Garuda - Garba Rujukan Digital

IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS WORDWALL UNTUK PENINGKATAN PEMAHAMAN KONSEP DASAR GEOMETRI SISWA SMP INDRAWATI, NENNY; ARISMUNANDAR, ARISMUNANDAR; NURHIKMAH , NURHIKMAH; SUMANIK, NOVIKE BELA
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.3600

This research is classroom action research which aims to increase students' understanding of basic geometric concepts by utilizing Wordwall-based learning media. This research adopts Kurt Lewin's PTK model which consists of two cycles, where each cycle includes four main stages: planning, implementation, observation and reflection. The research subjects were class VII junior high school students. Data was collected through observation, tests, and questionnaires using instruments in the form of observation sheets, test questions for understanding mathematical concepts, and questionnaires. Data analysis was carried out using quantitative and qualitative descriptive approaches. The results showed that students' understanding of mathematical concepts increased from the low category in cycle I to the good category in cycle II. Student and teacher activities during both cycles were in the very good category. Meanwhile, students' responses to gamification-based interactive learning media increased from the very interesting category in cycle I to the category that remained very interesting but higher in cycle II. ABSTRAKPenelitian ini merupakan penelitian tindakan kelas (PTK) yang bertujuan meningkatkan pemahaman siswa terhadap konsep dasar geometri dengan memanfaatkan media pembelajaran berbasis Wordwall. Penelitian ini mengadopsi model PTK Kurt Lewin yang terdiri dari dua siklus, di mana setiap siklus mencakup empat tahapan utama: perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah siswa kelas VII SMP. Data dikumpulkan melalui observasi, tes, dan angket menggunakan instrumen berupa lembar observasi, soal tes pemahaman konsep matematika, serta angket respon. Analisis data dilakukan dengan pendekatan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pemahaman konsep matematika siswa meningkat dari kategori rendah pada siklus I menjadi kategori baik pada siklus II. Aktivitas siswa dan guru selama kedua siklus berada dalam kategori sangat baik. Sementara itu, respons siswa terhadap media pembelajaran interaktif berbasis gamifikasi meningkat dari kategori sangat menarik pada siklus I ke kategori yang tetap sangat menarik namun lebih tinggi pada siklus II.

The Impact of the Index Card Match Model on Mathematics Learning Motivation in Early Adolescence Indrawati, Nenny; Nurhidayah, Nurhidayah; Sumanik, Novike Bela; Ismail, Ismail
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.788

The objective of this research was to examine whether the Index Card Match learning model influences the mathematics learning motivation of seventh-grade students at SMPN 4 Majene. Two hypotheses were formulated for this study: (1) the application of the Index Card Match learning model has a significant impact on students’ motivation to learn mathematics (H1), and (2) the application of the Index Card Match learning model has no significant impact on students’ motivation to learn mathematics (H0). A quasi-experimental design with a pre-test–post-test control group approach was utilized to conduct the study. The hypothesis was tested through N-Gain analysis, revealing that the mean N-Gain score of the experimental group exceeded that of the control group. This finding suggests that the Index Card Match learning model resulted in a significantly greater improvement than the conventional direct instruction method. Statistical testing at the 0.05 significance level produced a sig value of 0.000 < 0.05, leading to the rejection of H0 and acceptance of H1. Therefore, it can be concluded that the Index Card Match model has a significant positive influence on the mathematics learning motivation of seventh-grade students at SMP Negeri 4 Majene.

Enhancing Cognitive Learning Outcomes and Retention through Reflective Learning Journals: Evidence from Senior High School Students Nurhidayah, Nurhidayah; Indrawati, Nenny; Sumanik, Novike Bela
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.799

Reflective learning journals are an active learning strategy designed to enhance metacognition and knowledge consolidation. This quasi-experimental study investigated the effect of reflective learning journals on cognitive learning outcomes and knowledge retention among 64 Grade XI science students in Indonesia. A pretest-posttest-retest control group design was employed. The experimental group (n=32) used structured learning journals with teacher feedback, while the control group (n=32) received conventional instruction. Cognitive learning outcomes and retention were measured using validated multiple-choice tests. Results indicated that the experimental group significantly outperformed the control group on both the posttest (M=75.63 vs. M=59.84) and the retention test (M=76.25 vs. M=60.94). MANOVA confirmed a significant multivariate effect of the intervention (p < .001). The findings suggest that integrating reflective learning journals with feedback is an effective pedagogical strategy for enhancing both immediate learning and long-term retention in high school biology.”

Indigenous Musical Instruments as Ethno-STEM Catalysts for Enhancing Scientific Literacy Through Cultural Integration Henie Poerwandar Asmaningrum; Anastasia Elvi Gleko; Renuka V Sathasivam; Novike Bela Sumanik
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1744

Purpose of the study: Investigated the effectiveness of a Tifa drum-based Ethno-STEM instructional approach on enhancing scientific literacy among secondary school students, specifically examining how indigenous cultural artifacts can serve as bridges between traditional knowledge systems and Western scientific understanding. Methodology: A true experimental design with pretest-posttest control group was employed with 40 eighth-grade students randomly assigned to experimental (n=20) or control (n=20) groups. The experimental group received nine weeks of instruction using the HENIE syntax (Highlighting, Exploring, Narrating, Implementing, Evaluating) to integrate Tifa drum knowledge with vibration, waves, and sound concepts. The control group received conventional instruction. Scientific literacy was measured across three dimensions: content, procedural, and epistemic knowledge using a validated 25-item assessment instrument. Main Findings: The Tifa-based Ethno-STEM approach demonstrated significantly superior outcomes compared to traditional instruction. The experimental group achieved higher normalized learning gains (0.48 vs. 0.31) with a large effect size (Cohen's d = 0.84, p < 0.001). Most notably, the epistemic dimension showed the largest improvement differential (77% vs. 60%), while content and procedural dimensions improved from low to moderate proficiency levels. Student responses indicated high engagement, cultural pride, and enhanced conceptual accessibility. The HENIE model successfully bridges indigenous and scientific knowledge systems, particularly strengthening epistemic understanding—a critical yet often neglected component of scientific literacy. Novelty/Originality of this study: This study pioneers the quantitative validation of indigenous musical instruments as effective STEM learning tools, introducing the transferable HENIE pedagogical syntax that demonstrates how cultural artifacts can specifically enhance epistemic scientific literacy development.

DEVELOPING THE VIRTUAL ATOMS AR LEARNING APP FOR ANDROID Novike Bela Sumanik; Irmawaty Natsir
EDUSAINS Vol. 16 No. 1 (2024): 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.v16i1.37569

The development of technology has a significant impact on education, one of the innovative learning methods that can be applied in the digital era is augmented reality. The topic of atomic structure is one of the difficult subjects to understand and needs visualization so the development of augmented reality learning media is required. Augmented reality developed for the atomic structure topic is tailored to the needs of students, accompanied by sample questions, and materials, and can be accessed online or offline using Android. This research aims to determine the feasibility, including the validity, practicality, and effectiveness of augmented reality learning media on the atomic structure topic in an Android application. This development research method uses the ADDIE model of Analysis, Design, Development, Implementation, and Evaluation. The research instruments include validation sheets, interview guidelines, questionnaires, and pre-test & post-test exams that have been validated. The research sample consists of 90 eighth-grade students from SMPN 2 Merauke. The final result of this developmental research is a product in the form of an augmented reality atomic structure learning media application that is suitable for use and can be accessed through Android without an internet connection. The feasibility of the developed learning media is based on validity, practicality, and effectiveness. The material validation result is 82% (very valid) while the media validation is 80% (valid). The practicality test results average 84% (efficient). The effectiveness test results with an N-gain of 0.76 (high) and a percentage of 76% fall into the effective category. Therefore, it can be concluded that the product is suitable for use and there is an improvement in student understanding using augmented reality learning media.

PELATIHAN PERANCANGAN MEDIA PEMBELAJARAN INTERAKTIF ELEKTRONIK BERBASIS AUGMENTED REALITY (AR) BAGI GURU SMA DI DAERAH 3T Irmawaty Natsir; Nurhayati Nurhayati; Novike Bela Sumanik
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 2 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.2.128-138

This training activity is designed to improve the ability of Senior High School (SMA) teachers in the Frontier, Remote, and Disadvantaged (3T) areas in utilizing Augmented Reality (AR) technology as an electronic interactive learning media. The main objective of the training is to equip teachers with practical knowledge and skills in developing and using AR applications to create a more engaging and interactive learning experience for students. The training method includes theory sessions, demonstrations of the use of AR software, and direct practice in creating AR-based learning content for several subjects. The results of this activity indicate that teachers are more confident in integrating AR technology into the learning process, despite limited access and resources in the 3T areas. This training is expected to provide a positive contribution to improving the quality of education in the 3T areas and open up opportunities for teachers to explore innovative and adaptive teaching methods.

Indigenous Musical Instruments as Ethno-STEM Catalysts for Enhancing Scientific Literacy Through Cultural Integration Henie Poerwandar Asmaningrum; Anastasia Elvi Gleko; Renuka V Sathasivam; Novike Bela Sumanik
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1744

Purpose of the study: Investigated the effectiveness of a Tifa drum-based Ethno-STEM instructional approach on enhancing scientific literacy among secondary school students, specifically examining how indigenous cultural artifacts can serve as bridges between traditional knowledge systems and Western scientific understanding. Methodology: A true experimental design with pretest-posttest control group was employed with 40 eighth-grade students randomly assigned to experimental (n=20) or control (n=20) groups. The experimental group received nine weeks of instruction using the HENIE syntax (Highlighting, Exploring, Narrating, Implementing, Evaluating) to integrate Tifa drum knowledge with vibration, waves, and sound concepts. The control group received conventional instruction. Scientific literacy was measured across three dimensions: content, procedural, and epistemic knowledge using a validated 25-item assessment instrument. Main Findings: The Tifa-based Ethno-STEM approach demonstrated significantly superior outcomes compared to traditional instruction. The experimental group achieved higher normalized learning gains (0.48 vs. 0.31) with a large effect size (Cohen's d = 0.84, p < 0.001). Most notably, the epistemic dimension showed the largest improvement differential (77% vs. 60%), while content and procedural dimensions improved from low to moderate proficiency levels. Student responses indicated high engagement, cultural pride, and enhanced conceptual accessibility. The HENIE model successfully bridges indigenous and scientific knowledge systems, particularly strengthening epistemic understanding—a critical yet often neglected component of scientific literacy. Novelty/Originality of this study: This study pioneers the quantitative validation of indigenous musical instruments as effective STEM learning tools, introducing the transferable HENIE pedagogical syntax that demonstrates how cultural artifacts can specifically enhance epistemic scientific literacy development.

Integrating Project-Based Green Education Learning in Environmental Chemistry Courses: An Innovative Strategy to Foster 21st-Century Skills and Digital Literacy of Pre-Service Chemistry Teachers Novike Bela Sumanik; Nenny Indrawati; Nurhidayah; Rezky Uspayanti; Selestina Kostaria Jua; Henie Poerwandar Asmaningrum; Ermy Dikta Sumanik
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001641

The digital era requires pre-service teachers to possess digital literacy that is integrated with environmental awareness values. A crucial issue that emerges is the limited ability of pre-service chemistry teachers to combine critical thinking, creativity, collaboration, and communication with digital technology skills to address environmental problems innovatively. Previous studies have demonstrated the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills; however, a research gap remains in integrating green education values with strengthened digital literacy within the context of environmental chemistry learning. This study aimed to analyze the effectiveness of integrating YouTube-based PjBL with a Green Education approach in improving 21st-century skills and digital literacy among pre-service chemistry teachers. This research employed a mixed-methods sequential explanatory design, beginning with quantitative data collection through pretest–posttest, followed by qualitative data obtained through interviews, observations, and document analysis. The test instruments measured 21st-century skills and digital literacy, while video project quality was evaluated using a rubric, with two raters. The results show a significant increase in 21st-century skills with an N-gain of 0.71 (high category), and an increase in digital literacy with an N-gain of 0.64 (medium category) across all dimensions, particularly in digital communication and collaboration. Video project assessments indicated good quality with an average score of 85.24. Qualitative data reinforced the quantitative findings, revealing that YouTube-based PjBL fosters meaningful learning, enhances creativity, technological competence, and environmental awareness. This study implies that digital PjBL has the potential for broader implementation in chemistry education to strengthen 21st-century competencies.

EFEKTIFITAS METODE EKSPERIMEN TERHADAP HASIL BELAJAR BIOLOGI PADA MATERI SISTIM REPRODUKSI VEGETATIF BUATAN Gardis Andari; Adrianus; Novike Bela Sumanik
Jurnal Genta Mulia Vol. 12 No. 2 (2021): JURNAL GENTA MULIA
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61290/gm.v12i2.207

Penelitian tentang Penggunaan Metode Eksperimen pada Pem6elajaran Materi sistim reproduksi vegetative buatan pada tumbuhan bertujuan untuk mengetahui hasil belajarpesertadidik. Penelitian ini menggunakan metode Penelitian Tindakan Kelas dengan metode pembelajaran eksperimen pada materi sistim reproduksi vegetative buatan pada tumbuhan. Subyek Penelitian ini yaitu mahasiswa semester 1 tahun ajaran 2019/2020 Jurusan Peternakan Universitas Musamus dengan jumlah pesertadidik sebanyak 33 pesertadidik Rentang nilai lulusan menurut Jurusan Peternakan Universitas Musamus adalah sebagai berikut 80 – 100 = A, 70-79 = B, 60-69 = C. 50-59 = D. Hasil penelitian menunjukkan bahwa terjadi peningkatan terhadap Jumlah persentase ketuntasan belajar pesertadidikyaitu dari 45% meningkat menjadi 85% dan jumlah presentase pesertadidik yang tidak tuntas berkurang dari 55% menjadi 15%. Nilai rata-rata pesertadidik juga mengalami peningkatan dari 48,40 meningkat menjadi 72,5. Kesimpulan dari penelitian ini yaitu bahwa metode pembelajaran eksperimen efektif digunakan terhadap hasil belajar biologikhususnya pada materi sistim reproduksi vegetative buatan pada tumbuhan mahasiswa smster satu jurusan peternakan universitas musamus

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