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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Akuntansi (JPAK) EDUSAINS Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Basicedu Jurnal Pengabdian Magister Pendidikan IPA Jurnal Riset Pendidikan Kimia (JRPK) Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Kesehatan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Ekonomi Dan Pembangunan Jurnal SIAR ILMUWAN TANI Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Journal of International Conference Proceedings Jurnal Basicedu Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Jurnal Pendidikan West Science Jurnal Ilmiah Ekonomi dan Manajemen Pratama Widya: Jurnal Pendidikan Anak Usia Dini Edumaspul: Jurnal Pendidikan Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Yuli Rahmawati
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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PEMANFAATAN PERMAINAN TRADISIONAL DALAM MENGEMBANGKAN KEMAMPUAN NUMERIK ANAK USIA 5-6 TAHUN DI RA DAARUL MUQIMIEN Huliyah, Muhiyatul; Yuli Rahmawati; Asep Supena
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 10 No 1 (2025): Pratama Widya April 2025
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v10i1.4479

Abstract

Early childhood numerical skills are a significant factor in academic readiness. A traditional game-based approach is an effective strategy for engagingly enhancing numerical skills. This study explores using traditional games to support the numerical development of 5-6-year-old children at RA Daarul Muqimien. A qualitative and case study approach was employed to collect data through interviews, observations, and documentation. The participants of this study consisted of three teachers, three parents and three children. Data analysis was conducted using thematic analysis techniques to identify emerging patterns. The results showed that traditional games such as Snakes and Ladders, Congklak, and Engklek were used to improve number recognition, addition, subtraction, and forward and backward counting. In addition, these games contribute positively to children’s cognitive, social and motor development. Teachers play a role in adapting the games, while parents support them through guidance at home. The game promotes social interaction and cooperation among children. While there are challenges, such as limited focus and mentoring time, this approach facilitates an engaging learning experience. This research contributes to developing traditional game-based numerical learning methods with adaptations that address children’s needs.
The Effect of Self-Regulated Learning Toward Students’ Academic Stress in Malang Miftahul Hamim; Yuli Rahmawati
Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i1.2747

Abstract

Health mental is a crucial factor for student which needs attention in the process of teaching and learning. Moreover, the pandemic of Covid-19 has shifted the process of teaching and learning into online learning. Undeniably, that condition has pushed students to have more activities of independent learning or self-regulated learning. This research investigates the effect of self-regulated learning toward students’ academic stress in Malang. There were 99 students coming from 19 Universities in Malang who participate as the subject of this study. The quantitative method was used in this study. To collect the data, survey was done in the form of online questionnaire consisting of several questions. The Likert scale was used to gain the score of each question. The result shows that self -regulated learning does not affect too much on students’ academic stress. The data resulted from the questionnaire from 100 respondents show only 27% of correlation. This matter is caused by another influential aspects such as the lack motivation of the students, time management, and unsupportive relation of people around. Based on three aspects which become the focus in self-regulated learning, the respondents were quite good in doing metacognition by utilizing to-do list in learning. However, they also show that the learning and teaching condition is less supportive to gain more achievement which drives students to have lack of motivation. The habit of respondents also show that they tend to solve the problem on their own which bring them into their academic stress. Furthermore, their time management and unsupportive environment can also be the trigger of academic stress.
Perkuliahan berbasis Riset pada Pendidikan Kimia: Karakteristik, Implementasi, dan Impak Lukman Hadi; Ahmad Mudzakir; Yuli Rahmawati
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12151

Abstract

Course-Based Undergraduate Research Experiences (CUREs) have gained increasing prominence as an innovative pedagogical model that integrates authentic research into the undergraduate curriculum. While extensive research has highlighted the general benefits of CUREs across STEM fields, a focused synthesis of their implementation and impact specifically within chemistry education remains underexplored. This narrative review addresses this gap by analyzing ten recent, peer-reviewed studies indexed in Scopus to characterize how CUREs are designed, implemented, and evaluated in undergraduate chemistry contexts. The findings demonstrate that CUREs shift traditional laboratory instruction toward inquiry-based, authentic research experiences that foster critical thinking, increase student engagement, and enhance retention in STEM, especially within inclusive learning environments. However, challenges such as faculty workload, scalability, and research output persist. By consolidating insights across current literature, this review contributes a field-specific understanding of CUREs in chemistry education and offers implications for curriculum design, institutional support, and future research directions. In doing so, it fills a critical gap in the literature and underscores the evolving role of CUREs in preparing the next generation of chemists through evidence-based, research-intensive teaching practices.
Persamaan Antara Perkuliahan Berbasis Penelitian dengan Pendidikan STEM Lukman Hadi; Ahmad Mudzakir; Yuli Rahmawati; Asep Kadarohman
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12210

Abstract

STEM education has transitioned from a model characterized by passive learning and strict laboratory exercises to one focused on active inquiry, student autonomy, and research involvement. Central to this educational transformation are Course-Based Undergraduate Research Experiences (CUREs), which integrate genuine research into the curriculum. This review synthesizes 15 current studies from Scopus to examine the common focus between cures and STEM education. CUREs and reformed STEM pedagogies integrate authentic scientific practice, student-centered learning, and inclusive access to improve persistence, equity, and workforce readiness. By embedding research with uncertain outcomes into coursework, these approaches broaden participation, remove barriers, and build critical thinking, problem-solving, and communication skills. They also enhance scientific identity and self-efficacy, particularly for underrepresented students, supporting retention and success in STEM. Scalable and supported by national initiatives, CUREs show that high-impact, research-rich learning can be delivered widely without losing depth, preparing a skilled and diverse scientific community for complex challenges.
Development of Science Literacy Through Group Choice STEM-PjBL Projects Integrated with Matter State Changes Rahadian Sujud; Yuli Rahmawati; Ade Dwi Utami
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.6441

Abstract

This research focuses on the development of students' science literacy in the topic of matter state changes at the primary school level. It utilizes Science, Technology, Engineering, and Mathematics - Project-Based Learning (STEM-PjBL) as a holistic integrative learning approach, supporting 21st-century skills. The meaningful learning design is crafted to help students understand the material while applying their understanding to a simple project appropriate for primary school students' cognitive levels. The study was conducted in a fifth-grade class at an educational unit in Tangerang City, Banten Province, Indonesia. Using a qualitative research method, data was collected through interviews, observations, reflective journals, and researchers' notes. The STEM-PjBL learning stages included reflection, research, discovery, application, and communication. The Shwartz assessment was developed as an instrument to evaluate students' science literacy abilities. The results show that implementing the STEM-PjBL approach promotes student-centered learning, builds group cooperation, is enjoyable, and develops students' science literacy. Students worked in groups on their chosen projects related to the topic of matter state changes. The average project score for each group received an A rating in completing the STEM-PjBL project. Interdisciplinary learning can encourage students to understand the characteristics and concepts of a theory and relate them to everyday life, thereby impacting their understanding and project development.
STEM-PjBL Learning Model To Enhance Critical Thinking Skills of Students on Magnets, Electricity, and Technology Hasanah Dewi Lestari; Yuli Rahmawati; Herlina Usman
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.8153

Abstract

This study aims to enhance the critical thinking skills of fifth grade elementary school students on topics of magnet, electricity, and technology through the STEM-PjBL model. The study involved 20 students. The research design employed was classroom action research conducted in three cycles. Qualitative data analysis techniques were utilized. The analysis of students' critical thinking skills focused on five indicators: Identify Question at Issue, conceptual understanding, ideas connection, assumptions, and inferences, with five levels of achievement. The results showed an improvement in critical thinking skills, with 75% of students' responses at a very good level of critical thinking, 35% at the mastering level in cycles I and II, and 45% in cycle III, along with 35% at the competent level. Meanwhile, those at the developing level were 15% in cycles I and II, increasing to 20% in cycle III. The remainder was 5% at the emerging stage in cycle I and 10% in cycle II. There were 5% at the absent level in cycle I. Therefore, the STEM-PjBL model can be considered an effective approach for students to enhance their critical thinking skills in IPAS learning and to support their active engagement in the classroom.
Integrating Culturally Responsive Teaching and Differentiated Learning to Promote Critical Thinking in Chemistry Learning toward Sustainable Development Goal 4 Fitriyuni Miralda Siregar; Yuli Rahmawati; Achmad Ridwan
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.177

Abstract

Objective: To combine Culturally Responsive Teaching (CRT) and differentiated learning in chemistry instruction to increase student engagement and improve students’ critical thinking skills. Method: Qualitative research conducted at MA Pembangunan UIN Jakarta involving 32 students. The learning model was implemented in chemistry topics of hydrolysis and acid-base titration. Data were collected through interviews, observations, and reflective journals. Results:  The implementation of CRT-integrated differentiated learning improved students’ critical thinking skills. Students were able to connect chemical concepts with relevant real-life experiences and cultural contexts. The approach also promoted active participation, collaboration, appreciation of cultural diversity, and an inclusive learning environment. Novelty: Proposing an integrated instructional framework that combines Culturally Responsive Teaching (CRT) and differentiated learning to foster students’ critical thinking in chemistry education while advancing Sustainable Development Goal (SDG) 4: Quality Education. The framework promotes inclusive, equitable, and culturally relevant learning by accommodating diverse student backgrounds and learning needs, thereby supporting both conceptual understanding and higher-order thinking skills.
Integrating Culturally Responsive Teaching and Differentiated Learning to Promote Critical Thinking in Chemistry Learning toward Sustainable Development Goal 4 Fitriyuni Miralda Siregar; Yuli Rahmawati; Achmad Ridwan
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.177

Abstract

Objective: To combine Culturally Responsive Teaching (CRT) and differentiated learning in chemistry instruction to increase student engagement and improve students’ critical thinking skills. Method: Qualitative research conducted at MA Pembangunan UIN Jakarta involving 32 students. The learning model was implemented in chemistry topics of hydrolysis and acid-base titration. Data were collected through interviews, observations, and reflective journals. Results:  The implementation of CRT-integrated differentiated learning improved students’ critical thinking skills. Students were able to connect chemical concepts with relevant real-life experiences and cultural contexts. The approach also promoted active participation, collaboration, appreciation of cultural diversity, and an inclusive learning environment. Novelty: Proposing an integrated instructional framework that combines Culturally Responsive Teaching (CRT) and differentiated learning to foster students’ critical thinking in chemistry education while advancing Sustainable Development Goal (SDG) 4: Quality Education. The framework promotes inclusive, equitable, and culturally relevant learning by accommodating diverse student backgrounds and learning needs, thereby supporting both conceptual understanding and higher-order thinking skills.
Analysis of students’ scientific argumentation using the SOLO taxonomy on hydrocarbon material through a socio-scientific issues (SSI) approach Tritiyatma Hadinugrahaningsih; Yuli Rahmawati; Rika Siti Syaadah; Adam Julio Waskito; Fatikhah Widya Rahmadani; Dzakiyyah Alfina Hanum; Devita Marlina Vanessa
EDUSAINS Vol. 18 No. 1 (2026): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v18i1.50316

Abstract

This study aims to identify the argumentation profiles of students on the topic of carbon compounds using a socio-scientific issues (SSI) approach. The research was conducted at one of public senior high schools in Tangerang involving 32 twelfth-grade students. A mixed methods were employed. The research instruments included observation sheets, reflective journals, argumentation tests, student worksheets, and interviews. The results indicate that chemistry learning on carbon compounds through the socio-scientific issues (SSI) approach created a more engaging learning environment, as the discussions and problem topics were closely related to everyday life. The students’ argumentation profiles generally demonstrated multi-structural abilities in the components of evidence and reasoning, with respective percentages of 81% and 50%. Meanwhile, the components of rebuttal and claim were still at pre-structural and unistructural levels, with a unistructural percentage of 50% and 72%, respectively. These findings suggest that although the Socio-scientific Issues (SSI) approach has been effective in developing students' abilities to provide evidence and reasoning, their skills in constructing strong claims and presenting appropriate rebuttals still require further improvement.
Co-Authors Abdullatif Setiabudi Achmad Ridwan Achmad Ridwan Adam Julio Waskito Ade Dwi Utami Afrizal Afrizal Ahmad Aminudin Ainulluluah Ainulluluah Alin Mardiah Alin Mardiah Alin Mardiah Alin Mardiah Andi Wiranata Anna Rahmadianty Aodah Diamah Arifin Maksum Asep Kadarohman Asep Supena. Bahrul Hayat Bambang Suryadi Belgys Zahia Berliana Putri Bramianto Setiawan Chaeruman, Uwes Anis Chintia Fatimah Daeng Ayub Devita Marlina Vanessa Dinda Novia Wilandari Dini Delfiana Dzakiyyah Alfina Hanum Dzuhrotul Ulumiyah Ella Fitriani Elsa Mahardika Endry Boeriswati Evi Elfrida Fatikhah Widya Rahmadani Fera Kurniadewi Fitria Budi Utami Fitriyani Fitriyani Fitriyuni Miralda Siregar Hasanah Dewi Lestari Hasna Rashifah Herlina Usman Huliyah, Muhiyatul Ibrahim Ibrahim Iif Ahmad Rifai Ilmi Zakiah Amalia Indah Langitasari Indri Sari Utami Intana Bilqis, Ega Viranti Irawati Irawati Irma Ratna Kartika Iwan Sugihartono Jasmin, Maulina Jaspar Jas Lestari Kumala Dewi Lukman Hadi Lukman Hadi Maemonah, Maemonah Mario Aditya Prasetyo Maulidya Virginanti Mega Ayu Agustin Mela Puspitasari Mentari Reza Apriliana Miftahul Hamim Mohammad Syarif Sumantri Muchlis R. Luddin Mudmainah Vitasari Muhammad Syahril Sabda Mukminah Muktiningsih Nurjayadi Nabillatul Ismi Abrar Nina Nurhasanah Nur Asri Shakila Nur Shapna Nur Shapna Dwiyanti Nurbaity Nurbaity Nurbaity Nurbaity Peter C Taylor Pramita Cucu Mawarni Pramita Cucu Mawarni Pramita Cucu Mawarni Rahadian Sujud Rahma Esi Andina Rahma Rina Wijayanti Rekha K Koul Rekha Koul Resa Anandita Rika Siti Syaadah Risky Amalia Rissa Andharini RIYADI Rizky Salman Santoso, Clarinta Fadheela Setia Budi Siska Ita Selvia Sitti Syarah Sukro Muhab Suprananto, Suprananto Susi Fitri Syauqi Faizka Ramadhani Sylvia Faustine Sylvia Faustine Talakua, Febry Tika Dwi Pamungkas Tri Hastuti Budi Utami Tritiyatma Hadinugrahaningsih Tritiyatma Hadinugrahaningsih Tuszie Widhiyanti Urip Munggali Vina Iasha Wahyudin Yussi Pratiwi Zuhdiyah Matienatul Iemaaniah