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All Journal Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioedukasi: Jurnal Pendidikan Biologi IJECA (International Journal of Education and Curriculum Application) ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Reflection Journal Research and Development in Education (RaDEn) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) AMPLITUDO: Journal of Science & Technology Innovation Interdiciplinary Journal of Education Cocos Bio Journal of Educational Studies Sasambo: Jurnal Abdimas (Journal of Community Service)
Baiq Fatmawati
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Dentistry Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Study of Science Process Skills Student Using Worksheet based on Science Process Skills Muhammad Khairul Wazni; Baiq Fatmawati
Jurnal Penelitian Pendidikan IPA Vol 8 No 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1281

Abstract

The science process is related to cognitive development because it needs to be applied in the skills learning process to support students' mastery of science concepts which can provide better learning outcomes. The focus of this research is to develop a worksheet based on science process skills on biology content for the first grade of high school. Research design is research and development which consists of defining, designing, and developing. The participants for this preliminary field testing were twelve second-grade high school students at I.T Dhia'ul Fikri Sukarara, East Lombok. Collecting data using worksheets refers to science process skills indicators consisting of observation, classification, prediction, communication, and inference. The results of preliminary field testing were analyzed descriptively quantitatively by giving a score of 3, 2, and 1 for each of science process skills indicators, then percentage based on the low, medium, and high categories. The results of the analysis showed that of the seven-biology content tested in the limited trial of developing worksheets, the results obtained were for the low category the highest percentage of content in the biogeochemical cycle for all science process skills indicators. The medium category has the highest percentage of inference indicators for environmental balance, environmental change, environmental pollution, and environmental management. High category on environmental balance content; the highest percentage with indicators of observation, classification, prediction, and communication., environmental changes on indicators of observation, classification, prediction, and communication, pollution indicators of observation, prediction, and communication. The conclusion based on the results of this preliminary field testing is that students are able to demonstrate science process skills using worksheets with various categories, and from the seven-biology content tested, the biogeochemical cycle is considered the most difficult by students
Enhancing Students’ Creative Thinking Through Creative Problem Solving-Based Learning: Design and Implementation Baiq Fatmawati; Aulia Ida Zulfitri
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2440

Abstract

This study aimed to develop a Creative Problem Solving-based teaching module and to evaluate its effectiveness in enhancing students’ creative thinking on the topic of viruses in senior high school biology. The study employed a development research design using the 4D model consisting of Define, Design, Develop, and Disseminate stages, followed by a quasi-experimental evaluation in classroom implementation. The participants were tenth-grade students of Madrasah Aliyah Muallimin NWDI Pancor, Indonesia. The experimental group consisted of 33 students, while the control group consisted of 37 students. Data were collected through expert validation sheets, questionnaires, and pretest-posttest assessments. The data were analyzed using descriptive statistics, independent samples t-test, normalized gain analysis, and Cohen’s d effect size analysis. The findings showed that the experimental group achieved greater improvement than the control group. The posttest results indicated a significant difference between the two groups (t = -5.11, p < 0.001), with a large effect size (Cohen’s d = 1.24). These findings suggest that the Creative Problem Solving-based teaching module has promising potential to support students’ creative thinking in biology learning. However, the results should be interpreted within the context of the study setting and research design
Pendampingan Desain Perangkat Pembelajaran Deep Learning di MA NW Sukamulia Fatmawati, Baiq; Muliawan, Wawan; Asri, Indra Himayatul
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i1.4204

Abstract

Program Pengabdian ini bertujuan memberikan pendampingan desain pembelajaran mendalam (deep learning) bagi guru-guru di MA NW Sukamulia. Masalah utama yang dihadapi mitra adalah kurangnya pemahaman praktis tentang penerapan deep learning dalam pembelajaran. Program ini menggunakan pendekatan Participatory Rural Appraisal (PRA), yang meliputi sosialisasi teori deep learning dan pendampingan dalam penyusunan perangkat pembelajaran berbasis deep learning sesuai dengan mata pelajaran yang diampu. Hasil tes pengetahuan yang dilakukan melalui platform Quizizz menunjukkan bahwa mayoritas guru memahami konsep dasar deep learning, terutama dalam kategori Kerangka Pembelajaran Mendalam (94,2% jawaban benar) dan Prinsip Pembelajaran Mendalam (87,3% jawaban benar). Namun, terdapat tantangan pada kategori Pengalaman Belajar Mendalam, dengan 21,5% jawaban salah, yang mengindikasikan kesulitan dalam penerapan konsep tersebut di kelas. Kontribusi pengabdian ini adalah untuk memperkuat pemahaman praktis guru dalam menerapkan deep learning, dengan fokus pada peningkatan keterampilan dalam merancang pengalaman belajar mendalam. Diharapkan, pendampingan ini dapat meningkatkan kualitas pembelajaran dan mempersiapkan siswa untuk tantangan pendidikan abad ke-21, dengan menekankan pemahaman yang mendalam, berpikir kritis, dan keterampilan pemecahan masalah. Deep Learning Device Design Assistance at MA NW Sukamulia Abstract This Community Service Program aims to provide deep learning design assistance to teachers at MA NW Sukamulia. The main problem faced by partners is a lack of practical understanding of the application of deep learning in teaching. This program uses a Participatory Rural Appraisal (PRA) approach, which includes socialization of deep learning theory and assistance in developing deep learning-based learning tools according to the subjects taught. The results of the knowledge test conducted through the Quizizz platform indicate that the majority of teachers understand the basic concepts of deep learning, especially in the categories of Deep Learning Framework (94.2% correct answers) and Deep Learning Principles (87.3% correct answers). However, there are challenges in the Deep Learning Experience category, with 21.5% incorrect answers, indicating difficulties in implementing these concepts in the classroom. The contribution of this community service is to strengthen teachers' practical understanding in implementing deep learning, with a focus on improving skills in designing deep learning experiences. It is hoped that this assistance will improve the quality of learning and prepare students for the challenges of 21st-century education, by emphasizing deep understanding, critical thinking, and problem-solving skills.
Pelatihan Pembuatan Pupuk Kompos Melalui Pemanfaatan Limbah Rumah Tangga Di Lingkungan Bagik Longgek Kecamatan Selong Kabupaten Lombok Timur Nunung Ariandani; Sandy Ermanda; Baiq Fatmawati
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 3 No 1 (2022): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v3i1.5276

Abstract

The strategic potential of the West Bagik Longgek Environment with the potential of natural resources, especially agriculture, is an economic attraction to increase people's income. So far, people are not used to utilizing household waste and the potential of surrounding resources to produce products that have more economic value. This Community Service Program aims to provide insight into finding creative ideas for processing household waste, especially natural fertilizer. The method used in this service activity is carried out in 4 stages: observation, preparation, implementation, monitoring, and evaluation. Compost fertilizer from household waste in the form of rice washing water, stale rice and vegetable residues, and or fruit skins, and EM4 fertilizer is added as a catalyst in making compost. Household waste that has no economic value will have a proper value when it can be reprocessed into something useful, one of which is compost. The compost produced from this activity is dark brown to black, similar to the color of the soil, insoluble in water, and odorless, so it can be concluded that the quality of the compost produced is quite good
Hybrid-PjBL Model Integrating Local Wisdom, Scientific Curiosity, and Metacognitive Awareness: Content and Construct Validity Fatmawati, Baiq; Calaminos, Franklin; Asy’ari, Muhmmad; Hunaepi, Hunaepi
Reflection Journal Vol. 6 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/g9r23a07

Abstract

Procedural knowledge is an essential component of 21st-century science learning because it enables students to select, apply, and evaluate strategies for solving scientific problems. Project-Based Learning (PjBL) is widely recognized as a student-centered model for developing problem-solving, collaboration, and higher-order thinking skills; however, its implementation still requires stronger support for students’ learning regulation, motivation, and contextual scientific inquiry. This study examined the content validity, expert-based construct coherence, and reliability of a Hybrid Project-Based Learning (Hybrid-PjBL) model integrating local wisdom, scientific curiosity, and metacognitive awareness to support prospective science teachers’ procedural knowledge. This study represents the validation stage of a development research project. The developed model and its supporting tools, including semester learning plans (RPS), learning scenarios, modules, student worksheets (LKPD), and assessment instruments, were validated through a focus group discussion involving seven validators: four experts and three practitioners. Data were collected using validation sheets and analyzed descriptively using validity coefficients and reliability estimates. The results showed that the Hybrid-PjBL model was valid and reliable (rα = 0.76; α = 0.86). The supporting tools were also categorized as valid and reliable, including RPS (rα = 0.85; α = 0.92), learning scenarios (rα = 0.81; α = 0.89), modules (rα = 0.78; α = 0.88), LKPD (rα = 0.95; α = 0.97), and assessment instruments (rα = 0.88; α = 0.93). These findings indicate that the developed model and tools are appropriate for further practicality and effectiveness testing in real classroom settings
Three-Dimensional Virus Models For Critical Thinking In Biology Education: An Indicator-Level Secondary Analysis Baiq Fatmawati; Fina Nawarul Uyun Fitriyah
IJE : Interdisciplinary Journal of Education Vol. 4 No. 2 (2026): July, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v4i2.317

Abstract

This study presents an indicator-level secondary analysis of de-identified pretest-posttest data from 40 Grade 10 students (20 experimental and 20 control) who studied virus concepts at two madrasahs. The experimental group received instruction incorporating three-dimensional virus models, whereas the control group received lecture-based instruction. Four constructed-response items assessed interpretation, analysis, evaluation, and inference on a 1-4 scale. Raw gains and individual normalized gains were summarized descriptively. Because gain scores were non-normally distributed, two-sided Mann-Whitney U tests served as the primary between-group comparisons; Hedges' g with bootstrap 95% confidence intervals and pretest-adjusted ANCOVA were used as complementary analyses. The experimental group showed larger mean raw gains for interpretation (0.35 vs. 0.25), analysis (0.60 vs. 0.10), evaluation (0.35 vs. 0.20), inference (0.75 vs. 0.35), and the total score (2.05 vs. 0.90). Statistically significant between-group differences were observed for analysis (U = 271.0, p = .036; g = 0.74, 95% CI [0.16, 1.40]) and the total score (U = 320.5, p < .001; g = 1.30, 95% CI [0.78, 1.97]). Inference showed the largest descriptive improvement and a moderate effect (g = 0.56), although the between-group difference was not statistically significant (p = .136). ANCOVA yielded the same substantive pattern, with significant adjusted differences for analysis and the total score but not for interpretation, evaluation, or inference. Within the constraints of a small, non-randomized, two-school design, the findings suggest that model-supported instruction was most consistently associated with analytical reasoning, whereas interpretation and evaluation may require more explicit scaffolding, argumentation, and evidence-evaluation tasks.
Science Teachers' Perceptions on Integrating Sustainability Education into STEM-Based Deep Learning Hunaepi Hunaepi; Ketut Suma; Putu Budi Adnyana; Desak Made Citrawathi; Ebenezer Omolafe Babalola; Franklin Calaminos; Baiq Fatmawati
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.566

Abstract

This study examined junior high school science teachers’ perceptions of integrating sustainability education into STEM-based deep learning in West Nusa Tenggara (NTB), Indonesia. A quantitative cross-sectional survey design was employed involving 45 science teachers selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire consisting of 15 items measuring five constructs: perceived relevance, pedagogical self-efficacy, institutional support, perceived barriers, and implementation intention. The instrument demonstrated satisfactory reliability (Cronbach’s alpha = .87). Descriptive analysis showed that perceived relevance was rated very highly (M = 4.32, SD = 0.51), whereas institutional support was moderate (M = 3.21, SD = 0.71). Teachers reported high pedagogical self-efficacy (M = 3.85, SD = 0.62), high perceived barriers (M = 3.67, SD = 0.58), and very high implementation intention (M = 4.05, SD = 0.56). Sixty percent of the teachers had not attended STEM or sustainability-related professional development programs. Spearman’s rho analysis indicated that pedagogical self-efficacy (r = .52), perceived relevance (r = .48), and institutional support (r = .47) were positively associated with implementation intention, whereas perceived barriers were negatively associated with implementation intention (r = −.39). The findings highlight the importance of strengthening institutional support and sustained professional development to facilitate the integration of sustainability education into STEM-based deep learning
Improving Science Process Skills through the Discovery Learning model Azis, Sri Rofida; Fatmawati, Baiq; Asri, Indra Himayatul
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2652

Abstract

This study examines the effectiveness of implementing the Discovery Learning model on students' science process skills. The research method used is a quasi-experiment with a Pretest-Posttest Control Group Design, involving two groups: an experimental class (n = 16) using Discovery Learning and a control class (n = 15) using the lecture method. The research instruments include achievement tests, observation sheets,  and interviews with teachers and students. The results indicate that students who learned through Discovery Learning experienced a significant improvement in science process skills, particularly in observing, classifying, predicting, and communicating learning outcomes. Statistical analysis using the t-test showed a significant difference between the experimental and control groups, with tcalculated=3.17 = 3.17 greater than ttable=2.045 at a significance level of p<0.0. These findings highlight the importance of inquiry-based learning strategies in improving the quality of science education. The study was conducted over eight weeks, allowing for a comprehensive assessment of student progress.
Co-Authors AA Sudharmawan, AA Ade Irma Purnama Sari Adriandani, Nurung Asy’ari, Muhmmad Aulia Ida Zulfitri Azis, Sri Rofida B. Fitri Rahmawati Baiq Hikmah Widiawati Baiq Miftahul Jannah Calaminos, Franklin Desak Made Citrawathi Ebenezer Omolafe Babalola Fenny Roshayanti Fenny Roshayanti Fina Nawarul Uyun Fitriyah Franklin Calaminos H. Hunaepi Ha, Minshu Ha, Minsu Hestina, Wiansa Hunaepi Hunaepi Hunaepi, Hunaepi Husnul Khotimah Husnul Khotimah Indra Himayatul Asri Kalsum Kalsum Ketut Suma M. Marzuki Marhamah Marhamah Marhamah Marzuki, M. Maya Sasmita Maya Sasmita Muhammad Khairul Wazni N. Y. Rustaman Novita Husnawati Nunung Ariandani Nurul Fajri Nurul Fajri Nurul Wafiah Nuryani Rustaman Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Putu Budi Adnyana Sandy Ermanda Sarwati Sarwati, Sarwati Shahibul Ahyan Sitti Rohmi Djalilah Wawan Muliawan