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All Journal Jurnal Pengajaran MIPA PAEDAGOGIA Journal of Educational Sciences
Supriyanti, Siti
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Religion Humanities Education Library & Information Science Other

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STUDENTS’ CREATIVE THINKING ENHANCEMENT USING INTERACTIVE MULTIMEDIA OF REDOX REACTION Liliasari, Liliasari; Supriyanti, Siti; Hana, M. Nurul
Jurnal Pengajaran MIPA Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.36252

Abstract

ABSTRAKPenelitian ini bertujuan untuk menggunakan multimedia dalam meningkatkan kemampuan berpikir kreatif siswa. Subjek penelitian adalah siswa kelas XI yang belum belajar konsep redoks di salah satu SMA di Bekasi. Kelompok eksperimen terdiri dari 50 siswa dan kelompok kontrol terdiri dari 51 siswa. Kegiatan multimedia dapat digunakan untuk meningkatkan kemampuan berpikir kreatif siswa dengan merancang multimedia berdasarkan kegiatan berpikir kreatif. Peningkatan kemampuan berpikir kreatif siswa adalah sama dengan peningkatan kognitif siswa dan penelitian menemukan bahwa peningkatan semua aspek berpikir kreatif siswa dengan menggunakan pembelajaran multimedia interaktif berbeda secara signifikan dengan pembelajaran PowerPoint. Hal ini ditunjukkan oleh peningkatan kemampuan berpikir kreatif dengan kriteria tinggi dan sedang. Peningkatan tertinggi ditemukan pada kefasihan (N-gain = 85,83%) dan peningkatan terendah ditemukan pada fleksibilitas (N-gain = 54,93%).ABSTRACTThe aim of this study was to apply multimedia in enhancing students’ creative thinking skills. Research subject were eleventh-grade students that yet to learn redox concept, at one of senior high school in Bekasi. Experimental group was consisted of 50 students and control group was consisted of 51 students. Multimedia activities can be used to enhance students’ creative thinking by designing multimedia based on creative thinking activities. Students’ creative thinking enhancement is equal to students’ cognitive enhancement and research findings suggested that enhancement in all students’ creative thinking aspects by using interactive multimedia learning was significantly different than by PowerPoint learning. It was reflected by creative thinking enhancement of high and moderate criteria. The highest enhancement was on fluency (N-gain= 85.83%) and the lowest was on flexibility (N-gain= 54.93%).
Correlation Between Information Literacy and Critical Thinking Enhancement Through PjBL-Information Literacy Learning Model Supriyanti, Siti; Permanasari, Anna; Khoerunnisa, Fitri
Journal of Educational Sciences Vol 4. No. 4. October 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.4.p.774-784

Abstract

Information literacy is closely related to critical thinking skills. Critical thinking skills are related to exploring and evaluating information to make argumentation with relevant and appropriate information. It includes analyzing and synthesizing information to solve a problem where these activities are part of information literacy. Thus, information literacy-based learning should be able to enhance critical thinking skills. This study aims to determine the correlation between critical thinking skills and student’s information literacy enhancement through learning chemistry with the PjBL-IL model on the biogas production context. This study used a pre-experimental method - one group pretest-posttest design involving 32 high school students. Students' critical thinking and information literacy skills were measured using tests. Critical thinking skills and information literacy enhancement on high and medium category with N-gain score are 72.90% and 66.20% respectively and show a low correlation with a correlation coefficient value of 0.144. Where the basic support indicator has a negative correlation (r = -0.105). Thus, critical thinking skills enhancement is not always in line with information literacy.
Primary Teachers’ Perceptions of Augmented Reality for Teaching Balanced Nutrition with Ethnoscience Sukardi, Rendi Restiana; Yuniarti, Yeni; Laeni, Mega; Michael, Martina Andrene; Supriyanti, Siti; Mujahidah, Idah
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.103411

Abstract

Nutritional challenges among Indonesian school-aged children persist due to limited nutrition literacy and the absence of structured, curriculum-integrated instruction. While food provision remains important, meaningful progress requires effective pedagogical strategies within primary education. However, teachers often lack access to government-endorsed, culturally relevant resources and targeted professional development. This qualitative study investigates the perceptions of six purposively selected primary teachers (three males, three females), trained in STEM and gamification, regarding the use of traditional Indonesian foods and Augmented Reality (AR) to support nutrition education. A descriptive research design was employed, with data collected through semi-structured interviews and non-participant classroom observations of science lessons incorporating game-based learning. Thematic coding and triangulation techniques enhanced analytical rigour and credibility. Findings suggest that teachers demonstrated a sound grasp of nutrient content in traditional foods—such as cassava and fish—and integrated these examples into science topics like digestion and body systems. While realia proved more effective with younger pupils, AR enabled older learners to visualise microscopic processes, including nutrient breakdown during cooking. Teachers perceived AR as fostering inquiry-based learning, promoting cultural authenticity, and aligning with Green-STEM values. They also acknowledged the influence of Generation Alpha’s digital habits and stressed the importance of age-appropriate, visually engaging approaches. This study concludes that culturally grounded AR resources, when combined with sustained teacher training, offer significant potential to enhance nutrition education in primary schools. Practical implications include the phased integration of AR-based ethnoscientific content into curricula, the use of gamified strategies to promote sustainable dietary behaviours, and further longitudinal research into the pedagogical impact of educational technology in nutrition learning. 
Co-Authors Anna Permanasari Fitri Khoerunnisa Hana, M. Nurul Laeni, Mega Liliasari , Michael, Martina Andrene Mujahidah, Idah Sukardi, Rendi Restiana Yeni Yuniarti, Yeni