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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Fisika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Pendidikan (Teori dan Praktik) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Pembelajaran dan Biologi Nukleus Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Ilmiah Profesi Pendidikan JP (Jurnal Pendidikan) : Teori dan Praktik
Ketut Suma
Universitas Pendidikan Ganesha
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Meta-Analysis: The Effect of Project Based Learning on Science Process Skills Muhammad Wahyu Setiyadi; A.A.Istri Agung Rai Sudiatmika; Ketut Suma; Nyoman Suardana
JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS (JPBN) Vol 10, No 1 (2024): Jurnal Pembelajaran Dan Biologi Nukleus March 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpbn.v10i1.5227

Abstract

This study aims to examine the effect of the Project-based Learning model on biological science process skills with meta-analysis methods. This research used a method in the form of a meta-analysis. The research population is in the form of scientific articles that have been published in national and international journals about the use of the Project-based learning model that has been published in the last 10 years. The sample used is a project-based learning scientific article on science process skills in biology learning.  Based on the meta-analytical calculations above, it can be concluded that there is a relationship from all articles that measure the influence of the project-based learning model on science process skills, where the p value of < 0.002 means that the analysis is significant with sig. 0.05 and I^2 of 94.508% show that learning using the project-based learning model has a very large influence on science process skills
The Effect of Scaffolding Strategies on Learning Outcomes in Science Learning: A Systematic Literature Review Cantik Azzaroiha; I Wayan Redhana; Ketut Suma
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.8628

Abstract

Science learning must be designed so that students can understand natural phenomena that are constantly changing. This study aims to explore scaffolding strategies related to research trends, influence on learning outcomes, appropriate learning models, research designs used, and profiles of the use of scaffolding in science learning at various levels of education. The research is a systematic literature review (SLR) to collect, analyze, and compile findings on scaffolding strategies in science learning. The literature review results show that scaffolding strategies are effective in helping students understand scientific concepts better. Providing structured scaffolding to students effectively improves students’ learning outcomes. The literature review results show that in the 2014-2024 time span, research on the application of scaffolding mostly uses quantitative methods with a non-equivalent control group design. The learning model that is widely used with scaffolding is Problem-Based Learning (PBL). Scaffolding positively impacts students' cognitive and affective learning outcomes, concept understanding, science process skills, argumentation skills, critical thinking skills, higher-order thinking skills (HOTS), learning independence, learning motivation, scientific literacy, problem-solving skills, and misconceptions. The scaffolding strategies can improve science learning effectively.
Co-Authors A. A. Istri Agung Rai Sudiatmika A.A.Istri Agung Rai Sudiatmika Ade Sintia Wulandari Anak Agung Inten Paraniti Anis Fitriatul Mukaromah Cantik Azzaroiha Dewi Oktofa Rachmawati Diah Pradnyawati Dr. Ni Made Pujani,M.Si . Erdi Guna Utama Gde Parie Perdana Gede Metta Adnyana Hikmawati Hikmawati Hikmawati Hikmawati I Gusti Ayu Agung Mas Purohita I Nyoman Suardana I P. B. Mardana I Wayan Lasmawan I Wayan Redhana I Wayan Suastra I Wayan Subagia I. B. P. Arnyana I.N.P Suwindra Ida Bagus Made Budiasa Ida Bagus Putu Mardana Iwan Suswandi K. G. Darmayasa Kadek Dwi Cita Pusparini Muhammad Wahyu Setiyadi N K. Rapi N M Pujani N P V A Wulandari N. W. B. Rahayu Rahayu Ni Luh Kadek Raka Jayantini Ni Luh Pande Latria Devi Nur Halimah Nyoman Dantes P. Hari Sudewa Prima Juniartina Putri Sarini Rai Sujanem Rohani Rohani S R S. Antari Syarifa Wahidah Al Idrus Ummu Aiman