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All Journal Jurnal Pendidikan dan Pengajaran Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Inovasi Pendidikan IPA Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar DIRASAT Jurnal Manajemen & Pendidikan Islam Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education JURNAL EDUCATION AND DEVELOPMENT QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah JURNAL PENDIDIKAN MIPA Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Journal On Teacher Education (Jote) Jurnal Penelitian Pendidikan Matematika dan Sains Didaktika: Jurnal Kependidikan SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA BIOCHEPHY: Journal of Science Education Journal Evaluation in Education (JEE) Jurnal Literasi Pendidikan Fisika (JLPF) PENSA E-JURNAL: PENDIDIKAN SAINS Jurnal Cakrawala Pendas SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Journal of Learning Improvement and Lesson Study JPNM : Jurnal Pustaka Nusantara Multidisiplin International Journal of Emerging Research and Review Journal of Education and Teacher Training Innovation (JETTI) Sasambo: Jurnal Abdimas (Journal of Community Service) Indonesian Journal of STEM Education Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Wahono Widodo
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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EFEKTIVITAS MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN MEDIA LUDO TERHADAP HASIL BELAJAR MATERI TATA SURYA Arnita Yulia Sari; Wahono Widodo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9712

Abstract

This study aims to determine the implementation of learning, improve student learning outcomes with elements of Science Comprehension and Science Process Skills, and student responses to the application of the Teams Games Tournament cooperative learning model assisted by the ludo game media. The research method used is a pre-experimental design with a one group pretest and posttest design. This research was conducted at SMP Labschool Unesa 3, with the research subjects being class VII-C, consisting of 20 students. The data collection techniques used were observation, tests, and response questionnaires. The results of this study indicate that there is a significant difference between students' pretest and posttest scores after the implementation of the Teams Games Tournament cooperative learning model, with a t-test significance value of Sig. < 0.05. The N-Gain analysis results show an increase in junior high school students' learning outcomes of 0.6, which is categorized as moderate. The implementation of the Teams Games Tournament cooperative learning model assisted by the Ludo game media was in the very good category with an implementation percentage of 100%. In addition, student responses to learning showed a very positive category with an average percentage of 93%, indicating that students felt interested, helped, and found it easier to understand solar system material through the learning that was applied. Based on these results, it can be concluded that the Teams Games Tournament cooperative learning model assisted by ludo game media is effective in improving junior high school students' learning outcomes. ABSTRAK Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran, peningkatan hasil belajar murid dengan elemen Pemahaman IPA dan Keterampilan Proses Sains, serta respons murid terhadap penerapan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo. Metode penelitian yang digunakan adalah pre-eksperimental design dengan rancangan one group pretest and posttest design. Penelitian ini dilakukan di SMP Labschool Unesa 3, dengan subjek penelitian, yaitu kelas VII-C yang berjumlah 20 murid. Teknik pengumpulan data yang digunakan, yaitu dengan  metode observasi, tes dan angket  respons. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretest dan posttest murid setelah diterapkan model pembelajaran kooperatif tipe Teams Games Tournament, dengan nilai signifikansi uji-t sebesar Sig. < 0,05. Hasil analisis N-Gain menunjukkan peningkatan hasil belajar murid SMP sebesar 0,6 dengan kategori sedang. Keterlaksanaan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo berada pada kategori sangat baik dengan persentase keterlaksanaan sebesar 100%. Selain itu, respons murid terhadap pembelajaran menunjukkan kategori sangat positif dengan rata-rata persentase sebesar 93%, yang menandakan bahwa murid merasa tertarik, terbantu, dan lebih mudah memahami materi tata surya melalui pembelajaran yang diterapkan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif tipe Teams Games Tournament berbantuan media permainan ludo efektif untuk meningkatkan hasil belajar murid SMP.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN MOTIVASI BELAJAR MURID PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI Audrey Mardianti; Wahono Widodo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9713

Abstract

Low student motivation in ecology and biodiversity is a major obstacle in achieving optimal science competency at the junior high school level. This study aims to evaluate the effectiveness of the structured inquiry model in addressing this issue through a quasi-experimental method with a one-group pre-test post-test design. The study subjects involved thirty-one seventh-grade students at SMPN 61 Surabaya. The study procedure included administering a motivation questionnaire before and after treatment to accurately measure the impact of the intervention. The main findings showed a significant increase in motivation, where the average score increased from 57 in the pretest to 88 in the posttest. The Normalized Gain score of 0.71 placed this result in the high category, with details of 13 students experiencing a high increase and 18 students in the medium category. Based on the results of the data analysis, the indicators of satisfaction and self-confidence showed the highest performance compared to other motivational aspects. It can be concluded that the implementation of the structured inquiry learning model has proven very effective in increasing student enthusiasm and active participation in exploring ecological concepts in depth. This model is recommended as a highly relevant instructional strategy to strengthen the foundation of students' independent learning through a series of directed, systematic, and meaningful discovery stages at the junior high school level in the future. ABSTRAK Rendahnya motivasi belajar siswa pada materi ekologi dan keanekaragaman hayati menjadi kendala utama dalam mencapai kompetensi IPA yang optimal di jenjang SMP. Penelitian ini bertujuan mengevaluasi efektivitas model inkuiri terstruktur dalam mengatasi masalah tersebut melalui metode eksperimen semu dengan desain satu kelompok tes awal tes akhir. Subjek penelitian melibatkan tiga puluh satu siswa kelas tujuh di SMPN enam puluh satu Surabaya. Prosedur penelitian mencakup pemberian angket motivasi sebelum dan sesudah perlakuan untuk mengukur dampak intervensi secara akurat. Temuan utama menunjukkan adanya peningkatan motivasi yang signifikan, di mana nilai rata rata meningkat dari angka 57 saat pretest menjadi 88 pada tahap posttest. Perolehan skor Gain Ternormalisasi sebesar 0,71 menempatkan hasil ini dalam kategori tinggi, dengan rincian 13 siswa mengalami peningkatan tinggi dan 18 siswa lainnya berada pada kategori sedang. Berdasarkan hasil analisis data, indikator kepuasan dan kepercayaan diri menunjukkan performa tertinggi dibandingkan aspek motivasi lainnya. Dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terstruktur terbukti sangat efektif untuk meningkatkan antusiasme serta partisipasi aktif siswa dalam mengeksplorasi konsep ekologi secara mendalam. Model ini direkomendasikan sebagai strategi instruksional yang sangat relevan untuk memperkuat fondasi belajar mandiri siswa melalui serangkaian tahapan penemuan yang terarah, sistematis, dan bermakna pada jenjang sekolah menengah pertama di masa depan.  
IMPLEMENTASI MODEL INKUIRI TERBIMBING PADA MATERI SISTEM PENCERNAAN UNTUK MENINGKATAN HASIL BELAJAR MURID Griyanora Griyanora; Wahono Widodo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9953

Abstract

This research is motivated by the demands of 21st-century education that emphasize the importance of developing high-level scientific thinking skills. However, science learning in the field still tends to be teacher-centered and has not been optimal in the implementation of practicums, resulting in low student learning outcomes. This study aims to analyze the improvement of student learning outcomes through the application of a guided inquiry learning model on the digestive system material. The method used is quantitative with a pre-experimental design in the form of a one-group pre-test–post-test. The research procedure includes administering a pre-test, implementing learning with a guided inquiry model through practicum activities, and administering a post-test. Data were collected using a validated learning outcome test, then analyzed through normality tests, hypothesis tests, and N-gain calculations. The results showed that the data were not normally distributed, so the hypothesis test used the Wilcoxon test. The results of the Wilcoxon test showed a significant difference between the pre-test and post-test scores. In addition, there was an increase in the average score from 53.21 to 87.50 with an average N-gain of 0.72 in the high category. Most students were in the high improvement category, while others were in the moderate category. Improvement was more evident in conceptual understanding than science process skills. Therefore, it can be concluded that the guided inquiry learning model is effective in improving student learning outcomes and supporting more active, contextual, and meaningful science learning. ABSTRAK Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menekankan pentingnya pengembangan keterampilan berpikir ilmiah tingkat tinggi. Namun pembelajaran IPA di lapangan masih cenderung berpusat pada guru dan belum optimal dalam pelaksanaan praktikum, sehingga berdampak pada rendahnya hasil belajar murid. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar murid melalui penerapan model pembelajaran inkuiri terbimbing pada materi sistem pencernaan. Metode yang digunakan adalah kuantitatif dengan desain pra-eksperimen berupa one group pre-test–post-test. Prosedur penelitian meliputi pemberian pre-test, pelaksanaan pembelajaran dengan model inkuiri terbimbing melalui kegiatan praktikum, serta pemberian post-test. Data dikumpulkan menggunakan tes hasil belajar yang telah divalidasi, kemudian dianalisis melalui uji normalitas, uji hipotesis, serta perhitungan N-gain. Hasil penelitian menunjukkan bahwa data tidak berdistribusi normal sehingga uji hipotesis menggunakan uji Wilcoxon. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Selain itu, terjadi peningkatan nilai rata-rata dari 53,21 menjadi 87,50 dengan rata-rata N-gain sebesar 0,72 dalam kategori tinggi. Sebagian besar murid berada pada kategori peningkatan tinggi, sedangkan sebagian lainnya pada kategori sedang. Peningkatan lebih terlihat pada aspek pemahaman konsep dibandingkan keterampilan proses sains. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar murid serta mendukung pembelajaran IPA yang lebih aktif, kontekstual, dan bermakna.  
PENERAPAN INKUIRI TERSTRUKTUR TERHADAP PENINGKATAN KETERAMPILAN PROSES SAINS PESERTA DIDIK PADA MATERI GERAK Anindya Dhara Amarna; Wahono Widodo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10027

Abstract

This study aims to analyze students' science process skills on motion material. The results of the pre-research indicate that students' KPS on each indicator is in the low category. In improving science process skills, it is necessary to be supported by an appropriate learning model, one of which is the structured inquiry model. The structured inquiry learning model can invite students to be active during the learning process. This type of research is applied with a pre-experimental method and applies a one-group pre-test and post-test design. The study was conducted in one of Surabaya's Public Junior High Schools with a sample of 31 students in class VII-G. Data on science process skills on motion material were obtained using pre-test and post-test question instruments. The results of the study that have been conducted show that students' science process skills experienced a significant increase after the implementation of the structured inquiry learning model, which is indicated by the average value of the pre-test post-test N-gain of 0.66 with a moderate category. Each indicator of science process skills also experienced an increase that can be seen from the average N-gain of all indicators of 0.67 with a moderate category. Therefore, the application of a structured inquiry learning model to motion material is effective in improving the science process skills of junior high school students.
Exploring Elementary School Learning Models in Madura in Fostering Religious Moderation Literacy and Emotional Maturity Tri Sutrisno; Nadi Suprapto; Neni Mariana; Wahono Widodo
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 18, No 1 (2025): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v18i1.39133

Abstract

This study aims to analyze the actual conditions of instructional practices, levels of religious moderation literacy, and emotional maturity among students of Madrasah Ibtidaiyah in Sumenep Regency. A mixed-methods approach was employed, integrating descriptive–exploratory qualitative methods with quantitative survey data. Data were collected through interviews, observations, questionnaires, and documentation across five Madrasah Ibtidaiyah representing both mainland and island regions. The findings indicate that learning practices in Sumenep have adopted the principles of Contextual Teaching and Learning (CTL) and local wisdom–based approaches; however, these practices remain predominantly focused on cognitive and socio-cultural aspects, with limited emphasis on the affective domain. This condition is reflected in the average scores of religious moderation literacy (2.41) and emotional maturity (2.57) on a four-point scale, suggesting that students’ understanding of tolerance and self-regulation is still largely conceptual and has not yet reached the stage of behavioral internalization. Madurese cultural values such as tengka’ (mutual respect) and bhâghus (politeness) demonstrate strong potential as reflective learning resources to strengthen students’ moderate character and emotional stability. These findings highlight the need for the development of an integrative learning model based on local wisdom that systematically integrates cognitive, affective, and social dimensions through stages of value orientation, exploration, collaborative learning, positive behavioral modeling, and reflective evaluation. Such a model is expected to foster a generation that is knowledgeable, empathetic, and characterized by moderate attitudes in accordance with the socio-cultural context of Sumenep. This study remains exploratory in nature and has not yet reached the effectiveness testing stage; therefore, further comprehensive research with more rigorous quantitative analysis is required.
INTEGRASI MULTILITERASI BERBASIS KEARIFAN LOKAL DALAM PEMBELAJARAN BAHASA INDONESIA: TINJAUAN FILOSOFIS DAN IMPLIKASINYA Amelia; Heru Subrata; Hendratno; Budi Purwoko; Wahono Widodo
Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Vol. 16 No. 2 (2026): Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/literasi.v16i2.46260

Abstract

This study addresses the gap between 21st-century multiliteracy demands and the limited integration of local wisdom in Indonesian language learning at the elementary level. It aims to formulate a conceptual model of multiliteracy-based local wisdom through a philosophical approach. A qualitative literature review was conducted on 25 scholarly sources (2020–2026), analyzed thematically across ontological, epistemological, and axiological dimensions. The findings reveal that multiliteracy expands literacy into multimodal and critical domains, while local wisdom strengthens contextual relevance and value internalization. The novelty lies in a philosophical synthesis that reconstructs Indonesian language learning as an integrative paradigm bridging global literacy and local identity. This integration leads to contextual, reflective, and transformative learning.
Bridging Local Culture and Science Education: Interactive Engklek Game as a Tool for Enhancing Environmental Science Communication Fadilla Kurniawati; Wahono Widodo; Hasan Subekti
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.169

Abstract

Objective: Science communication skills are an essential competency for the 21st century, yet their teaching remains ineffective. Furthermore, local wisdom, such as the traditional game Engklek, has been largely eroded by technological developments and has not been optimized as a learning resource. This study aims to improve students' science communication skills on environmental pollution through interactive digital Engklek media based on local culture. Method: The study used a quantitative method with a quasi-experimental pretest-posttest control group design. The sample consisted of 64 seventh-grade students at State Junior High School 53 Surabaya, divided into an experimental class (learning with digital Engklek media) and a control class (conventional learning). The research instruments included a written science communication skills test and an oral communication skills observation sheet. Data were analyzed using the N-Gain test and the independent sample t-test. Results: The results of the study showed a significant increase in science communication skills in the experimental class (N-Gain=0.72; high category) compared to the control class (N-Gain=0.49; medium category). The independent t-test produced a significance value of 0.001 (<0.05), proving a significant difference between the two classes. Student responses to the learning media were also very positive.  Novelty: The novelty of this research lies in the digitization of the traditional Engklek game integrated with an ethnoscience approach, where each game box is designed as a stage in a scientific investigation of environmental pollution. This medium innovatively bridges local wisdom with modern pedagogy to build science communication skills in a contextual and enjoyable way.
Analysis of Basic Principles of Education Providers and Scientific Trees in Science Literacy-Based Learning in Elementary Schools: A Multi-Aspect Review Jazilah Nailatun Ni’mah; Budi Purwoko; Wahono Widodo
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/p2qnbp16

Abstract

Science literacy-based learning in primary schools plays a strategic role in developing critical thinking, problem-solving, and evidence-based decision-making skills as important competencies of the 21st century. However, the implementation of learning in the field is still dominated by the orientation of material mastery and the achievement of cognitive learning outcomes, so that the development of science process skills and students' scientific disposition has not been carried out optimally. This study aims to analyze the implementation of basic principles of education and science trees in science literacy-based learning through a multi-aspect review that includes philosophical, sociological, anthropological, psychological foundations, as well as ontological and epistemological perspectives. This study uses a descriptive qualitative approach carried out at SDN Plumbon 2 with teachers and 20 fourth grade students as research subjects. Data was collected through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and conclusion drawing with validity tests through source triangulation and triangulation techniques. The results of the study show that science literacy learning has accommodated several basic principles of education through the association of materials with daily life and the application of discussion activities. However, learning is still dominated by a teacher-centered, concept-mastery-oriented approach, and uses success indicators that emphasize cognitive aspects rather than process skills and scientific disposition. Furthermore, the application of the science tree concept has not shown complete integration between the foundation of education, the learning process, and the results of science literacy. The contribution of this research lies in the development of an integrative analytical framework that connects basic education principles, ontological and epistemological dimensions, and the concept of the science tree as a basis for evaluating the success of science literacy learning more comprehensively. The framework expands the learning evaluation approach, which previously focused on cognitive outcomes, to an assessment that includes the process of knowledge formation and the students' scientific disposition.
Co-Authors . Prabowo Afifah Maulidia Amelia An Nuril Maulida Fauziah Andi Kristanto Anindya Dhara Amarna Aprilita Ekasari Ari Metalin Ika Puspita Arif Rahman Hakim Ariza Feliyawati Arnita Yulia Sari Audrey Mardianti Binar Kurnia Prahani Budi Jatmiko Budi Purwoko Cahya Mei Samapta D. A. P. Sari Desyana Auralia Azizah Deva Kurniawati Dhita Ayu Permata Sari Dian Permatasari Kusuma Dayu Dyah Permata Sari Elma Maylisa Wahyu Salsabila Endang Susantini Ernita Vika Aulia Fadilla Kurniawati Fatimatuz Zahro G. Gunawan Gaguk Resbiantoro Ganes Gunansyah Griyanora Griyanora HASAN SUBEKTI HENDRATNO Heru Subrata Hidayati, Siti Nurul Indang Mustiko Rini Inzanah Inzanah Jazilah Nailatun Ni’mah Lovy Herayanti Lovy Herayanti M. Ansor Anwar Martini Martini Miftakhul Ilmi Suwignya Putra Mohammad Tasroun Nihwan Muhammad Aqil Rusli Muhammad Naqqi Imani Muhammad Nur Huda Muhammad Rizky Ashdaqofillah Mundilarto Mundilarto Nadi Suprapto Nadia Rahmah Safitri Neni Mariana Novia Riski Nursiam Nur Chasanah Nur Faidatul Jannah Peni Astutik Prastiwi Aristya Chonita Randy Bambang Nugraha Rendy Hendrian Yudhistira Rimza Nuralifah Widyasari Rosdiana, Laily Satriawan, Muhammad Sembiring, Rinawati Shinta Wijaya Putri Sophia Allamin Sukarmin Sukarmin Supardji Edi Santoso Supriyati Fatma Rabia Suryanti Suryanti Suryanti Suyatno Sutoyo TITIN SUNARTI Tjandra Kirana Totok Suyanto Tri Sutrisno Tri Wahyuni Utiya Azizah Wahyu Budi Sabtiawan Wasis WIDOWATI BUDIJASTUTI Windha Ana Sevia Yundari, Yundari Yunia Tiara Riski