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Filsafat Postmodern dalam Pembelajaran Matematika: Paradigma Kultural, Pedagogik, dan Teknologi Sartika, Dewi; Suastra, I Wayan; Tika, I Nyoman; Atmaja, Ananta Wikrama Tungga; Syarifuddin, Syarifuddin
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i4.3507

Abstract

Penelitian ini bertujuan untuk mengkaji peran filsafat postmodern dalam pendidikan matematika melalui pendekatan Systematic Literature Review (SLR). Filsafat postmodern menawarkan pandangan kritis terhadap kebenaran tunggal dan struktur pengetahuan yang kaku, sehingga membuka ruang bagi pendekatan pembelajaran matematika yang lebih inklusif, fleksibel, dan berorientasi pada konteks budaya. Kajian ini menganalisis 35 artikel terpublikasi pada rentang tahun 2012–2025 yang relevan dengan paradigma kultural, pedagogis, dan teknologis dalam pendidikan matematika. Hasil analisis menunjukkan bahwa paradigma kultural menekankan pentingnya identitas, keberagaman, dan praktik matematika berbasis budaya sebagai fondasi pembelajaran yang bermakna. Paradigma pedagogis menunjukkan perubahan menuju strategi pembelajaran kolaboratif, reflektif, dan humanistik yang selaras dengan prinsip postmodernisme. Sementara itu, paradigma teknologis mengungkap transformasi signifikan dalam praktik pembelajaran melalui integrasi teknologi digital, e-learning, kecerdasan buatan, serta lingkungan virtual yang memungkinkan personalisasi dan pemaknaan ulang aktivitas matematis. Secara keseluruhan, temuan penelitian ini menunjukkan bahwa filsafat postmodern berkontribusi pada pembentukan pendidikan matematika yang lebih demokratis, adaptif, dan relevan bagi kebutuhan abad ke-21. Integrasi aspek kultural, pedagogis, dan teknologi menjadi syarat utama untuk menciptakan lingkungan belajar yang inklusif, kritis, dan responsif terhadap perubahansosial.
Pengaruh Model Pembelajaran Discovery Learning Berbasis Tri Kaya Parisudha Terhadap Literasi Sains dan Hasil Belajar IPA Pada Siswa SMP Kadek Leni Widiartini; Putu Artawan; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11517

Abstract

Learning model is a strategy or planning used as a reference in the implementation of the teaching and learning process. One relevant model is Discovery Learning. This study aims to examine the differences in: scientific literacy and science learning outcomes simultaneously, scientific literacy skills, and science learning outcomes between students taught using the Discovery Learning model and those taught using the Tri Kaya Parisudha-based Discovery Learning model. The research employed a quantitative approach with a quasi-experimental method and a Nonequivalent Pretest-Posttest Control Group Design. The subjects were seventh-grade students at SMP Negeri 3 Selemadeg Timur, divided into experimental and control groups. Data collection instruments included a questionnaire to assess scientific literacy and objective tests (pretest and posttest) to measure science learning outcomes. Data were analyzed using MANCOVA. The findings revealed significant differences (p < 0.05) between the two groups in all three aspects examined: simultaneous scientific literacy and learning outcomes, scientific literacy alone, and science learning outcomes alone. These results indicate that the Tri Kaya Parisudha-based Discovery Learning model is more effective in enhancing students' scientific literacy and science learning outcomes.
The Effect of TGT (Team game tournament) type Cooperative Learning Model Assisted by Interactive Wordwall Media on the Interests and Science Learning Outcomes of Junior High School Students Luh Putu Yeni Andriyani; I Nyoman Tika; Putu Artawan
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11519

Abstract

To improve students' interest and learning outcomes in science, it is necessary to apply an innovative learning model assisted by interactive media so that the learning process in the classroom becomes more interesting, so that it can increase students' interest in learning which will later affect student learning outcomes. One innovation that can be applied to improve students' interest and learning outcomes is to use an innovative learning model, namely the TGT (Team Game Tournament) cooperative learning model assisted by interactive wordwall media. This study aims to describe the differences in students' interest in learning science, students' learning outcomes, interests and learning outcomes of science simultaneously in students who are taught using the TGT type cooperative learning model assisted by interactive wordwall media with students who are taught using the TGT type cooperative learning model. This type of research is a quasi-experimental researchs. This study uses a quantitative approach. The design of this study uses the Nonequivalent Pretest Posttest Control Group Design. The results of this study indicate that: a significance value of less than 0.05 was obtained, a significance value of less than 0.05 was obtained, a value of less than 0.05 was obtained, so it can be concluded that there are differences in interest and learning outcomes simultaneously in groups of students who are taught using the TGT type cooperative learning model assisted by interactive wordwall media with students who are taught using the TGT type cooperative learning model.
Literature Review Persepsi Guru IPA SMP Terhadap Implementasi Strategi Pembelajaran Berdiferensiasi Pada Kurikulum Merdeka Ni Putu Winni Widiastuti; I Wayan Redhana; I Wayan Suja; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.11977

Abstract

Teacher competence in managing classroom learning through differentiation will also affect students' perceptions of the effectiveness of science learning that has been implemented. However, not all educators can implement differentiation learning techniques well. Many teachers also prefer to use the same teaching method for all students without considering their individual differences. This study aims to describe teachers' perceptions of the implementation of differentiated instruction strategies and analyze the opportunities for their application in science learning within the Merdeka Curriculum. The method used is a systematic literature review with PRISMA analysis of 10 relevant articles. The results show that teachers have a positive perception of differentiated instruction, recognizing the importance of addressing students' individual needs to create a conducive classroom environment. Differentiation strategies based on local strengths have been proven to enhance content, context, and product aspects of science literacy. Prior to implementation, students' science literacy was classified as very low in content (12.78%) and context/product (28.75%), and moderate in process (68.20%). After implementation, content increased to 70.62% (good), context or product to 43.87% (low), and science process skills to 77.18% (good). The main challenges include limited teacher competence and inadequate facilities, which must be addressed through continuous training and the use of technology.
Game-Based Learning for Improving Students’ Creative Thinking Skills in Science Learning: A Systematic Literature Review I.M. Adi Kurniarta; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12014

Abstract

Science learning must be able to improve creative thinking skills to face the challenges of knowledge and technology development. This study aims to explore game-based learning models related to research trends, research designs used, fields of study that apply them, their influence on learning outcomes, and profiles of the use of game-based learning in science learning at various levels of education. This study is a Systematic Literature Review (SLR) with the PRISMA method to collect, analyze, and compile findings regarding game-based learning models in learning. This study is limited to articles obtained from the Publish or Perish search engine, from two databases, namely, Google Scholar and Crossref. The results of the literature review of 29 articles that met the inclusion criteria illustrate that game-based learning models make it easier for students to solve complex problems quickly, accurately, and efficiently using an innovative approach through a fun and challenging learning experience. The results of the literature review show that in the period 2020–2025, research on the application of game-based learning mostly uses the Research and Development method with the ADDIE model. The application of game-based learning in the field of science subjects is still very limited, namely only 14%, while the dominant application is in the field of mathematics. Game-based learning has a positive impact on students' cognitive, affective, and psychomotor learning outcomes, critical thinking skills, creativity, understanding of material, reading skills, learning motivation, science literacy, learning interest, physical activity, practical experience in dealing with emergencies, and building cooperation, communication, empathy, and social interaction. Game-based learning models can improve the quality of science learning.
Tinjauan Sistematis Efektivitas Pembelajaran Berbasis Etnosains dalam Meningkatkan Literasi Sains pada Pendidikan Dasar dan Menengah Made Kartika Sari; I Wayan Suastra; I Nyoman Tika; I Wayan Redhana
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12092

Abstract

Conventional science learning often feels abstract and distant from students' realities, especially at the elementary and secondary levels. This can hinder the development of deep understanding and the relevance of the material to everyday life. Ethnoscience-based learning integrates local knowledge with modern scientific concepts to create contextual and meaningful learning. This study aims to: Assess the effectiveness of ethnoscience-based learning in improving students' scientific literacy at the elementary and secondary education levels; Identify learning models and media used in ethnoscience-based learning; Find challenges and supporting factors in implementing ethnoscience-based learning in schools. This study is a systematic review examining the effectiveness of ethnoscience-based learning in improving students' scientific literacy at the elementary and secondary levels. By analyzing 20 empirical studies published between 2020 and 2025, this review evaluated various learning models, teaching materials, and learning media that use ethnoscience as a foundation. The results show that ethnoscience-based learning consistently improves scientific literacy, critical thinking skills, learning motivation, and appreciation for local culture. Challenges such as limited teacher training and curriculum adjustments need to be addressed for optimal implementation. This study provides recommendations for developing more contextual curricula and learning practices, as well as strengthening teacher training. The findings are expected to serve as a reference for educators, researchers, and policymakers in strengthening scientific literacy through an ethnoscience approach.
The Effect of Socio-Scientific Issue-Based Learning on Students’ Argumentation Skills in Science Education: A Meta-Analysis Luh Putu Sathya Dewi; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12094

Abstract

Scientific argumentation is a crucial 21st-century skill in science education, yet many Indonesian students still struggle to construct evidence-based arguments. This study conducted a meta-analysis to evaluate the effect of Socio-Scientific Issue (SSI)-based learning on students’ argumentation skills. Twelve primary studies that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis (CMA) software, with effect sizes calculated using Hedges’s g. The analysis revealed very high heterogeneity among the studies (I² = 96.56%), indicating substantial variation in results. Under the random-effects model, which is more appropriate in this condition, the pooled effect size was negative and not statistically significant (ES = -0.588, p = 0.16). Although the fixed-effect model produced a significant positive effect (ES = 0.329, p = 0.000), this result is less reliable because it does not account for the high variability across studies. Publication bias tests suggested potential bias but did not alter the overall interpretation. These findings indicate that the effectiveness of SSI-based learning on argumentation skills is inconsistent across contexts. Therefore, while SSI-based learning shows potential in specific settings, its overall impact remains uncertain and requires cautious interpretation.
Meta-Analisis Pengaruh Model Pembelajaran Terintegrasi STEM terhadap Literasi Sains Peserta Didik dalam Pembelajaran IPA di Indonesia I Kadek Arisujarnata; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12109

Abstract

In the 21st-century education era, scientific literacy has emerged as a crucial competency for addressing global challenges. The integrated STEM (Science, Technology, Engineering, and Mathematics) instructional approach is considered a promising strategy for enhancing students’ mastery of scientific literacy through interdisciplinary integration. However, there remains inconsistency in findings regarding the effectiveness of various STEM models, particularly within the Indonesian educational context. This study aims to examine the effectiveness of integrated STEM learning models on students’ scientific literacy in Indonesia through a meta-analytic approach. A total of 10 peer-reviewed articles published between 2021 and 2025 were analyzed using the Comprehensive Meta-Analysis (CMA) software version 4. The results indicate that STEM-based learning demonstrates a high overall effect size of 0.995 (categorized as large, p < 0.001). Among the models examined, Project-Based Learning (PjBL) emerged as the most effective and consistent model, while Problem-Based Learning (PBL) exhibited a relatively smaller effect size. Other models, such as Blended Learning, Inquiry Learning, and RADEC, also showed very high effectiveness; however, these findings require further empirical validation through additional studies. Moderator analysis revealed significant differences across the models (Qb = 7.85; p = 0.005), suggesting that the type of instructional model moderates the effectiveness of the STEM approach. These findings support the development of more evidence-based and contextually relevant science teaching strategies tailored to the Indonesian educational landscape.
Development of Teaching Materials Based on Problem-Based Learning to Improve Critical Thinking Skills: A Systematic Literature Review Anak Agung Istri Brahmani Prita Dewi; I Wayan Suja; Nyoman Tika; I Wayan Redhana
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12120

Abstract

Improving critical thinking is an essential 21st-century learning skill, and educational products that nurture it help students advance. Research identifies problem-based learning (PBL) as a highly effective instructional model for fostering critical thinking. This article reviews journal publications from 2019–2025 that explore the development of science teaching materials using the PBL model and their impact on students’ critical thinking abilities. The study aims to provide a comprehensive overview of the types of PBL-based science teaching materials, their effectiveness, and their influence on critical thinking skills. Using the PRISMA literature review method, the researchers conducted identification and screening of abstracts and full texts from 1,200 journal articles, ultimately selecting 12 relevant studies. Analysis of these studies indicates that PBL-based science teaching materials significantly enhance students’ critical thinking, particularly at junior high and high school levels. The findings underscore that integrating PBL into science teaching materials supports inquiry, problem-solving, and analytical reasoning. Consequently, adopting PBL-based resources in classrooms can serve as a strategic approach to strengthen students’ critical thinking processes and better prepare them for complex real-world challenges. This review affirms that PBL-driven science instruction is a powerful tool for 21st-century education.
TRENDS IN EDUCATIONAL GAMES TO IMPROVE STUDENTS' LEARNING MOTIVATION IN SCIENCE LEARNING: A SYSTEMATIC LITERATURE REVIEW Maria Angelica Ayu Gloria Jagga Wali; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12121

Abstract

This study aims to identify research trends, dominant science topics, and technological platforms used in educational games designed to improve students’ learning motivation in science learning from 2020 to 2025. A Systematic Literature Review (SLR) was conducted using the PRISMA framework. Scientific articles were retrieved from the Google Scholar database and screened using the Publish or Perish software based on predefined inclusion and exclusion criteria. Six articles met the final eligibility requirements. The results show that publication trends during this five-year period were unstable, with increases in 2021 and 2024, a decline in 2022, and an absence of publications in 2025 due to ongoing review and publication processes. Biology and environmental science were the most frequently used topics in educational game development, representing 50% of the reviewed studies, while physics appeared only once due to its abstract nature. Wordwall was the most widely used platform, followed by Educandy, QuizWhizzer, RPG Maker, and digital adaptations of the Talking Stick Game. Overall, all reviewed studies consistently reported that educational games had a positive impact on students’ learning motivation. These findings highlight the pedagogical relevance of game-based learning and suggest the need for further exploration of underrepresented science topics and more diverse game development technologies.
Co-Authors Abidah, Firry Admyana, Putu Budi Adrianus I Wayan Ilia Yuda Sukmana AGUNG MADHI PRAYOGA . Agus Wijaksono Agustiana, I. G. A. T. agustina dewi Agustina Dewi Agustinasari Agustinasari Ahzan, Sukainil Ajito, Timoteus Anak Agung Istri Brahmani Prita Dewi Anak Agung Sagung Krisna Darmawati Ananda Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Anantawikrama Tungga Atmadja Artawan, I Putu Arwan Arwan Atmaja, Anantawikrama Tungga Ayu Sri Wahyuni Azra Fauzi Desak Made Citrawathi Desy Akyuni DEWI SARTIKA Dian Ristiani Sabat, Dian Ristiani Dr. Ni Made Pujani,M.Si . Drs. I Wayan Darsana,M.Ed . Dwipa, Ida Bagus Made Asmara Eka C.G. Kerihi Eky, Vicky Enggy Clovidea Indra Fifi Fitriana Sari, Fifi Fitriana Firry Abidah Fitriani, Herdiyana Frieda Nurlita Gede Agus Beni Widana Handayani, Baiq Vina Heni Kumalasari Heron Hignasari, L.Virginayoga Holyness Nurdin Singadimedja I D Raka Rasana I DEWA GEDE ANOM . I G. A. A. Dyah Armayanti I Gede Astawan I Gede Astra Wesnawa I Gede Yudi Pratama I Gusti Agung Komang Diafari Djuni Hartawan I Gusti Ayu Tri Agustiana I Gusti Ayu Triagusiana I Gusti Lanang Wiratma I Kadek Arisujarnata I Kadek Sukarsa . I Ketut Supir I Made Citra Wibawa I Made Sudarsa I Made Sutajaya I Nyoman Suardana I Putu Parwata I Putu Wisna Ariawan I W. Karyasa I W. Muderawan I Wayan Jaya Antara . I Wayan Karyasa I Wayan Muderawan I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Suastra I Wayan Subagia I Wayan Suja I.M. Adi Kurniarta IB. Siwa . Ibrahim, Musimin Ida Ayu Purnama Bestari Ida Bagus Alit Arta Wiguna Ida Bagus Jelantik Swasta Ida Bagus Made Asmara Dwipa Ida Bagus Putu Arnyana Indi Syifa Maulidati IVANA NITA MONDOLU ., IVANA NITA MONDOLU Iwan Abdy Iwan Suswandi Jayadiningrat, Made Gautama K Rai Suwena KADEK AYU SRI WAHYUNI . Kadek Leni Widiartini Kadek Wimardiyanti KADEK YUDISTA WITRAGUNA Witraguna L P Desy Puspaningrat Laksmi, Putu Putri Dena laxmi zahara LINA SURAYYA . Luh Gede Sutaryani Luh Putu Budi Yasmini Luh Putu Desy Puspaningrat Luh Putu Sathya Dewi Luh Putu Yeni Andriyani Luhur Bayuaji, Luhur Made Intan Pradnyamita Made Kartika Sari Maria Angelica Ayu Gloria Jagga Wali Minanti, Ni Nengah Astri Musimin Ibrahim N. M. Y. Anita N. Ramadiyanti Ni Ketut Heri Kusumaningsih Ni Ketut, Ananta Wikrama Tungga Atmaja Ni Ketut, Erawati Ni Ketut, Wayan Suastra Ni Luh Gede Karang Widiastuti NI LUH SUDEWI . Ni Made Ary Suparwati Ni Made Ayu Suryaningsih Ni Made Raningsih NI MADE SUPATNI ., NI MADE SUPATNI Ni Made Wiratini Ni Nengah Astri Minanti Ni Nyoman Serma Adi Ni Putu Dwi Sucita Dartini Ni Putu Giyan Adnya Antari . NI PUTU MARHENI . NI PUTU MERRY YUNITHASARI . Ni Putu Wahyu Dewi Arningsih Ni Putu Winni Widiastuti Ni Putu Wulan Romianingsih Ni Putu Yuliani Ni Wayan Martiningsih NI WAYAN NITA ULANTARI . NI WAYAN SUNARTHI ., NI WAYAN SUNARTHI NI WAYAN YULITA AMANDA . Nikmatur Rohmaya Niluh Putu Arpilia Rahayudewi NUR RAMADIYANTI . Nurfidianty Annafi, Nurfidianty Nurlita, Frieda Nyoman Dantes Pahmi, Samsul Paramita, Shanti Poerwati, Christiani Endah Pradnyamita, Made Intan PROF. I WAYAN SUBAGIA, M.App.Sc.,Ph.D . Putri Layani Gea Putri Layani Gea Putri Sarini Putu Agus Putra Dwipayana Putu Agus Putra Dwipayana PUTU ARIMBAWA S. . Putu Artawan Putu Budi Adnyana PUTU PREMA SWARI . Rachmadhani Rai Putri Diantari Ramadiyanti, N. Rasana, I D Raka Risadi, Md. Yudyantara Romianingsih, Ni Putu Wulan Rosmita, I Gusti Ayu Agung Mas Rudiana Agustini Rusdiana Yusuf Sang Nyoman Putra Darma Siti Maryam Suandayani, Dewa Ayu Sukroyanti, Baiq Azmi Syarifuddin Syarifuddin Tjokorda Gde Putra Wirama Triagusiana, I Gusti Ayu Tungga Atmaja, Ananta Wikrama Vicky Enggy Clovidea Indra Eky Wayan Karyasa Wayan Suastra Wewe, Melkior Wibawa, Made Citra Yuliani, Ni Putu Yuliati, Ni Komang Dwi Eka Yundari, Yundari