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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Atrium Pendidikan Biologi Jurnal Bakti Saintek: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Journal of Advanced Sciences and Mathematics Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Coaching and Sports Science
Riezky Maya Probosari
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN Annisa Nur Khasanah; Riezky Maya Probosari; Sri Widoretno; Nurma Yunita Indriyani
ATRIUM PENDIDIKAN BIOLOGI Vol 6, No 4 (2021): Atrium Pendidikan Biologi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/apb.v6i4.12236

Abstract

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.
Pendampingan Produksi Low-Carbon STEM Project untuk Meningkatkan Kualitas Pembelajaran IPA Ramah Lingkungan Nurma Yunita Indriyanti; Riezky Maya Probosari; Isma Aziz Fakhrudin; Sri Widoretno; Arifin Septiyanto; Annisa Nur Khasanah
Jurnal Bakti Saintek: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Vol. 5 No. 1 (2021)
Publisher : Fakultas Sains dan Teknologi, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan dari kegiatan pengabdian ini adalah mendampingi guru disekolah  memproduksi perangkat pembelajaran berbasis Low Carbon STEM Project untuk meningkatkan kualitas pembelajaran IPA ramah lingkungan. Low Carbon STEM Project adalah perangkat pembelajaran yang dikemas dalam bentuk project  berdasarkan sintaks STEM (Define, Learn, Plan, Try, Test, and Decide) yang menerapkan konsep ramah lingkungan. Low carbon STEM project yang sudah diproduksi diterapkan pada perangkat pembelajaran yang dikembangkan pada Kompetensi Dasar IPA SMP untuk meningkatkan pembuatan project teknologi yang baru. Project teknologi yang baru perlu ditekankan karena selama ini guru disekolah hanya mengulang fakta dan konsep yang sudah ada dan sangat jarang menciptakan sesuatu yang baru. Hasil akhir dari kegiatan ini diharapkan guru dapat menerapkan Low Carbon STEM Project pada perangkat pembelajaran IPA di tingkat kelas yang lain dan ditularkan dalam ranah yang lebih luas seperti MGMP IPA. Metode yang dilaksanakan dimulai dengan koordinasi dengan mitra yaitu guru IPA SMPN 3 Surakarta dan SMPN 4 Surakarta. Kegiatan dilanjutkan dengan workshop materi Low Carbon STEM Project kepada guru sekolah mitra yang dipandu oleh ketua pengabdian yang diselenggarakan secara luring. Kegiatan dilanjutkan dengan pendampingan produksi Low Carbon STEM project yang dipandu oleh semua tim pengabdi. Metode akhir yang digunakan adalah deskriptif kualitatif. Deskriptif kualitatif didapatkan dari angket dan wawancara setelah pendampingan produksi Low Carbon STEM Project. Hasil angket dan wawancara disajikan dalam data deskriptif kualitatif. [The purpose of this community service activity is to assist teachers in schools to produce learning tools based on the Low Carbon STEM Project to improve the quality of environmentally friendly science learning. Low Carbon STEM Project is a learning tool packaged in the form of a project based on the STEM syntax (Define, Learn, Plan, Try, Test, and Decide) which applies environmentally friendly concepts. The low carbon STEM project that has been produced is applied to the learning tools developed in the Junior High School Science Basic Competencies to improve the creation of new technology projects. New technology projects need to be emphasized because so far school teachers only repeat existing facts and concepts and very rarely create anything new. The end result of this activity is expected that the teacher can apply the Low Carbon STEM Project to other science learning tools at the classroom level and be transmitted in a broader realm such as the Science teacher Organization. The method implemented begins with coordination with partners, namely science teachers at SMPN 3 Surakarta and SMPN 4 Surakarta. The activity was continued with a workshop on the Low Carbon STEM Project material for partner school teachers guided by the community service leader which was held offline.  The activity was continued with production assistance for the Low Carbon STEM project which guided by all member of team. The final method used is descriptive qualitative. Qualitative descriptive was obtained from questionnaires and interviews after the production assistance of the Low Carbon STEM Project. The results of questionnaires and interviews are presented in descriptive qualitative data.]
Development of the climate change investigation (CCI) module to empowering sustainability literacy and global diversity in junior high school students Contias Edar Buana; Muhammad Nurhudha; Kadek Dwi Hendratma Gunawan; Nurma Yunita Indriyanti; Riezky Maya Probosari; Lina Mahardiani
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.708

Abstract

Background: Environmental issues are integral to science education, addressing the causes, impacts, and prevention of environmental damage. Investigative learning is essential to help students better understand these complex topics.Aim: This study aimed to determine the characteristics and feasibility of the Climate Change Investigation (CCI) module in empowering students’ sustainability literacy and global diversity.Method: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection included expert validation and student-teacher response questionnaires.Results: The findings showed that the CCI module is an effective and engaging tool for enhancing students’ understanding of environmental issues and cultural awareness. The module also benefits teachers by introducing interactive, low-carbon, and sustainability-based learning media. Validation scores from material, media, and language experts confirmed its high feasibility. Student and teacher responses indicated a high level of satisfaction with the module's clarity, content, and relevance.Conclusion. The CCI module enables students to understand various causes and impacts of environmental degradation, recognize the regional variations in climate effects, appreciate the role of biodiversity, evaluate the influence of eco-friendly technologies, and participate actively in discussions. The module supports independent learning and contributes to shaping environmentally and culturally conscious students aligned with 21st-century educational goals.
The effect of culturally responsive transformative teaching (CRTT) model in science learning on the environmental literacy ofseventh grade students Septi Reggina Anggita Wijayanti; Riezky Maya Probosari; Icha Kurnia Wati; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan; Lina Mahardiani; Nurma Yunita Indriyanti
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.950

Abstract

Background: Environmental damage in Indonesia is worsening, as shown by the low Environmental Performance Index and limited public awareness, which reflect low student environmental literacy. The Culturally Responsive Transformative Teaching (CRTT) model provides a contextual approach by integrating cultural values to enhance knowledge, attitudes, and pro-environmental behaviors.Aims and scope of paper: This study aims to determine the effect of the Culturally Responsive Transformative Teaching (CRTT) model on science learning on the environmental literacy of 7th grade students.Methods: This study used a quasi-experimental method with a pretest-posttest control group design. The sampling technique was selected using cluster random sampling. The research instrument was the MSELS instrument adapted from Mc.Beth and Volk (2009) in the form of multiple-choice tests and questionnaires tailored to the 7th grade science material on ecology and biodiversity. The research sample used class 7 H as the control class with a discovery learning model consisting of 32 students and class 7I as the experimental class with a CRTT model consisting of 31 students.Result: The results showed that the CRTT model in science learning had an effect on the environmental literacy of 7th grade students with a significance value of 0.000 (0.000< 0.05).Conclusion: The study concludes that the CRTT model effectively enhances students’ environmental literacy in science learning, highlighting the need for cultural integration and further research across diverse contexts.
Integration of Biomechanics and Digital Technology: Using Kinovea for Motion Analysis and Learning for Beginner Athletes Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Supurwoko; Salsabila Kholifahtun Nisa’; Gifran Rihla Gifarka Latief
Journal of Coaching and Sports Science Vol. 4 No. 2 (2025): Journal of Coaching and Sports Science
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jcss.v4i2.890

Abstract

Background: The integration of biomechanics with digital motion-analysis technologies has introduced new approaches for examining movement efficiency, kinematic characteristics, and technical patterns in walking and running activities. Kinovea, as an accessible motion-analysis software, provides both visual and quantitative feedback. However, its application in supporting technique development among beginner athletes remains insufficiently explored. Aim: This study aims to describe the use of Kinovea in biomechanics training and examine its contribution to the awareness of kinematic characteristics and movement techniques among beginner athletes. Methods: A descriptive qualitative design involved 72 beginner athletes aged 18–25 years selected through purposive sampling. Data were collected over 16 weeks through interviews, field observations, and motion video recordings analyzed using Kinovea. Kinematic data focused on joint angles, stride behavior, and movement phases during walking, running, and the flight phase. Qualitative data were analyzed using content analysis with NVivo 12, while kinematic results were interpreted descriptively to identify performance patterns and areas for technical refinement. Result: Kinematic analysis showed coordinated joint-angle patterns across all phases. Walking analysis identified arm swing angles of 50.9°–58.8° and leg separation angles of 64.3°–67.2°, indicating a stable gait rhythm. The running analysis revealed knee angles of 68.8°–69.8° and elbow angles of 87.6°–89.1°, indicating efficient propulsive mechanics. The flight phase demonstrated knee angles of 81.2°–87.8° and elbow angles of 80.4°–88.3°, suggesting effective momentum use and postural stability. These measurements supported stride-efficiency assessment and technique evaluation. Qualitative findings revealed that Kinovea enabled athletes to interpret movement phases and identify technical inefficiencies through slow-motion and frame-by-frame visualization. Conclusion: Kinovea supports basic motion analysis by providing clear kinematic information and helping beginner athletes observe and refine their movement techniques. The findings also offer practical value for coaches by enabling more precise identification of inefficient patterns and guiding targeted corrections during early-stage training.
Assessing Self-Reliance among Generation Z in Junior High School: An Analysis Using Rasch Model Isma Aziz Fakhrudin; Budi Utami; Nurma Yunita Indriyanti; Annisa Nur Khasanah; Riezky Maya Probosari; Supurwoko; Ahyana Rosyada; Eva Permatasari
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6010

Abstract

Generation Z in Indonesia is facing conditions where there are a lot of challenges such as violences in school, career, and sustainibility development. Therefore, Indonesia has developed an Independent Curriculum to acomodate and promote student’s self-reliance as a part of Pancasila Profile dimensions as a preventive action to face 21st century challenges. This research aims to assess student’s self-reliance among generation Z in Junior High School. This study is quantitative research explaining the quality of instrument and classifying student’s abilities based on questionnaire analyzed by using Rasch Model. The sample used in this research consist of 104 students from Junior High School that have been given a P5 program and required to be tested using 26 test items. The result of self-relliance quistionnaire is analyzed using the rasch model. The findings explained that students score and mostly get the lowest score in gender or demographic analysis. In conclusion, student’s self-reliance among generation Z is still unequal and low neither in gender or demographic. Furthermore, school should train student’s self-reliance intensively to prepare students facing future challenges.
Development of an Integrated PhET and Augmented Reality Package in a Flipped Classroom to Improve Conceptual Understanding of Renewable Energy Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Supurwoko Supurwoko
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.1

Abstract

Renewable energy is an abstract topic in junior high school science: its systems and energy conversions are difficult to visualize, and teacher-centered instruction often leaves students with fragile, fragmented conceptual understanding. This study developed and evaluated a learning package that integrates PhET virtual-laboratory simulations with augmented reality (AR) 3D visualizations, delivered through a flipped-classroom approach, and examined its feasibility, practicality, and effectiveness for Grade IX students' conceptual understanding of renewable energy. Following the ADDIE Research and Development model, PhET simulations and AR scenes (authored in Assemblr Edu) were integrated into a flipped lesson in which first exposure occurred before class and class time was used for manipulation and discussion. Feasibility was assessed by media, content, and language experts using the Gregory index; practicality by teacher and student response questionnaires; and effectiveness by a 25-item conceptual-understanding test (pretest–posttest, n = 34) analyzed with the Hake normalized gain (N-gain) after confirming item construct validity. The package was very valid (media Gregory index 0.89; content and language 1.00), highly practical (student 91% and 81%; teacher 93%), and, in a single-group pretest–posttest design, associated with a medium gain (mean N-gain 0.50; scores rose from 81.18 to 91.53). Pairing manipulable simulation and spatial AR within a flipped structure was designed to shift learning toward a student-centered, inquiry-oriented process. The package offers a feasible, smartphone-deliverable route to visualizing abstract renewable-energy concepts.
Pengaruh Model Pembelajaran Discovery Learning dengan Strategi Question Student Have (QSH) Terhadap Keterampilan Berpikir Kritis dan Keterampilan Argumentasi Siswa Iis Nur Hassanah; Sukarmin Sukarmin; Riezky Maya Probosari
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 3 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i3.108220

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran discovery learning dengan strategi Question Student Have (QSH) terhadap (1) keterampilan berpikir kritis (2) keterampilan argumentasi (3) keterampilan berpikir kritis dan keterampilan argumentasi siswa. Penelitian ini adalah kuasi eksperimen pretest-posttest control group design. Populasi penelitian ini merupakan seluruh siswa kelas VII SMP Negeri 11 Surakarta pada tahun ajaran 2024/2025. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Pengumpulan data dilakukan dengan menggunakan teknik tes berupa soal keterampilan berpikir kritis dan soal keterampilan argumentasi. Analisis mengunakan uji MANOVA dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran discovery learning dengan strategi Question Student Have (QSH) berpengaruh signifikan terhadap keterampilan berpikir kritis dengan hasil nilai signifikansi (0,00&lt;0,05), berpengaruh signifikan terhadap keterampilan argumentasi dengan hasil nilai signifikansi (0,00&lt;0,05), dan berpengaruh signifikan terhadap keterampilan berpikir kritis dan keterampilan argumentasi dengan hasil nilai signifikansi (0,00&lt;0,05).This study aims to analyze the effect of the discovery learning model with the Question Student Have (QSH) strategy on (1) critical thinking skills (2) argumentation skills (3) critical thinking skills and students' argumentation skills. This study is a quasi-experimental pretest-posttest control group design. The population of this study was all students of class VII of SMP Negeri 11 Surakarta in the 2024/2025 academic year. Data collection was carried out using a test technique in the form of critical thinking skill and argumentation skill.The analysis used the MANOVA test with a significance level of 0.05. The results of the study showed that the discovery learning model with the Question Student Have (QSH) strategy had a significant effect on critical thinking ability with a significance value of (0.00 &lt;0.05), a significant effect on argumentation ability with a significance value of (0.00 &lt;0.05), and a significant effect on critical thinking ability and argumentation ability with a significance value of (0.00 &lt;0.05). 
Co-Authors Ahyana Rosyada Annisa Nur Khasanah Annisa Nur Khasanah Budi Utami Contias Edar Buana Eva Permatasari Gifran Rihla Gifarka Latief Icha Kurnia Wati Iis Nur Hassanah Isma Aziz Fakhrudin Kadek Dwi Hendratma Gunawan Lina Mahardiani Muhamad Wajid Wardana Muhammad Nur Hudha Muhammad Nur Hudha Muhammad Nurhudha Murni Ramli Nada Dhenia Febriyanti Nada Dhenia Febriyanti Nurma Yunita Indriyani Nurma Yunita Indriyanti Riezky Maya Probosari Salsabila Kholifahtun Nisa’ Septi Reggina Anggita Wijayanti Septiyanto, Arifin Sri Widoretno Sukarmin Supurwoko Suwarti Suwarti