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All Journal Jurnal Ilmu Pendidikan Jurnal Ilmiah WUNY E-Journal Of Cultural Studies Jurnal Pendidikan Matematika dan IPA KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Jurnal Akuntabilitas Manajemen Pendidikan JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Inovasi Pendidikan IPA Edu Sains: Jurnal Pendidikan Sains dan Matematika Berkala Ilmiah Pendidikan Fisika Indonesian Journal of Science and Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research Faktor Jurnal Ilmiah Kependidikan Community Development Journal: Jurnal Pengabdian Masyarakat Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai SEMESTA: Journal of Science Education and Teaching PREVENIRE: Journal of Multidisciplinary Science INOVASIA Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pengabdian Masyarakat dan Riset Pendidikan TPACK-IPA (Technological Pedagogical Content Knowledge)
Rizki Arumning Tyas
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Development of science subject-specific pedagogy to support disaster risk reduction in education: its feasibility and influence Tyas, Rizki Arumning; Pujianto, Pujianto; Suyanta, Suyanta
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 11 No 2 (2023): VOLUME 11 NOMOR 2 DESEMBER 2023
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v11i2.4170

Abstract

This research is aimed to (1) produce science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster consisting of syllabus, lesson plan, student worksheet, and handouts according to experts and learning practitioners, and (2) know the effectiveness of the influence of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster to improve mastery concept and disaster preparedness in mitigation. This was a research and development (R&D). The research and development used a 4-D model which consists of four stages define, design, develop, and disseminate. The results of this research and development show that: (1) the Feasibility of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster that has been developed, according to expert and learning practitioner assessments are in the category of very good, and (2) The influence of science subject-specific pedagogy based on discovery learning integrated with volcanic eruption disasters is effective to improve mastery concept and students' preparedness in disaster mitigation.
Students’ Science Process Skill in Volcanoes Eruption Disaster Preparedness and Mitigation Tyas, Rizki Arumning; Pujianto, Pujianto; Suyanta, Suyanta
Jurnal Ilmu Pendidikan Vol 27, No 1 (2021): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v27i1p1-7

Abstract

This study aimed to determine the achievement of the mastery of science process skills of students who are trained in integrated learning disaster risk reduction efforts. This research is an experimental research design with one sample control group design. The sample in this study were 60 students of 7th grade student in SMP N 2 Cangkringan, Yogyakarta, Indonesia. SMP N 2 Cangkringan is located near Merapi Mountain areas. Science process skills data were obtained using a process skills observation sheet that was filled in by the observer. Data analysis was performed descriptively. The results shows that the scientific process skills profile of students who were trained together with the training of volcanic eruption disaster mitigation increased at each meeting. The most significant improvement was observing, followed by predicting skills, communicating skills, and drawing conclusions
FOSTERING CURIOSITY IN SCIENCE THROUGH OPA OLENG: A WORD PUZZLE-BASED OUTDOOR LEARNING FOR JUNIOR HIGH SCHOOL Nisa, Wilda Muhimmatun; Tyas, Rizki Arumning
Jurnal Pendidikan Matematika dan IPA Vol 16, No 1 (2025): January 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i1.55294

Abstract

This study aims to determine the effect of OPA OLENG (Word Puzzle Outdoor Learning) learning on increasing the curiosity of junior high school students. The method used in this study is a pre-experimental design that does not include a control group, with a one group pretest posttest design model. The sample in this study was one class VIIIE SMPN 2 Genteng for the academic year 2021/2022 with 30 students using simple random sampling technique. The data collection technique used is a curiosity indicator questionnaire which is contained in 26 questions. The data analysis technique used is standard gain value analysis and descriptive analysis by describing using the percentage formula. Based on the results of the research data analysis and discussion, it can be concluded that the students' curiosity after the OPA OLENG learning was applied increased with an N-Gain score of 0.51 in the medium category. The average percentage value of the curiosity descriptive analysis increased from 72.55% with moderate criteria to 88.70% with high criteria. Based on the research findings, it can be concluded that the implementation of OPA OLENG (Word Puzzle Outdoor Learning) significantly enhances the curiosity of junior high school students in science learning. This study highlights the potential of outdoor, game-based learning like OPA OLENG to foster an engaging and curiosity-driven learning environment. Such approaches can be particularly valuable in science education, where promoting active exploration and interest is crucial. Schools and educators may consider incorporating outdoor word puzzle activities to support curiosity and enthusiasm for learning among students. Future research could explore variations of this approach with different age groups and subject areas to further validate its effectiveness.
Workshop Penyusunan Instructional Design Berbasis Context Untuk Mengoptimalkan Kompetensi Pedagogi Dan Profesional Guru Ipa Di Era Society 5.0 Hastuti, Purwanti Widhy; Wilujeng, Insih; Anjarsari, Putri; Anantanukulwong, Roseleena; Tyas, Rizki Arumning
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol. 8 No. 2 (2024): Vol 8, No 2 (2024)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v8i2.77252

Abstract

Banyak tantangan yang akan dihadapi di era society 5.0, salah satunya adalah di bidang pendidikan yang berkaitan dengan sumber daya manusia. Guru harus melek teknologi untuk mengembangkan proses pembelajaran yang terus mengaktifkan siswa untuk melatih keterampilan yang dibutuhkan di era society 5.0 dan mengintegrasikan sumber belajar yang mengedepankan sumber belajar yang ada di sekitar siswa. Oleh karena itu, guru IPA dituntut untuk mengemas pembelajaran agar dapat mengikuti hakikat pembelajaran IPA dengan tidak mengesampingkan ketercapaian pembelajaran yang sesuai dengan hakikat IPA. Dalam pembelajaran, guru harus memberikan pengalaman belajar kontekstual yang bermakna bagi siswa. Salah satu cara yang dapat dilakukan adalah dengan menerapkan pembelajaran yang membantu siswa memahami materi ajar dan mengaitkannya dengan kehidupan sehari-hari atau yang lebih dikenal dengan pembelajaran berbasis konteks. Workshop ini merupakan diseminasi hasil penelitian tim pengabdian mengenai penerapan produk penelitian tentang pembelajaran berbasis konteks dalam pembelajaran IPA. Kegiatan pelatihan ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional guru di era society 5.0. Kegiatan yang dilakukan adalah mendiseminasikan hasil penelitian tim pengabdian tentang pengembangan perangkat berbasis konteks, meningkatkan kemampuan guru dalam mengembangkan desain pembelajaran khususnya yang berbasis konteks dan mengintegrasikan teknologi, serta membantu guru menganalisis kebutuhan untuk merancang pembelajaran berbasis konteks.  Kegiatan PPM dilakukan melalui tutorial (tatap muka virtual), workshop, penugasan terstruktur, dan konsultasi. Penugasan terstruktur, yaitu penyusunan Desain Instruksional Berbasis Konteks yang mengintegrasikan sumber belajar kontekstual pada mata pelajaran IPA. Konsultasi tugas, yaitu konsultasi yang dilakukan melalui email/WA/HP terutama bagi peserta pelatihan yang mengalami kesulitan dalam menyelesaikan tugas terstruktur dan kegiatan evaluasi melalui angket, observasi, dan pendampingan. Hasil dari kegiatan ini menunjukkan bahwa guru-guru IPA SMP di Kabupaten Sleman Yogyakarta memiliki kompetensi pedagogik dan profesional dalam menyusun Desain Instruksional Berbasis Konteks dalam pembelajaran IPA. Selain itu, hasil kegiatan workshop menjadi bahan kajian, jurnal, atau referensi dalam kegiatan workshop serupa.
Development of "Marine Eco-Adventure" Educational Game Integrating Larungan Traditions to Enhance Junior High Disaster Preparedness Fitria Nikmah, Zharifah Eka; Lutfia, Irma; Maulida, Nisrina Rahma; Herdiana, Alifia Zahra; Hidayah, Nabila Nurul; Tyas, Rizki Arumning
Berkala Ilmiah Pendidikan Fisika Vol 12, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i3.20279

Abstract

The strategy to improve student preparedness for disasters is to integrate the basic concepts of disaster in learning with local wisdom related to the sea, such as the use of “Marine Eco-Adventure” marine educational games that integrate the sidiqtraditions of defence with the context of disastrous events. The research aims to discover Marine Eco-Adventure's development, viability, and effectiveness as an educational game that can improve disaster preparedness. The research uses a qualitative approach with a one-group pre-test and post-test design. The sample used is randomly selected. The data was collected through dual selection questions (pre-test and post-test) and analyzed with the t-test. The research showed that the Marine Eco-Adventure developed deserved to be used in learning, with validation results from material and media experts in high categories. Marine Eco-Adventure is effective in improving preparedness for disaster mitigation. The findings suggest that integrating local wisdom with disaster education through interactive games like Marine Eco-Adventure can enhance students' awareness and readiness for disaster events. It highlights the potential for educational games to make learning engaging, culturally relevant, and impactful in real-world contexts. The implications of this research suggest that similar educational tools can be adapted and implemented in other regions to integrate local wisdom with disaster preparedness education, thereby fostering a deeper cultural connection and enhancing overall community resilience.
Classcraft Gamified Problem-Based Learning: How Does It Enhance Collaboration and Critical Thinking Skills? Nurohman*, Sabar; Prakasita, Anindya Rizky; Rahmawati, Laifa; Maryanto, Allesius; Tyas, Rizki Arumning; Borhan, Mohamad Termizi bin
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.41748

Abstract

Conventional science education often fails to develop essential critical thinking and collaboration skills among students. This study investigates the impact of problem-based learning (PBL) augmented by classcraft gamification on enhancing these competencies. Utilizing an experimental design with a nonequivalent control group, data were gathered through pretests, posttests, and collaboration questionnaires. Analysis involved independent sample t-tests, Manova, and effect size calculations. The independent sample t-test demonstrated a significant difference between the experimental and control groups (p = 0.000 0.05), highlighting the intervention's effectiveness. Additionally, MANOVA results confirmed that the PBL model using classcraft significantly influenced both critical thinking and collaboration skills. With effect sizes of 1.78 and 1.48, the intervention was categorized as having a very high impact. These findings indicate that incorporating classcraft gamification into PBL not only enhances students' critical thinking and collaboration but also promotes a more engaging learning atmosphere. The implications of this study suggest a transformative approach to science education, encouraging educators to embrace innovative methods that cultivate vital 21st-century skills in students. By leveraging gamified learning experiences, educators can better prepare students for the complexities of modern problem-solving and teamwork
Disaster Preparedness Snakes and Ladders: Educational Games Training Volcano Mitigation Tyas, Rizki Arumning; Humaidi, Afnan; Kurniasih, Latifah; Darmaningwan, Muhammad Guntur Persada
Journal of Multidisciplinary Science Vol. 4 No. 1 (2025): February
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/prevenire.v4i1.451

Abstract

The lack of understanding about volcano disaster mitigation has an impact on the large number of victims of eruption disasters, especially among children. The use of appropriate learning media will facilitate the delivery of information and children's understanding of mitigation materials. This study aims to produce snakes and ladders games as a learning medium on volcano disaster mitigation materials, knowing the feasibility of learning media for snakes and ladders disaster preparedness. This type of research is research and development. Media testing is done by providing material validation and media validation to experts and questionnaires to students to determine the feasibility of snakes and ladders learning media. Media testing is carried out by validating learning experts consisting of material experts and media experts as well as questionnaires on students to determine student responses to the learning media developed. The results of media validation by experts show that the learning media developed is very suitable for the material and is very feasible to be used as a learning medium. The response of students is very interested in learning media in the form of educational games snake and ladder disaster preparedness.
Subject specific pedagogy based on discovery learning and volcanic eruption disasters: Does it affect students’ concept mastery? Tyas, Rizki Arumning; Pujianto, Pujianto; Suyanta, Suyanta
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 9 No 2 (2020): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v9i2.6867

Abstract

This study aimed to determine the effect of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on students' concept mastery. This research was a quasi-experiment study with two sample groups, the experimental and the control classes of SMP N 2 Cangkringan. The instrument for collecting the concept mastery data were 35 items. The data were analyzed using descriptive and inferential analysis. The descriptive analysis employed the gain score's categorization, while the inferential analysis employed the independent sample t-test and effect size test using Partial Etta Square. The results showed an effect of the science subject-specific pedagogy based on discovery learning and volcanic eruption disaster on student’s concept mastery with a gain score of 0.79 (high) in the experimental class. In contrast, the control class obtained 0.07 (low). The independent sample t-test showed that the significance value obtained was 0,000. The effect size value seen from the Partial Etta Square statistics was 0.924, which showed that the science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on the concept mastery is very strong. Thus, it can be concluded that the use of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters can increase the student's science concept mastery. Further integration and development can be done for other types of disasters because it is one of the nature symptoms that also an object of natural science. Thus, natural science learning will be more meaningful because it is attached to the phenomena in the students' daily lives.
FROM TRADITION TO COMPREHENSION: LEVERAGING THE WISDOM OF 'KENTONGAN' IN DISCOVERY LEARNING TO FOSTER SCIENTIFIC LITERACY Septiana, Adela; Tyas, Rizki Arumning
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.94231

Abstract

Scientific literacy is essential for equipping students to solve real-world problems and engage meaningfully with scientific concepts. However, Indonesian students continue to exhibit low performance in international assessments, including PISA and TIMSS. This study aims to examine the effectiveness of the discovery learning model enriched with the local wisdom of kentongan"”a traditional wooden instrument used in community communication"”to enhance students"™ scientific literacy in the topic of vibrations, waves, and sound. This research uses a quasi-experimental design involving 62 eighth-grade students from a public junior high school in Indramayu, divided, divided into control and experimental groups The instruments used include pretest and posttest questions as well as observation sheets, while data analysis was conducted through Independent Sample T-test and effect size. The intervention used student worksheets and teaching modules that linked physics concepts with the cultural function of kentongan. Results showed a significant difference in scientific literacy outcomes between the groups, with the experimental group demonstrating higher normalized gain scores across three key aspects: explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data. The effect size was very high (Cohen"™s d = 2.41), confirming the strong impact of the model. The findings suggest that integrating local culture into discovery-based learning can create more meaningful and contextual science education, fostering students"™ engagement and scientific understanding.
Empowering 21st-Century Skills through Ethno-PjBL: The Case of ‘Geplak’ in Science Education Rahmat, Shafira Ramadhina; Tyas, Rizki Arumning; Wilujeng, Insih; Hastuti, Purwanti Widhy; Susilowati
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/735

Abstract

Developing 21st-century skills—such as critical thinking and communication—is essential to prepare students for real-world challenges, yet these skills remain underdeveloped in many science classrooms. This study investigates the effect of the Project-Based Learning (PjBL) model integrated with ethnoscience content based on the traditional food "Geplak" on students’ critical thinking and communication skills in the context of science education. It also examines whether significant differences exist between students taught using ethnoscience-based PjBL and those taught using the Discovery Learning model on the topic of food additives. A quasi-experimental design was employed with eighth-grade students, divided into an experimental group and a control group. The experimental group received learning through the PjBL model with ethnoscientific integration, while the control group followed the Discovery Learning model. Data were collected through pretest-posttest assessments on critical thinking, communication skill questionnaires, and observation sheets. MANOVA and effect size analyses revealed that the PjBL model significantly enhanced students’ critical thinking and communication abilities. The findings suggest that integrating local cultural content such as traditional food into science learning can meaningfully contribute to the development of essential 21st-century skills.
Co-Authors Ali Mahmudi Anantanukulwong, Roseleena Asni Zuhriyanti Borhan, Mohamad Termizi bin D Dalinem Dalinem Dalinem Darmaningwan, Muhammad Guntur Persada Ekosari Roektiningroem Fitria Nikmah, Zharifah Eka Herdiana, Alifia Zahra Hidayah, Nabila Nurul Humaidi, Afnan Indra Susila Insih Wilujeng Jody Febriandini Kurniasih, Latifah Laifa Rahmawati, Laifa Lutfia, Irma Makmudah, Makmum Maryanto, Allesius Maulida, Nisrina Rahma Nisa, Wilda Muhimmatun Nur Aeni Ariyanti Nurohman*, Sabar Prakasita, Anindya Rizky Pramitasari, Nesya Pujianto - Pujianto Pujianto Purwanti Widhy Hastuti Putri Anjarsari Rahmat, Shafira Ramadhina Sabar Nurohman Septiana, Adela Susilowati Susilowati Susilowati Suyanta Suyanta Suyanta Suyanta W. M. Nisa Wilda Muhimmatun Nisa