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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Auladuna International Research Based Education Journal SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Natural: Jurnal Ilmiah Pendidikan IPA Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan COMPTON: Jurnal Ilmiah Pendidikan Fisika EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Penelitian Jurnal Visi Pengabdian Kepada Masyarakat Jurnal Pijar MIPA Tamansiswa International Journal in Education and Science (TIJES) Cakrawala Unnes Science Education Journal Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Ani Widyawati
Department Of Science Education, Faculty Of Teacher Training And Education, Universitas Sarjanawiyata Tamansiswa
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Representation of Science, Environment, Technology, and Society in Science Comics for Junior High School Ani Widyawati; Laily Rochmawati Listiyani; Krida Singgih Kuncoro
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 2 No 1 (2020): October 2020
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v2i1.8524

Abstract

Advances in technology cause a lot of damage to the environment and cultural shifts in society. This condition requires learning to integrate technology with the environment and society. Society-based industrial era 4.0 towards 5.0 studying and technology must pay attention to the preservation of nature and culture in society. The approach that fits this mandate is SETS (science, environment, technology, and society). The SETS approach can be applied in various media, methods and learning models. One of them is a science comic for junior high school that has included the SETS component in its material. This research is a qualitative descriptive study about the relationship between SETS components in junior high school science comics. The instruments in this study were data cards and operational definitions. The data in this study are in the form of words, language, pictures, and behavior that show the representation of the SETS components. The analysis results show that all SETS components have been represented in the science comics. SETS which is integrated into the learning process is expected to improve the quality of students in facing an increasingly advanced industrial era but still environmentally friendly.
Analisis peran E-LKPD berbasis PBL-STEM dalam meningkatkan keterampilan berpikir kritis siswa pada pembelajaran IPA Annisa Rahmadita; Ani Widyawati; Laily Rochmawati Listiyani; Tias Ernawati
Cakrawala Vol 5, No 1 (2026): Juni
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v5i1.3821

Abstract

Abad ke-21 dikenal dengan perkembangan yang sangat cepat di bidang sains dan teknologi, sehingga siswa diharapkan mampu menguasai keterampilan 4C. Salah satu media pembelajaran inovatif yang mendukung kebutuhan adalah E-LKPD berbasis PBL-STEM, yang dirancang untuk menciptakan pembelajaran yang bermakna dan interaktif. Tujuan penelitian ini yaitu menganalisis peran E-LKPD dengan menggunakan pembelajaran berbasis masalah dan pendekatan STEM (sains, teknologi, teknik, dan matematika) dalam upaya meningkatkan kemampuan berpikir siswa secara kritis dalam pembelajaran ilmu pengetahuan alam. Penelitian menerapkan pendekatan analisis kualitatif melalui metode studi literatur dari penelitian terdahulu. Hasilnya menunjukkan bahwa E-LKPD yang menggunakan PBL-STEM mendapatkan respon yang baik dalam pendidikan karena mampu memfasilitasi pembelajaran yang aktif, melatih proses berpikir analitis, dan membantu siswa dalam memperdalam konsep melalui permasalahan nyata. Penerapan media ini telah terbukti berhasil meningkatkan kemampuan siswa dalam berpikir kritis. Oleh karena itu, E-LKPD berlandaskan PBL-STEM dianjurkan untuk saranabelajar inovatif yang selaras dengan kebutuhan pembelajaran di abad ke-21.
Analisis peran modul flipbook terhadap keterampilan proses sains peserta didik Rahmawati Endah Witanti; Ani Widyawati; Susanti .; Tias Ernawati
Cakrawala Vol 5, No 1 (2026): Juni
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v5i1.3586

Abstract

Kajian ini menganalisis kontribusi modul Flipbook dalam meningkatkan keterampilan proses sains peserta didik SMP pada pembelajaran IPA. Penelitian menggunakan pendekatan kualitatif dengan metode studi literatur terhadap berbagai sumber ilmiah yang membahas pengembangan dan implementasi Flipbook. Hasil kajian menunjukkan bahwa Flipbook digital berperan penting dalam mengembangkan keterampilan proses sains, meliputi kemampuan mengamati, mengklasifikasikan, menafsirkan data, dan mengomunikasikan hasil pengamatan. Berbagai penelitian menunjukkan bahwa modul Flipbook tergolong valid, praktis, dan efektif, dengan tingkat kevalidan lebih dari 80% serta kepraktisan di atas 85%. Keunggulan Flipbook terletak pada integrasi teks, gambar, animasi, dan video yang mampu menciptakan pembelajaran interaktif, menarik, serta berpusat pada peserta didik. Dengan demikian, Flipbook layak digunakan sebagai media pembelajaran inovatif untuk meningkatkan keterampilan proses sains dan motivasi belajar pada pendidikan abad ke-21
How is assessment with the Teaching at the Right Level (TaRL) Approach implemented in Science Learning? Murniningsih Murniningsih; Ani Widyawati; Trisniawati Trisniawati; Nika Cahya Awani; Citra Ayu Maharani
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.17922

Abstract

The Teaching at the Right Level (TaRL) approach offers a solution through assessments that adapt learning based on student ability levels. This study aims to examine the implementation of TaRL-based assessments, identify obstacles encountered, and outline solutions used to overcome them. This study used a descriptive qualitative method with a deductive thematic analysis approach. The results showed that the TaRL assessment was implemented through two stages: diagnostic assessment (cognitive and non-cognitive) and formative assessment with differentiated worksheets (LKPD). Solutions implemented included group rotation, development of LKPD with varying difficulty levels, simple and contextual diagnostic assessments, and collaboration between teachers. This study concluded that the TaRL approach can be implemented effectively with the support of adaptive and collaborative strategies. The implication is that teachers need to have skills in designing assessments that are appropriate to students' abilities and strengthen collaboration within the teaching team so that this approach can run sustainably.
Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning Murniningsih Murniningsih; Ani Widyawati; Markhaban Alkhasni; Fadhil Syafri Praditya
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36948

Abstract

This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.
Co-Authors Adria Vitalya Gemilang Aliffah Aliffah Andhi Dwi Nugroho Ani Fiani Annas Purbaningrum Annisa Rahmadita Apriani Nurrul Chotimah Arif Bintoro Johan Arum Nur Trisni Kurnia Wijayati Astuti Wijayanti Bernadeta Riza Melia Rosani Cinde Herawati Citra Ayu Maharani Dhimas Nur Setyawan Dian Marta Wijayanti, Dian Marta Dinar Westri Andini Efa Okvita Rosadian Effendi, Rubianto Fadhil Syafri Praditya Fenti Retnoningrum I Nyoman Arcana Intan Aprilia Julia Julia Krida Singgih Kuncoro Kusumaningrum, Betty Laily Rochmawati Listiyani Laily Rochmawati Listiyani Laily Rochmawati Listiyani Listiyani, Laily Rochmawati Markhaban Alkhasni Muh Jauhar Nafis Murniningsih Murniningsih Murniningsih Nika Cahya Awani Oktaviani Windra Puspita Oni Satliva Trimandhana Rahmawati Endah Witanti Ratri Aulia Safa Ardini Retno Utaminingsih Rochisun Hendra Novantara Rukiyati Rukiyati Rully Widyanti Eka Putri Sigit Sujatmika Siti Irene Astuti D Suciani Alfiah Sukiyanto Sukiyanto Sukiyanto Sukiyanto Susanti Susanti . Syamsul Ma’arif Tias Ernawati, Tias Tri Astuti Arigiyati Triana Wiji Astuti Trisniawati Trisniawati Trisniawati Trisniawati, Trisniawati Tumiyati Tumiyati Widowati Purporini widy mulyo Widya Aprilia Mujiarsih Wisnu Hasan Kurniawan Wita Setianingsih Wita Setianingsih