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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 EDUTECH Undiksha Psychology, Evaluation, and Technology in Educational Research Jurnal Review Pendidikan dan Pengajaran (JRPP) Kappa Journal JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Pembelajaran dan Biologi Nukleus Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Ilmiah Profesi Pendidikan Jurnal Paedagogy JagoMIPA: Jurnal Pendidikan Matematika dan IPA JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative Technology and Sustainability Education
Ketut Suma
Universitas Pendidikan Ganesha
Agriculture, Biological Sciences & Forestry Humanities Astronomy 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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Digital Learning Factory for Developing Soft Skills and Scientific Creativity of Prospective Science Teachers toward SDG 4 Dwi Pangga; Made Hery Santosa; I Wayan Widiana; Ketut Suma; Wayan Suastra; Putu Artawan
Journal of Innovative Technology and Sustainability Education Vol. 2 No. 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.2.1.127

Abstract

Objective: This study aims to analyze the urgency of implementing the Learning Factory (LF) model in developing soft skills and scientific creativity in prospective science teachers at the Faculty of Science, Engineering, and Applied Sciences (FSTT) of Mandalika University of Education. This study also aims to identify the gap between the competencies acquired during education and the needs of the world of work in the era of the Industrial Revolution 4.0. Method: This study uses a survey approach through a tracer study involving alumni of the Physics Education, Chemistry Education, Biology Education, and Mathematics Education study programs at FSTT Undikma. Data were collected through questionnaires to determine the relevance of graduates' competencies to the needs of the world of work, then analyzed descriptively. Results: The results showed that most alumni were able to find employment relatively quickly after graduation. However, some alumni felt that the jobs they obtained were not fully in line with their field of study. This indicates a gap between higher education competencies and the needs of the world of work. The Learning Factory model, which is based on project-based learning and industrial experience, has the potential to improve technical skills while strengthening students' collaboration, communication, and innovation abilities. Novelty: This study highlights the importance of integrating the Learning Factory model with the Outcome-Based Education (OBE) approach to improve graduate employability through the development of more holistic competencies that are relevant to the needs of the world of work.
Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka untuk Meningkatkan Keterampilan Literasi dan Numerasi Siswa: Sistematik Literatur Review Dewi Sartika; Ketut Suma; I Nyoman Jampel; Made Candisa; Syarifuddin Syarifuddin
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4610

Abstract

Penelitian ini bertujuan untuk menganalisis secara sistematis implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka serta kontribusinya terhadap peningkatan keterampilan literasi dan numerasi siswa. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengacu pada pedoman PRISMA 2020. Data diperoleh dari scopus melalui proses pencarian, penyaringan, dan seleksi studi berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Sebanyak 60 artikel teridentifikasi pada tahap awal, kemudian diseleksi menjadi 50 artikel pada tahap screening, dan akhirnya 16 artikel dipilih sebagai sumber utama dalam analisis. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka berorientasi pada penyesuaian pembelajaran berdasarkan kebutuhan, minat, dan karakteristik siswa. Strategi yang digunakan meliputi diferensiasi konten, proses, dan produk, dengan dominasi pada diferensiasi proses. Selain itu, pembelajaran berdiferensiasi sering diintegrasikan dengan pendekatan student-centered learning dan personalized learning. Secara empiris, pendekatan ini terbukti memberikan kontribusi signifikan terhadap peningkatan keterampilan literasi dan numerasi siswa, terutama dalam meningkatkan hasil belajar, pemahaman konseptual, serta motivasi dan keterlibatan siswa. Efektivitas pembelajaran sangat bergantung pada kualitas implementasi, khususnya kompetensi guru, penggunaan asesmen diagnostik, serta dukungan institusional. Penelitian ini memberikan kontribusi teoretis melalui sintesis komprehensif mengenai hubungan antara pembelajaran berdiferensiasi dan capaian literasi serta numerasi dalam konteks Kurikulum Merdeka. Secara praktis, temuan ini dapat menjadi acuan bagi guru, sekolah, dan pembuat kebijakan dalam mengoptimalkan implementasi pembelajaran berdiferensiasi. Penelitian ini juga membuka peluang pengembangan model pembelajaran adaptif yang lebih kontekstual dan berbasis kebutuhan siswa.
Effect of the 5E inquiry learning model with a SETS approach on junior high school students’ science learning outcomes and motivation Ni Made Diantari Pratiyaksi; Ketut Suma; I Nyoman Jampel
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.305

Abstract

This study aimed to examine the effect of the 5E Inquiry learning model integrated with the Science, Environment, Technology, and Society (SETS) approach on junior high school students’ science learning outcomes and learning motivation. A quantitative design with a pretest–posttest non-equivalent control group. The population consisted of all eighth-grade students, and the samples were selected through cluster random sampling. Learning outcomes data were collected using an objective test, while learning motivation data were obtained through a questionnaire. Data were analyzed using one-way MANCOVA after meeting the required assumptions. The results revealed a significant simultaneous difference in science learning outcomes and learning motivation between students taught using the 5E Inquiry model with the SETS approach and those taught through conventional instruction. Partially, the 5E Inquiry model with the SETS approach had a significant positive effect on both science learning outcomes and students’ learning motivation. In conclusion, the 5E Inquiry learning model integrated with the SETS approach is effective in improving the quality of science learning at the junior high school level.
How far the Course Review Horay (CRH) model and flashcard enhance scientific attitude and science literacy in fourth-grade force learning? Ni Made Supriani; Ketut Suma; I Nyoman Jampel
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.307

Abstract

This study aims to analyze the effect of the Course Review Horay (CRH) Model assisted by Flashcards on developing students' Scientific Literacy (SL) and Scientific Attitude (SA) in Grade IV at elementary school Cluster III, Negara, Bali. Focusing on the Force Chapter, aligned with the demands of Merdeka Curriculum's Deep Learning. Employing a Nonequivalent Pre-test Post-test Control Group Design and a Mixed Methods approach, the research involved 90 students. Quantitative results demonstrated a significant effect on both variables, with increases categorized as moderate to high (T-test). Qualitative analysis indicated that the synergy between the CRH syntax and Flashcards effectively overcomes the conceptual difficulties of the abstract Force material. Flashcards functioned as Visual Concretization of Force Causality, accelerating SL comprehension on PISA indicators. Meanwhile, the competitive Horay! aspect effectively cultivated SA, characterized by Accelerated Decision Making and Internalization of Evidence Through Consensus within the group. The conclusion shows that this model is effective and coherent in bridging students' cognitive and affective dimensions, providing a strong pedagogical contribution to primary level natural and social science learning.
Development of a Game-Assisted Flipbook to Enhance Fifth-Grade Students’ Conceptual Understanding of Cultural Diversity Ni Ketut Somantari; I Made Citra Wibawa; Ketut Suma
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19371

Abstract

This study aims to develop and evaluate the feasibility, practicality, and effectiveness of a game-assisted flipbook on cultural diversity for fifth-grade elementary school students. The study was conducted in Cluster V Tuanku Imam Bonjol, Denpasar, Bali, using the ADDIE development model. The participants included two content experts, two media experts, 12 teachers, and 65 fifth-grade students, comprising 33 students in the experimental group and 32 in the control group. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and pretest–posttest assessments of concept mastery. The data were analyzed using descriptive statistics, percentage conversion, analysis of covariance (ANCOVA), and normalized gain (N-gain). The flipbook was developed using Microsoft Word, Canva, and Heyzine, and featured contextual narratives, cultural illustrations, reflective activities, QR codes, and educational games. The validation results indicated that the product was highly feasible, with a mean score of 3.87 (96.75%) from both content and media experts. Practicality was also rated very highly, with scores of 3.84 (95.88%) from teachers and 3.91 (97.83%) from students. ANCOVA results revealed a statistically significant difference between the experimental and control groups after controlling for pretest scores (F = 84.980, p < 0.001), with a large effect size (partial eta squared = 0.578). Furthermore, the N-gain analysis showed greater improvement in the experimental group (0.81, high category) compared to the control group (0.51, moderate category). In conclusion, the game-assisted flipbook is highly feasible, practical, and effective in improving students’ concept mastery in elementary education.
Problem-Based Learning Supported by Assembler Edu: Impacts on Science Learning Outcomes and Students’ Self-Confidence I Kadek Ardyawan Putra; Ketut Suma; I Nyoman Jampel
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19669

Abstract

This study aims to examine differences in IPAS learning outcomes between students taught through Problem-Based Learning (PBL) assisted by Assemblr Edu and those taught through conventional instruction, as well as to analyze the interaction between the learning model and students’ self-confidence. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach. The participants were 115 fifth-grade students from Cluster II Tegallalang Elementary Schools, comprising 57 students in the experimental group and 58 in the control group. The research instruments included a multiple-choice IPAS learning outcomes test and a self-confidence questionnaire, both of which were validated and tested for reliability. Content validity was assessed by two expert lecturers using Gregory’s formula. The learning outcomes test demonstrated very high reliability (KR-20 = 0.958), and the self-confidence questionnaire also showed very high reliability (Cronbach’s α = 0.929). Data were analyzed using ANCOVA. The results indicate that the learning model significantly affected IPAS learning outcomes (F = 56.791, p < 0.001, Partial η² = 0.340), while self-confidence also had a significant effect (F = 43.628, p < 0.001, Partial η² = 0.284). Furthermore, a significant interaction was observed between the learning model and self-confidence (F = 6.486, p = 0.012, Partial η² = 0.056). These findings suggest that PBL assisted by Assemblr Edu is more effective than conventional instruction, indicating that the integration of problem-based learning with AR-supported media can reduce learning barriers and enhance conceptual understanding in a meaningful way.
Co-Authors A A Istri Agung Rai Sudiatmika A. A. Istri Agung Rai Sudiatmika A.A.Istri Agung Rai Sudiatmika Ade Sintia Wulandari Anak Agung Inten Paraniti Anak Agung Inten Paraniti Anis Fitriatul Mukaromah Cantik Azzaroiha Desak Putu Parmiti Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi Oktofa Rachmawati Dewi Sartika Diah Pradnyawati Dr. Ni Made Pujani,M.Si . Endang Puji Astuti Erdi Guna Utama Evy Fitria Islamiati Gde Parie Perdana Gede Metta Adnyana Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati I Gede Wahyu Suwela Antara I Gusti Ayu Agung Mas Purohita I Kadek Ardyawan Putra I Made Citra Wibawa I Nyoman Jampel I Nyoman Suardana I P. B. Mardana I Wayan Lasmawan I Wayan Redhana I Wayan Suastra I Wayan Subagia I Wayan Widiana I. B. P. Arnyana I.N.P Suwindra Ida Bagus Made Budiasa Ida Bagus Putu Mardana Ina Yuliana Iwan Suswandi K. G. Darmayasa Kadek Dwi Cita Pusparini Kadek Rihendra Dantes Made Candisa Made Hery Santosa Muhammad Wahyu Setiyadi N K. Rapi N M Pujani N P V A Wulandari N. W. B. Rahayu Rahayu Natasya Cornelia Br Ginting Ni Ketut Somantari Ni Luh Kadek Raka Jayantini Ni Luh Pande Latria Devi Ni Made Diantari Pratiyaksi Ni Made Supriani Nur Halimah Nyoman Dantes P. Hari Sudewa Prima Juniartina Putri Sarini Putu Artawan Rai Sujanem Rohani Rohani S R S. Antari Stevin Nababan Syarifa Wahidah Al Idrus Syarifuddin Syarifuddin Ummu Aiman Wayan Suastra