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All Journal Jurnal Inovasi Teknologi Pendidikan Jurnal Inovasi Pendidikan IPA PENA SAINS QUANTUM: Jurnal Inovasi Pendidikan Sains Vidya Karya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Riset Pendidikan Kimia (JRPK) JOURNAL OF CHEMISTRY AND EDUCATION (JCAE) Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Banua Science Education AMPLITUDO: Journal of Science & Technology Innovation SERIBU SUNGAI: Journal of Research and Community Service INDONESIAN JOURNAL OF SCIENCE EDUCATION AND APPLIED SCIENCE
Muhammad Kusasi
Program Studi Pendidikan Kimia FKIP ULM Banjarmasin
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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VALIDITAS PERANGKAT PEMBELAJARAN MENGGUNAKAN MODEL PJBL-STEM UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KOLABORASI PESERTA DIDIK Nurul Ulpah; Atiek Winarti; Bambang Suharto; Syahmani Syahmani; Muhammad Kusasi
JCAE (Journal of Chemistry And Education) Vol. 8 No. 3 (2025): JCAE APRIL 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v8i3.3440

Abstract

Penelitian pengembangan ini bertujuan menghasilkan perangkat pembelajaran PjBL-STEM yang valid untuk meningkatkan keterampilan berpikir kritis dan kolaborasi peserta didik. Penelitian ini menggunakan model 4-D yang dimodifikasi menjadi 3-D dengan langkah yaitu define, design dan develop, sedangkan tahap disseminate atau tahap penyebaran tidak dilakukan karena penelitian ini hanya menghasilkan produk prototype. Kriteria kevalidan produk memuat validasi isi berupa kesesuaian komponen pembuatan produk. Penelitian dilakukan dengan melakukan validasi perangkat pembelajaran meliputi RPP, LKPD, instrumen tes dan instrumen non-tes oleh 3 orang dosen dan 2 orang guru kimia, serta membagikan angket respon kepada 6 orang guru yang dilakukan secara daring melalui google form. Pengukuran kepraktisan dan keefektifan tidak dilakukan karena keterbatasan sampel yang digunakan. Analisis data dilakukan secara deskriptif. Teknik pengumpulan data dilakukan melalui lembar validasi ahli dan angket respon. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan meliputi RPP, LKPD, instrumen tes dan instrumen non-tes dinyatakan valid dengan skor 0,8 < V.
The Effect of Using Inquiry Model on Science Process Skills and Student Learning Outcomes Fahmi; Hery Fajeriadi; Yudha Irhasyuarna; Yuyun Eka Yulianti; Muhammad Kusasi
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8658

Abstract

Science learning must be changed by applying real and active science process skills which are shown by students being able to understand the use of tools, methods, and procedures and apply them in the discovery process and communicate them based on the evidence they get. The purpose of this study was to see the impact of the use of the inquiry model on science process skills and student learning outcomes. The research method used is a combination of quantitative and qualitative methods designed using a pre-test-post-test control group. The samples of this research were 7th-grade junior high school students. The length of the research process is 12 weeks. The results showed that there were significant differences between the two groups. This indicates that the inquiry model has a positive impact on students' science process skills. This was also accompanied by positive results on student learning outcomes in the group using the inquiry model. The conclusion is that quantitatively the fact that the inquiry learning model can improve science process skills and student learning outcomes is found. Optimizing the application of this model is needed to support progress in the education quality.
Innovative Development of Guided Inquiry-Based Science Learning Materials to Improve Critical Thinking Skills among Junior High School Students Yudha Irhasyuarna; Fahmi; Hery Fajeriadi; Muhammad Kusasi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11600

Abstract

This study aims to develop guided inquiry-based science learning tools to enhance the critical thinking skills of junior high school students on the topic of additive and addictive substances. The research employed a development method using Tessmer’s formative evaluation model, which includes the stages of validation, practicality testing, and effectiveness testing. The developed learning tools consist of lesson plans (RPP), student worksheets (LKPD), and instructional materials. Expert validation results indicated that the tools are in the "highly valid" category, with an average percentage score of 92.5%. The practicality of the tools was reflected in the high implementation of learning activities, ease of use by teachers, and positive student responses. Effectiveness testing showed a significant improvement in students’ critical thinking skills, with an average N-Gain of 0.49 (moderate category). These findings demonstrate that the guided inquiry-based learning tools are not only theoretically and practically feasible but also have a positive impact on the enhancement of students’ critical thinking skills. Therefore, these tools can serve as an alternative solution for implementing instruction that emphasizes both content mastery and the development of students’ competencies.
IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL Harsono Hammasa; Iriani Bakti; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 1 (2024): April 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i1.16851

Abstract

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.
Implementation Of The Think Pair Share Model Assisted By Canva Video On The Topic Of Salt Hydrolysis For The Learning Outcomes Of 11th Grade Science Students Talitha Az Zahra Rosadi; Parham Saadi; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 2 (2024): Oktober 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i2.17380

Abstract

Research has carried to implement the Think Pair Share (TPS) model with the help of Canva videos in teaching about salt hydrolysis for 11th-grade students at SMAN 10 Banjarmasin. This study aims to compare the learning outcomes between the implementation of the Think Pair Share model with Canva video assistance and  the Discovery Learning model on the focus of salt hydrolysis. This research employed a quantitative method with a quasi-experimental design using the pretest-posttest nonequivalent control group design. The research participants formed students from SMAN 10 Banjarmasin, with XI MIPA 2 class as the experimental group and XI MIPA 3 class as the control group. The teaching model considered the independent variable, while the learning outcomes were the dependent variable. Data collected through tests and non-tests also were analyzed using descriptive and inferential analysis techniques. The research results showed that there occured to be a difference in learning outcomes in the knowledge domain between the students in the experimental group with an achievement percentage of 96.77% and the students in the control group with an achievement percentage of 80.65%. There was also a difference in learning outcomes in the skills domain, with the experimental group obtaining a score of 3.42 and the control group acquiring a score of 3.21. Meanwhile, the learning outcomes in the attitude domain showed a score of 3.42 for the experimental group and an score of 3.44 for the control group. Thus, it can resolved that there is a difference in the learning outcomes of students who use the Think Pair Share model with Canva video assistance compared to the Discovery Learning model on the focus of salt hydrolysis.
PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN MENGGUNAKAN MODEL PROJECT BASED LEARNING PADA MATERI KOLOID BERKONTEKS LAHAN BASAH Iriani Bakti; Muhammad Kusasi; Samsinar Samsinar
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 14, No 1 (2023): April 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v14i1.15694

Abstract

Kemampuan berpikir kritis sangat dibutuhkan oleh siswa untuk membantu mengelola pikiran untuk menemukan makna pembelajaran yang tepat. Model project based learning merupakan model pembelajaran berbasis proyek. Tujuan dari penelitian ini adalah (1) untuk menganalisis perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan model project based learning pada materi koloid berkonteks lahan basah dengan siswa yang belajar menggunakan model konvensional, (2) respon siswa setelah menggunakan model project based learning pada materi koloid berkonteks lahan basah. penelitian ini menggunakan metode quasi experiment dengan desain penelitian nonequivalent control group design. Siswa kelas eksperimen XI MIPA 3 dan kelas kontrol XI MIPA 2 SMAN 3 Banjarmasin dijadikan sampel penelitian ini. Metode analisis deskriptif dan inferensial digunakan dalam mengolah data. Siswa yang belajar dengan menggunakan model project based learning, dimana harga N-gain sebesar 0,65 dalam kategori sedang, memiliki kemampuan berpikir kritis yang lebih tinggi dibandingkan siswa yang belajar dengan menggunakan model konvensional, dimana Harga N-gain sebesar 0,37 dalam kategori sedang. Dengan demikian, penggunaan model project based learning berkonteks lahan basah dapat meningkatkan kemampuan berpikir kritis peserta didik.
MEDIA EDUGRAM MENGGUNAKAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS PESERTA DIDIK SMA PADA MATERI STOIKIOMETRI Rana Irdanti; Muhammad Kusasi
Indonesian Journal of Science Education and Applied Science Vol 5, No 2 (2025)
Publisher : Program Studi Pendidikan IPA, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/i.v5i2.17222

Abstract

Keterampilan literasi sains peserta didik di Indonesia masih tergolong rendah. Oleh karena itu, peneliti melakukan pengembangan edugram dengan model problem based learning (PBL) untuk meningkatkan kemampuan literasi sains peserta didik pada materi stoikiometri. Penelitian ini bertujuan untuk menganalisis validitas, praktikalitas, dan efektivitas dari edugram yang dikembangkan. Penelitian ini termasuk penelitian research & development dengan model pengembangan ADDIE. Penelitian ini dilaksanakan di SMA Negeri 12 Banjarmasin dengan subjek penelitian yaitu kelas XI-3 dan XI-5 Fase F yang melaksanakan pembelajaran menggunakan edugram di aplikasi instagram. Instrumen yang digunakan adalah instrumen tes, lembar observasi, lembar validasi untuk ahli materi dan media, angket keterbacaan, serta angket respon peserta didik dan guru. Data hasil validasi, praktikalitas dan efektivitas edugram yang dikembangkan di analisis dengan teknik deskriptif kualitatif. Hasil penelitian menunjukkan bahwa edugram yang dikembangkan sangat valid dengan persentase penilaian 96,39%, sangat praktis dengan persentase penilaian 91,16% dan peningkatan kemampuan literasi sains peserta didik termasuk dalam kategori tinggi berdasarkan olxtogel nilai n-gain sebesar 0,78. Dengan demikian, edugram dengan model PBL yang dikembangkan adalah layak digunakan untuk meningkatkan kemampuan literasi sains peserta didik dalam pembelajaran kimia terkhusus pada materi stoikiometri.Kata kunci: Edugram, instagram, literasi sains, model PBL, stoikiometri. The scientific literacy skills of students in Indonesia are still relatively low. Therefore, researchers developed an edugram using a problem-based learning (PBL) model to improve students' scientific literacy skills in stoichiometry. This study aims to analyze the validity, practicality, and effectiveness of the developed edugram. This research is a research & development study with the ADDIE development model. This research was conducted at SMA Negeri 12 Banjarmasin with research subjects being grades XI-3 and XI-5 Phase F who implemented learning using edugram on the Instagram application. The instruments used were test instruments, observation sheets, validation sheets for material and media experts, readability questionnaires, and student and teacher response questionnaires. Data from the validation results, practicality, and effectiveness of the developed edugram were analyzed using qualitative descriptive techniques. The results of the study indicate that the developed Edugram is highly valid with a score of 96.39%, highly practical with a score of 91.16%, and the improvement in students' scientific literacy is categorized as high based on an n-gain value of 0.78. Therefore, the developed Edugram using the PBL model is suitable for improving students' scientific literacy in chemistry learning, specifically in stoichiometry.Keywords: Edugram, Instagram, scientific literacy, PBL model, stoichiometry.
Pelatihan pembelajaran digital untuk guru dalam upaya penunjang pendidikan abad 21 Yudha Irhasyuarna; Muhammad Kusasi; Fahmi Fahmi; M Muslim; Pramita Dwi Rahmati; Maulidia Maulidia; Ahmad Rusyadi; Iswan Setiadi; Ikhwan Khairu Sadiqin; Akhmad Chaidir Ali; Yuyun Eka Yulianti
SERIBU SUNGAI: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2023): December
Publisher : Master Program of Natural Science Education, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/seru.v1i2.237

Abstract

Perkembangan situasi dan kondisi teknologi saat ini sangatlah dinamis sekali, setiap individu banyak menggunakan gadget dan internet dalam kehidupan sehari-hari. Pendidikan Abad 21 adalah pendidikan yang menekankan pada keterampilan dan keterampilan yang mendalam, tidak lepas dari keterlibatan teknologi, serta interaksi langsung dengan kebudayaan dan kultur masyarakat sekitar. Oleh karena itu, kita siap atau tidak siap, ranah sains, teknologi, dan kebudayaan telah menjadi bagian kehidupan kita. Bahkan pesatnya perkembangan sains dan teknologi saat ini telah mendorong dunia pendidikan untuk melakukan inovasi yang berhubungan dengan teknologi.Abstract. The development of the current technological situation and conditions is very dynamic, every individual uses gadgets and the internet a lot in everyday life. 21st Century Education is education that emphasizes in-depth skills and expertise, cannot be separated from the involvement of technology, as well as direct interaction with the culture and culture of the surrounding community. Therefore, whether we are ready or not, the realms of science, technology and culture have become part of our lives. In fact, the rapid development of science and technology today has encouraged the world of education to carry out innovations related to technology. Keyword: Digital learning; Teacher competency; 21st century education
Sosialisasi Peningkatan Kompetensi dan Kualitas Guru: Pelatihan dan Pembuatan Instrumen Soal High Order Thinking Skill (HOTS) dengan Konteks Lingkungan Lahan Basah Muhammad Kusasi; Syahmani Syahmani; Keyman Keyman; Rizki Nur Analita; Ahmad Khairani; Muhammad Syifa Ulkulbi
SERIBU SUNGAI: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2025)
Publisher : Master Program of Natural Science Education, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/seru.v3i1.360

Abstract

Jurusan Pendidikan Kimia FKIP Universitas Lambung Mangkurat melaksanakan kegiatan Pengabdian kepada Masyarakat (PKM) yang berorientasi pada peningkatan mutu dan kompetensi guru melalui pelatihan penyusunan instrumen soal berbasis High Order Thinking Skill (HOTS) dengan mengangkat konteks lingkungan lahan basah. Kegiatan ini diikuti oleh 22 guru Kimia yang tergabung dalam MGMP Kabupaten Batola, Kalimantan Selatan. Program dilaksanakan melalui sosialisasi formal secara luring maupun daring, dengan pendekatan dokumentasi, observasi, dan wawancara. Dari hasil pelatihan, guru memperoleh pemahaman yang lebih baik mengenai konsep HOTS, terampil dalam menyusun soal sesuai kaidah, serta mampu mengintegrasikan instrumen pembelajaran yang memanfaatkan kearifan lokal. Selain itu, kegiatan ini juga meningkatkan kreativitas dan keterampilan guru dalam merancang soal yang menstimulasi kemampuan berpikir kritis, kreatif, serta pemecahan masalah pada siswa. Penerapan soal HOTS berbasis lahan basah diharapkan mampu meningkatkan kualitas pembelajaran kimia sekaligus menumbuhkan kesadaran peserta didik terhadap lingkungan di sekitarnya.
Development of Integrated Science Teaching Materials on Critical Thinking Skills in the Topic of Object Classification for Junior High School Students Fahmi Fahmi; Yudha Irhasyuarna; Suryajaya Suryajaya; Hery Fajeriadi; Muhammad Kusasi; Mayur Bhoyar; Main Fayez Ahmed Abushaikha
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.680

Abstract

This study aims to develop integrated science teaching materials that incorporate critical thinking skills on the topic of object classification for junior high school students. The research method used is research and development (R&D) through the four-D (4D) model. The research procedure consists of four stages, namely define, design, develop, and disseminate. The subjects in this study included three expert validators and 50 seventh-grade students. The types of data obtained were quantitative data in the form of product validation questionnaire scores and product feasibility scores in the form of product effectiveness data. The results of testing the validity of integrated science teaching materials for critical thinking skills on the topic of object classification for junior high school students obtained an average of 3.79 with a maximum score of 4. The results of the critical thinking aspect validation obtained an average of 3.71 with a maximum score of 4. The effectiveness of the teaching materials developed was also categorized as effective with an overall of pre-test and post-test scores (z=-4.731; p-value=0.000<0.05), and based on three aspects of critical thinking (p-value=0.000<0.05). While the n-gain score obtained was 0.72, so that the improvement in critical thinking was in the high criteria. These results also recommend that the development of science teaching materials integrated with critical thinking skills should continue to be carried out to improve students' skills in a sustainable manner. However, these findings should be interpreted with caution because the effectiveness evaluation was conducted using a single-group design involving students from one junior high school
Co-Authors Abdul Hamid Abdul Hamid Ahmad Baihaki Ahmad Baihaqi Ahmad Khairani Ahmad Rusyadi Akhmad Chaidir Ali Almubarak Almubarak Almubarak Almubarak Amiratush Shalihah Arif Sholahuddin Atiek Winarti Bakti, Iriani Bambang Suharto Bambang Suharto Bambang Suharto Baseran Nor Dimas Setiawan Dina Novianti Dinda Fina Sholeha Eka Inamasari Ema Mega Hartini Fahmi Fahmi Fitria Irliyani Gesta Lionanda Gunawan Sabilillah Hajjah Sa&#039;adah Halimatus Sa’diah Hana Yuliana Harsono Hammasa Hery Fajeriadi Ikhwan Khairu Sadiqin Iswan Setiadi Iswan Setiadi Jalimah Dahlena Keyman Keyman Latika Ulfah Leny Leny Leny Leny, Leny M Muslim Mahdian Mahdian Mahdian Mahdian Mahdian Mahdian, Mahdian Main Fayez Ahmed Abushaikha Masnah Masnah Maulidia Maulidia Maya Istyadji Mayur Bhoyar Muhamad Riduan Muhammad Nanang Saputra Muhammad Nor Huda Muhammad Rizky Fajar Muhammad Syifa Ulkulbi Noni Syahidah Nuansa Rusina Hakiki Nur Chalisah Nur Husnina Lathifah Nurul Ulpah Parham Saadi Parham Saadi Pramita Dwi Rahmati Rana Irdanti Rasyidah Rasyidah Rilia Iriani Rima Rahmila Rima Yanti Risa Nur Pahlevi Riska Melinda Halnas Rizki Aryanti Rizki Nur Analita Rizki Nur Analita Rizki Ramadana Putri Rosalinda, Evi Rusmansyah Rusmansyah Rusmansyah Saidatun Nikmah Salwa Yustina Samsinar Samsinar Sheilawati Pratiwiningsih Siti Halimah Siti Patimah Siti Rahmah Suriasa Suriasa Suryajaya Suryajaya Syahmani Syahmani Syahmani Syahmani Talitha Az Zahra Rosadi Trimah Semi Utami Wahidah Wahidah Yogo Dwi Prasetyo Yudha Irhasyuarna Yulia Rahmayanti Yuniza Shafarina Yuyun Eka Yulianti Zulfa Rahili