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All Journal Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) JURNAL TUNAS PENDIDIKAN JIMAD : Jurnal Ilmiah Mutiara Pendidikan Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam
Nerru Pranuta Murnaka
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Alvin Stanza Kiswandhi Andi Mardiana Paduppai Desmauli Lumbanbatu Devina Indah Christianti Elizabeth W. M. Indira Fransiskus Ransus Imelda Simamora, Ince Nancy Susianna Ratih Kusumo Wardani