited and not environmentally friendly. This Community Service aims to introduce SDG-based education on the SDG's topic of using renewable energy sources to foster students' understanding and awareness of sustainable energy practices. This Community Service activity uses an Asset-Based Community Development (ABCD) approach, which focuses on identifying and utilizing the strengths and resources of the community and region, especially Samarinda, to support the integration of renewable energy education. This community service was carried out at State High School 4 Samarinda. The participants were all students from one of the classes who had or were taking subjects on renewable energy sources. The number of students who took part in this activity was 30 students. Data was obtained through project testing and questionnaires, which were distributed after the activities had been completed. The questionnaire consists of 10 questions, 8 of which are open questions. All groups succeeded in creating projects, and 86% of students responded positively to the SDGs. These results indicate that this educational activity has achieved its objectives regarding student understanding and awareness.]]>
<![CDATA[Implementation of Pro-Environmental-Based Teaching Materials to Improve Learning Outcomes and Behavior on Global Warming ]]>
<![CDATA[Habibah, Habibah]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Komariyah, Laili]]>
<![CDATA[ Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/bipf.v13i1.19916
<![CDATA[One problem in the school environment is the lack of information to improve attitudes that reflect environmental concerns. There is a need for methods to improve student's learning outcomes and pro-environmental behavior. This research aims to determine whether there is an increase in applying pro-environmental teaching materials to the educational objectives and behavior of high school students in Samarinda. This study used a pretest-posttest design with a single group and a quantitative methodology. Thirty-four people were selected for the sample using the purposive sampling technique. The data-gathering method includes questionnaires about environmental care behavior on global warming material, essays, and multiple-choice tests. The research was implemented over five class sessions using pro-environmental teaching materials developed by Anwar (2023), which included group discussions and interactive activities to raise awareness of global warming. Students' progress was assessed through regular observations and post-discussion evaluations. According to the study, student learning outcomes improved from 45.48 on the pretest to 77.79 on the post-test, resulting in a 0.57 rise in N-Gain and a moderate classification. Additionally, environmental care behavior enhanced from 44.85% on the pretest to 88.23% on the post-test, earning it a moderate classification with a 0.39 rise in N-Gain. As a result, the high school students in Samarinda demonstrated a considerable improvement in both behavior and learning outcomes when pro-environmental instructional materials were used. The study results can be used to improve the curriculum's ability to promote environmentally conscious behavior and awareness through development and adaptation. In summary, using pro-environmental instructional materials greatly enhances students' pro-environmental behavior and learning results in the context of global warming content. ]]>
<![CDATA[Analysis of the need for science literacy-based textbooks to improve students' competence in the earth and space course ]]>
<![CDATA[Damayanti, Puardmi]]>;
<![CDATA[Efwinda, Shelly]]>;
<![CDATA[Hakim, Abdul]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Sundari, Putri Dwi]]>
<![CDATA[ Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Education and Development Research ]]>
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DOI: 10.62672/joease.v3i1.59
<![CDATA[In the 21st-century learning era, the quality of teaching materials is crucial in meeting current educational needs. This study highlights the urgency of developing a science literacy-based textbook for the Earth and Space course to enhance students' scientific literacy competence in the Physics Education Study Program at Mulawarman University. The research aims to analyze the necessity of such a textbook using the 4D development model, focusing on the Define phase to identify key learning challenges and curriculum needs. Data were collected through classroom observations, student questionnaires involving 42 participants from the 2023 cohort, and the formulation of learning outcomes aligned with the three scientific literacy competencies of the Programme for International Student Assessment (PISA): (1) explaining scientific phenomena (2) evaluating and designing scientific investigations, and (3) interpreting data and scientific evidence. The data analysis process involved data reduction, presentation, and conclusion drawing. The findings indicate that the current teaching materials do not fully support the learning objectives, leading students to rely on fragmented online resources, often in English. The study also identified a strong demand for structured, interactive textbooks integrating scientific literacy. The validation process involved three expert validators using a Likert scale assessment. This validation resulted in eight valid learning outcomes (CPMK) with a corrected item-total correlation of r > 0.3 and a Cronbach's Alpha of 0.848, confirming high reliability. These findings provide a foundational framework for developing an Earth and Space textbook, ensuring its alignment with science literacy competencies in subsequent research phases.]]>
<![CDATA[KENDALA GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIKPADA KURIKULUM 2013 DI SDN TEUPIN PUKAT MEUREUDU PIDIE JAYAKENDALA GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIKPADA KURIKULUM 2013 DI SDN TEUPIN PUKAT MEUREUDU PIDIE JAYA ]]>
<![CDATA[Muliatina, Muliatina.]]>
<![CDATA[ Elementary Education Research Vol 1, No 1 (2016): AGUSTUS 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/primary.v1i1.481
<![CDATA[Dalam pelaksaan kurikulum 2013, proses pembelajarannya menggunakan pendekatan saintifik. Penelitian ini mengangkat masalah tentang kendala apa sajakah yang dihadapi guru dalam menerapkan pendekatan saintifik di SDN Teupin Pukat Meureudu Pidie Jaya. Secara khusus penelitian ini bertujuan untuk mengetahui kendala apa saja yang dihadapi guru dalam menerapkan pendekatan saintifik di SDN Teupin Pukat Meureudu Pidie Jaya.Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian yaitu deskriptif. Subjek dari penelitian ini adalah guru kelas yang ada mengajarkan pendekatan saintifik yang berjumlah 4 orang. Data diperoleh dari hasil pemberian angket, observasi dan wawancara. Data yang diperoleh melalui pemberian angket diolah dengan menggunakan rumus persentase untuk melihat persentase jawaban responden. Selanjutnya seluruh data diolah dengan tahapan analisis data kualitatif yaitu reduksi data, penyajian data, dan verifikasi data.Hasilnya menunjukkan bahwa kendala yang dihadapi oleh guru adalah pada bagian menanya dengan persentase 50% jarang melakukan serta 50% sering melakukan dan pada kegiatan mengasosiasi/menyimpulkan dengan persentase 50% tidak pernah melakukan, 25% jarang melakukan, serta 25% sering melakukan. Hal ini disebabkan karena kurangnya motivasi guru terhadap peserta didik dan penggunaan waktu yang kurang efektif. Oleh karena itu disarankan kepada guru agar lebih banyak lagi memberikan perhatian kepada peserta didik dengan cara selalu memberi pujian kepada peserta didik apabila ada yang mau bertanya atau memberi saran. Apabila ada pertanyaan dari peserta didik selalu dihargai atau memberi respon dengan baik.Dalam pelaksaan kurikulum 2013, proses pembelajarannya menggunakan pendekatan saintifik. Penelitian ini mengangkat masalah tentang kendala apa sajakah yang dihadapi guru dalam menerapkan pendekatan saintifik di SDN Teupin Pukat Meureudu Pidie Jaya. Secara khusus penelitian ini bertujuan untuk mengetahui kendala apa saja yang dihadapi guru dalam menerapkan pendekatan saintifik di SDN Teupin Pukat Meureudu Pidie Jaya.Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian yaitu deskriptif. Subjek dari penelitian ini adalah guru kelas yang ada mengajarkan pendekatan saintifik yang berjumlah 4 orang. Data diperoleh dari hasil pemberian angket, observasi dan wawancara. Data yang diperoleh melalui pemberian angket diolah dengan menggunakan rumus persentase untuk melihat persentase jawaban responden. Selanjutnya seluruh data diolah dengan tahapan analisis data kualitatif yaitu reduksi data, penyajian data, dan verifikasi data.Hasilnya menunjukkan bahwa kendala yang dihadapi oleh guru adalah pada bagian menanya dengan persentase 50% jarang melakukan serta 50% sering melakukan dan pada kegiatan mengasosiasi/menyimpulkan dengan persentase 50% tidak pernah melakukan, 25% jarang melakukan, serta 25% sering melakukan. Hal ini disebabkan karena kurangnya motivasi guru terhadap peserta didik dan penggunaan waktu yang kurang efektif. Oleh karena itu disarankan kepada guru agar lebih banyak lagi memberikan perhatian kepada peserta didik dengan cara selalu memberi pujian kepada peserta didik apabila ada yang mau bertanya atau memberi saran. Apabila ada pertanyaan dari peserta didik selalu dihargai atau memberi respon dengan baik.]]>
<![CDATA[Meningkatkan Hasil Belajar dan Perilaku Pro-Lingkungan Siswa melalui Implementasi Bahan Ajar pada Materi Pemanasan Global ]]>
<![CDATA[Khatima, Huscnul]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Efwinda, Shelly]]>
<![CDATA[ Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 6 No. 1 (2025): April ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika ]]>
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DOI: 10.30872/jlpf.v6i1.4010
<![CDATA[Permasalahan di lingkungan sekolah salah satunya adalah kurangnya informasi untuk meningkatkan perilaku peduli lingkungan. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar dan perilaku peserta didik kelas X SMA Negeri 8 Samarinda setelah penerapan bahan ajar berbasis pro-lingkungan. Pendekatan yang digunakan adalah kuantitatif dengan metode one group pretest-posttest design. Sampel berjumlah 34 peserta didik yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui tes (pilihan ganda dan esai) serta kuesioner perilaku pro-lingkungan pada materi pemanasan global. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar meningkat dari 38,87 (pretest) menjadi 78,68 (posttest) dengan N-Gain sebesar 0,64 (kategori sedang). Perilaku pro-lingkungan juga mengalami peningkatan dari 75,32% menjadi 83,53% dengan N-Gain sebesar 0,33 (kategori sedang). Dengan demikian, penerapan bahan ajar berbasis pro-lingkungan efektif dalam meningkatkan hasil belajar dan perilaku peserta didik kelas X SMA Negeri 8 Samarinda.]]>
<![CDATA[IDENTIFICATION OF SCIENTIFIC REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Wulandari, Etrica Damayanti]]>;
<![CDATA[Efwinda, Shelly]]>;
<![CDATA[Hakim, Abdul]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Damayanti, Puardmi]]>
<![CDATA[ JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia) ]]>
Publisher : <![CDATA[Universitas Labuhanbatu ]]>
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DOI: 10.36987/jes.v12i4.6996
<![CDATA[Purpose – This study aims to 1) identify the level of scientific reasoning ability and 2) the difference between indicators of scientific reasoning ability of male and female junior high school students in Samarinda on climate change.Methodology – The research method used is descriptive quantitative, with data collection techniques through tests in the form of multiple-choice questions with reasons totaling 11 questions that have been validated and tested for reliability. The subjects of this study were class VII students, totaling 86 students from 3 junior high schools in Samarinda. The instrument used was a scientific reasoning test consisting of 6 indicators: conservation reasoning, correlation reasoning, variable control, probabilistic reasoning, proportional reasoning, and deductive hypothesis.Findings – The results showed that 1) The scientific reasoning ability of junior high school students in Samarinda averaged 45.63 in the transition stage between concrete and formal operations. Each indicator is in a different category: good, sufficient, and deficient. The highest result on the conservation reasoning indicator (65.33) shows that students adequately retain their knowledge, even though the appearance of the object changes. The lowest result on deductive hypothesis reasoning (35.08) shows that students cannot make conclusions on a problem. 2) There is no significant difference between male and female students in scientific reasoning ability related to climate change material in all junior high schools in Samarinda.Contribution – This study provides recommendations for innovative learning methods, such as problem-based learning, to improve the scientific reasoning skills of male and female students.]]>
<![CDATA[Assessing Critical Thinking Skills in STEM-PjBL Learning: An Exploration on Wave Topics for High Schools Student ]]>
<![CDATA[Nurul Farhana Haris]]>;
<![CDATA[Sulaeman, Nurul Fitriyah]]>;
<![CDATA[Subagiyo, Lambang]]>;
<![CDATA[Syam, Muliati]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol. 14 No. 2 (2025): Jurnal Pembelajaran Fisika (JPF) Universitas Jember ]]>
Publisher : <![CDATA[Universitas Jember ]]>
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<![CDATA[In the 21st century, students need to master the 4C skills (Critical thinking, Creativity, Communication and Collaboration). One of the skills that is the focus of this research is critical thinking. This study aims to determine the critical thinking skills of high school students after learning with the Science – Technology – Engineering – Mathematics (STEM)- Project Based Learning (PjBL) model. The type of research used is quasi experiment with a posttest only control design research. The sampling technique in this study is cluster random sampling with a sample of 30 students of SMA Negeri 11 Samarinda. The assessment instruments used are in the form of validated Student Worksheets and critical thinking test instruments that have been adapted from previous research. The results of this study show that using the STEM-PjBL model on wave topics can significantly enhance students' critical thinking skills, as seen from the average Student Worksheet score of 83.3%, which falls into the very high category. Additionally, based on the test instrument results, students' abilities are categorized as high, with a score percentage of 81.1%. The STEM-PjBL learning model can be used to train students' critical thinking skills. The critical thinking ability was measured using instruments consisting of Student Worksheets rubrics and tests in the form of post-tests.Keywords: STEM-PjBL, Critical Thinking, Wave]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA SMP PADA MATERI PERUBAHAN IKLIM ]]>
<![CDATA[Malisan, Rinilva]]>;
<![CDATA[Efwinda, Shelly]]>;
<![CDATA[Syam, Muliati]]>
<![CDATA[ EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 3 (2025) ]]>
Publisher : <![CDATA[Universitas Bhinneka PGRI ]]>
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DOI: 10.29100/.v7i3.6859
<![CDATA[Masalah global seperti perubahan iklim menuntut setiap generasi untuk memiliki kemampuan berpikir kreatif dalam memecahkan permasalahan yang ada. Pendidikan dengan penerapan model Problem Based Learning (PBL) berpotensi sebagai alternatif pembelajaran yang untuk menumbuhkan kemampuan berpikir kreatif. Tujuan penelitian ini untuk mengetahui pengaruh Model Problem Based Learning (PBL) terhadap kemampuan berpikir kreatif siswa SMPN 2 Tenggarong pada materi perubahan iklim. Penelitian ini menerapkan pre experimental design dengan one group pretest design. Sampel penelitian yaitu 30 siswa kelas VII A. Pengumpulan data menggunakan teknik tes dengan 10 soal essay kemampuan berpikir kreatif. Adapun indikator soal terdiri dari fluency, fleksibility, originality, dan elaboration. Teknik analisis data menggunakan Uji N-Gain dan Wilcoxon. Hasil penelitian menunjukkan bahwa terjadi peningkatan berpikir kreatif pada materi perubahan iklim dengan N-Gain sebesar 0,6 dala kategori sedang. Hasil Uji Wilcoxon juga menunjukkan bahwa terdapat perbedaan signifikan pada keterampilan berpikir siswa sebelum dan sesudah diterapkan model PBL. Temuan empiris penelitian ini menunjukkan bahwa model PBL memberi pengaruh yang signifikan terhadap kemampuan berpikir kreatif siswa kelas VII A SMPN 2 Tenggarong. Berdasakan hasil ini, penerapan PBL dapat menjadi alternatif model pembelajaran yang dapat digunakan untuk mengembangkan kemampuan berpikir kreatif siswa.]]>
<![CDATA[Assessment of Competence of Pre-service Mathematics and Science Teachers in Classifying Cognitive Processes and Knowledge Dimensions through the Revised Bloom's Taxonomy ]]>
<![CDATA[Qadar, Riskan]]>;
<![CDATA[Efwinda, Shelly]]>;
<![CDATA[Syam, Muliati]]>;
<![CDATA[Haerani, Rosita Putri Rahmi]]>;
<![CDATA[Dinurrohmah, Syayidah]]>;
<![CDATA[Aryaputra, Akmal Raiky]]>;
<![CDATA[Farida, Saphira Devina Widya Putri]]>
<![CDATA[ International Journal of STEM Education for Sustainability Vol 5, No 2 (2025) ]]>
Publisher : <![CDATA[Gemilang Maju Publikasi Ilmiah (GMPI) ]]>
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DOI: 10.53889/ijses.v5i2.725
<![CDATA[Effective assessment plays a critical role in fostering students' cognitive development and academic achievement. To achieve this, pre-service mathematics and science teachers must demonstrate competencies in classifying cognitive processes and knowledge dimensions through the Revised Bloom’s Taxonomy (RBT). This study investigated the competencies of 156 pre-service teachers from mathematics, biology, physics, and chemistry education programs at a public university in Indonesia in classifying test items according to RBT. Employing a quantitative descriptive design, participants were evaluated on their ability to accurately identify both cognitive levels (C1–C6) and knowledge dimensions (factual, conceptual, procedural, and metacognitive). The results revealed strong proficiency in analyzing (C4), but notable weaknesses in applying (C3) and creating (C6)—two domains essential for developing higher-order thinking skills (HOTS). Moreover, no statistically significant differences were found between male and female participants. These findings underscore the need for strengthening teacher education curricula by integrating targeted training on RBT-based assessment design. Equipping pre-service teachers with such competencies is vital for enhancing students’ critical thinking and problem-solving abilities.]]>
