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All Journal Phenomenon : Jurnal Pendidikan MIPA JURNAL PENDIDIKAN MIPA Indonesian Science Education Research (ISER) Jurnal Kajian Pendidikan IPA Jurnal Literasi Pendidikan Fisika (JLPF) Vokatek : Jurnal Pengabdian Masyarakat Eduscape: Journal of Education Insight Jurnal Pengabdian Isola
Andinisa Rahmaniar
Pendidikan IPA, Universitas Garut
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Mathematics Physics Social Sciences Other

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Efektivitas model PjBL berbasis STEAM (Science, Technology, Engineering, Art, and Mathematics) untuk meningkatkan keterampilan berpikir kritis siswa Sofia Almarwah; Andinisa Rahmaniar; Shinta Purnamasari
Jurnal Kajian Pendidikan IPA Vol 5 No 1 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i1.42451

Abstract

Effectiveness of STEAM-based PJBL Learning Model (Science, Technology, Engineering, Art, and Mathematics) to Improve Students' Critical Thinking Skills. One of the goals of national education in the 21st century was to make students who have critical thinking skills. However, there are still many facts that students' critical thinking skills in Indonesia are still low. Therefore, renewal in learning was needed to improve these critical thinking skills. This study aims to determine the effectiveness of the PjBL-STEAM learning model in improving students' critical thinking skills and the improvement of critical thinking skills in each indicator. This research used quantitative method with pre-experimental design with one group pretest-posttest type. The subjects in this study were VIII grade students in one of the junior high schools in Garut Regency who had not learned the material of effort and energy and had never applied the PjBL-STEAM learning model. The instrument used was a description question with a total of 13 questions to measure critical thinking skills based on the indicators put forward by Ennis with a validity result of 0.51 and reliability of 0.78. The data collection techniques used were interviews, tests, namely pretest and posttest. The results of data analysis showed an increase in the average score from pretest to posttest by 48.5. The N-Gain test showed a value of 0.71 with a high category, which means that PjBL-STEAM learning is able to improve students' critical thinking skills, with the results of the indicator providing a simple explanation experiencing the highest increase with an N-Gain value of 0.71, and the conclusion indicator experiencing the lowest increase with an N-Gain value of 0.67. These findings support the used of the PjBL-STEAM model as an innovative approach to the creation of learning experiences that are relevant to everyday life. . Keywords : PjBL-STEAM, Critical Thinking, Works, Energy
Pengembangan modul berbasis multirepresentasi berorientasi keterampilan argumentasi pada topik kalor Pina Musdalipah; Dudung Abdurrahman; Andinisa Rahmaniar
Jurnal Kajian Pendidikan IPA Vol 4 No 1 (2024): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi13351

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran yang berbasis multirepresentasi dan berorientasi pada keterampilan argumentasi pada topik kalor. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan 4D yang dimodifikasi menjadi 3D terdiri dari tahap define, tahap design, dan tahap develop terbatas yaitu pengujian kelayakan produk yang dikembangkan. Penelitian ini melibatkan siswa kelas VII SMP sebagai sampel penelitian. Instrumen yang digunakan berupa lembar validasi bahan ajar diisi oleh dosen ahli dan guru IPA. Hasil pengisian lembar validasi tersebut dianalisis dengan menghitung presentase kelayakan lalu dikategorikan dalam rentang presentase kelayakan bahan ajar. Hasil penelitian yang diperoleh melalui uji kelayakan aspek materi, penyajian, dan bahasa dalam tahap develop terbatas menunjukan bahwa pengembangan modul berbasis multirepresentasi keterampilan argumentasi pada topic kalor memiliki kategori layak. Berdasarkan hasil tersebut dapat disimpulkan bahwa bahan ajar berupa modul yang dikembangkan dapat digunakan dalam proses pembelajaran. 
Efektifitas LKPD berbasis problem based learning untuk meningkatkan literasi sains siswa pada materi pemanasan global Mutia Asma Sidik; Abdul Latip; Andinisa Rahmaniar
Jurnal Kajian Pendidikan IPA Vol 5 No 1 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i1.42340

Abstract

The Effectiveness of LKPD based on Problem Based Learning to Improve Students' Science Literacy on Global Warming Materials. One of the skills that students must have in the 21st century is science literacy skills. However, based on data, the science literacy of Indonesian students is relatively low. With that, it is necessary to improve the quality of learning, one of which is the use of teaching materials such as LKPD (Student Worksheet). This study aims to determine the effectiveness of PBL-based LKPD in improving students' science literacy. Furthermore, the method applied is Pre-experimental with a One Group Pretest-Posttest design. The research sample used was classes VII-D which amounted to 35 students in junior high schools in Garut Regency. The instruments used in this study were in the form of science literacy-based questions as many as 21 multiple-choice questions. The data analysis used was in the form of N-Gain score calculation to determine the effectiveness of PBL-based LKPD. The results obtained show that PBL-based LKPD has high effectiveness in improving science literacy in aspects of science knowledge and science competence. Furthermore, the results of the calculation on content knowledge obtained a high category N-Gain with a score of 0.83, then the epistemic knowledge indicator obtained a moderate category N-Gain with a score of 0.74, and procedural knowledge obtained a medium category with a score of 0.57. Meanwhile, the indicator explains that the scientific phenomenon obtained an N-Gain result of 0.48 with the medium category, and for the indicator to interpret data and facts scientifically of 0.58 (medium category). Thus, results were obtained that showed that PBL-based LKPD has the effectiveness of increasing science literacy on global warming materials. Key word: Science Literacy, LKPD, Pemanasan Global, Problem Based Learning
Gamification and Student Engagement: Evidence, Challenges, and Future Directions Asep Irvan Irvani; Andani Putri Dewi; Aditia Gustiana Gunawan; Andinisa Rahmaniar
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : PT Penerbit Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.937

Abstract

This narrative review explores gamification as a pedagogical strategy in higher education, highlighting its role in improving student engagement, learning outcomes, and motivation. Literature was collected from Scopus, Web of Science, ERIC, and Google Scholar using keywords such as “gamification and student engagement,” “game-based learning in higher education,” and “gamification and learning outcomes.” Inclusion criteria emphasized empirical and theoretical studies published between 2010 and 2025. Findings show that gamification enhances participation, satisfaction, and academic performance by fostering both intrinsic and extrinsic motivation. Comparative evidence indicates stronger results in developed countries supported by robust digital infrastructure, while limited resources constrain adoption in developing regions. Cultural contexts also matter: competitive elements thrive where recognition is valued, while collaborative gamification proves more effective in cooperative cultures. The results align with Self-Determination Theory and Flow Theory, demonstrating how gamification supports autonomy, competence, and deep engagement. Challenges remain in ensuring equitable access, sustaining long-term impact, and addressing design limitations. Policy support through infrastructure, teacher training, and institutional investment is crucial. Future research should emphasize longitudinal evaluations, adaptive frameworks, and low-tech innovations to foster inclusivity and sustainability. Overall, gamification holds significant potential to transform higher education when integrated thoughtfully within systemic and cultural contexts
Co-Authors Abdul Latief Abdul Latip Abdul Latip Aditia Gustiana Gunawan Ai Intan Nuraimas Andani Putri Dewi Aristo Hardinata Asep Irvan Irvani B Burhanudin Devi Permatasari Dudung Abdurrahman Dudung Abdurrahman Hani Agnesti Iskandar Kanta Dinata Mariam Hoerunnisa Mutia Asma Sidik Pina Musdalipah Putri Nurul Fitriyyah Refa Fatmah Reka Nurjanah Rini Sumartini Selly Selpiana Shinta Purnamasari Sofia Almarwah Wiwit Yuli Lestari Wiwit Yuli Lestari