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Pelatihan Guru IPA SMP dalam Membuat Lembar Kerja Peserta Didik Berbasis Culturally Responsive Teaching: Upaya Mewujudkan Implementasi Kurikulum Merdeka sebagai Kurikulum Nasional Tutut Nurita; Erman Erman; Enny Susiyawati; Ahmad Fauzi Hendratmoko; Sapti Puspitarini
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 6 No. 4 (2024): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v6i4.2173

Kegiatan ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru IPA SMP dalam menyusun Lembar Kerja Peserta Didik (LKPD) berbasis Culturally Responsive Teaching (CRT) untuk mendukung implementasi Kurikulum Merdeka. Pelaksanaan melibatkan 45 guru anggota MGMP IPA Kabupaten Pasuruan menggunakan desain one-group pretest-posttest. Metode pelatihan terdiri dari blended learning yang mencakup workshop luring dan pendampingan daring melalui Google Classroom. Kegiatan melibatkan pengenalan CRT, praktik penyusunan LKPD, hingga pengunggahan karya di Platform Merdeka Mengajar. Hasil menunjukkan peningkatan signifikan pada pengetahuan guru, dengan skor rata-rata posttest berada di kategori sangat baik (55,56%). Keterampilan guru dalam menyusun LKPD berbasis CRT juga meningkat, terutama dalam aspek integrasi budaya lokal dan strategi pembelajaran. Pembahasan mengungkapkan perlunya pendampingan berkelanjutan untuk penguasaan prinsip CRT. Rekomendasi mencakup penguatan pelatihan pada aspek integrasi budaya dan kolaborasi guru-peserta didik untuk efektivitas pembelajaran berbasis budaya. Training of Junior High School Science Teachers in Creating Student Worksheets Based on Culturally Responsive Teaching: Efforts to Realize the Implementation of the Independent Curriculum as a National Curriculum Kegiatan ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru IPA SMP dalam This program aimed to enhance junior high school science teachers' knowledge and skills in developing Student Worksheets (LKPD) based on Culturally Responsive Teaching (CRT) to support the implementation of the Independent Curriculum. The program engaged 45 teachers from the MGMP IPA in Pasuruan Regency, using a one-group pretest-posttest design. The training method combined blended learning, including face-to-face workshops and online mentoring via Google Classroom. Activities included CRT introduction, LKPD design practice, and uploading teacher-created worksheets to the Merdeka Mengajar Platform. The results showed a significant improvement in teachers’ knowledge, with an average posttest score categorized as excellent (55.56%). Teachers’ skills in developing CRT-based LKPD also improved, especially in integrating local cultural values and implementing teaching strategies. The discussion highlighted the need for continuous mentoring to deepen understanding of CRT principles. Recommendations include strengthening training in cultural integration aspects and fostering teacher-student collaboration for more effective culturally-based learning.

Developing the CTCR Learning Model to Enhance Elementary Students' Critical Thinking Skills: Implications for SDG 4 Quality Education Muhammad Ikhsan; Rudiana Agustini; Erman Erman
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.147

Objective: To develop a Critical Thinking Culturally Responsive (CTCR) learning model that is valid, practical, and effective for improving fifth-grade elementary students' critical thinking skills in science learning in East Kalimantan. Method: The study employed an Educational Design Research (EDR) approach using the Generic Design Research Model (GDRM) through five phases. Trials were conducted in three schools: Public Elementary School 011 Pela (limited trial, n = 6), Public Elementary School 016 Samarinda Ulu, and Muhammadiyah Elementary School Loa Janan (extended trial, n = 52). Results: The CTCR model achieved a very valid status (mean = 3.64) and was rated practical across all trial sites. The model was effective in improving students' critical thinking skills, as evidenced by a moderate mean N-gain of 0.52 and statistically significant gains across all classes (p < 0.05) Novelty: The CTCR model is the first to integrate Inquiry-Based Teaching, Critical Thinking Blended Learning, and Culturally Responsive Teaching into a single operational syntax for elementary schools in Indonesia, aligned with the Merdeka Curriculum, the Pancasila Student Profile, and the advancement of SDG 4 (Quality Education).

Bridging Local Culture and Scientific Literacy through the I-BATARA Learning Model: Validation and Implications for SDG 4 Quality Education Wiwin Puspita Hadi; Erman Erman; Suyatno Sutoyo
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.148

Objective: To validate the I-BATARA learning model. The I-BATARA learning model, designed by integrating local cultural contexts, batik Tanjung Bumi, and scientific concepts, aims to improve science literacy. Method: Educational development research was used as the research design. Validation of the I-BATARA leaning model and instructional package involves two criteria: content validation and construct validation. Three experts in pedagogy, science content, and learning assessment validated the I-BATARA learning model and instructional package. Results: The research findings and data analysis indicated that the I-BATARA learning model has consistently yielded relevant outcomes. The I-BATARA model has met strict validity and reliability standards (with an agreement percentage >75%). Novelty: Validated learning support components include lesson plans, student textbooks, student worksheets, and scientific literacy tests. The I-BATARA learning model can be applied to foster students' scientific literacy through local cultural contexts. The model is suitable for meaningful science learning and for developing students' social skills, while offering practical implications for SDG 4 (Quality Education) by promoting culturally relevant, context-based scientific literacy instruction.

Developing the CTCR Learning Model to Enhance Elementary Students' Critical Thinking Skills: Implications for SDG 4 Quality Education Muhammad Ikhsan; Rudiana Agustini; Erman Erman
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.147

Objective: To develop a Critical Thinking Culturally Responsive (CTCR) learning model that is valid, practical, and effective for improving fifth-grade elementary students' critical thinking skills in science learning in East Kalimantan. Method: The study employed an Educational Design Research (EDR) approach using the Generic Design Research Model (GDRM) through five phases. Trials were conducted in three schools: Public Elementary School 011 Pela (limited trial, n = 6), Public Elementary School 016 Samarinda Ulu, and Muhammadiyah Elementary School Loa Janan (extended trial, n = 52). Results: The CTCR model achieved a very valid status (mean = 3.64) and was rated practical across all trial sites. The model was effective in improving students' critical thinking skills, as evidenced by a moderate mean N-gain of 0.52 and statistically significant gains across all classes (p < 0.05) Novelty: The CTCR model is the first to integrate Inquiry-Based Teaching, Critical Thinking Blended Learning, and Culturally Responsive Teaching into a single operational syntax for elementary schools in Indonesia, aligned with the Merdeka Curriculum, the Pancasila Student Profile, and the advancement of SDG 4 (Quality Education).

Bridging Local Culture and Scientific Literacy through the I-BATARA Learning Model: Validation and Implications for SDG 4 Quality Education Wiwin Puspita Hadi; Erman Erman; Suyatno Sutoyo
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.148

Objective: To validate the I-BATARA learning model. The I-BATARA learning model, designed by integrating local cultural contexts, batik Tanjung Bumi, and scientific concepts, aims to improve science literacy. Method: Educational development research was used as the research design. Validation of the I-BATARA leaning model and instructional package involves two criteria: content validation and construct validation. Three experts in pedagogy, science content, and learning assessment validated the I-BATARA learning model and instructional package. Results: The research findings and data analysis indicated that the I-BATARA learning model has consistently yielded relevant outcomes. The I-BATARA model has met strict validity and reliability standards (with an agreement percentage >75%). Novelty: Validated learning support components include lesson plans, student textbooks, student worksheets, and scientific literacy tests. The I-BATARA learning model can be applied to foster students' scientific literacy through local cultural contexts. The model is suitable for meaningful science learning and for developing students' social skills, while offering practical implications for SDG 4 (Quality Education) by promoting culturally relevant, context-based scientific literacy instruction.

CELL HEALTH LEARNING BASED ON DZIKRULLOH SPIRITUAL PRACTICE œHE NING CIPTO METAPHYSICS MEDITATION, TO BUILD A STRONG BODY IMMUNITY SYSTEM Ahmad Qosyim; Erman Erman; Laily Rosdiana; Enny Susiyawati
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 6 No. 1 (2021): Juni 2021
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v6n1.p17-24

This study aimed to describe the implementation of the Spiritual Practice-Based Learning Approach to Metaphysics Meditation "He Ning Cipto" in the Cell-Level Life course to build the student's immune system during the covid-19 pandemic. This study involved three classes of 2018 class students with a total of 90 people. This quasi-experimental research uses a "one shot case study" as a research design where there is only a treatment class without control. Data collection methods in this study include observation, tests and surveys in order to obtain data on the implementation of learning, mastery of concepts, meditation skills, and mental health. The results showed that the implementation of the learning carried out had fulfilled the syntax and obtained the dominant learning management assessment score mode of 4 from the total existing meetings. The learning outcomes test from 3 classes with 4 study topics (Cell Structure and Function, Cell Health Concepts, Body Immune System, Cipto Silent Meditation) in 7 meetings showed that students' mastery of concepts could be achieved maximally both individually and classically with a percentage of completeness of 95, 56%. Based on rewriting data and diaries, Cipto's Silent Meditation skills can be practiced well according to the recommended instructions and procedures. Students' rewriting scores ranged from 78 to 100, while for student diaries they received a minimum score of 80 and a maximum of 100. The questionnaire responses given showed high Mental Attitude Health (KSM) results of 96%, High Cell/Body Health (KST) of 86% and the Happiness Scale Index is in the high category (above 34, 4) with A level between 46-50 at 29%, Level B between 40-45 at 66% and C between 34-39 at 6%. Overall, it can be concluded that this research has helped students in learning and gaining an understanding of the concept of cell health and the immune system, as well as developing silent meditation skills, to build a strong immune system for students and actors in achieving a level of mental health and mental attitude. good dohir cells/body, and pure soul happiness is born as a result of a sense of faith, and evidence of obedience and gratitude to Allah SWT for all His blessings, then the practice of meditation has an impact as a form of self-protection from various kinds of diseases including the Covid-19 virus.

Project-Based Learning in Indonesian Junior High School Science Education for SDG 4: Teachers’ Perceptions, Practices, and Implementation Challenges Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.265

Objective: To explore Indonesian junior high school science teachers’ perceptions, practices, and challenges in implementing Project-Based Learning (PjBL) in science education, particularly in relation to the promotion of quality education as reflected in SDG 4. The study also examined the relationship between teaching experience, regional background, teachers’ perceptions, and the frequency of PjBL implementation. Method: A survey was conducted involving science teachers from various regions of Indonesia with different teaching experiences. Data were collected using a questionnaire developed based on core PjBL indicators, including project planning, implementation, assessment, and reflection. The data were analyzed using descriptive analysis, chi-square tests, and binomial tests. Results: The findings showed that most science teachers had positive perceptions of PjBL and recognized its potential to enhance student engagement, collaboration, problem-solving, creativity, and critical thinking skills. However, positive perceptions did not automatically lead to frequent classroom implementation. Several challenges were identified, including limited time, varying student readiness, inadequate facilities, difficulties in project assessment, and limited understanding of inquiry-oriented and reflective PjBL practices. Novelty: The study highlights the gap between teachers’ positive perceptions and actual PjBL implementation in Indonesian junior high school science education. It contributes to SDG 4 by emphasizing the need for sustained professional development to strengthen teachers’ pedagogical competence and support more inclusive, meaningful, and quality science learning.

Project-Based Learning in Indonesian Junior High School Science Education for SDG 4: Teachers’ Perceptions, Practices, and Implementation Challenges Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.265

Objective: To explore Indonesian junior high school science teachers’ perceptions, practices, and challenges in implementing Project-Based Learning (PjBL) in science education, particularly in relation to the promotion of quality education as reflected in SDG 4. The study also examined the relationship between teaching experience, regional background, teachers’ perceptions, and the frequency of PjBL implementation. Method: A survey was conducted involving science teachers from various regions of Indonesia with different teaching experiences. Data were collected using a questionnaire developed based on core PjBL indicators, including project planning, implementation, assessment, and reflection. The data were analyzed using descriptive analysis, chi-square tests, and binomial tests. Results: The findings showed that most science teachers had positive perceptions of PjBL and recognized its potential to enhance student engagement, collaboration, problem-solving, creativity, and critical thinking skills. However, positive perceptions did not automatically lead to frequent classroom implementation. Several challenges were identified, including limited time, varying student readiness, inadequate facilities, difficulties in project assessment, and limited understanding of inquiry-oriented and reflective PjBL practices. Novelty: The study highlights the gap between teachers’ positive perceptions and actual PjBL implementation in Indonesian junior high school science education. It contributes to SDG 4 by emphasizing the need for sustained professional development to strengthen teachers’ pedagogical competence and support more inclusive, meaningful, and quality science learning.

PENERAPAN PEMBELAJARAN KOOPERATIF TIPE TGT (TEAMS GAMES TOURNAMENT) PADA MATERI STRUKTUR BUMI DAN PERKEMBANGANNYA UNTUK MENINGKATKAN HASIL BELAJAR MURID SMP Yumna Haifa’ Yousanty; Erman Erman
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10498

This study aims to determine the improvement of students’ learning outcomes through the implementation of the Teams Games Tournament (TGT) cooperative learning model on the topic of Earth Structure and Its Development. This research employed a quantitative approach with a pre-experimental method using a one group pretest-posttest design. The subjects of this study consisted of 31 eighth-grade junior high school students. Data were collected through learning outcome tests (pretest and posttest), observation of learning implementation, and student response questionnaires. The learning outcome data were analyzed using the Shapiro–Wilk normality test, Wilcoxon Signed-Ranks Test, and N-Gain analysis. The results showed that there was an improvement in students’ learning outcomes after the implementation of the TGT model. The average pretest score of 51.94 increased to 86.61 in the posttest, with an N-Gain score of 0.70 categorized as high. The Wilcoxon test result showed a significance value of < 0.05, indicating a significant difference between pretest and posttest scores. The implementation of learning was categorized as very good, indicated by a mode score of 4 across all learning aspects. In addition, students’ responses were categorized as very strong with a percentage of 85%, indicating that the TGT model can improve students’ motivation, participation, and collaboration in learning. Thus, it can be concluded that the implementation of the Teams Games Tournament (TGT) cooperative learning model is effective in improving students’ learning outcomes on the topic of Earth Structure and Its Development. ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar murid melalui penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) pada materi Struktur Bumi dan Perkembangannya. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis pre-experimental dan desain one group pretest-posttest. Subjek penelitian terdiri dari 31 murid kelas VIII SMP. Teknik pengumpulan data dilakukan melalui tes hasil belajar (pretest dan posttest), observasi keterlaksanaan pembelajaran, dan angket respon murid. Data hasil belajar dianalisis menggunakan uji normalitas Shapiro–Wilk, uji nonparametrik Wilcoxon Signed-Ranks Test, serta analisis N-Gain. Hasil penelitian menunjukkan bahwa terdapat peningkatan hasil belajar murid setelah penerapan model TGT. Nilai rata-rata pretest sebesar 51,94 meningkat menjadi 86,61 pada posttest dengan nilai N-Gain sebesar 0,70 yang termasuk dalam kategori tinggi. Hasil uji Wilcoxon menunjukkan nilai signifikansi < 0,05 yang berarti terdapat perbedaan yang signifikan antara hasil pretest dan posttest. Keterlaksanaan pembelajaran berada pada kategori sangat baik, ditunjukkan oleh skor modus 4 pada seluruh aspek pembelajaran. Selain itu, respon murid terhadap pembelajaran menunjukkan kategori sangat kuat dengan persentase sebesar 85%, yang mengindikasikan bahwa model TGT mampu meningkatkan motivasi, keaktifan, dan kerja sama murid dalam pembelajaran. Dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) efektif dalam meningkatkan hasil belajar murid pada materi Struktur Bumi dan Perkembangannya.

Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) pada Materi Klasifikasi Makhluk Hidup untuk Meningkatkan Hasil Belajar Siswa Siti Maisaroh; Erman Erman
JURNAL PENDIDIKAN MIPA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i2.4207

Pada pembelajaran IPA hasil belajar menjadi indikator utama yang menunjukkan sejauh mana siswa mampu menguasai konsep-konsep ilmiah. Namun, hasil PISA dan pra-penelitian hasil belajar siswa Indonesia khususnya pada bidang sains masih tergolong rendah. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe teams games tournament (TGT) pada materi klasifikasi makhluk hidup untuk meningkatkan hasil belajar siswa. Desain penelitian yang digunakan adalah metode penelitian kuantitatif jenis pre-experimental design dengan rancangan one group pretest-posttest design. Analisis hipotesis diukur menggunakan uji Wilcoxon dan uji effect size. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan dari nilai pretest 38% kategori sangat rendah ke posttest 81% kategori tinggi, didukung hasil uji Wilcoxon menunjukkan nilai Sig. < 0,01 atau < 0,05 dan perhitungan nilai effect size juga menunjukkan 0,84 kategori besar. Selain itu, keterampilan sosial siswa meningkat (89%, sangat baik), pembelajaran terlaksana dengan sangat baik, dan respon siswa positif (81%, sangat baik). Dapat disimpulkan bahwa penerapan model kooperatif TGT dapat meningkatkan hasil belajar siswa terutama pada materi klasifikasi makhluk hidup.

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