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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Inovasi Pendidikan IPA Journal of Science Learning Lentera: Jurnal Ilmiah Kependidikan THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Jurnal Kajian Peradaban Islam Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA Jurnal Kajian Peradaban Islam Didaktika Religia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Environment and Sustainability Education ROBBAYANA: Jurnal Pendidikan Agama Islam
Rika Rafikah Agustin
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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Copper Tape- Solar Cell-Based Electrical Circuit as STEM Learning Media to Improve Science Literacy and Creative Thinking Skills Inandang, Siska Handayani; Prima, Eka Cahya; Agustin, Rika Rafikah
Islamic Research Vol 8 No 2 (2025): Islamic Research
Publisher : Perhimpunan Intelektual Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47076/jkpis.v8i2.343

Abstract

By 2022, the ranking of Indonesian students' science literacy skills will improve from 70th to 64th, but the latest score is lower than before. In this research, the researchers use a mixed-methods embedded design. This study aims to describe the implementation and improvement of science and creative thinking skills in students following the introduction of a solar cell project in STEM learning using copper tape solar cells. The research sample consists of 40 junior high school students from a single experimental group. The data collection instruments include a pretest and a posttest to measure science literacy and creative thinking skills, as well as assessment rubrics to evaluate students' creativity. Implementing STEM copper tape-solar cell learning can improve students' science literacy skills, with an average n-gain of 0.4 in the medium category. Implementing STEM copper tape-solar cell learning can improve students' creative thinking skills, with an average n-gain of 0.5 in the medium category. Based on the MANOVA test, the provision of the STEM copper tape solar cell learning model as a whole can have a significant effect on science literacy, increased science literacy, creative thinking, and improved thinking.
Culturally Responsive Teaching dan Relevansinya dengan Konsep IPA dalam Budaya Jawa Barat: Systematic Literature Review Menggunakan PRISMA Rusyati, Lilit; Agustin, Rika Rafikah; Sriwulan, Wiwin; Hakim, Mohammad Ikhsanul
Lentera: Jurnal Ilmiah Kependidikan Vol. 18 No. 1 (2025): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v18i1.1763

Abstract

In order to accommodate students' varied cultural backgrounds and improve their educational experiences, culturally responsive teaching, or CRT, must be incorporated into science instruction. This study used a Systematic Literature Review (SLR) as its research method, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) standards. In order to investigate the connection between science concepts and West Java culture, this process entails “identification, screening, and included” of pertinent literature. It follows methodical and open procedures to guarantee the validity and reliability of the results. The findings of the analysis show that seventh, eighth, and ninth graders' science concepts are strongly tied to West Java cultural elements, such as traditional musical instruments, traditional sports, traditional foods, traditional dances, folk entertainment, and agricultural practices. This integration of local culture into the science curriculum enhances students' understanding and respect of their heritage while also making the learning environment more engaging.
Unlocking Logic: Exploring Fluid Mechanics Course Profiles to Boost Pre-Service Science Teachers’ Reasoning Skills Diniya, Diniya; Muslim, Muslim; Agustin, Rika Rafikah; Solihat, Rini; Selimova, Shirin
Didaktika Religia Vol. 13 No. 2 (2025): December
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v13i2.3602

Abstract

Fluid mechanics is a discipline of applied mechanics that deals with the behavior of liquids and gases at rest or in motion and gases at rest or in motion. The aim of the current research is to get an in-depth picture of the science pre-service teachers’ (PST) logical thinking skill and the lecture profile in fluid mechanics. The subjects were selected from both the students and lecturer in Fluid Mechanics Course (FMC) in one of the science education departments at a state university in the city of Pekanbaru. Conducted through qualitative-descriptive methods, the data were collected through test, observation, interview and documentation. Research instruments include the logical thinking skill test (LTST) adapted from Edunitas, observation sheets, interview questions list, and question checklist. The LTST as quantitative data processed using descriptive statistics with the help of SPSS 26.0 and the qualitative data processed using Miles and Huberman method. Based on the results, the mean score of LTST is 47,36. It can conclude that students' logical thinking is still low. Supported by observations and interviews, it disclosed that lectures still use the lecture method assisted by PhET simulation media while students only listen. Based on the question checklist, the mid-term exam already encompasses to critical thinking skill but the examples and practice questions are still at cognitive level C3 according to Bloom’s Taxonomy. Thus, the current fluid mechanics has not been able to train students' critical thinking skills. Innovation is crucial needed in fluid mechanics learning to improve students’ critical thinking skills.
The ThinkFeels Diary for exploring junior high school students' mental health in science class Rusyati, Lilit; Agustin, Rika Rafikah; Rusmana, Ai Nurlaelasari; Melati, Putri Sekar; Erza, Nola Putri; Pujirana, Andi Isni; Rahmah, Siti Auliya; Maulidah, Shopi Setiawati; Nurlaeli, Kamilah Kurnia; Ibrahim, Achmad; Fauziah, Nisa; Azizah, Dyantie Nur; Qorina, Azizah; Setiawan, Ade; Anggraeni, Isty; Nufuz, Salma Hayatun
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.180

Abstract

This study investigated the effectiveness of ThinkFeels Diary as a meta-affective and meta-cognitive assessment tool in supporting students' mental health in science classrooms. The study used a mixed-method approach and included 205 students.  The ThinkFeels Diary, which allowed students to record both cognitive learning components and affective responses (emotions and feelings) during science courses, was the main component of the intervention. The MENTAL-Q questionnaire was used in pre-test and post-test designs to quantify the influence on mental health. Qualitative data from 3,840 student reflections were analyzed using NVivo 12. Results showed varied outcomes across classrooms. Two topics demonstrated significant changes: "The Nature of Science & Scientific Method" (p = 0.037, mean difference = -0.16) and "Measurement" (p = 0.018, mean difference = -1.41), both showing decreased mental health scores, possibly due to increased metacognitive demands. Analysis of sub-dimensions revealed complex patterns: the "Human Digestive System" topic showed notable improvements in empathy (+0.39) and adaptability (+0.37), though accompanied by increased depression (+0.38) and stress (+0.26).  According to the qualitative analysis, students’ emotional awareness (meta-affective) interacts dynamically with strategic thinking (meta-cognitive) before, during and after the learning. Reflection acts as a crucial link that turns experience into growth. This findings revealed the need of considering cognitive-emotional demands of different science topics to effectively support student mental health.
Co-Authors Abdul Gani Achmad Ibrahim Ade Setiawan Agus Fany Chandra Wijaya, Agus Fany Chandra Ahmad Sugiana AI NURLAELASARI RUSMANA Anggraeni, Isty Azari, Anetta Mutiara Azizah, Dyantie Nur Diana Rochintaniawati Diniya, Diniya Eka Cahya Prima Eliyawati Eliyawati Erza, Nola Putri Fadillah, Rofi Wafa Fauziah, Nisa Gita Ayu Wandari Hakim, Mohammad Ikhsanul Haya Taira Inandang, Siska Handayani Lala Septem Riza Liliasari , Lilit Rusyati Maulidah, Shopi Setiawati Melati, Putri Sekar Mirda, Erisna Muslim Muslim Naufal Rabah Wahidin Nufuz, Salma Hayatun Nurlaeli, Kamilah Kurnia Parlindungan Sinaga Pujirana, Andi Isni Qorina, Azizah Rahmah, Siti Auliya Rahman, Gusti Rini Solihat Rossy Andini Herindra Putri Salma Almira Hamdani Selimova, Shirin Selly Feranie Sriwulan, Wiwin Tina Afriani Wahidin, Naufal Rabah Wida Nur W Pratiwi Winata Tegar Saputra Winda Ismi Hidayanti Yulianita Nursakinah Yustika Sya’bandari