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All Journal Publikasi Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Prima Edukasia Jurnal Basicedu Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Diseminasi : Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Kontekstual Journal for Lesson and Learning Studies Jurnal Cakrawala Pendas Jurnal Penelitian Pendidikan Indonesia IJIS Edu : Indonesian Journal of Integrated Science Education
Monika Handayani
Department Of Primary Education, Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENINGKATAN CREATIVE THINKING SKILLS MELALUI MODEL PROBLEM BASED LEARNING PEMBELAJARAN IPA SD SELAMA PANDEMI Monika Handayani
Jurnal Cakrawala Pendas Vol. 8 No. 2 (2022)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v8i2.2192

Abstract

Kebijakan Pertemuan Tatap Muka Terbatas yang diterapkan di beberapa instansi Pendidikan selama masa pandemi covid-19 menuntut sistem pembelajaran baru bagi para guru dan siswa termasuk di SD Negeri 02 Penolih. Penerapan Pertemuan Tatap Muka Terbatas di kelas V kurang berjalan dengan baik karena guru hanya menitikberatkan pada beberapa mata pelajaran yang dianggap penting. Pembelajaran yang diterapkan cenderung lebih teacher centered karena guru berfokus hanya pada penyampaian materi. Hal ini menyebabkan siswa lebih pasif dan kurang mampu memunculkan ide-ide baru dalam pembelajaran. Penelitian ini dilakukan pada siswa kelas V di SD Negeri 02 Penolih dan bertujuan untuk meningkatkan creative thinking skills siswa melalui penggunaan model Problem Based Learning. Penelitian ini merupakan jenis penelitian tindakan kelas dengan tahapan plan, act, dan reflect. Instrumen yang digunakan lembar observasi creative thinking skills siswa, tes creative thinking skills siswa, lembar wawancara siswa, dan lembar observasi model Problem Based Learning pada guru. Hasil observasi creative thinking skills siswa menunjukkan peningkatan dari tahap pratindakan sebesar 20,83%, siklus I sebesar 50% dan di siklus II mencapai 72,92%. Hasil wawancara diketahui bahwa siswa lebih terbuka terhadap ide-ide baru selama proses pembelajaran. Berdasarkan hasil tersebut dapat disimpulkan bahwa penggunaan model Problem Based Learning mampu meningkatkan creative thinking skills siswa pada pembelajaran IPA dengan sistem Pertemuan Tatap Muka Terbatas.
The Use of Problem-Based Learning to Improve Higher Order Thinking Skills of fifth-Grade Students Handayani, Monika; Anam, Rif'at Shafwatul
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.81563

Abstract

Education is expected to produce graduates who can compete and have 21st-century skills. The low ranking of Indonesian students from the results of PISA and TIMMS proves that learning is still not optimal for developing Higher-Order Thinking Skills (HOTS). This study aims to determine the influence of the Problem-Based Learning (PBL) model on HOTS in science learning for grade V elementary school students. This study uses a pretest-posttest design and is a type of quasi-experimental research. The research subjects were grade V students. Cognitive problems function to measure students' (cognitive) knowledge starting from C4 (analysing), C5 (evaluating), and C6 (creating). Meanwhile, observation sheets are used to see the process of critical thinking, creative thinking, reasoning, and decision-making skills in learning activities. The data analysis technique uses descriptive analysis techniques and t-test inferential statistical analysis techniques. The findings from the test results showed that there was a significant difference between the HOTS learning outcomes given in HOTS using PBL and students who did not use PBL. In line with the test results, the findings of the observation results also show that the HOTS ability in students who use PBL is higher than the HOTS ability in students who do not use PBL. This study provides strong empirical evidence that the PBL model can be an effective strategy to improve students' HOTS abilities.
Prospective Primary School Teachers’ Understanding of Model Representation: The Case of Static Electricity Rifat Shafwatul Anam; Rendi Restiana Sukardi; Monika Handayani; Roseleena Anantanukulwong; Titiyaka Jajuri
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.5009

Abstract

This study aimed to assess the comprehension levels of prospective primary school teachers regarding verbal and visual representation models of static electricity. A survey was conducted involving 110 prospective teachers from West Java Province, selected through purposive sampling. Participants were categorized based on their secondary school study programs and gender. The study utilized a five-tier test as the instrument for data collection, with responses analyzed using descriptive statistics. Verbal and visual responses were categorized into several levels. Analysis revealed that the majority of both verbal and visual responses fell into the lack of knowledge, misconception, unidentified categories. These findings highlight the inadequate understanding of static electricity concepts among prospective primary school teachers, which may contribute to students' difficulties. Differences in educational background and gender did not significantly influence the comprehension levels in either verbal or visual representations of static electricity concepts. This provides insight into the fact that the topic of static electricity, though often regarded as straightforward and revisited at various educational stages from primary to secondary school, remains a source of widespread misunderstanding and error. The study underscores the critical need for targeted interventions in teacher education programs to enhance understanding and effective teaching of scientific concepts like static electricity at the primary school level.
Advancements in computational thinking research in science education: a bibliometric analysis of reputable international journals (2014-2024) Monika Handayani; Bevo Wahono; Rif'at Shafwatul Anam
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020254495

Abstract

This research investigates the development of Computational Thinking (CT) studies in science education by examining selected science journals. It focuses on 1) the distribution of CT research, 2) the proportion of CT-related articles, 3) research methods, 4) authors and citations, 5) education levels, and 6) scientific disciplines and topics. Despite limited systematic literature reviews on CT, its importance in science education is evident as it fosters critical thinking and problem-solving skills. This bibliometric review uses Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to analyze 13 articles from five reputable international journals: Journal of Science Education (IJSE), International Journal of Science and Mathematics Education (IJMA), Journal of Research in Science Teaching (JRST), Science Education (SE), and Research in Science Education (RISE). Findings show that CT research began to develop in 2019. The mixed method is the most widely used in CT research (40%), with JRST publishing the most CT articles (70%). Citations for CT articles are not yet significant, with the highest being 119. Research at the elementary level needs more attention, as many studies focus on secondary schools. CT STEM is the most focused topic in these journals. Other findings are discussed in detail.
Co-Authors A. A. Ketut Budiastra Ade Mardiana Alfin Herman Saputra Anam, Rifat Shafwatul ANDAYANI ANDAYANI Bevo Wahono Budi HERMAINI Dian Novita Hanafi Hanafi Hanafi Hanafi Harti Puryatmi Jaka Warsihna Rifat Shafwatul Anam Roseleena Anantanukulwong Siti Aisyah Sukardi, Rendi Restiana Suryo Prabowo Titiyaka Jajuri Yoan Dendi Pradana