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Pelatihan Pembuatan Herbarium Sebagai Media Pembejalaran di Sekolah Bagi Guru MTs Dharut Tayyibin Batu Jai Kabupaten Lombok Barat Sri Nopita Primawati; Baiq Muli Harisanti; Septiana Dwi Utami; Akhmad Sukri; Sumarjan Sumarjan; Ika Nurani Dewi
Jurnal Pengabdian UNDIKMA Vol. 2 No. 1 (2021): May
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v2i1.3726

This community service activity aims to increase the teacher's knowledge of herbarirum learning media, and in the end the teacher can make a herbarium that can be used in the biology learning process. The main target of this dedication is biology teachers at MTs Dharut Tayyibin Batu Jai. The activity method in the form of training was then followed by making a herbarium from plants and samples brought by students from their homes or their neighborhoods. Based on the results of the evaluation and the responses of the teacher and students, they showed great enthusiasm for the activity and it was proven by the participation of students and teachers until this activity was completed. The teacher as the main target shows that their ability to make herbarium increases, the herbarium made with students can be used as biology learning that supports the learning process. The MTs students who participated in this process were very enthusiastic and active because it was such a fun new thing. It is hoped that in the future this training activity should be carried out not only in making herbariums but in making other creative learning media. The goal is to help students understand biology material and make biology lessons more fun.

Measurement of Independent Learning Readiness of Prospective Teacher Students Firdaus, Laras; Dewi, Ika Nurani; Samsuri, Taufik; Primawati, Sri Nopita
Bioscientist : Jurnal Ilmiah Biologi Vol. 12 No. 1 (2024): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v12i1.11236

Indonesia continues to be committed to improving the quality of human resources. This is realized through the Ministry of Education and Culture, which promotes and implements a curriculum that supports learning freedom. The application of this curriculum requires not only theoretical support but also more practical technical support, which cannot be ignored. In this regard, the Mandalika University of Education, especially the biology education department, has held workshops related to technical guidance for implementing the freedom to learn curriculum. However, it is essential to understand that there needs to be more information regarding the readiness of prospective biology teacher students to implement this curriculum. Therefore, this research was conducted to describe the level of readiness of prospective biology teacher students for independent learning. In this research, 53 prospective teacher students were involved voluntarily as respondents, including 42 women and 11 men, consisting of 12 (semester 1), 15 (semester 3), 17 (semester 5), and 9 (semester 7). The instrument used to measure the level of readiness for independent learning was adapted from the self-rating scale of self-directed learning (SRSSDL) questionnaire. Next, data regarding readiness for independent learning was analyzed descriptively and quantitatively. Based on the results of the analysis, it was found that 16.98% were not very ready (low or unprepared), 73.58% were not ready (moderate), and 9.43% were ready (high). These results also show that prospective biology teacher students have the same level of readiness for independent learning or that there is no significant difference in readiness for independent learning based on semester differences. Apart from that, of the SRSSDL components, self-awareness and learning activities have the lowest averages (32.51 and 32.09). Thus, our respondents (in this case, prospective biology teacher students) are not ready for independent learning. Regarding what will be done next, can be seen in the conclusions and recommendations section.

A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.

Considering Students’ Propensity of Divergent or Convergent in Executing Science Project Ardiana Sholehah; Baiq Asma Nufida; Habibi Habibi; Ika Nurani Dewi; Yusran Khery
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.9134

This study examines student performance in project-based learning by assessing their tendencies toward divergent or convergent thinking. A questionnaire was developed to help teachers identify and maximize the thinking potential of individual students during the learning process. The research involved 149 junior high school students from West Lombok for validity and reliability testing and 84 respondents for the categorization trial. Instruments were validated by experts using descriptive methods and percentage scores. Validity was determined through product moment correlation coefficients, while reliability was assessed using alpha reliability coefficients. Categorization utilized non-level (nominal) categorization methods. The study employed a pre-experimental approach with a one-shot case study design, involving 33 eighth-grade students in a local natural pesticide project. Student performance was evaluated through practical skill assessments and comprehensive portfolios. Data analysis used percentage and comparative statistical methods. Results showed the questionnaire contained 40 items—20 each for divergent and convergent thinking—with an expert validation score of 89.50, rated excellent. All items were valid, with correlation values exceeding the critical threshold (rtable = 0.16). Reliability scores were high for divergent and convergent groups (0.64 and 0.72) and satisfactory for all items (0.55). The questionnaire effectively categorized up to 20% of subjects into divergent and convergent groups. The study revealed significant performance differences between the two groups and recommends mixing students with divergent and convergent propensity in group projects to enhance outcomes.

Integration of Ethnoscience in Deep Learning: Perception of Science Teacher Candidates Agus Muliadi; Ika Nurani Dewi
Jurnal Penelitian Pendidikan IPA Vol 8 No 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.12654

Study aims to explore the perceptions of science teacher candidates regarding the integration of ethnoscience in deep learning. This study is exploratory research conducted at the Mandalika University of Education with research subjects of 28 students. This research uses a research instrument in the form of a closed questionnaire with answers using a Likert scale and has been validated by experts. This research data was analyzed using quantitative descriptive statistics and inferential statistics with independent sample t-test and Anova test. The results of this research are (1) perception of science teacher candidates regarding the integration of ethnoscience in deep learning based on gender, namely male students have an average 3.189 in Tall category and women 3.053 in Tall category; (2) the perception of male science teacher candidates regarding the integration of ethnoscience in deep learning based on home region, namely students from Mataram have an average at 2.983 in Tall category, West Lombok at 3.140 in Tall category, Central Lombok at 3.200 in Tall category, East Lombok at 3.100 in Tall category, and North Lombok at 3.067 in Tall category; (3) no significant difference in the perceptions of male and female students regarding the integration of ethnoscience in deep learning, as evidenced by the significance value of 0.371 which is greater than 0.05 (>0.05); (4) no significant difference in perception of science teacher regarding the integration ethnoscience in deep learning based on region, as evidenced by the significance value of 0.903 which is greater than 0.05 (>0.05).

Exploring students’ approach to learning tendencies among prospective biology teachers across years of study Dewi, Ika Nurani; Firdaus, Laras
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.59114

Students’ Approaches to Learning (SAL) are widely recognized as critical determinants of educational quality and academic success. Despite their importance, empirical understanding of how students, particularly those in teacher education programs, adopt and develop these approaches remains limited. This study aims to investigate the learning approach tendencies among prospective biology teachers across different academic years. A total of 57 participants voluntarily participated in the study, comprising 24 first-year, 17 second year, and 16 third-year students enrolled in a biology teacher education program. The research employed a quantitative methodology to examine students’ preferences across four dimensions of learning approaches: deep motive (DM), deep strategy (DS), surface motive (SM), and surface strategy (SS). The findings indicate that third-year students exhibited a greater tendency toward deep learning approaches (DM and DS), suggesting a more intrinsic motivation and strategic engagement with learning materials. Conversely, first- and second-year students demonstrated a preference for surface learning approaches (SM and SS), which are typically associated with extrinsic motivation and superficial engagement. However, statistical analysis revealed that these differences were not significant, indicating that the year of study does not exert a substantial influence on the adoption of learning approaches. These results underscore the complexity of learning approach development and suggest that factors beyond academic progression may play a more pivotal role. Further research incorporating larger sample sizes and mixed method is recommended to elucidate the underlying mechanisms that shape students’ learning approach preferences over time.

Pengaruh Model Pembelajaran Structured Inquiry Berbantuan Virtual Laboratorium Terhadap Pemahaman Konsep Siswa Febriani, Puput; Dewi, Ika Nurani; Mursali, Saidil
Jurnal Kependidikan Ki Hajar Dewantara Vol. 3 No. 1 (2026): Jurnal Kependidikan Ki Hajar Dewantara (Jurnal KHD)
Publisher : Lembaga Pusat Kegiatan Belajar Masyarakat (PKBM) Tunas Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jurnalkhd.v3i1.251

This study aims to determine the effect of the structured inquiry learning model assisted by virtual laboratories on students' conceptual understanding at SMP Negeri 1 Maronge. This study uses a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The population of this study were students of SMPN 1 Maronge, with the research sample consisting of students in grades VIIIA and VIIIC. The sampling technique used was cluster random sampling. The research instrument used was a concept understanding test. Data analysis was carried out using the N-gain test to measure the increase in conceptual understanding, and ANCOVA to test differences between groups. The results showed that the conceptual understanding of students in the experimental class who used structured inquiry learning assisted by virtual laboratories-PhET had an N-Gain value of 0.63 (moderate criteria), while the control class had an n-gain value of 0.54 (moderate criteria). The results of the Ancova test showed a sig value of 0.000 ˂ α = 0.05, indicating a significant difference between the experimental and control groups. Thus, it can be concluded that the structure inquiry learning assisted by virtual laboratory-PhET has a positive effect on improving students' conceptual understanding. The results of this study can be a reference for implementing inquiry-based learning and virtual technology in improving the quality of science learning.

A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.

Measuring Intercultural Sensitivity Among Pre-Service Teacher Students in Multicultural Higher Education Context Firdaus, Laras; Dewi, Ika Nurani
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19848

This study aimed to measure the level of intercultural sensitivity (IS) among pre-service teachers at Universitas Pendidikan Mandalika. The research employed a cross-sectional quantitative survey design involving 109 first-year pre-service teachers (43 males; 66 females; mean age = 18.52 years) from Sasak, Sumbawa, Bima, and NTT ethnic backgrounds. The instrument used was the Intercultural Sensitivity Scale (ISS; 24 items; five dimensions), with analyses including validity and reliability testing, descriptive statistics, normative classification (mean ± 1 SD), and one-way ANOVA. The results indicated that two items (18 and 24) were invalid, while the overall reliability of the instrument was high (Spearman–Brown = 0.864). Based on normative classification, most participants were categorized at a moderate level of IS (72.48%), followed by high (15.60%) and low (11.93%) categories. Sub-scale analysis revealed that interaction attentiveness had the highest mean score (3.23), whereas interaction enjoyment and interaction confidence were relatively the lowest (3.13). Comparative tests showed no significant differences based on gender or ethnicity across all sub-scales. These findings suggest that pre-service teachers possess a relatively positive affective foundation toward intercultural interaction. However, further strengthening is still needed, particularly in the dimensions of interaction enjoyment and interaction confidence in intercultural engagement. Further elaboration of this study can be found in the limitations and recommendations section.

Development of an Augmented Reality–Based Science Module Integrated with Mbojo Ethnoscience to Improve Junior High School Students’ Scientific Skills and Environmental Awareness Bakhri, Syaiful; Dewi, Ika Nurani; Sutarto
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.18648

This study aims to develop and evaluate an Augmented Reality (AR)–based science module integrated with Mbojo ethnoscience to enhance junior high school students’ scientific skills and environmental awareness. The study involved 52 Grade VII students (25 experimental; 27 control) and employed a Research and Development (R&D) method using the ADDIE model combined with a quasi-experimental design. Data were collected through expert validation, student practicality questionnaires, scientific skills tests, and environmental awareness measures, and were analyzed using descriptive statistics and independent-samples t-tests. The module was classified as highly valid (mean = 3.21) and highly practical (89.8% positive responses). The quasi-experimental findings revealed statistically significant improvements in scientific skills (t = 4.215; p < 0.001) and environmental awareness (t = 4.475; p < 0.001) compared to conventional instruction. These findings suggest that the AR–Mbojo ethnoscience module constitutes a valid, practical, and empirically effective instructional innovation for contextual and sustainability-oriented science learning.

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