Garuda - Garba Rujukan Digital

Need Assessment : Development of Massive Open Online Courses Video-Based Competency Training Management Andi Mardiana Paduppai; Nerru Pranuta Murnaka; Fransiskus Ransus
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 3 (2024): September : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v2i3.415

PP PAUD and Central Java Dikmas are tasked with overseeing all early childhood education institutions and community education throughout the Central Java region. This study aims to analyze the process of planning, organizing, implementing, and evaluating the massive open online course (MOOC) that took place at PP PAUD and Dikmas Central Java during the COVID-19 pandemic. This research is quantitative research with a descriptive approach. The sample in this study were PAUD teachers throughout Central Java and MOOC Education and Training supervisors at PP PAUD and Dikmas Central Java. Sample selection was carried out using the Simple Random Sampling method. The research instruments used were questionnaires, documentation, and interviews that experts have validated. Data analysis techniques used descriptive statistical analysis and percentages for questionnaire results and verbal analysis for interviews and documents. Based on the results and analysis of the discussion, we observe that MOOC in PP PAUD and Central Java Dikmas is going well. However, the content developed must still be adapted to the scope of PP PAUD. The materials in MOOCs need to be entirely focused on the essential competencies and core competencies of PP PAUD. Therefore, it is necessary to manage and develop video-based training through MOOCs.

Analisis Hubungan Kemampuan Pemahaman Konsep IPA terhadap Keterampilan Berpikir Kritis Siswa SMP pada Materi Pesawat Sederhana Desmauli Lumbanbatu; Nancy Susianna; Alvin Stanza Kiswandhi; Nerru Pranuta Murnaka
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 4 No. 1 (2025): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v4i1.4381

This study aims to analyze the relationship between students' understanding of science concepts and their critical thinking skills in junior high school, specifically on the topic of simple machines. The research method used is descriptive correlational with a quantitative approach. The sample consisted of one class. Data were collected through tests, including a concept understanding test and a critical thinking skills test. The analysis results show a significant relationship between the understanding of science concepts and students' critical thinking skills. These findings are consistent with previous studies stating that a strong understanding of concepts can enhance students’ critical thinking abilities. Based on these results, it is recommended that science curricula integrate learning approaches that simultaneously promote conceptual understanding and critical thinking.

PENINGKATAN KEMAMPUAN GURU DALAM PENGEMBANGAN MODUL AJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS UNTUK GURU IPA DI SMP NEGERI 1 BAKTIRAJA Imelda Simamora, Ince; Nancy Susianna; Nerru Pranuta Murnaka; Alvin Stanza Kiswandhi
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3426

This study aims to improve the ability of science teachers to develop teaching modules based on critical thinking skills at SMP Negeri 1 Baktiraja. It compares the effectiveness of online and offline teacher training methods. The research employed an experimental design involving two groups of teachers who received training in different formats. The first group participated in online training through a digital learning platform, while the second group attended offline training conducted face-to-face. The population of this study comprised all public junior high schools under the UPTD of Humbang Hasundutan Regency. The samples selected were UPT SMP Negeri 019 Sibuntuon and UPT SMP Negeri 001 Pasar Doloksanggul, chosen through purposive sampling. The study was conducted over a period of six days. The research instrument used was a test, with data collected through pre-tests and post-tests to measure the improvement in teachers' abilities to develop critical thinking-based teaching modules. Additionally, observations and interviews were conducted to explore participants’ experiences during the training sessions. The results showed that both training methods significantly improved teacher competence. However, there were notable differences in certain aspects. Offline training was found to be more effective in enhancing teachers' abilities to develop critical thinking-based teaching modules. This was attributed to direct interaction, in-depth discussions, and hands-on practice. In contrast, while online training also led to improvements, its effectiveness was lower due to limited direct interaction, fewer in-depth discussions, and challenges in providing structured practice. Nevertheless, online training offered flexibility and broader accessibility, enabling more teachers to participate regardless of geographic location.

Pembentukan Goal Belajar Anak Usia Dini dalam Perspektif Teori Perkembangan Kognitif Nerru Pranuta Murnaka; Devina Indah Christianti; Ratih Kusumo Wardani; Elizabeth W. M. Indira
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 1 (2026): JIMAD - FEBRUARI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i1.477

Early childhood is frequently understood as a golden period of development; therefore, the formulation of learning goals becomes a crucial component that influences the direction of children’s behavior, motivation, and engagement in the learning process. Problems arise when learning goals are predominantly formulated from an adult perspective, while the characteristics of children’s cognitive development are not fully taken into account, causing learning objectives to be difficult for children to understand and internalize. This study aims to examine the formation of learning goals for early childhood through the perspective of Jean Piaget’s cognitive development theory in order to obtain a conceptual understanding that is more aligned with children’s developmental stages. The research method employs a qualitative approach through a literature review of textbooks and national and international journal articles relevant to learning goals, cognitive development, and early childhood education, which are then analyzed descriptively through processes of identification, classification, and synthesis of theoretical concepts. The findings indicate that learning goals for early childhood tend to be concrete, short-term, contextual, and activity-oriented, and are not yet supported by mature self-regulation abilities. Based on Piaget’s framework, early childhood falls within the preoperational stage; therefore, understanding learning goals is highly dependent on direct experiences, play-based activities, simple symbols, and teacher guidance. The conclusion emphasizes that the design of learning goals must be consciously adjusted to children’s cognitive developmental stages so that learning objectives can be understood, meaningful, and optimally achieved. The novelty of this study lies in the conceptual integration of Piaget’s cognitive development theory with the practical formulation of learning goals in early childhood education as a theoretical–practical foundation for teachers.

PENINGKATAN KEMAMPUAN GURU DALAM PENGEMBANGAN MODUL AJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS UNTUK GURU IPA DI SMP NEGERI 1 BAKTIRAJA Imelda Simamora, Ince; Nancy Susianna; Nerru Pranuta Murnaka; Alvin Stanza Kiswandhi
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3426

This study aims to improve the ability of science teachers to develop teaching modules based on critical thinking skills at SMP Negeri 1 Baktiraja. It compares the effectiveness of online and offline teacher training methods. The research employed an experimental design involving two groups of teachers who received training in different formats. The first group participated in online training through a digital learning platform, while the second group attended offline training conducted face-to-face. The population of this study comprised all public junior high schools under the UPTD of Humbang Hasundutan Regency. The samples selected were UPT SMP Negeri 019 Sibuntuon and UPT SMP Negeri 001 Pasar Doloksanggul, chosen through purposive sampling. The study was conducted over a period of six days. The research instrument used was a test, with data collected through pre-tests and post-tests to measure the improvement in teachers' abilities to develop critical thinking-based teaching modules. Additionally, observations and interviews were conducted to explore participants’ experiences during the training sessions. The results showed that both training methods significantly improved teacher competence. However, there were notable differences in certain aspects. Offline training was found to be more effective in enhancing teachers' abilities to develop critical thinking-based teaching modules. This was attributed to direct interaction, in-depth discussions, and hands-on practice. In contrast, while online training also led to improvements, its effectiveness was lower due to limited direct interaction, fewer in-depth discussions, and challenges in providing structured practice. Nevertheless, online training offered flexibility and broader accessibility, enabling more teachers to participate regardless of geographic location.

Hubungan Berpikir Kritis dengan Kemampuan Pemecahan Masalah pada Siswa Kelas VIII SMP Negeri 2 Serui Handry Alfred Fonataba; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.499

The paradigm shift in science education necessitates the development of critical thinking skills as a foundation for improving students’ problem-solving abilities; however, empirical conditions indicate that both competencies remain low and have not been optimally developed. This study aims to examine the relationship between critical thinking skills and problem-solving abilities among eighth-grade students of SMP Negeri 2 Serui and to determine the degree of their empirical association. The study employed a quantitative approach with a correlational design, utilizing essay-based test instruments analyzed through simple linear regression. The findings reveal that students’ critical thinking and problem-solving abilities are in the low to moderate categories, with mean scores of 14.56 and 28.72, respectively. The linearity test indicates a significant relationship, while regression analysis produces the equation Y = 21.682 + 0.484X with a significance value of 0.009. The correlation coefficient of 0.487 indicates a moderate positive relationship, and the coefficient of determination of 23.7% shows that critical thinking contributes to problem-solving ability. The results confirm that improvements in critical thinking skills directly influence the enhancement of students’ problem-solving abilities, although other factors also contribute. The novelty of this study lies in the presentation of a quantitative relationship model that remains significant despite non-normally distributed data, as well as in establishing critical thinking as a significant yet partial predictor of problem-solving, thereby providing a foundation for developing more structured, contextual, and higher-order thinking-based instructional strategies.

Hubungan Keterampilan Proses Sains dengan Keterampilan Berpikir Kritis pada Siswa SMPN Tindaret Bansalina Salomina Rumbarak; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.502

Twenty-first-century education requires students to possess critical thinking abilities and science process skills in order to respond to the advancement of science and technology and to solve problems scientifically and systematically. Empirical conditions in schools indicate that junior high school students’ critical thinking skills remain relatively low because science learning is still predominantly teacher-centered and insufficiently engages students in scientific investigation activities. This study aimed to determine the relationship between science process skills and the critical thinking skills of eighth-grade students at SMP Negeri Tindaret on the topic of the human excretory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through purposive sampling techniques. Data were collected using a critical thinking skills test and an observation sheet assessing science process skills. Data analysis was conducted using descriptive statistics and the Pearson Product-Moment correlation test. The findings revealed that students’ critical thinking skills obtained a mean score of 75.80, while science process skills achieved a mean score of 73.00, both categorized as fairly good to high. The correlation analysis produced a coefficient value of 0.732 with a significance level of 0.000, indicating a strong and significant positive relationship between science process skills and students’ critical thinking skills. The findings further demonstrated that students who actively engaged in observation, experimentation, data processing, and scientific communication exhibited better analytical abilities and conclusion-drawing skills. The novelty of this study lies in revealing the empirical relationship between science process skills and critical thinking skills specifically in the topic of the human excretory system at SMP Negeri Tindaret, as well as in providing recommendations for science learning based on scientific investigation to strengthen students’ higher-order thinking skills in the twenty-first century.

Hubungan Pemahaman Konsep dengan Berpikir Kritis pada Siswa Kelas VIII SMP Negeri Karoaipi Sonya Liske Rumbewas; Nancy Susianna; Nerru Pranuta Murnaka
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.503

Twenty-first-century science education requires students not only to master scientific concepts but also to possess critical thinking skills to analyze, evaluate, and solve problems logically. The reality in schools indicates that science learning is still frequently teacher-centered, resulting in students’ conceptual understanding and critical thinking skills not being optimally developed. This study aimed to determine the relationship between conceptual understanding and critical thinking skills among eighth-grade students of SMP Negeri Karoaipi on the topic of the human respiratory system. The study employed a quantitative approach with a correlational research design. The research sample consisted of 25 students selected through a convenience sampling technique. Data were collected using descriptive tests of conceptual understanding and critical thinking skills, while data analysis was conducted through descriptive statistics, normality testing, and simple linear regression analysis using SPSS. The findings revealed that students’ conceptual understanding was categorized as good, with a mean score of 77.36, while critical thinking skills were also categorized as good, with a mean score of 78.76. Regression analysis demonstrated a correlation coefficient of 0.045 and an R Square value of 0.002, indicating that the relationship between conceptual understanding and critical thinking skills was classified as very low. These findings suggest that critical thinking skills are influenced not only by conceptual mastery but also by learning strategies, problem-solving experiences, analytical activities, and student engagement during science learning. The novelty of this study lies in the empirical finding that strong conceptual mastery does not necessarily correspond to high critical thinking skills among junior high school students in rural schools, particularly on the topic of the human respiratory system.

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