Article Per Year (5 Year)
p-Index From 2021 - 2026
7.588
P-Index
This Author published in this journals
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

Published : 107 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 107 Documents
Search

 7   8   9   10   11 
KEMAMPUAN PEDAGOGICAL CONTENT KNOWLEDGE GURU SMK DALAM PENYUSUNAN RPP ESTIMASI BIAYA KONSTRUKSI Heri Franata Sitorus; Asri Widowati; Doni Dwi Hartanto; Willy Ihsan Rizkyanto; Anni Zahara Putri; Defris Hanindya Edwiyan Pradana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran 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/learning.v6i2.9141

Abstract

Pedagogical Content Knowledge (PCK) is a key competence in vocational education, as it requires the integration of subject matter mastery and contextualized pedagogical strategies. In the subject of Construction Cost Estimation (CCE), the quality of Lesson Plan development is strongly determined by teachers’ PCK ability. This study aims to describe the PCK ability of CCE teachers in public vocational high schools in the Special Region of Yogyakarta in developing Lesson Plans, viewed from teacher certification status and school accreditation level. This study employed a quantitative descriptive approach involving 16 CCE teachers from A- and B-accredited public vocational schools. Data were collected using a validated and reliable PCK questionnaire (Cronbach’s Alpha = 0.82) and supported by classroom observations. Data analysis was conducted using descriptive statistics and an independent samples t-test. The results show that the PCK ability of CCE teachers is generally categorized as good (87.50%). The mean score of teachers in A-accredited schools was 73.33, while those in B-accredited schools obtained a mean score of 72.50. Certified teachers achieved a mean score of 73.63, whereas non-certified teachers scored 72.00. Statistical testing indicates no significant differences in PCK ability based on school accreditation (Sig. = 0.863) or teacher certification status (Sig. = 0.716). These findings suggest that the relatively equal distribution of PCK ability may be influenced by collaborative practices within the Subject Teacher Forum (MGMP). Strengthening teachers’ PCK should therefore focus on developing more contextual and innovative instructional strategies rather than merely standardizing lesson planning documents. ABSTRAK Pedagogical Content Knowledge (PCK) merupakan kompetensi kunci dalam pembelajaran vokasi karena menuntut integrasi antara penguasaan materi dan strategi pedagogis yang kontekstual. Pada mata pelajaran Estimasi Biaya Konstruksi (EBK), kualitas Rencana Pelaksanaan Pembelajaran (RPP) sangat ditentukan oleh kemampuan PCK guru. Penelitian ini bertujuan untuk mendeskripsikan kemampuan PCK guru EBK di SMK Negeri Daerah Istimewa Yogyakarta dalam menyusun RPP, ditinjau dari status sertifikasi pendidik dan akreditasi sekolah. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan subjek 16 guru EBK dari SMK Negeri berakreditasi A dan B. Data dikumpulkan melalui angket PCK yang tervalidasi dan reliabel (Cronbach’s Alpha = 0,82) serta observasi pembelajaran. Analisis dilakukan menggunakan statistik deskriptif dan uji independent t-test. Hasil penelitian menunjukkan bahwa kemampuan PCK guru EBK berada pada kategori baik (87,50%), dengan rata-rata skor sekolah berakreditasi A sebesar 73,33 dan akreditasi B sebesar 72,50. Guru bersertifikasi memiliki rata-rata 73,63, sedangkan guru belum bersertifikasi 72,00. Uji statistik menunjukkan tidak terdapat perbedaan signifikan kemampuan PCK berdasarkan akreditasi sekolah (Sig. = 0,863) maupun status sertifikasi pendidik (Sig. = 0,716). Temuan ini mengindikasikan bahwa pemerataan kemampuan PCK dipengaruhi oleh kolaborasi melalui MGMP. Penguatan PCK perlu diarahkan pada pengembangan strategi pembelajaran EBK yang lebih kontekstual dan inovatif, tidak hanya pada keseragaman perangkat pembelajaran.
Ethnoscience-Based Digital Learning Media in Science Learning for Junior High School Students: A Systematic Review of the Literature Dewi Khoirun Nisa; Fikri Natadiwijaya; Asri Widowati
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3176

Abstract

Ethnoscience-based digital learning media in science learning is an innovation that integrates science with local culture. This study aims to identify what digital media are used to integrate ethnoscience, relevant science topics, impact on aspects of learning outcomes, and challenges in implementing ethnoscience-based digital media through a systematic literature review using the PRISMA guide. Of the 271 articles identified, 13 articles were selected based on inclusion and exclusion criteria. The results of the study show that ethnoscience-based digital media is effective in improving concept understanding, science literacy, science process skills, motivation, environmental literacy and cultural literacy. The integration of local culture in digital media helps students connect science concepts with everyday life, thus creating more relevant and meaningful learning. However, challenges such as limited technological infrastructure, teacher readiness, and student adaptation to digital learning are still major obstacles. Collaboration between educators, educational institutions, and governments is needed to overcome these constraints, by providing adequate training and resources.
The Effectiveness of an Ethnoscience-based STEAM E-Module on the Theme of Kasongan Pottery Towards Students’ Creative Thinking Skills and Cultural Literacy Revita Rizky Ariefia; Asri Widowati
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 2 (2026): In Press - July
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i2.10392

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas e-modul IPA berpendekatan etnosains-STEAM dengan tema pembuatan Gerabah Kasongan sebagai inovasi pembelajaran abad ke-21 dalam mengembangkan keterampilan berpikir kreatif dan literasi budaya peserta didik SMP. Pembelajaran dirancang secara kontekstual dengan mengintegrasikan konsep suhu dan kalor ke dalam proses pembuatan gerabah Kasongan, sehingga mengaitkan pengetahuan ilmiah dengan kearifan lokal.Variabel terikat pertama dalam penelitian ini adalah keterampilan berpikir kreatif, yang diukur melalui empat indikator, yaitu kelancaran (fluency) dalam menghasilkan banyak ide, keluwesan (flexibility) dalam memberikan beragam sudut pandang dan solusi, keaslian (originality) dalam menghasilkan gagasan yang unik dan berbeda, serta elaborasi (elaboration) dalam mengembangkan dan merinci ide secara mendalam.Variabel terikat kedua adalah literasi budaya, yang mencakup indikator memahami kompleksitas budaya, memiliki kecakapan untuk mengaji dan mengonstruksi atribut budaya, serta memiliki kepedulian terhadap atribut budaya. Literasi budaya diarahkan agar peserta didik mampu mengenali, memahami, dan menghargai keberagaman budaya sebagai bagian dari identitas bangsa. Sebagai variabel bebas, e-modul IPA berbasis STEAM etnosains dikembangkan dengan mengintegrasikan unsur Science, Technology, Engineering, Arts, dan Mathematics yang dipadukan dengan pendekatan etnosains. E-modul ini memuat aktivitas pembelajaran berbasis budaya lokal, multimedia interaktif, serta tugas yang mendorong keterlibatan aktif dan pembelajaran mandiri peserta didik.
Meninjau Kembali Pembelajaran Mendalam Berbasis STEM dalam Pendidikan Ketahanan Pangan: Suatu Tinjauan Sistematis terhadap Dampaknya pada Literasi Sains dan Efikasi Diri Eiftien Yuliar Rasyidin; Asri Widowati; Winarto
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15022

Abstract

This study aims to synthesize research on STEM-based deep or meaningful learning in food security and sustainability education, with a particular focus on its relationship with scientific literacy and self-efficacy. A systematic literature review was conducted using the PRISMA 2020 framework across Scopus, ERIC, Google Scholar, and SINTA-indexed sources. The screening process resulted in nine core studies that met the predefined inclusion criteria. The findings reveal that existing research is structurally fragmented across three domains: contextual STEM learning, pedagogical processes, and cognitive–affective outcomes. While STEM-based learning is widely applied in sustainability contexts, food security is predominantly treated as a thematic background rather than an epistemic learning domain. Furthermore, scientific literacy and self-efficacy are typically examined as separate constructs, limiting the understanding of how cognitive and affective dimensions interact in learning processes. In response to these gaps, this study proposes an integrative framework that connects food security as an epistemic context, STEM as an interdisciplinary structure, deep learning as a cognitive mechanism, and scientific literacy and self-efficacy as interconnected outcomes. In conclusion, this study highlights the need for integrative, context-driven STEM learning models to support meaningful and transferable learning in sustainability education.
Disparitas Afektif–Kognitif dalam Pembelajaran IPA Berorientasi Keberlanjutan Berbasis Kearifan Lokal Baduy Eiftien Yuliar Rasyidin; Asri Widowati; Ismail Fikri Natadiwijaya
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15241

Abstract

Environmental crises require science education to develop not only environmental awareness but also students’ ability to reason about complex socio-ecological systems. This study aimed to analyze students’ Socio-Ecological Reasoning (SER) and Environmental Attitudes (EA) within contextual science learning based on Baduy local wisdom. A descriptive correlational quantitative approach was employed involving 30 seventh-grade students selected through purposive sampling. Data were collected using an essay-based SER test and a Likert-scale EA questionnaire and analyzed descriptively and inferentially using SPSS. The findings showed that students’ Environmental Attitudes were very high (M = 4.40), while Socio-Ecological Reasoning remained moderate (M = 3.07), indicating an affective–cognitive disparity. Pearson correlation analysis revealed a weak and non-significant relationship between both variables (r = 0.12; p > 0.05). This disparity suggests that contextual learning based on local wisdom effectively strengthens environmental values and awareness but has not fully facilitated systems thinking and higher-order reasoning skills, possibly because learning practices still emphasize value internalization more than analytical exploration. Therefore, science learning should integrate phenomenon-based and systems-oriented approaches that explicitly connect local wisdom with scientific inquiry to strengthen both affective and cognitive domains in sustainability-oriented education.
Advancing SDGs-oriented Science Learning through Ethno‑STEAM‑PjBL: An Integrative Review of Scientific Literacy and Environmental Attitudes Firman Mohamad Rizky; Asri Widowati; Sabar Nurohman; Winarto
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15512

Abstract

This integrative literature review examines how Ethno‑STEAM integrated with Project‑Based Learning (Ethno‑STEAM‑PjBL) supports scientific literacy and environmental attitudes in science education. Literature was collected from Google Scholar, SINTA-indexed journals, Scopus, and ERIC databases using keywords related to ethnoscience, Ethno‑STEAM, Project‑Based Learning, scientific literacy, environmental attitudes, and science education. Sixteen empirical studies published between 2017 and 2025 were selected based on predefined inclusion and exclusion criteria and analyzed using narrative thematic synthesis. The findings revealed four major themes. First, Ethno‑STEAM‑PjBL is characterized by authentic cultural contexts, interdisciplinary integration, project-based learning, and active student participation. Second, scientific literacy outcomes consistently improved, with reported N‑gain values ranging from 0.20 to 0.71 and significant intervention effects (p < 0.05) in several studies. Third, environmental attitudes improved from moderate to high categories, with reported gains including n‑Gain values of 0.38 and significant improvements in ecological attitude measures (p < 0.001). Fourth, the synthesis identified five SDGs-oriented instructional design principles: contextualization, interdisciplinary integration, project orientation, sustainability orientation, and student agency. Overall, the evidence suggests that Ethno‑STEAM‑PjBL provides a promising framework for contextual and sustainability-oriented science learning by simultaneously strengthening scientific literacy, environmental responsibility, and SDGs-related competencies.
PENGEMBANGAN BUKU SISWA DISCOVERY DEEP LEARNING BERBASIS POTENSI LOKAL POHON MAYANG UNTUK LITERASI SAINS DAN KOMUNIKASI ILMIAH SISWA SMPN 1 HUAMUAL BELAKANG Ester Maria Christia Tomasoa; Winarto Winarto; Asri Widowati
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 3 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/eduproxima.v8i3.9834

Abstract

Penelitian ini bertujuan untuk mengembangkan buku siswa berbasis Pembelajaran Dalam yang Terintegrasi dengan potensi lokal pohon Mayang, dan untuk mengevaluasi kelayakannya, praktiknya, dan efektivitasnya dalam meningkatkan literasi sains dan komunikasi ilmiah siswa sekolah menengah pertama. Penelitian ini menggunakan metode Penelitian dan Pengembangan (RD) dengan model ADDIE yang terdiri dari analisis, perancangan, pengembangan, implementasi, dan evaluasi. Uji coba produk dilakukan pada siswa kelas tujuh sekolah menengah pertama (SMP) dengan desain kelompok kontrol non-ekivalen pretest–posttest. Instrumen penelitian terdiri dari lembar validasi ahli, kuesioner keterbacaan siswa, kuesioner praktik guru, tes literasi sains, dan lembar observasi komunikasi ilmiah. Data dianalisis menggunakan analisis deskriptif dan inferensial, termasuk perhitungan N-Gain, uji t sampel independen, dan ukuran efek. Hasil penelitian menunjukkan bahwa buku siswa yang dikembangkan sangat layak digunakan berdasarkan validasi ahli untuk subjek (97,73%) dan media (93,10%). Uji keterbacaan siswa (91,17%) dan praktik guru (95,80%) berada di kategori sangat baik. Uji efektivitas menunjukkan bahwa peningkatan literasi sains dan komunikasi ilmiah siswa di kelas eksperimen lebih tinggi dibandingkan di kelas kontrol, dengan ukuran efek yang besar. Oleh karena itu, buku siswa berbasis pembelajaran-dalam dengan potensi lokal pohon Mayang terbukti layak, praktis, dan efektif dalam meningkatkan literasi sains dan komunikasi ilmiah siswa melalui pembelajaran yang bermakna dan kontekstual.
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