Article Per Year (5 Year)
p-Index From 2021 - 2026
3.496
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) BIOEDUKASI Bio Educatio : The Journal of Science and Biology Education Jurnal Mangifera Edu Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Eduscience (JES) Jurnal Pengabdian Masyarakat (ABDIRA) Journal of Education Research JSEP (Journal of Science Education and Practice) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JIPI (Jurnal IPA dan Pembelajaran IPA) The International Journal of Mathematics and Sciences Education Jurnal Pendidikan MIPA IJIS Edu : Indonesian Journal of Integrated Science Education
Natadiwijaya, Ismail Fikri
Universitas Negeri Yogyakarta, Indonesia
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
PULBIN PEDIA: an Interactive dynamic web as a bioconservation learning resource for preservice science teacher Natadiwijaya, Ismail Fikri; Yuliana, Eva; Sugianto, Sugianto; Rachman, Dwi Fauzi; Subkhi, Nur; Luzyawati, Lesy
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.84

Abstract

Bioconservation is an interdisciplinary science whose purpose is to encourage the development of theory and application in conservation areas. Biawak Island is one of the leading conservation areas in the Indramayu district, therefore Bioconservation learning should be done directly on Biawak Island. In practice, studying Bioconservation directly on Biawak Island is difficult because of the long distance and expensive access to this place. Based on these problems, an interactive dynamic web in the form of a digital encyclopedia is a solution for the problem. Digital encyclopedia named “PULBIN PEDIA”. That was implemented in one of the private universities in West Java. The design used is Descriptive Qualitative. A qualitative approach is a research procedure that produces descriptive data in the form of written or spoken words from people and observed behavior. This research was conducted on 24 students who were taking the course of Bioconservation in the academic years of 2023/2024.  The results of the analysis from observations found that PULBIN PEDIA is an interactive and dynamic media and can be implemented as an integrated learning resource in Bioconservation lectures because it contains complete and accurate information regarding the location, origin of the name, management, conservation activities, conservation actors and biodiversity on Biawak Island. PULBIN PEDIA also can be implemented as a learning resource in lectures that apply problem-based learning strategies where students can find 3 (three) conservation problems, investigate components that have been conserved, and formulate solutions on how to preserve Biawak Island.
Optimalisasi Kompetensi Guru dalam Pengimplementasian Pendekatan Deep Learning Berbasis Cognitive Load Theory (CLT) dalam Implementasi Kurikulum Merdeka Arti, Yuli; Natadiwijaya, Ismail Fikri; Anjarsari, Putri; Prasetyo, Zuhdan Kun
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 5, No 4 (2025): Abdira, Oktober
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v5i4.1069

Abstract

Research on science learning using the Cognitive Load Theory (CLT) approach has shown positive impacts on students, particularly in reducing cognitive load and improving learning outcomes. Toward the end of 2024, deep learning emerged as a central issue in education, proposed as a strategy to enhance the quality of education in Indonesia. Therefore, the development of deep learning instructional materials needs to consider students’ cognitive load. Previous studies confirmed that CLT-based approaches are effective; however, preliminary survey results through teacher interviews revealed that many teachers still lack an understanding of CLT, including how to design and implement CLT-based instruction. Furthermore, science teaching modules that integrate deep learning remain limited, and examples provided in the Merdeka Mengajar Platform (PMM) are still scarce. Considering the importance of CLT in science learning and the limited teacher knowledge, training is essential to optimize teachers’ competence in developing deep learning approaches grounded in CLT. This activity proved effective in enhancing teachers’ implementation skills.
Developing and Profiling the Scientific Literacy Test Items on Prospective Science Teachers: A Focus on Health and Disease in Socioscientific Issues Saputra, Winata Tegar; Rusyati, Lilit; Rustaman, Nuryani Y; Fardhani, Indra; Natadiwijaya, Ismail Fikri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16435

Abstract

This study aimed to develop scientific literacy instruments aligned with the 2025 framework, focusing on socioscientific issues (SSI) related to health and disease, and apply them to prospective science teachers (PSTs). Despite the updated framework, many Indonesian scholars still use outdated models. Using an exploratory sequential mixed-methods design and the ADDIE model, this research involved 194 PSTs, three assessment experts, and two content experts. Textbook analysis revealed that competency 1 was most dominant, while competency 3 was the least addressed in both books and classroom practice. The instrument development process began with 30 items and underwent multiple stages, including expert validation, readability checks, pilot testing, and statistical analyses of reliability, item difficulty, and discrimination. Ultimately, 23 items were validated with high reliability (0.92) and a balanced difficulty range that cover the cognitive skills such as content, procedural, and epistemic knowledge. A profiling analysis using these items showed that most PSTs demonstrated moderate scientific literacy, with third-year students outperforming first- and second-year students. Overall, the instrument proved effective, as it was systematically developed based on textbook analysis and teacher interviews to reflect current scientific literacy demands, particularly in preparation for PISA 2025. This instrument also expects the PSTs in the future to have the ability to teach their students about the skills of the content, procedural, and epistemic knowledge.
Implementation of Game-Based Assessment Media 'SPEDU' to Measure Conceptual Understanding of Ecology and Biodiversity among 7th Grade Junior High School Students in Yogyakarta Amalia Haq; Eka Dahliani; Laila Munazad; Nur Zamzam Yuniar Faisal; Maryati; Ismail Fikri Natadiwijaya
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53735

Abstract

This study aims to describe the effectiveness of using the game-based assessment media "SPEDU" (Spinner Education) in measuring and improving students’ conceptual understanding of ecology and biodiversity material among seventh-grade students at a public junior high school in Yogyakarta. The research method employed in this study is descriptive quantitative with a pre-experimental approach, using a one-group pretest-posttest design. The implementation of the SPEDU media improved students' conceptual understanding, with an average posttest score of 8.00. This indicates that the application of SPEDU had a positive effect in enhancing students' conceptual understanding of ecology and biodiversity. The standard deviation results also showed that the posttest scores were more homogeneous compared to the pretest scores, suggesting that SPEDU was effective in improving students' understanding more evenly across the class in this subject matter. In addition, N-gain analysis indicated that the N-gain score for the ecology and biodiversity content was in the high category (0.86). The results of the Paired Sample t-Test analysis also indicated a significant difference between the pretest and posttest scores, confirming that the use of SPEDU had a significant impact on improving students’ conceptual understanding. Therefore, SPEDU is effective as an engaging and enjoyable learning tool that encourages students to develop a deeper understanding of ecological and biodiversity concepts.
Implementation of STEM-PBL Design Based Students E-Worksheet to Improve Problem Solving Skills Suryanti, Suryanti; Natadiwijaya, Ismail Fikri; Nurohman, Sabar
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Problem solving skills is an ability that students have to learn in the 21st century. Problem solving skills can be improved through a combination of learning activities including media, models and learning approaches. This study aims to determine the enhancement of students' problem solving skills through the implementation of STEM-PBL based e-worksheet on energy and its change material in grade VIII middle school. This research type is pre-experimental with a one group pretest-postest design. The research sample consisted of one class VIII of SMPN 2 Badau totaling 25 students was determined by random sampling. Data collection using a problem solving skills test instrument with 4 essay questions. Data analysis using descriptive analysis of the data collected. Analysis of feasibility data obtained through validation questionnaire validated by three expert validators meanwhile data on the improvement of problem solving skills obtained through the pre-test and post-test results given to students before and after the implementation of STEM-PBL design based e-worksheets. The results of the validity of the STEM-PBL design e-worksheet from this study were obtained an average assessment score from the three expert validators of 96.9% with very valid criteria so that STEM-PBL design based e-worksheets can be applied to science learning. Problem solving skills indicators that experienced the highest to lowest increase due to the implementation of STEM-PBL design based e-worksheet were understand the problem by 0.83; plan the solution by 0.71; execute the solution by 0.63; and reflect on the problem solving solution by 0.37. The results showed an N-Gain of 0.56 with a medium category. Based on the results of the N-Gain percentage of 56.52%, it can be concluded that the implementation of STEM-PBL design based e-worksheet on energy and its change material is effective enough to increase students' problem solving skills.        Keywords: e-worksheet, problem based learning, problem solving skills, STEM-PBL.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1665-1677
DEVELOPMENT OF AN ARGUMENT-DRIVEN INQUIRY (ADI)-BASED SCIENCE E-BOOK ON ECOLOGY MATERIALS Lestari, Intan; Natadiwijaya, Ismail Fikri
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 9, No 1 (2025): June 2025
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v9i1.11966

Abstract

The development of technology in the 21st-century has brought significant changes in the world of education, including the need for more interactive and contextual learning media. One of the challenges in science learning at the junior high school level is the preservation of complex and abstract ecological materials. This research aims to develop an Argument-Driven Inquiry  (ADI)-based science e-book on ecological materials as an innovative solution to improve students' understanding of scientific argumentation concepts and skills. The research method used is Research and Development (RD) with a 4D model (define, design, develop, and disseminate) without disseminate stages. The products were validated by material experts and media experts, and tested for practicality by science teachers and junior high school students. The results of the study show that this e-book meets the criteria of "Very Feasible" in terms of content, presentation, language, and visual appearance. The practicality test also showed the "Very Practical" category with a percentage of 71.42%–100%. These findings show that ecological ADI-based science e-book are feasible and practical to use as an interactive medium that supports inquiry approaches and 21st-century skill development in learning.
Web-Integrated Digital Microscope to Improve Students' Spatial Visual Intelligence in Blended Learning-based Plant Anatomy Practicum Sugianto, Sugianto; Natadiwijaya, Ismail Fikri; Rachman, Dwi Fauzi
Jurnal Mangifera Edu Vol 8 No 1 (2023): Jurnal Mangifera Edu
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mangiferaedu.v8i1.175

Abstract

Students really need a digital microscope because it can make it easier to observe cells, make it easier to visualize observational images easily and clearly, make it easier to identify observations, make it easier to measure and count the observed objects. students want a plant anatomy practicum to be able to display streaming video of the object being observed using a digital microscope, and students want a plant anatomy practicum report using a web/application that can be used face-to-face and online. The aim of this study was to develop a web-integrated digital microscope to train students' visual-spatial intelligence in plant anatomy practicum based on blended learning.The type of research used in this research is Research and Development. The test subjects in this study were prospective biology teacher students in the second semester of the Biology Education Study Program IAIN Syekh Nurjati Cirebon, which consisted of 5 classes and a total of 1735 students. Sampling used the cluster random sample method, consisting of 2 classes, namely Bio A (experimental class) and Bio C (control class) provided that the population is homogeneous . The results of the development of a web-integrated digital microscope used in a blended learning-based plant anatomy practicum were stated to be very valid. The developed web-integrated digital microscope can train students' visual-spatial intelligence in blended learning-based plant anatomy practicum, in the high category. There is a significant difference in students' spatial visual intelligence between classes using a web-integrated digital microscope and classes using a binocular light microscope.
Praktikum Anatomi Tumbuhan Berbantuan Mikroskop Viewer Online untuk Meningkatkan Kecerdasan Jasmaniah Kinestetik Mahasiswa Sugianto; Natadiwijaya, Ismail Fikri; Yuliana, Eva; Aripin, Ipin; Ratnasari, Anilia; Kurniawan, Gita Erlangga; Rachman, Dwi Fauzi
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4487

Abstract

Initial conditions of plant anatomy practical learning at Wiralodra University indicate a lack of training in students' kinesthetic bodily intelligence. This is evident as students do not feel proficient in operating microscopes and determining microscope magnification, indicating a lack of trained kinesthetic bodily intelligence. Based on this issue, a digital microscope is needed to train students' kinesthetic bodily intelligence in plant anatomy practicals. The innovation of digital microscope technology is necessary as a supporting tool for plant anatomy practicals. The objective of this study is to develop an Online Microscope Viewer to enhance students' multiple intelligences in plant anatomy practicals. Considering the nature of the study as the development of an Online Microscope Viewer, the research design used is Research and Development. The study subjects consist of 185 second-semester biology education students from the Biology Education program at Wiralodra University, divided into five classes. The sampling method used is cluster random sampling, with two classes, Bio B (experimental group) and Bio D (control group), selected under the condition that the populations are homogeneous. The results indicate that the developed Online Microscope Viewer used in plant anatomy practicals is highly valid. The developed Online Microscope Viewer can significantly enhance students' kinesthetic bodily intelligence in plant anatomy practicals, categorized as high. There is a significant difference in the improvement of students' kinesthetic bodily intelligence between the class using the Online Microscope Viewer and the class using binocular light microscopes.
Integrating Virtual Laboratory through Designing Worksheets STEM-PBL to Improve Students' Problem-Solving Skills in Junior High School Buhera*, Rusdiman; Ikhsan, Muhammad; Wilujeng, Insih; Rahmawati, Laifa; Nurohman, Sabar; Natadiwijaya, Ismail Fikri; Muhammad, Al Jalali; Herlina, Herlina
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.42640

Abstract

Problem-solving skills are crucial in the modern era, so they become essential in increasing power competitiveness and adaptability. Research This aims to develop a virtual laboratory-integrated STEM-PBL worksheet. This research employs the research and development methodology using a 4D model. The validators consist of 4 media experts, content experts, and two practitioners. The readability test used 10 students selected from class VII by purposive sampling based on academic ability. This research shows that the STEM-PBL worksheet integrated with the virtual laboratory can increase students' problem-solving skills. Validation results show that all worksheet aspects are categorized as high with Aiken's Index value between 0.83-1.00. The practicality test of the worksheet obtained very practical category with a range value of 90-95% in all Implementation aspects of the worksheet, shows improving students' problem-solving skills with an overall N-gain of 0.51 (medium category), where improvement occurred in the solution implementation indicator (N-gain 0.70) and the lowest in solution evaluation" (N-gain 0.25). The effectiveness of the worksheet is proven through the Wilcoxon signed rank test, which shows a significant difference in students' problem-solving skills before and after treatment (p0.05)
Diseminasi Perangkat Pembelajaran dan Media Berbasis Cognitive Load Theory untuk Guru dan Siswa SMP di Sekolah Indonesia Kuala Lumpur Natadiwijaya, Ismail Fikri; Anjarsari, Putri; Prasetyo, Zuhdan Kun
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 1 (2026): Abdira, Januari
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i1.1151

Abstract

Research on science learning with the Cognitive Load Theory (CLT) approach shows a positive impact on students, especially in reducing cognitive load and improving learning outcomes. The results of the preliminary study showed that teachers at Sekolah Indonesia Kuala Lumpur did not know much about what CLT is and how CLT-based devices and media are formed. Based on this, CLT is disseminated for teachers and students through workshop method. The results by the data show that this Community Service has a positive impact because students are enthusiastic, understand the lesson and all media products produced by teachers are proven to have implemented cognitive load theory through measurement based on product assessment rubrics. The scientific impact of this service activity is to enrich the application of  Cognitive load theory in the field, as well as provide feedback for curriculum development and learning methods. The recommendation for this activity is that similar activities need to be replicated in other areas with similar school characteristics so that the benefits can reach a wider audience.
Co-Authors Al Jalali Muhammad Amalia Haq Ana Rato, Antonius Umbu Anggraita Febriana Putri Anilia Ratnasari Anilia Ratnasari, Anilia Arti, Yuli Asri Widowati Buhera*, Rusdiman Damayanti, Herlina Dwi Fauzi Rachman Eka Dahliani Fandi, Real Fardhani, Indra Herdiawan, Akmal Arif Herlina Herlina Insih Wilujeng Intan Lestari Ipin Aripin, Ipin Jumadi Kurniawan, Gita Erlangga Laifa Rahmawati Laifa Rahmawati, Laifa Laila Munazad Lesy Luzyawati Lilit Rusyati Lissa, Lissa Maryati Muhammad Ikhsan Nur Zamzam Yuniar Faisal Nuryani Rustaman Putri Anjarsari Rachman, Dwi Fauzi Ria Rochmi Safitri Sabar Nurohman Sabar Nurohman Saputra, Ahmad Saputra, Winata Tegar Setyadi, Rizko Marcellino Zenda Subkhi, Nur Sugianto Sugianto Sugianto Sugianto Sugianto Suryanti Topik Hidayat Yuliana, Eva Zuhdan Kun Prasetyo