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All Journal Cakrawala Pendidikan Bioscience WAPFI (Wahana Pendidikan Fisika) Jurnal Pengajaran MIPA EDUSAINS Journal of Education and Learning (EduLearn) Jurnal Pendidikan IPA Indonesia Jurnal Inspirasi Pendidikan Biogenesis: Jurnal Ilmiah Biologi Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA Phenomenon : Jurnal Pendidikan MIPA Berkala Ilmiah Pendidikan Fisika Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Biodidaktika : Jurnal Biologi dan Pembelajarannya Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika Jurnal Ilmiah Pendidikan Fisika Journal of Natural Science and Integration Journal of Science Education Research PENDIPA Journal of Science Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Pedagonal : Jurnal Ilmiah Pendidikan BIOSFER : Jurnal Biologi dan Pendidikan Biologi Edunesia : jurnal Ilmiah Pendidikan BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioed : Jurnal Pendidikan Biologi BIOCHEPHY: Journal of Science Education Indonesian Journal of Teaching in Science PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Basicedu Gunung Djati Conference Series Jurnal Penelitian ICONESTH JIPI (Jurnal IPA dan Pembelajaran IPA) AMPLITUDO: Journal of Science & Technology Innovation Jurnal Pengabdian Isola SEARCH: Science Education Research Biodik: Jurnal Ilmiah Pendidikan Biologi Unnes Science Education Journal Jurnal Pendidikan IPA Indonesia JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Abmas
R. Riandi, R.
Universitas Pendidikan Indonesia
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Fruitful Examination of STEM Education Over Two Decades: Bibliometric Analysis Putri Amelia Solihah; Ida Kaniawati; Achmad Samsudin; Riandi Riandi
Berkala Ilmiah Pendidikan Fisika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i1.18176

Abstract

This study aims to provide a concise overview of scientific output, prominent researchers, countries, and areas of focus in the field of STEM education research. An examination of the scholarly output in the field of STEM education was conducted using bibliometric methods, focusing on publications published from 2002 to 2023. The methodology employed in this study is a bibliometric analysis technique combined with computational mapping analysis. The tools used are VOSviewer and Rstudio. A total of 25,318 articles were retrieved from the Scopus databases. These papers were published in social sciences, engineering, scientific education, physics, and astronomy journals, among others. The primary results indicate that the number of publications on STEM education has been generally consistent from 2002 to 2023. Co-authorship relationships primarily involve researchers from the same nation. Furthermore, a change in the areas of research focus was noted. Previous research has been extensively conducted in various fields, including the social sciences, engineering, scientific education, physics, and astronomy. A recent study has highlighted the significance of curriculum and curriculum development. In conclusion, research on STEM education still needs to be carried out and developed, especially regarding STEM-based teaching materials.
Efforts to Enhance Sustainable Consciousness and Critical Thinking in High School Students Through Learning Projects Purwaningsih, Widi; Arrifa, Filza Huaina; Riandi, R.
Indonesian Journal of Teaching in Science Vol 3, No 1 (2023): IJOTIS: March 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v3i1.55447

Abstract

Awareness or Sustainability consciousness (SC) is an essential part of Education For Sustainable Development (ESD) and closely relates to critical thinking skills. Therefore, training and instilling the two things above is a necessary task for teachers in contributing to realizing sustainability Development Goals (SDGs). This research aims to identify the influence of learning project zero waste school on sustainable awareness and students' critical thinking ability. This study uses a Quasi-Experimental method with a Non- Equivalent Control Group Design. The sample consisted of 63 students in the experimental class and 63 students in the control class. In the implementation of learning in the practical class using the model zero waste school project and in the control class using conventional models. Data study collected with the use awareness questionnaire sustainable and test descriptions given before and after learning is done. The research results show that the zero waste school project can influence sustainable awareness and skills. Students' critical thinking is higher than learning given without a project. The results of students' critical thinking are trained through model learning project zero waste school, generally for all indicators showed significantly higher results than the control class. Of the six hands, the indicator that experienced the highest increase was the evaluation indicator, while the indicator that experienced the lowest growth was the interpretation indicator.
The Urgency of STEM Education in Indonesia Nugroho, Oktian Fajar; Permanasari, Anna; Firman, Harry; Riandi, Riandi
Jurnal Penelitian dan Pembelajaran IPA Vol 7, No 2 (2021): Available Online in November 2021 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v7i2.5979

Abstract

Industry 4.0 and 21st-century skills are quickly increasing and becoming more knowledgeable. In this century, the primary purpose of our educational system should be to prepare students to live in the world. STEM Education has garnered increasing attention in recent years, and it is important to comprehend STEM Education. Indonesia is one of the largest countries in Southeast Asia with a vast number of human resources that need to be developed. The purpose of this study was to investigate the urgency of STEM education in Indonesia within the scope of 21st-century skill categories using the content analysis method, to investigate best practices of STEM education for teachers by investigating engineering design skills training, and to review the literature from 1990 to 2016 that has focused on the development of STEM education around the world. The data demonstrated that STEM Education has grown over the world and has a significant influence on students' idea comprehension, literacy, and creativity. Many studies show that the best strategy for science teachers is to incorporate STEM education. STEM is relevant to everyday life and improve student performance. These findings are important to be implemented in Indonesia for STEM Education implementation in Indonesia
Implementation of the MBKM Curriculum to Improve the Quality of Prospective Chemistry Teachers oktariani; Nahadi Nahadi; Diana Rochintaniawati; Riandi Riandi; Heli Siti Halimatul Munawaroh; Andhika Baruri
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.341

Abstract

This study aimed to identify the alignment of the Chemistry Education Study Program curriculum documents at University X with the Merdeka Belajar Kampus Merdeka (MBKM) policy, evaluate its implementation, and assess lecture and student perceptions regarding MBKM’s impact on prospective teachers’ competencies. A case study approach was employed, utilizing analysis of curriculum document, observation of course, questionnaires, and interviews. The results indicated that the curriculum documents were aligned with the Higher Education Curriculum Development Guide-MBKM, including the formulation of graduate profiles, learning outcomes, curriculum maps, and course plans. These elements supported prospective teachers in developing competencies relevant to field demands and enabled student participation in MBKM activities. The MBKM implementation in this study program showed active involvement of lecture and students in activities such as ‘Kampus Mengajar’ and ‘Wirausaha Merdeka’, which positively impacted prospective teachers' competencies. Institutional support was a key factor in the program’s success. However, areas for improvement remained, particularly in the use of innovative learning methods such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery, and Inquiry to help enhance prospective chemistry teachers' critical thinking skills.
A Decade-Long Trend in The Development of Systems Thinking Skills on Science Learning : Contributions to Elementary Schools Ade Yulianto; Wahyu Sopandi; Riandi Riandi; Ghullam Hamdu
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 2 (2025): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.15279

Abstract

This study aims to identify trends in systems thinking research within the context of science education over the past decade and providing education researchers with a global perspective on the development of systems thinking. The bibliometric analysis research method is a quantitative approach used to analyze scientific literature to identify trends, publication patterns, collaborations between authors or institutions, and emerging research topics in a field of science.  The data used for bibliometric analysis is the research trend of systems thinking in science learning from 2014 to 2024, based on the Scopus database, utilizing the R Package Bibliometric and VosViewer Software. The obtained articles were then processed using thematic analysis techniques with the R Bibliometric Package to analyze primary information, annual scientific publications, article citations per year, total citations of top journals, Sankey diagrams, top author production, countries with the highest productivity, most productive affiliations, and thematic maps. The findings of this study indicate that research on systems thinking in science learning has experienced an annual growth rate of 9.6% and an average citation rate of 13.6 citations per document. Furthermore, it analyzes the thematic mapping of the obtained keywords, where the motor themes in this study such as curriculum, teaching, elementary school, student learning, and system theory are well-developed and essential for shaping research in systems thinking in science learning. The thematic mapping reveals a strong interconnection among three key themes: systems thinking, science learning, and elementary schools. These themes hold significant potential and are highly relevant for further exploration due to their high centrality, yet they remain relatively underexplored to date. The study of systems thinking skills in science learning should also consider previous research findings related to sustainable development goals, climate change, gender similarity, and conceptual frameworks.
Education for Sustainable Development in Science Classrooms: A Bibliometric Analysis and Literature Review Nuwangi, Pohaci Puspa; Riandi, Riandi; Widodo, Ari
Scientiae Educatia: Jurnal Pendidikan Sains Vol 13, No 1 (2024): June 2024
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v13i1.16636

Abstract

Education for sustainable development is an intriguing and evolving topic. There is a potential to integrate sustainable education with science education as both share aligned goals and can mutually support each other. Therefore, this article aims to visualize research trends on sustainable education in science classrooms over five years (2019-2023) to explore new potential research innovations in the related field and identify strategies that can be applied to integrate sustainable values into science education. Data were obtained from one of the most significant publication sources, Scopus, resulting in 134 research articles. The data were processed using two methods, namely bibliometric analysis and systematic literature review, assisted by VOSviewer software and Microsoft Excel 2016. The analysis indicates a consistent upward trend in research on this topic, reaching 45 publications in 2022 and declining to 36 in 2023. Additionally, seven clusters were identified from the visualization map, each containing 2-8 keywords. On the other hand, the analysis in the systematic literature review reports that there are five strategies to incorporate sustainable education into science classrooms.
ANALISIS KESULITAN BELAJAR TEMA SISTEM ORGAN DAN PEMANFAATAN TEKNOLOGI INFORMASI MAHASISWA CALON GURU BIOLOGI Maryanti, Sri; Riandi, R.; Rustaman, Nuryani; Kaniawati, Ida
BIOCHEPHY: Journal of Science Education Vol. 4 No. 1 (2024)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v4i1.993

Abstract

Penelitian ini bertujuan untuk mengindentifikasi kesulita materi pada tema system organ untuk mahasiswa calon guru biologi. Kesulitan belajar pada materi sistem organ dapat berdampak negatif terhadap proses pembelajaran dan kualitas lulusan program studi pendidikan biologi. Mahasiswa yang mengalami kesulitan belajar pada materi ini akan kesulitan untuk memahami konsep-konsep dasar biologi, sehingga akan sulit untuk mengajarkan materi tersebut kepada siswa di sekolah. Metode  penelitian  yang  digunakan  adalah deskriptif  kualitatif. Hasil temuan terkait dengan kesulitan di tema system organ system saraf masih dianggap sangat sulit sebanyak 45 orang, sulit sebanyak 23 orang, 11 orang mengatakan sedang dan 5 orang mengatakan bahwa topik system saraf itu mudah dipahami. Urutan tersulit setelah system saraf adalah system endokrin dan sistem endokrin sebanyak 25 orang menyatakan sangat sulit, sebanyak 14 orang menyatakan bahwa system endokrin sulit, 6 orang menyatakan sedang dan 2 orang menyatakan sistem endokrin mudah dipahami. Suatu yang rumit dan abstrak perlu di representasikan melalui visualisasi. Visualisasi yang dimaksud dapat diintegrasikan dengan teknologi informatika (TIK) integrasi TIK dalam pembelajaran semestinya mampu   meningkatkan aktivitas pembelajaran dan kreativitas mengajar guru.
Identifying Junior High School Student’s Learning Needs and Challenges in Science Education Wiwit Yuli Lestari; Hertien Koosbandiah Surtikanti; Taufik Rahman; Riandi Riandi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6347

Abstract

Understanding students’ needs in science education is essential for improving teaching strategies and learning outcomes. This study investigates students’ preferences regarding teaching methods, learning materials, and supplementary education outside school.The study employed a descriptive research design involving 119 students and 28 teachers from seven randomly selected schools in Ciamis. Participants had prior experience with online learning. Data were collected through questionnaires and interviews and analyzed quantitatively using percentage-based analysis.Findings reveal that 95% of students enjoy learning science due to its real-life relevance. Approximately 79% favor practical-based learning methods, citing ease of understanding and increased engagement, while 21% reported disinterest or discomfort with practical activities. Face-to-face instruction was preferred by 88.2% of students for its interactive benefits, though 3.57% felt teachers did not sufficiently involve them, potentially limiting critical thinking development. Regarding learning materials, 79.8% of students confirmed material availability, preferring those that are visual, durable, and easy to understand. Only 7.6% of students pursued additional lessons, primarily to enhance comprehension or complete assignments.These findings highlight students' inclination toward interactive and visually supported science instruction. Barriers such as limited engagement and lack of exposure to practical learning should be addressed to foster a more effective educational experience.Identifying and addressing students’ preferences in science education can inform more effective instructional approaches and resource development.
Enhancing Science Education in Primary Teacher Training: An Analysis of Course Implementation and Pedagogical Practices Diana Ayu Rostikawati; Riandi Riandi; Diana Rochintaniawati; Wahyu Sopandi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6705

Abstract

Improving the quality of science education in teacher training is essential for developing competent educators. This study focuses on enhancing science instruction within the Primary School Teacher Education program at a private university in Serang City, Banten, by examining the implementation of the science course and related pedagogical practices. A descriptive qualitative approach was employed, involving five sixth-semester pre-service teachers as participants. Data were collected through structured interviews lasting 30–45 minutes. The interviews explored multiple facets of the course, including syllabus availability, lesson plan alignment, instructional media usage, access to teaching materials, application of instructional models, learning activity sheets, assessment practices, and course activities. Findings indicate inconsistencies between course plans and classroom activities. Participants reported limited access to teaching resources and inconsistent use of instructional media. However, they emphasized the value of interactive activities and the need for varied assessment tools. Feedback highlighted the importance of structured syllabi, engaging media, and creative approaches that align with different learning styles. The results underscore the importance of student input in improving science education courses. Enhancements should focus on providing comprehensive instructional materials, integrating technology, and promoting pedagogical creativity. Diverse teaching strategies and assessment methods can foster active engagement and support the professional growth of pre-service teachers. Structured, student-informed improvements in course design and delivery are essential to prepare effective future educators, especially in science education.
CITIZEN SCIENCE PROJECT'S CONTRIBUTION TO SCIENCE LEARNING OUTCOME: SYSTEMATIC LITERATURE REVIEW Ipin Aripin; Topik Hidayat; Nuryani Y. Rustaman; Riandi Riandi
EDUSAINS Vol. 15 No. 1 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i1.29003

Abstract

The research on the contributions of Citizen Science (CS) at the school and university levels has primarily focused on the technical execution of projects undertaken by participants. Rarely has it measured the types of contributions these projects have on the science learning outcomes of the participants. This study aims to understand various types of Citizen Science Projects and their contributions to science learning achievements at the school and university levels. The study employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, consisting of five stages: identification, scanning, eligibility, dan inclusion. The research findings identify 19 types of CSPs that contribute to science learning achievements at the school and university levels. Six indicators of science learning outcomes are measured through the implementation of CSPs in science education, both in schools and universities. These indicators include interest in science and the environment, motivation for learning science, self-efficacy, knowledge of content and scientific processes, science inquiry skills, and environmental awareness. The contributions of CSPs to these measured indicators of science learning outcomes show positive and significant results. Based on the research findings, it can be concluded that CSPs contribute to science learning outcomes through input, output, and nurturant effects resulting from the implementation of CSPs. Educators can incorporate CSPs into science education to facilitate more optimal science learning.
Co-Authors A Widodo A. Suhandi Achmad Samsudin Ade Yulianto Adhara Jasid Adnan Muchsin Afridha Laily Alindra agustina, tri wahyu Aisyah Zumira Aji Solehudin Aldeva Ilhami Andhika Baruri Anisa Anisa Anna Argiyanti Anna Permanasari Annisa Latifah Nur'aeni Annisa Nurramadhani Annisa Rahmawati Any Fitriani Arfiyana Destaria Tarmizi Ari Syahidul Shidiq Ari Widodo Ari Widodo Ari Widodo Arif Hidayat Arrifa, Filza Huaina Asep Kadarohman Asep Supriatna Aulia Afza Azura Salsabila B Supriatno Bambang Ekanara Bambang Suprianto Bambang Supriatno Budi Manfaat Budi Manfaat Chika Raritzah Putri Cut Intan Evtia Nurina Cut Intan Evtia Nurina Cut Intan Evtia Nurina Cut Intan Evtia Nurina D N Juita Dadang Sudirno Dandan Luhur Saraswati Dede Salim Nahdi Defrizal Hamka Diah Wahyuni Diana Ayu Rostikawati Diana Rochintaniawati Diana Susanti Dida Firgiawan Dieni Asma Mardiyah Dindin Nasrudin Donna Karolina Br Surbakti Dwie Saptarani E Ervina E. C. Prima Eka Cahya Prima Eliyawati Eliyawati Enok Maryani Evi Roviati Evi Suryanti Febrian Virijai Firman, Harry Fitriani Nurzeha Fransisca Sudargo Ghina Rohmatulloh Ghullam Hamdu Handi Suganda Harry Firman Hazrati Ashel Heli Siti Halimatul Hendra Yulisman I Y N Hizqiyah Ida Kaniawati Ilhami, Aldeva Indri Andriyatno Indrie Prihastuti Indriyani Amalia Intan Khairani Intania Zainul Nurul Huda Ipin Aripin Ipin Aripin Ipin Aripin Ivo Novidsa Kestianty, J. Kindy, N. Lidya Betty Setiyaningsih Liliasari . Lilit Rusyati Lince Meriko Mardiyah Mardiyah Marfuatun . Meili Yanti Mellyzar, Mellyzar Mestika Sekawinahyu Minnathul Khasanah Mivtha Citraningrum Mourend Devegi Mr Sjaeful Anwar Mr Sumar Hendayana Mrs Sariwulan Diana Mrs Siti Sriyati Muhyiatul Fadilah Muslim Muslim Mustafa Çakir N. Novia, N. Nahadi Najihah Fakhirah Siregar Nastitisari Dewi Nastitisari Dewi Nisa Ayunda Rahmi Mutia Nisrina Nur Rahmi Nor Hidayati Nova Vivi Clara Saputri Novia Novia Novia Novia Novianawati, Noor Novidsa, I. Nugroho, Oktian Fajar Nurhasanah, Zakia Nursyahra Nursyahra Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Y Rustaman Nuryani Y. Rustaman Nuryani Y. Rustaman Nuryani Y. Rustaman Nuwangi, Pohaci Puspa oktariani P. Sinaga Pohaci Puspa Nuwangi Purwaningsih, Widi Purwianingsih, W. Putri Amelia Solihah Putri Angjelina Rahayu, Yuyu Rahmi Zulva Ratih Mar'atus Sholihah Resmi Ningrum Rhodentia Sri Hastuti Tamba Ridho Ilafi Sukma Ridwan Ridwan Rifda Tanfiziyah Rini Solihat Rizki Maulana Ashidiq Rohwan Maulana Luthfi Rukayadi, Y. S Hendayana S Sriyati S Syamsu Santi Setiani Hasanah* Siswahyudianto Siti Sriyati Siti Tahany Rifa Faidah Sjaeful Anwar Sri Angraeni Sri Maryanti Sri Redjeki Surtikanti Hertien Koosbandiah, Surtikanti T. Liana Taj Rosyidah Taufik Rahman Taufik Rahman Rahman Tengku Idris Tina Rizqiyati Rohimah Topik Hidayat Vitta Yaumul Hikmawati Wahyu Sopandi Wahyu Surakusumah Warliani, Resti Widi Purwianingsih Widya Cristanti Wiwit Yuli Lestari YAYAN SANJAYA Yena Harmelayati Yohanes Freadyanus Kasi Yohanes Freadyanus Kasi Yuyun Maryuningsih Zakia Nurfadilah Zakia Nurhasanah Zevira Fransisca Aurora Zulkarnaen Zulkarnaen