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All Journal Jurnal Pendidikan Sains Proceeding of the Electrical Engineering Computer Science and Informatics JCES (Journal of Character Education Society) WIDYA LAKSANA BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal MIPA dan Pembelajarannya Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Yessi Affriyenni
Universitas Negeri Malang
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes Jk, Adi Kus Rochman; Listyorini, Dwi; Rohman, Fatchur; Affriyenni, Yessi
Jurnal Pendidikan Sains Vol 12, No 1: March 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The cultivation of self-regulatory skills holds paramount importance for individuals’ future success, particularly in the context of evolving educational modalities prompted by the Covid-19 pandemic. As learning transitions between online during the pandemic and offline post-pandemic, understanding the nuances of self-regulation becomes imperative. Thus, this study sought to achieve three objectives: (1) analyzing disparities in student self-regulation between online and offline settings, (2) examining the interplay between online and offline self-regulation, and (3) scrutinizing the relationship between self-regulation and learning outcomes. Employing a methodological approach involving questionnaire administration and interviews, data analysis was conducted utilizing the Wilcoxon Signed Ranks test and Spearman’s rho test. The findings reveal that offline self-regulation markedly surpasses its online counterpart, indicating a significant discrepancy. Furthermore, a robust correlation is observed between students’ self-regulation during online learning and the subsequent development of offline self-regulation. Additionally, while the correlation between self-regulation and learning outcomes is characterized as weak, it underscores the tangible influence of self-regulation on enhancing academic achievements. These findings underscore the critical role of self-regulation in navigating diverse learning environments and underscore the need for targeted interventions to bolster students’ self-regulatory competencies.DOI: 10.17977/jps.v12i12024p007
Development of E-Worksheet based Liveworksheets with STEM-5E Approach to Improve Science Process Skills Students Class VIII on Vibration and Wave Material Azfi, Annisa Sholihah; Setiawan*, Agung Mulyo; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 13, No 3 (2025): JULY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i3.45949

Abstract

Science learning should offer students meaningful learning experiences to develop their skills. In facing the era of globalization, 21st century skills are an important aspect that students must have. This research aims to develop e-worksheet based on liveworksheets with STEM-5E approach to improve science process skills on vibration and wave material that valid to be used by the aspect of validity, practically, and effectiveness. This type of research is research and development using the 4D model (define, design, development, disseminate). The research design used was quasi-experimental, namely select control group and select experimental group. The two classes used were class VIII B as control class with 30 people and VIII A as experimental class with 31 people. The research location was carried out at Junior High School 01 Karangploso. Data collection techniques were obtained using research instruments including validation sheets, response questionnaire sheets, pretest-posttest questions, and e-worksheet observation sheet. The validity results obtained a validity of 92.88%, with very valid criteria. This validity was carried out on the aspect of material, media, STEM-5E and SPS which received value of 87.41%, 91.25% and 100%. Practicality results in terms of students and teacher response questionnaires received value of 87.64% and 88.16% with very practical criteria. Effectiveness result in the terms of e-worksheet observation sheets received value of 96.78% and the N-Gain score (%) of the experimental class which got value of 66.76% in the quite effective category and the control class was 45.53% in the less effective category. Therefore, it can be concluded that this e-worksheet is valid, practical, and effective used to improve science process skills in class VIII vibration and wave material
The Effect of Argument-Driven Inquiry Using the Science, Environment, Technology, and Society Approach on Students Critical Thinking Skills in Thermochemistry Instruction Muzainah, Muzainah; Muntholib*, Muntholib; Munzil, Munzil; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.36497

Abstract

Thermochemistry is a challenging topic in chemistry learning due to students difficulty in grasping its concepts, often stemming from a lack of critical thinking skills (CTS). This study investigates the impact of using argument-driven inquiry (ADI) learning with a science, environment, technology, and society (SETS) approach on the critical thinking skills of high school students studying thermochemistry. This research, employing a quasi-experimental design with a pretest and posttest control group, involved 46 students divided into a control and experimental group. The control group received ADI learning, while the experimental group received ADI learning with the SETS approach. The instrument used in this research is a CTS test on thermochemitry. It contains five valid questions and has a reliability score of 0.708. The analysis was performed using the Independent t-Test. The CTS test results revealed a significant difference between the groups with the experimental group (15.91) scoring higher than the control group (12.78). This suggest that incorporating the SETS approach into ADI learning can enhace students CTS
Enhancing Critical Thinking Skills through The Development of Educational Kit Based on Problem Based Learning on Conservation Material Hamimi*, Erti; Danissa, Fanny Putri; Affriyenni, Yessi
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.34981

Abstract

Critical thinking skills (CTS) are essential preparations for addressing challenges in the 21st century era. The use of traditional lecture learning models and less innovative media leads to student passivity and negatively impacts critical thinking levels. This study aims to develop a valid, practical, and effective educational Kit based on problem based learning (PBL) on conservation to enhance CTS. The research model employed is analyze, design, develop, implement, and evaluate. Data collection techniques included literature surveys, interviews, questionnaires, and tests. Qualitative data were acquired from interviews, comments form validators, as well as practical comments and suggestions from teachers and students. These were analyzed using qualitative descriptive analysis techniques. Additionally, quantitative data from content and media expert testing results, practicality assessments by teachers and students, as well as pretest and posttest scores, were analyzed using SPSS and percentage analysis techniques. The media validation yielded a result of 93.54%, and material validation achieved 94.78%, both falling within the very valid category. In the practical aspect involving teachers and students, the results reached 93.76%, demonstrating a high level of practicality in the applied learning criteria. The pretest and posttest results of the students revealed a discernible difference. The N-gain test, gauging the difference between the two, indicated a moderate improvement. The highest increase was observed in the inference indicator with a score of 0.67, while the self-regulation indicator showed the lowest improvement at 0.34. In conclusion, the educational Kit based on PBL was found to be valid, practical, and effective in enhancing CTS
Co-Authors Alifia Asterina Putri Arif Hidayat Atsnaita Yasrina Azfi, Annisa Sholihah Chusnana Insyaf Yogiyanti Danissa, Fanny Putri Dwi Listyorini Endang Purwaningsih Erti Hamimi Factirohmani, Angie Safitri Fajrin, Amiya Fardhani, Indra Fatchur Rohman Gede Bayu Suparta Hamimi*, Erti Isnanik Juni Fitriyah JK, Adi Kus Rochman Joko Utomo Muntholib Muntholib*, Muntholib Munzil Mustikasari, Vita Ria Muzainah, Muzainah Narariya, Almira Sifak Fauziah Parno Sentot Kusairi Setiawan*, Agung Mulyo Siti Mualifah Sugiyanto Sugiyanto Suparta, Gede Bayu Sutopo Sutopo Swalaganata, Galandaru Yulianti, Erni