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All Journal Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian dan Evaluasi Pendidikan MAJALAH ILMIAH PEMBELAJARAN INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) JPS Unimus Jurnal Inovasi Pendidikan IPA PENA SAINS Science and Technology Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Kimia (JPKim) Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research Bioedukasi: Jurnal Pendidikan Biologi COMPTON: Jurnal Ilmiah Pendidikan Fisika EDUKATIF : JURNAL ILMU PENDIDIKAN COLLASE (Creative of Learning Students Elementary Education) JURNAL BIOEDUCATION JPPIPA (Jurnal Penelitian Pendidikan IPA) Journal of Innovation in Educational and Cultural Research Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Pendidikan Vokasi Otomotif Continuous Education : Journal of Science and Research LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran PSEJ (Pancasakti Science Education Journal) COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Online Learning in Educational Research Prima Magistra: Jurnal Ilmiah Kependidikan CENDEKIA PENDIDIKAN Jurnal Edukasi Biologi Assyfa Learning Journal JIPI (Jurnal IPA dan Pembelajaran IPA) TPACK-IPA (Technological Pedagogical Content Knowledge) Jurnal Pendidikan MIPA IJIS Edu : Indonesian Journal of Integrated Science Education
Asri Widowati
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Transportation Other

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Science Flipbook Integrated Al-Quran: Needs Analysis Muhammad Aris Aris; Ariswan; Asri Widowati; Arina Zaida Ilma
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.4812

Abstract

The current state of science learning in madrasah reveals a lack of integration between teaching materials and technology, as well as a failure to incorporate relevant al-Qur'an verses connecting propositions to scientific content. Moreover, the absence of assessments evaluating students' motivating attitudes toward learning further compounds these challenges. This study seeks to assess the necessity of developing integrated teaching materials for science education in Temanggung Regency's madrasah, employing flip books as a technological tool. Participants included six science teachers and nine students, and data was collected through interviews. Analysis involved data reduction, presentation, and conclusion. The findings indicate a shared need among teachers and students for teaching materials that seamlessly blend technology and al-Qur'an verses through flipbooks in science education. Consequently, future research should focus on the development of flipbooks that incorporate al-Qur'an verses as integral components of teaching materials for enhanced science learning experiences.
Penggunaan Modul IPA STEM terintegrasi Crosscutting Concepts pada Rasa Ingin Tahu Peserta Didik SMP Fairuz Zakirah; Asri Widowati
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.5073

Abstract

One of the goals of learning science is to help students develop their science curiosity. Students' curiosity is a personality trait motivated by the desire to find a solution or fill a specific knowledge gap. Using science modules in science is expected to be a solution to stimulate student’s science curiosity. The purpose of this study was to determine the curiosity level of class VII students at SMP Negeri 1 Yogyakarta, especially on the temperature and heat topic. Type of this research is descriptive qualitative. Data analysis used the N-gain test to determine the increase in student’s science curiosity. The subjects in this study were students of class VII G SMP Negeri 1 Yogyakarta, who collected 32 students using purposive sampling technique. Data collection techniques consist of questionnaires and the data collection used in the form of pretest and posttest. Based on the data analysis there is difference in the pretest and posttest results with the average N-gain obtained is 0.69, which is in the medium category. It can be concluded that the use of STEM integrated Crosscutting Concepts can improve students’ science curiosity. This is evidenced by the difference in pretest and posttest, also the N-gain score which is in medium category.
Pemanfaatan Ekowisata Mangrove sebagai Sumber Belajar IPA bagi peserta didik SMP Annisa Setiawan; Suyanta Suyanta; Asri Widowati
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.5531

Abstract

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.
Enhancing Students' Curiosity using e-Atlas PBL Integrated with Yogyakarta's Local Wisdom on Biodiversity Topic Muhammad Rasyid; Habibatul Unayah; Tien Aminatun; Asri Widowati; Ibrahim Pandu Ame
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.81133

Abstract

Curiosity is a critical competency in science education, fostering deeper understanding and problem-solving skills. This study aimed to develop and evaluate a problem-based learning (PBL) e-Atlas integrated with Yogyakarta's local wisdom to enhance students' curiosity in biodiversity material. Using the 4-D model (Define, Design, Develop, Disseminate), this research focused on creating an innovative learning tool tailored to address the lack of laboratory resources in schools and promote active learning. The e-Atlas combines interactive digital features with cultural and ecological relevance, enabling students to engage in virtual activities. The product was validated by four experts (media, content, and practitioners), achieving an Aiken's V index of 0.97, categorized as "very high." A readability test involving 10 ninth-grade students yielded a 96% approval rate, indicating the e-Atlas was user-friendly and engaging. The effectiveness of the tool was tested through a one-group pretest-posttest design with 30 students. Results showed a significant improvement in curiosity, with an N-gain score of 0.71, classified as "high." Additionally, a field test was conducted with 30 students in a control class and 30 students in an experimental class. The experimental class, which used the e-Atlas, showed a greater increase in curiosity and engagement compared to the control class, highlighting the tool's effectiveness in fostering active learning.This study concludes that the e-Atlas is a valid, practical, and effective tool for enhancing students' curiosity. By integrating local wisdom into a problem-based framework, the e-Atlas provides meaningful and contextualized learning experiences. This research highlights the potential of technology-enhanced learning tools to bridge educational gaps, promote critical thinking, and instill environmental awareness among students. Further dissemination of this tool could contribute significantly to modernizing science education in Indonesia and beyond.
PENINGKATAN KREATIFITAS DAN KEMAMPUAN KOGNITIF SISWA MELALUI OUTDOOR LEARNING ACTIVITY Wibowo, Yuni; Widowati, Asri; Rusmawati, Kurnia
Bioedukasi: Jurnal Pendidikan Biologi Vol 6, No 1 (2013): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v6i1.3914

Abstract

Telah dilakukan penelitian dengan tujuan untuk meningkatkan kreativitas dan kemampuan kognitif siswa SMP N 2 Bambanglipuro Bantul melalui outdoor learning activity. Penelitian ini merupakan penelitian tindakan kelas dengan mengikuti model dari Kemmis and Taggart meliputi tahap-tahap: perencanaan, pelaksanaan/tindakan dan observasi, serta refleksi yang berlangsung dalam 2 siklus pada materi fotosintesis yaitu uji ingenghouz dan uji sachz. Subjek dalam penelitian ini yaitu 30 siswa kelas VII E. Instrumen dalam penelitian terdiri dari instrumen pelaksanaan penelitian yaitu RPP, LKS, serta media pembelajaran melalui outdoor learning activity dengan model PBL dan instrumen pengambilan data berupa lembar observasi kegiatan pembelajaran, lembar observasi kemampuan kreativitas dan soal tes kemampuan kognitif siswa. Data kualitas proses pembelajaran dan kemampuan kreativitas siswa dianalisis secara deskriptif. Sementara itu, data kemampuan kognitif siswa dianalisis dengan menggunakan gain score. Hasil penelitian menunjukkan bahwa terdapat peningkatan kreativitas siswa dari kreativitas kurang sebanyak 42,38%, sedang 45,71% dan baik 11,91% pada siklus 1 menjadi kemampuan kreativitas kurang 27,14%, sedang 43,33% dan baik 29,53% pada siklus 2. Kemampuan kognitif juga terdapat peningkatan dari 54,67 pada pra siklus menjadi 80,67 pada siklus 1 dan 96,67 pada siklus 2 dengan gain score pada kriteria sedang.
A Systematic Literature Review (SLR): Peran Model Discovery Learning dan Augmented Reality (AR) untuk Siswa Berkebutuhan Khusus Ananda Dyah Khairunnisa; Winarto; Widowati, Asri; Roektiningroem, Ekosari; Rahayu, Dita Puji
JURNAL BIOEDUCATION Vol 13 No 1 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v13i1.8534

Abstract

Students with special needs often have difficulty understanding science lessons due to limited exploration activities and a lack of direct experience. This study aims to analyze and describe efforts to improve science comprehension among students with special needs through the application of interactive Augmented Reality (AR) media and the Discovery Learning model. The articles used in this literature study were limited to those published between 2021 and 2025, with 20 articles selected from 60 identified articles from Google Scholar, ScienceDirect, Scopus and DOAJ. The method used was a Systematic Literature Review (SLR) with a Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) design. The results show that the use of the Discovery Learning model and augmented reality successfully improved students' cognitive skills but has not been widely applied in the learning of students with special needs. This study concludes that the Discovery Learning model and the application of Augmented Reality (AR) media require further development to be applied in the learning of students with special needs.
DEVELOPMENT OF A STEM-INTEGRATED ETHNOSCIENCE E-MODULE ON BIOTECHNOLOGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Lutfany Latifatur Rachman; Asri Widowati; Ekosari Roektiningroem
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v11n1.p68-78

Abstract

This research aims to: (1) develop a science e-module based on STEM-integrated ethnoscience that enhances the critical thinking skills of junior high school students; (2) determine the practicality of the developed e-module; (3) assess the effectiveness of the developed e-module in enhancing the critical thinking skills of junior high school students. This study employed a Research and Development approach using the 4D model which includes Define, Design, Develop, and Disseminate. The product trial, conducted at MTsN 4 Gunungkidul, adopted a before-after design and involved Class VIII A students selected through purposive sampling. The instruments used included e-module validation sheets, student response leaflets, and pretest-posttest sheets. Data analysis techniques encompassed a 4-point scale evaluation for e-module validation, a 5-point scale evaluation of e-module practicality based on student responses, paired sample t-tests and effect size testing to gauge the effectiveness of the e-module in enhancing critical thinking skills. The research findings indicate that: (1) The developed e-module is highly suitable for use in science education; (2) The developed e-module is practical for use in science education; (3) The developed e-module effectively enhances the critical thinking skills of junior high school students.
Virtual Laboratories Meet Eco-Critical Literacy: A Bibliometric Mapping of Science Education Landscapes Erni Dwiastuti; Asri Widowati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1071

Abstract

The rapid advancement of digital technology has transformed science education through virtual laboratories, offering interactive and safe learning environments. However, comprehensive studies mapping the specific convergence between virtual laboratory-based science learning, critical thinking, and eco-critical literacy remain limited. This study aims to map the research landscape of virtual laboratory-based science education related to critical thinking skills and environmental awareness through a bibliometric approach. Data were collected from Google Scholar using Publish or Perish, yielding 995 relevant publications analyzed via VOSviewer version 1.6.20 through co-occurrence, network, overlay, and density visualizations. The findings indicate that virtual laboratories have become a prominent theme in contemporary science education, with dominant keywords including virtual laboratory experiment, science process skill, critical thinking skill, scientific literacy, and environment. Network analysis identified six major research clusters representing learning outcomes, skills development, pedagogical approaches, emerging technologies, methodologies, and contexts. Furthermore, overlay and density visualizations revealed a significant shift from mere technology implementation toward competency development and sustainability-oriented learning, highlighting artificial intelligence, virtual reality, augmented reality, and environmental education as emerging themes with substantial future potential. In conclusion, this study contributes to a better understanding of virtual laboratory research development and proposes future research directions focusing on intelligent learning, immersive environments, critical thinking enhancement, and sustainability-oriented science education to foster eco-critical literacy.
Bridging Disciplinary Expertise and Innovative Instructional Design: A Bibliometric Mapping of Socio-Scientific Issues (SSI) Trends Dian Darliana; Asri Widowati
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1091

Abstract

Effective science education requires bridging disciplinary expertise with innovative instructional design, yet how Socio-Scientific Issues (SSI) are integrated into modern learning ecosystems remains fragmented. This study aims to map global research trends, thematic structures, and emerging gaps in SSI within science education through a comprehensive bibliometric approach to inform future pedagogical designs. Using Publish or Perish, a dataset of 1,000 articles published between 1958 and 2026 was retrieved, accumulating 330,947 citations. Co-occurrence analysis was conducted using VOSviewer on 5,504 identified terms, selecting 80 highly relevant terms grouped into four main thematic clusters representing social-policy issues, science education, conceptual foundations, and methodological approaches. Network visualization revealed science education as the central node connecting multidisciplinary themes, while overlay visualization demonstrated a clear temporal shift from early theoretical studies toward student-centered instructional practices and scientific literacy. Critically, density visualization exposed significant research gaps, including the limited integration of SSI into concrete instructional designs, insufficient focus on value-based dimensions, and a lack of context-specific practical implementations. This study concludes that to advance the Scholarship of Teaching and Learning (SoTL), future research must transition from descriptive data mapping to the creation of actionable, context-based instructional design models that effectively translate SSI into classroom practice, thereby enhancing students' scientific literacy and critical decision-making competencies within complex learning environments.
Integration of problem-based learning with digital technology in science learning for critical thinking skills Intan Yonsyah Intan; Asri Widowati
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 11 No 2 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.20878

Abstract

This study investigates the integration of Problem-Based Learning (PBL) with digital technology in science education and its potential to enhance students’ critical thinking skills in the 21st century. Using a systematic literature review, 28 studies published between 2005 and 2025 were analyzed through thematic analysis. The review shows a steady growth of research on digital PBL, demonstrating its effectiveness in promoting critical thinking, problem-solving, and creativity. Supporting factors include adequate digital infrastructure, school and teacher support, while barriers such as the digital divide, limited training, and cognitive overload remain challenges. Despite its promise, existing studies rarely adopt longitudinal designs and often lack standardized instruments for measuring critical thinking. The findings highlight that integrating Digital PBL offers a transformative approach to science learning, enabling more interactive and inclusive classrooms. Theoretically, this study reinforces constructivist perspectives by showing how digital PBL fosters active knowledge construction. Practically, it provides insights for policymakers and educators to strengthen teacher training, improve infrastructure, and design more robust frameworks for sustainable digital PBL implementation.
Co-Authors Adytianto, Eka Agus Widyianto Agusta, Fauji Ahmet Selçuk AKDEMİR Aisyah Rohmatunnisa Aminatun, Tien Ananda Dyah Khairunnisa Anggoro Fajar Dwi U Anggrek sinta sari Ani Nurhidayanti Anni Zahara Putri Annis Septidiani Annisa Setiawan Ardya Fatma Winarni Arif Rohman Arifiana, Indri Arina Zaida Ilma Ariswan Ariswan Arrozi, Wahyu Arti, Yuli Aryani, Fella Assagaf*, Muhammad Dzulfikar Astuti Wijayanti Autchariya Krautharot Ayu Latiefah Eka Wahyuni Ayu Berk İlhan Cahyorini Kusumawardani Dadan Rosana Damayanti, Herlina Defris Hanindya Edwiyan Pradana Desi Ramadhanti Devhia Riska Noviati Dewi Khoirun Nisa Dewi Liesnoor Setyowati Dewi Luthfiana Dian Darliana Didik Setyowarno Dita Ardwiyanti Dita Puji Rahayu Doni Dwi Hartanto Dony Auliya Arrohman Eiftien Yuliar Rasyidin Eka Rachmawati Eko Hari Sutanto Eko Prasetyo Eko Widodo Ekosari Roektiningrum, Astuti Himmatul Hasanah Erfan Priyambodo Erni Dwiastuti Erwim Setyo kriswanto Ester Maria Christia Tomasoa Fahrezy, M. Fairuz Zakirah Fandi, Real Fatih Can Fatikha Rahmah Feby Permata Sari Fikri Natadiwijaya Firman Mohamad Rizky Fitria Lafifa Fitriana, Rosda Laila Gani, Abdul Habibatul Unayah Handayani Dwi Handayani, Danik Triyas Hastati Widyaningrum Heni Winahyuningsih Hentrista Rahma Wardhani Heri Franata Sitorus Herlambang Nugroho Hery, Rochmad Hery Prawoto Ibnu Siswanto Ibrahim Pandu Ame IGP Suryadarma Indriana, Romi Insih Wilujeng Intan Yonsyah Intan Ismail Fikri Natadiwijaya Jaslin Ikhsan Jihan Jihannita Joko Sudomo Juli Astono Jumadi Jumadi Kun Sri Budiasih Kurnia Rusmawati Kustanti, Fera Kuswarsantyo Lady Wahyu Hapsari Laifa Rahmawati Laifa Rahmawati, Laifa Laila Katriani Lilik Kurniawan Listina Widiastuti Lutfany Latifatur Rachman Lutfi Yunial Ismi M Noor A Azman M. Luthfi Hakim Maryanto, Allesius Maulina Jazhilatul Khikmiah Mega Indah Puspita Sari Mingchang Wu Minta Harsana Mirsya Adelia Moh. Khairudin Muhammad Aris Aris Muhammad Hasan Muhammad Rasyid Muhkamad Wakid Muhkamad Wakid Musdalifah Musdalifah Mustofa Mustofa Natadiwijaya, Ismail Fikri Novia Budiarti Nur Kadarisman Nur Muhammad, Fikri Nur Rokhanah Nur Wijayanto Nurkhasanah, Ema Nurmaliasari, Nurmaliasari Nurwulan, Wening Odessa D. Aberilla Öznur ATAŞ AKDEMİR Paidi Paidi Paidi Paidi Pamungkas, Oky Panggih Priyambodo Pargusta, Purnamasari Parmin Parmin Paryanto Permata, Riska Ayu Pratiwi, Reni Indah Ayu Prayogi, Dwi Prayogi Purba Risma Sutikno Purwanti Widhy Hastuti Purwati, Umi Shalihah Putri Putri Anjarsari Rachman, Novita Amalinda Rahmat, Yudist Prasetyo Rahmi Faradisya Ekapti Revita Rizky Ariefia Rizkyanto, Willy Ihsan Sabar Nurohman Sabar Nurohman Sabar Nurohman Sabar Nurohman Sabrina Aisyah Sadewo, Muhammad Ali Imron Saputra, Ahmad Sarah Rahmawati Setyaningsih, Ari Setyo kriswanto, Erwim Setyowarno, Didik Setyowarno, Didik Sholikhah, Annisa Fitri Sinta Aulia Devi Maharani Siti Fatimah Az-Zahro Sri Jumini Sri Rejeki Sukarni Hidayati Sunarta Suratsih Suratsih Susanto, Eko Hari Suyanta Suyanta Suyoso . Suyud Suyud Suyud, Suyud Tianna, Elsa Titik Krisnawati Titik Krisnawati Tri Sulis Setyawati Tutiek Rahayu Utami, Danik Noor Victor Oluwatosin Ajayi Wahyu Marliyani Wahyudi Wahyudi Wibowo, Widodo Setiyo Widodo Setiyo Wibowo Widodo Setyo Wibowo Widyangrum, Hastati Winarto WINARTO Winarto Winarto Winarto Winarto Wirawan Fadly Wulan Ambar Pratiwi Yoga Guntur Sampurno Yogi Irawan, Adhe Yuni Wibowo Yuni Wibowo Yuni Wibowo Yunus, Sitti Rahma Yusuf Kurniawan Zafaron Wasillah Khajati Zuhdan Kun Prasetyo