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All Journal EDUSAINS Berkala Ilmiah Pendidikan Fisika Vidya Karya JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Teknologi Bubungan Tinggi: Jurnal Pengabdian Masyarakat Didaktika: Jurnal Kependidikan International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Literasi Pendidikan Fisika (JLPF) Jurnal Materi dan Pembelajaran Fisika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Abdul Hakim
Program Studi Pendidikan Fisika, FKIP Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Promoting Student Performance in STEM EDP Model on Climate Change Topics Vika Yulinda Antika; Nurul Fitriyah Sulaeman; Abdul Hakim
Vidya Karya Vol 38, No 2 (2023): OCTOBER 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v38i2.17447

Abstract

Performance assessment is an authentic assessment that can be done with various kinds of assessments such as written assessments, observation, and assignments that can provide better feedback on performance and skills. Learning using STEM-EDP model is a learning that encourage students enggagement and in line with performance assessment. The topic in this lesson is climate change, that is relate with with global issue and suitable for STEM-EDP learning. The purpose of this study was to find out how the performance assesment category of class VII F students at Public Junior Highschool in Samarinda. This research uses a quantitative descriptive approach. The sample of this research was 31 students who were taken by cluster random sampling technique. The instruments used in this study were student worksheets and student performance rubrics. The results of the study obtained a process performance value of 78.3 and 78.6 which describes the process performance in the good category. The product performance values are 81.3 and 83.9 which fall into the very good category.The performance of students need to be promoted by more STEM EDP learning especially in junior high school level.
Performance Assessment in STEM Projects: Publication Trends Annisa Salsabila; Nurul Fitriyah Sulaeman; Zulkarnaen Zulkarnaen; Abdul Hakim
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.102633

Abstract

In line with the global spread of Science-Technology-Engineering-Mathematics (STEM) education, increasing attention has been given to appropriate forms of assessment. Among various approaches, performance assessment is argued to be particularly suitable for evaluating STEM learning processes. This study aims to analyze publication trends and assessment approaches in performance assessment within STEM projects between 2015 and 2025. Using a Systematic Literature Review (SLR) method, 50 peer-reviewed articles retrieved from Scopus and Google Scholar were examined through thematic analysis, based on defined inclusion and exclusion criteria. The review identified key themes, methodologies, geographic distributions, and gaps in the literature. The findings reveal a significant increase in publications in 2021, reflecting growing academic interest in authentic evaluations of 21st-century skills. Authentic assessment approaches such as performance rubrics, digital portfolios, and direct observation dominate the field. Geographically, South Asia shows the highest number of publications on this topic. However, explicit theoretical integration, validation and reliability of instruments, and teacher involvement in assessment design remain limited. These findings highlight the need to strengthen theoretical foundations, participatory approaches, and methodological rigor in developing contextual and sustainable performance assessments for STEM education. By addressing these gaps, this study contributes to guiding educators, policymakers, and researchers in designing assessment practices that effectively align with the planning, implementation, and evaluation stages of STEM learning.
Re-focusing School Curriculum: Shaping Educational Vision Around the New Capital City of Indonesia Abdul Hakim; Susilo Susilo; Atin Nuryadin; Yuni Utami Asih; Sudarman Sudarman; Khusnul Khotimah; Nurul Fitriyah Sulaeman
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17350

Abstract

Human resource development is a key focus in the development of the Indonesian capital city. Elementary and secondary schools in Sepaku Regency, Penajam Paser Utara Regency, are the closest buffer zone to the New Capital City. Therefore, the quality of these schools is crucial in facilitating the development of the younger generation around the New Capital City. Adjustments to curriculum documents serve as guidelines for school administration, ensuring the quality of educational services provided. Therefore, training and mentoring in school curriculum development are crucial and have become the aim of this program. The method of this mentoring program was implemented through five phases from 2024 to 2025, with 12 elementary schools and two junior high schools in Sepaku District participating. The mentoring result demonstrated that each school was able to create comprehensive and aligned curriculum documents with a focus on in-depth learning. Challenges encountered during the training process included changes in the number of school representatives present at the training and mentoring activities. In early 2025, there was a shift in the curriculum guidelines toward in-depth learning. The finalization process for mentoring, incorporating key elements of in-depth learning into the curriculum documents, has been completed. It can be concluded that mentoring could support schools to re-focus their curriculum. 
Co-Authors Annisa Salsabila Asih, Yuni Utami Atin Nuryadin Benyamin Matius Charlos Falentino Damayanti, Puardmi Daniel Tarigan Daniel Tarigan Darmadianingsih Dhia Istiqamah Elsje T. Maasawet Elsje Theodora Maasawet Erniaty Simanjuntak Evanita Mutang Fitrah Wulansari Ramadhany Herliani Herliani Ince Raudhiah Zahra Irma Puspita Khairunnisa Krishna Purnawan Candra Krisnha P. Candra Lambang Subagiyo Lambang Subagyo Linda Purnamasari M. Junus M. Khairul Ali Hanif Masitah - Muh. Amir Masruhim Muhammad Junus Muhammad Junus Muhammad Nur Mannan Muliati Syam Nita Rananda Nurti Yanti Nurul F. Sulaeman Nurul Fitriyah Sulaeman, Nurul Fitriyah Nurul Sulaeman Octaviani Mutmainah Rani Rofidah Resi Mandalia Ricky Andrian Rini Asriani Riskan Qadar Shelly Efwinda Siti Qusnul Khotimah Sonia Ayu Riani Sonja V.T Lumowa Sudarman Susilo Susilo Tyas Renanda Nurtasya Tyass Bella Pratiwi Vandalita M.M Rambitan Vika Yulinda Antika Vila Wahyu Ardila Visyam Yusak Hudiyono Yusak Hudiyono, Yusak Zulkarnaen Zulkarnaen Zulkarnaen