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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Edu Sains: Jurnal Pendidikan Sains dan Matematika Orbital: Jurnal Pendidikan Kimia Journal of Natural Science and Integration Konfigurasi : Jurnal Pendidikan Kimia dan Terapan PENDIPA Journal of Science Education Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Basicedu FIKRAH Jurnal PTK dan Pendidikan Jurnal Riset Pendidikan Kimia (JRPK) Jurnal Pembelajaran Sains Oxygenius Journal Of Chemistry Education Jurnal Paedagogy Reforma: Jurnal Pendidikan dan Pembelajaran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Basicedu Arfak Chem: Chemistry Education Journal Entalpi Pendidikan Kimia Saqbe : Jurnal Sains dan Pembelajarannya Indonesian Journal of Science and Education Fikrah : Jurnal Pendidikan Agama Islam
Setia Rahmawan
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGUATAN PROFIL PELAJAR PANCASILA MELALUI PEMBIASAAN BERBASIS NILAI-NILAI ISLAM DI MADRASAH TSANAWIYAH Agustin, Istikomah Yulfa; Rahmawan, Setia
FIKRAH Vol 9 No 1 (2025): JUNI
Publisher : Ibn Khaldun University, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/fikrah.v9i1.20632

Abstract

The independent curriculum as an effort to improve the quality of Indonesian education gave birth to a new character education known as the Pancasila student profile. The Pancasila student profile answers the character problems of the nation's children in the current era. The aim of the Pancasila student profile is to produce students who have basic competencies and behavior that is in line with Pancasila values. Seeing this urgency, the cultivation of the Pancasila student profile is now starting to be carried out at various levels of education. This research is a descriptive study which aims to analyze the strengthening of the profile of Pancasila students through habituation activities based on Islamic values at Madrasah Tsanawiyah. The subjects of this research were teachers and students at MTsN 1 Yogyakarta. The data collection technique used was semi-structured interviews or in-dept interviews with informants as primary data and document studies as secondary data. The collected data will be analyzed using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. The results of this research show that efforts to strengthen the profile of Pancasila students can be done through habituation activities based on Islamic values. Habituation activities carried out consistently will shape the behavior and character of students in accordance with the six dimensions of the Pancasila student profile.
Improving Learning Outcomes through Problem Based Learning (PBL) in Data Presentation for Elementary School Students Novita, Dias; Hasanah, Miftahul; Rahmawan, Setia; Istiqomah
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 15 No. 2 (2025): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v15i2.1247

Abstract

The learning outcomes of fifth-grade students at Muhammadiyah Elementary School Sumberejo, particularly in mathematics, remain relatively low. This is due to the use of learning models that lack variety and still rely heavily on the lecture method. Consequently, student engagement in the learning process is low. This study aims to implement the Problem Based Learning (PBL) model on data presentation to improve learning outcomes for fifth-grade students at Muhammadiyah Elementary School Sumberejo. We employed Classroom Action Research (CAR) as the research method, involving 20 fifth grade students comprising 9 male and 11 female as the research subjects. Data were collected using written test and observation. The collected data were the analyzed using descriptive-comparative method. The results revealed a significant increase in learning outcomes, with mastery levels rising from 30% in the pre-cycle to 100% in cycle II. These findings suggest that PBL is an effective model for improving student engagement and learning outcomes, offering valuable insights for educators seeking to enhance mathematics instruction at the elementary school level.
Improving Students' Understanding of Chemistry Concepts Through Project-Based Learning (PJBL): A Systematic Literature Review Nur Fadhilah, Septy; Fackhurohman, Edi; Rahmawan, Setia
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 15 No. 2 (2025): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v15i2.1281

Abstract

One of the obstacles in chemistry learning is the large number of complex concepts, especially material that cannot be observed directly by students. Abstract and unobservable chemistry concepts often pose a major challenge in learning, resulting in low student comprehension and difficulty in relating theory to practice. PJBL is a learning model that allows students to gain direct experience with the chemistry concepts they encounter. This systematic literature review aims to synthesize existing research on the effectiveness of the PJBL model in improving the understanding of chemistry concepts. This type of research is a literature study using the Systematic Literature Review (SLR) method on 10 articles from 2015 to 2024 to evaluate the effectiveness of the Project Based Learning (PJBL) model in improving the understanding of chemistry concepts. Based on several articles, the results show that PJBL consistently produces a significant increase in conceptual understanding, as demonstrated by an increase in student N-gain scores in the moderate to high categories, as well as encouraging learning achievement in repetitive learning. The main contribution of SLR in this study is to provide an integrated and structured summary that can be used as a practical reference for educators in designing contextual and applicable project-based learning models. This study supports the integration of PJBL in learning to strengthen student engagement and deep conceptual understanding
Analysis of the application of the project-based learning model to student learning outcomes in chemistry learning with a literature review method Suci Arta, Herdina; Nabila Putri, Lulu; Puspita, Dona; Rahmawan, Setia
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 13 No 2 (2025): VOLUME 13 NUMBER 2 DECEMBER 2025
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/z8nbqe55

Abstract

This study uses a literature review to examine the effectiveness of the Project-Based Learning (PjBL) model in enhancing students' academic performance in chemistry education. Chemistry education frequently faces challenges due to its abstract content and disconnection from students' everyday experiences, which affect their comprehension and result in learning scores that remain below the KKM. The PjBL framework, as a learning innovation, provides a blend of theory and practice that enhances conceptual understanding, boosts critical thinking, fosters creativity, and increases student motivation. The research approach employs a systematic literature review by examining 25 pertinent articles that address the implementation of PjBL in chemistry education. The research findings indicate that the PjBL model effectively enhances student learning outcomes, critical thinking, creativity, and the connection between chemistry content and everyday life. PjBL enhances students' enthusiasm for learning and collaboration, offering a more engaging and significant educational experience. The Project-Based Learning model holds significant promise for enhancing the quality of chemistry education in schools.
Pendidikan Sains Berkelanjutan: Analisis Literatur Terhadap Metode Pembelajaran Inquiry-Based Learning (IBL) pada Praktikum Green Chemistry untuk Mengetahui Keterampilan Proses Sains Siswa Dwipa, Yusri Hajjo; Alfinsa, Millari Cindi; Rahmawan, Setia
Entalpi Pendidikan Kimia Vol 7 No 1 (2026)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/epk.v7i1.526

Abstract

Pendidikan sains terutama dalam bidang kimia, menghadapi tantangan signifikan dalam memastikan pemahaman konseptual siswa serta kemampuan mereka menerapkan pengetahuan secara praktis. Kesulitan ini diperburuk oleh kurangnya metode pembelajaran yang dapat menarik minat siswa dan memungkinkan mereka untuk aktif dalam proses pembelajaran. Oleh sebab itu, dalam pembelajaran kimia perlu dikembangkan keterampilan proses sains siswa guna memperoleh pengetahuan, pengembangan keterampilan, dan sikap. Metode Inquiry-Based Learning (IBL) hadir sebagai pendekatan pedagogis yang dinilai mampu menjawab semua tantangan yang ada. Penelitian ini berbasis literatur review untuk mengevaluasi penelitian yang membahas tentang implementasi metode pembelajaran Inquiry-Based Learning (IBL) dalam konteks praktikum Green Chemistry serta bagaimana pengaruhnya terhadap keterampilan proses sains siswa. Penelitian ini dilakukan terhadap 10 artikel. Berdasarkan hasil analisis data dan pembahasan 10 artikel yang dilakukan, dapat disimpulkan bahwa integrasi pendekatan Inquiry-Based Learning (IBL) dalam pelaksanaan praktikum Green Chemistry memiliki potensi besar dalam mendorong terwujudnya pendidikan sains yang berkelanjutan.
Assessment of Pre-Service Chemistry Teachers’ Laboratory Teaching Self-Efficacy and Lesson Plan Quality for Deep Learning Readiness Rahmawan, Setia; Rahayu, Dea Santika; Zamhari, Muhammad
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39231

Abstract

Laboratory-based instruction is fundamental in chemistry education because it supports conceptual understanding through direct engagement with phenomena, evidence generation, and scientific reasoning. At the same time, current curriculum reforms in Indonesia emphasise deep learning readiness, requiring learning designs that promote inquiry, higher-order thinking, and meaningful technology use. This study examines the alignment between pre-service chemistry teachers' laboratory-teaching self-efficacy and the quality of their laboratory-oriented lesson plans in fostering deep learning readiness. Using a quantitative descriptive design complemented by systematic document analysis, the study involved 46 pre-service chemistry teachers enrolled in a school-based practicum course at an Indonesian university. Data were collected using (1) an adapted Chemistry Laboratory Teaching Self-Efficacy Scale covering experimental processes, technology use, and laboratory safety and (2) an analytic rubric to evaluate lesson plans across deep learning orientation, inquiry and reasoning structure, practicum design, higher-order assessment alignment, technology integration, safety/risk documentation, and instructional clarity. Descriptive statistics summarised efficacy and lesson plan quality, while cross-tabulation explored patterns between perceived capability and planning competence. Findings indicate that most participants reported high to very high laboratory-teaching self-efficacy, particularly in experimental procedures and safety. However, most lesson plans were rated moderate, with recurring weaknesses in the design of open inquiry, explicit higher-order assessment tasks, the purposeful integration of digital tools, and detailed safety documentation. The results suggest a partial misalignment between strong self-beliefs and the demonstrated quality of deep-learning-oriented lesson planning. The study highlights the need for teacher education programmes to combine explicit rubric-based lesson planning instruction, iterative feedback cycles, and technology-rich laboratory pedagogy to strengthen deep learning readiness in chemistry education. Keywords: Self-efficacy; lesson plan assessment; laboratory-based learning; deep learning; chemistry education
Pre-Service Science Teacher Acceptance of and Satisfaction with Online Educational Classes through the Technology Acceptance Model (TAM) Rahayu, Dita Puji; Astiti, Niken Yuni; Rahmawan, Setia
Saqbe: Jurnal Sains dan Pembelajarannya Vol. 2 No. 2 (2025): Saqbe: Sains dan Pembelajarannya
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine pre-service science teachers’ acceptance of and satisfaction with online educational classes using the Technology Acceptance Model (TAM). A quantitative cross-sectional survey design was employed, involving 193 pre-service science teachers selected through purposive sampling. Data were collected using a structured questionnaire measuring four latent constructs: Perceived Ease of Use (PEU), Perceived Usefulness (PU), Satisfaction (SAT), and Acceptance Intention (AI). The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate both measurement and structural models. The results indicate that all constructs meet the criteria for reliability and validity, including convergent and discriminant validity. Structurally, PEU significantly influences PU and SAT, while PU significantly affects SAT and AI. Satisfaction emerges as the strongest predictor of acceptance intention. However, PEU does not directly influence AI, although it shows significant indirect effects through PU and SAT. These findings highlight the importance of usability, perceived benefits, and satisfaction in shaping students’ acceptance of online learning environments. The study provides insights for improving online educational practices in teacher education programs.
Co-Authors Agus Kamaludin, Agus Agustin, Istikomah Yulfa Ainun Nisa, Syarafina Al Mufida, Asita Alfinsa, Millari Cindi Amalia, Faiz Nofita isti Anggraeni, Septi Aondolumun Ayua, Geoffrey Ashfarini, Dyah Astiti, Niken Yuni Aulia, Adinda Fara Auniillah, Fadia Hayya Tahta Azzahroh, Syifa Darwis, Rahmiati Dita Puji Rahayu Dwipa, Yusri Hajjo Eljinsa, Sehati Mutiara Emilia, Talitha Enggal Mursalin Fackhurohman, Edi Harfiah, Vivin Fasihatul Ilda, Nadia Ilhami, Aldeva Indria Arifiani Istiqomah Miftahul Hasanah, Miftahul Mileniati, Fajriati Ramadhini Nur Mohammad Agung Rokhimawan Muryadi Mustafida, Anifa Nabila Putri, Lulu Nisa, Lilis Syahidatul Nofiandari, Qotrunnasywa Ratri Novita, Dias Nur Fadhilah, Septy Pristiana, Chofifah Puji Puspareni, Chyndi Nadhea Puspita, Dona Rahayu, Dea Santika Rahmawati, Adisya Raula Saputri, Legendaria Rian Nurhadi, Atep Rochman, Chaerul Rokhimawan, Mohammad Agung Romadhon, Dwi Gilang Romadhoni, Intan Kurnia Sabrina, Safira Afifah Safitri, Hasna Hanifah Saputri, Legendaria Raula Suci Arta, Herdina Sulistyaningsih Syahidatul Nisa, Lilis Syahrozi, Syahrozi Ulya, Nur Afni Himmatul Wulandini, Supatmi Yuliana, Elisa Zamhari, Muhammad Zulfania, Annisa