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THE EFFECTIVENESS OF THE SOCIO-SCIENTIFIC BASED CIRC (COOPERATIVE, INTEGRATED, READING AND COMPOSITION) MODEL ON STUDENTS' CURIOSITY Hayawati, Nita Elia; Faizah, Ulinnuha Nur
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 4 No. 2 (2023)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v4i2.7600

One of the characters that must be developed in students is curiosity, namely the desire to know more deeply and broadly about something that is learned, seen or heard. This research aims to determine the effectiveness of the socio-scientific based CIRC model on Students’ Curiosity. The CIRC model is cooperative learning that integrates reading and writing activities using a socio-scientific approach which is new to research. This research uses a quasi-experimental quantitative method. The sample consisted of 25 students as the experimental class and 25 students as the control class. Data collection techniques use tests and observation sheets which are analyzed descriptively quantitatively and inferential statistics. The results of the independent sample t-test produce a P-Value of 0.000, if the P-Value <α = 5% (0.05), then H0 is rejected, meaning there is a significant difference between the curiosity of experimental class and control class students. The results of the one tailed t-test produced a P-Value of 0.000 so that H0 was rejected and the estimated value for difference was 10.80, so the curiosity of experimental class students was better than that of the control class. The ANCOVA test shows a significance of 0.000<α=(0.05), meaning that the socio-scientific based CIRC model is declared effective in increasing curiosity. It can be concluded that the curiosity of students who use the socio-scientific based CIRC model is more effective than those who use the socio-scientific based non CIRC model.

Phenomenology Studies: College Student Experience in Early Childhood Learning Based on Neuroscience Studies Faizah, Ulinnuha Nur; Al Baqi, Safuruddin; Fadly, Wirawan
WISDOM: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2023)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/wisdom.v4i2.7442

Neuroscience in learning is a study that studies the brain in terms of anatomy and physiology and its correlation with learning. This study analyzed the ability of research subjects to link learning in early childhood with neuroscience studies. This study uses a qualitative method with a phenomenological approach. The research subjects were PIAUD IAIN Ponorogo students taking Neuroscience courses in the 2022/2023 academic year. The learning methods for early childhood analyzed in this study included drum bands, drama, movements and songs, singing, modern and traditional dance, games, and stories or fairy tales presented in work performances. Data collection was carried out through documentation and interviews. The research data were analyzed using the Miles and Huberman Analysis model, which consisted of three steps: reduction, data presentation, and drawing conclusions. Results Analysis of the research data showed that the research subjects could link learning in early childhood with neuroscience studies and knew the importance of learning in early childhood based on neuroscience studies.

TEACHER INTERVENTION STRATEGIES TO DEVELOP STUDENTS' ARGUMENTATION IN SOCIOSCIENTIFIC ISSUES LEARNING IN MULTI-LEVEL CLASSES Alma'ruf, Jamus; Faizah, Ulinnuha Nur; David, Martinez
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93801

Scientific argumentation skills are essential skills in 21st-century learning, especially in dealing with complex socioscientific issues. However, the diversity of students' abilities in multilevel classes often poses a challenge in designing inclusive learning. This study explores the role of teacher interventions in developing students' argumentation skills related to socioscientific issues in multilevel classes. Using a case study design with mixed approach methods), this study involved 7th-grade students from public junior high schools and 8th-grade students from religious-based junior high schools in Ponorogo city and involved 2 teachers who taught in their classes. Interventions based on Toulmin's argumentation structure and socioscientific issues were conducted to improve students' abilities in tiered classes. The results showed that although there was no significant increase in students' argumentation understanding based on pre-test and post-test scores, there was a significant increase in students' argumentation levels. Teachers succeeded in creating a supportive learning environment through contextual approaches, group discussions, and scaffolding, which effectively improved students' argumentation skills in tiered classes. Constraints such as time constraints, language barriers, and access to technology were identified as factors that influenced learning outcomes in developing students' argumentation skills. This study emphasizes the importance of planned teacher intervention strategies to support students' argumentation development in tiered classes with varying student ability levels.

Relevance of Problem Based Learning based on Science Education for Sustainability Development towards Problem Solving Ability Pratiwi, Reni Indah Ayu; Fadly, Wirawan; Faizah, Ulinnuha Nur; Al Ethari, Rawaa Yasir Mahdi
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 5, No 1 (2023): January 2023
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v5i1.6544

One of the skills that students must master is problem solving abilities, in which students will learn tosolve problems in their surroundings. This study aims to determine the effectiveness of the PBL (ProblemBased Learning) model integrated with the Science Education for Sustainability Development (SESD)approach to students' problem solving abilities. The use of the SESD-integrated PBL model in problemsolving ability is something new that has never been done. The study used a quasi-experimental designquantitative method with a pretest-posttest design. The research sample was 24 students of grade 8thjunior high school as an experimental class that applied the integrated PBL model with SESD and 24students of grade 8th junior high school as the control class that applied the non-PBL model integratedwith SESD. Data collection techniques used observation sheets, tests, and questionnaires, which wereanalyzed using descriptive and inferential statistics. The results of the two-tailed t-test yielded a P-Value of0.001, where if the P-Value < α = 5% (0.05), then H0 was rejected. So it shows that there is a significantdifference in problem solving ability between the experimental class and the control class. The results ofthe one-tailed t-test that has been carried out produce a P-Value of 0.001 so that H0 is accepted. Theresults of the one-tailed t-test also show an estimate for a difference of 13.85. Therefore, the test decisioncan be stated that the problem solving abilities of students in the experimental class are better than thosein the control class. The ANCOVA test shows that the value of Sig. of 0.010 < α (0.05) shows that thePBL model integrated with SESD is considered effective for problem solving abilities. So it can beconcluded that students' problem solving abilities using integrated PBL models with SESD are moreeffective than students' problem solving abilities using non-PBL models integrated with SESD

Phenomenology Studies: College Student Experience in Early Childhood Learning Based on Neuroscience Studies Faizah, Ulinnuha Nur; Al Baqi, Safuruddin; Fadly, Wirawan
WISDOM: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2023)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/wisdom.v4i2.7442

Neuroscience in learning is a study that studies the brain in terms of anatomy and physiology and its correlation with learning. This study analyzed the ability of research subjects to link learning in early childhood with neuroscience studies. This study uses a qualitative method with a phenomenological approach. The research subjects were PIAUD IAIN Ponorogo students taking Neuroscience courses in the 2022/2023 academic year. The learning methods for early childhood analyzed in this study included drum bands, drama, movements and songs, singing, modern and traditional dance, games, and stories or fairy tales presented in work performances. Data collection was carried out through documentation and interviews. The research data were analyzed using the Miles and Huberman Analysis model, which consisted of three steps: reduction, data presentation, and drawing conclusions. Results Analysis of the research data showed that the research subjects could link learning in early childhood with neuroscience studies and knew the importance of learning in early childhood based on neuroscience studies.

Cognitive Methods: How the Use of the Free Inquiry Learning Model Increases Students' Cognitive Empathy in Science Learning Octaviani*, Firda Katrina; Faizah, Ulinnuha Nur; Kamarudin, Nurzatulshima
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.44434

Education research continues to develop, one of which is related to the application of appropriate learning models to improve the quality of learning. The free inquiry learning model in science learning can train students to understand scientific concepts, as well as improve students' cognitive empathy. This study aims to analyze the effect of the application of the free inquiry learning model with a cognitive method approach on improving students' cognitive empathy in science learning. This study uses a quantitative method with a quasi-experimental design, where the pretest and posttest were conducted in the experimental class and the control class. The sample used in the experimental class was 18 students, while the control class was 18 students. Data processing using normality tests, homogeneity, paired t-tests, and Anova tests. The results of this study indicate that the free inquiry learning model with a cognitive method approach has an effect on students' cognitive empathy in science learning with a t-test result of 0.000. This study will support the development of learning strategies to improve students' cognitive empathy

THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING (PBL) MODEL WITH AN EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) APPROACH IN IMPROVING STUDENTS' ENVIRONMENTAL AWARENESS Aida Amalia Fadilah; Faizah, Ulinnuha Nur
INSECTA: Integrative Science Education and Teaching Activity Journal Vol. 6 No. 2 (2025)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/insecta.v6i2.12149

The environmental awareness of students at SMPN 3 Ponorogo is still lacking as evidenced by results of initial observations through a pretest in class VII with material Ecology and Biodiversity in Indonesia, especially sub-chapter Influence of Human Actions on Environment, obtained an average of 48,83%. This study aims to determine the effectiveness of PBL model with ESD approach to environmental care skills of class VII students. The method used in this study is a quantitative approach with a True Experiment design with experimental and control classes. The sampling technique used is Simple Random Sampling, the sample is students of class VII B and VII F, each class consisting of 30 children. Data collection techniques with tests through pretest and posttest. Data analysis techniques used included normality tests, homogeneity, t-test (independent), N-Gain, and effect cohend. Based on the research results, it is known that the average value of experimental class' environmental care ability for environmental insight indicator is 80 to 90, the maintenance, preservation, and skills indicator is 90 to 98. PBL learning model and ESD approach proved effective in terms of environmental care skills as evidenced by the results of t-test (independent) which showed in experimental class and control class. The results of the N-Gain and effect cohend tests showed that experimental class was more effective in improving students' environmental care skills than control class.

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