Article Per Year (5 Year)
p-Index From 2021 - 2026
2.906
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan IPA Indonesia Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Bioedukasi: Jurnal Pendidikan Biologi JUPE : Jurnal Pendidikan Mandala Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research International Journal of Education, Culture, and Society Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif IJIS Edu : Indonesian Journal of Integrated Science Education Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Tri Jalmo
Prodi Pendidikan Fisika, FKIP, Unila Bandar Lampung, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 26 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 26 Documents
Search

 1   2   3 
The PRISMA-E’xi Learning Model in Practice: Insights from a Limited Trial in Senior High School Physics Learning Diani, Rahma; Viyanti, Viyanti; Jalmo, Tri; Lengkana, Dewi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28169

Abstract

The PRISMA-E’xi learning model integrates multiple-representation approaches, the engineering design process (STEM), and strategies designed to enhance students’ creative problem-solving skills. This study aimed to evaluate the model’s practicality through an initial implementation in senior high school physics instruction. A quantitative descriptive design was employed at the developmental research limited-trial stage, involving one tenth-grade class at SMA Gajah Mada Bandar Lampung across six instructional sessions. Data were collected through validated observation sheets assessing model implementation, teacher performance, and student activities, as well as questionnaires measuring teacher and student responses. The findings demonstrated high practicality, with implementation scoring 91.17%, teacher performance 92.31%, and student activity 88.33%, all categorized as “Excellent.” Teacher and student responses were overwhelmingly positive, with agreement levels of 98.00% and 98.95%, respectively. Although minor technical refinements were suggested, the core structure of the model remained intact and ready for broader deployment. Overall, the results indicate that PRISMA-E’xi is highly implementable, well-received, and holds strong potential to enhance student engagement and higher-order thinking in physics learning while providing teachers with a structured framework that supports 21st-century skills development.
Improving critical thinking skills through the implementation of E-worksheets based on differentiated PjBL-STEM Meirawati, Kesi; Abdurrahman; Jalmo, Tri
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.799

Abstract

Background: Critical thinking is an important skill because it involves reasoning and logic in problem solving efforts. Although it is important, it turns out that students’ critical thinking skills are currently still low. Aims: This study aims to describe the practicality and effectiveness of e-worksheets based on Differentiated PjBL-STEM to improve critical thinking skills. Methods: This research is a Research and Development that refers to the Borg and Gall model. The population is all grade IX students at one of the junior high schools in Tanjung Bintang District. Research instruments were questionnaires for the needs of educators and students, questionnaires for validating e-worksheets by experts, questionnaires for responding educators and students, pretest-posttest, critical thinking skills data analysis techniques using t-test. Result: The validation results of e-worksheets for the suitability of content, attractiveness, and readability obtained an average of 88.35%, meaning that e-worksheets is valid, while the educator’s response was 98.29%, the average student response for the attractiveness and readability aspects was 96.11%, meaning that e-worksheets is practically. The results of the t-test sig.2 tailed value of 0.000 mean that the average critical thinking skills in the experimental class are higher than those in the control class. This is supported by an effect size of 1.29 which is categorized as “large”. Conclusion: Differentiated PjBL-STEM-based e-worksheets effectively improve students critical thinking skills with a significant impact on tolerance of differences in student learning readiness. Therefore, differentiated PjBL-STEM learning is important to implement in schools, especially project-based learning that is relevant to the real world.
Creative Thinking Skills in Science Education: A Prisma-based Systematic Literature Review Puspita, Laila; Abdurrahman, Abdurrahman; Jalmo, Tri; Maulina, Dina; Komarudin, Komarudin; Suherman, Suherman; Luthfi, Nurrana Fitria
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.822

Abstract

Creative thinking skills are widely discussed in science education research, yet their conceptualization, pedagogical treatment, and measurement still show methodological diversity. This study systematically synthesizes recent studies on creative thinking skills in science education, focusing on learning strategies, learning media, and assessment instruments. A systematic literature review (SLR) using the PRISMA framework was conducted on 23 Scopus-indexed publications from 2019–2022. The results indicate that most studies position creative thinking skills as a learning outcome embedded in instructional innovation rather than as an independent construct. STEM-oriented learning, technology-assisted learning, problem-based learning, and inquiry-based learning are the most frequently explored contexts. However, the literature is dominated by qualitative and descriptive research, with limited comparative or experimental evidence. Variation in definitions and measurements also persists, often overlapping with related constructs such as critical thinking. Overall, this review reveals rich pedagogical innovation but limited methodological consistency and analytical rigor. The findings highlight the need for clearer construct boundaries, more robust research designs, and better alignment between learning strategies and validated instruments. This review contributes to mapping research patterns and identifying gaps for future empirical studies in creative thinking skills in science education
Transformasi Pedagogis Guru IPA: Implementasi Lokakarya Deep Learning untuk Pemberdayaan Keterampilan Abad 21 Hasnunidah, Neni; Jalmo, Tri; Lengkana, Dewi; Diawati, Chansyanah; Sylvia Dewi, Pramita
Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): RUANG PENGABDIAN: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/rp/v5i2.hal.76-88

Abstract

Curriculum transformation requires science teachers to master innovative learning design, but competence in applying Deep Learning approaches and 21st century skills assessment remains a challenge. This service aims to improve the understanding of junior high school/MTs science teachers about the philosophical foundations of deep learning, curriculum analysis and essential science content to support in-depth science learning, design science learning with a deep learning approach, and design a deep learning-oriented science learning assessment that integrates 21st Century Skills and SDGs issues. This activity was carried out using a participatory and reflective workshop method to 30 science teachers Junior High School/MTs which are members of the Subject Teacher Conference of Pringsewu and South Lampung Regencies. Program evaluations use the CIPP model that measures competency improvement through context, input, process, and product analysis. The results of the activity showed a significant increase in the understanding of the workshop participants. The final test results with good criteria on all training materials increased by 64.75% from the initial test results with poor criteria. The response of the participants was very positive with an average of 60% stating that this activity was beneficial and improved their professionalism. The workshop was shown to be effective in supporting teachers' pedagogical transformation, with the implication that similar approaches can be replicated for sustainable professional development on a wider scale.
Collaborative Problem Solving Oriented Education for Sustainable Development: Its Impact on Critical Thinking Skills and Sustainability Awareness Priadi, Median Agus; Jalmo, Tri; Marpaung, Rini Rita T.; Dewi, Pramita Sylvia; Qonita, Salma
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.9082

Abstract

This research aims to determine the influence of the Education for Sustainable Development-oriented Collaborative Problem Solving model on Critical Thinking Skills and Sustainability awareness at MAN 1 Metro in 2024/2025 on ecosystem material. The population in this study were all class X students at MAN 1 Metro. The research sample was students in class X-1 as the experimental class and X-2 as the control class with the sampling technique being purposive sampling. This research is quantitative research with a quasi-experimental design. Data collection was obtained through pretest-posttest and sustainability awareness questionnaires. The type of data used is quantitative data in the form of students' critical thinking skills and sustainability awareness. The research results show that the n gain value obtained in the experimental class and control class is in the medium category, but the experimental class has a larger number, namely 0.70. Meanwhile, the results of sustainability awareness in the experimental class showed an average of 84.44 with a high interpretation. This indicates that teachers need to adopt a collaborative and sustainability-oriented learning approach so that science education, especially biology, can be more meaningful, contextual, and relevant to environmental issues both globally and locally. Thus, the results of this study imply the need to develop learning strategies that position students as critical problem solvers who have sustainability awareness to achieve sustainable development goals (SDGs) through education. So it can be concluded that there is an influence of the Collaborative Problem Solving model oriented towards Education for Sustainable Development in improving critical thinking skills and Sustainability Awareness students. The implications of the results of this study indicate that the application of Collaborative Problem Solving oriented towards Education for Sustainable Development can be an effective learning strategy to improve critical thinking skills while fostering sustainability awareness in students, so that it is relevant to be applied in 21st century education.
Analysis of NOS (Nature of Science) and STEM (Science, Technology, Engineering & Mathematics) Aspects in High School Biology Textbooks of The Merdeka Curriculum Phase E Jalmo, Tri; Agus Priadi, Median; Laila Safitri, Aulia; Jaya Putra , Dani
Biosfer: Jurnal Tadris Biologi Vol 16 No 2 (2025): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v16i2.28826

Abstract

This study aims to analyze the levels of the Nature of Science (NOS) and STEM aspects in the Merdeka Curriculum Phase E High School Biology textbooks. This study employs a simple descriptive research design. The data consists of qualitative and quantitative information. Data collection was conducted using documentation techniques. Data analysis utilized descriptive statistical techniques with percentage formulas and was described based on categorical levels. The results indicate that the average level of the NOS aspects in the three textbooks is categorized as 'Adequate', with Book A at 42.2%, Book B at 43.9%, and Book C at 41.9%. Meanwhile, the average level of the STEM aspects in the three textbooks is categorized as 'Poor', with Book A at 32.8%, Book B at 24.8%, and Book C at 30.5%. This study highlights the need to improve the integration of NOS and STEM aspects in the Merdeka Curriculum Phase E Biology textbooks to support the learning process with students. Analisis Aspek NOS (Nature of Science) dan STEM (Science Technology Engineering Mathematics) pada Buku Biologi SMA Kurikulum Merdeka Fase E ABSTRAK: Penelitian ini bertujuan untuk menganalisis tingkat aspek NOS dan STEM pada Buku Ajar Biologi SMA Kurikulum Merdeka Fase E. Penelitian ini merupakan penelitian deskriptif sederhana. Data penelitian ini berupa data kualitatif dan kuantitatif. Pengumpulan data dilakukan dengan teknik dokumentasi. Analisis data dilakukan dengan teknik statistik deskriptif menggunakan rumus persentase dan dideskripsikan berdasarkan tingkat kategori. Hasil penelitian menunjukkan rata-rata tingkat aspek NOS pada ketiga buku ajar tergolong ‘Cukup Baik’ dengan persentase buku A sebesar 42,2%, buku B sebesar 43,9%, dan buku C sebesar 41,9%. Kemudian rata-rata tingkat aspek STEM pada ketiga buku tergolong ‘Buruk’ dengan buku A sebesar 32,8%, buku B sebesar 24,8%, dan buku C sebesar 30,5%. Dari penelitian ini menunjukkan perlunya peningkatkan muatan aspek NOS dan STEM pada buku ajar Biologi Curriculums Merdeka Fase E untuk mendukung proses pembelajaran dengan peserta didik.
Co-Authors Abdurahman Abdurrahman Ahmadi, Rizal Amala, Delis Aras, Julio Arwin Surbakti Aspridanel, Almira Berti Yolida Chansyanah Diawati Desi Purwanti Dian Ratna Sari Dina Maulina Erliana, Intan Evi Oktavia Herlina, Kartini Herpratiwi Herpratiw Ismah Fathimah, Ismah Jaya Putra , Dani Johariah, Johariah Khoiriah Khoiriah, Khoiriah Komarudin Komarudin Laila Puspita, Laila Laila Safitri, Aulia Lengkana, Dewi Likita, Egy Razka Luthfi, Nurrana Fitria Median Agus Priadi Meirawati, Kesi Meriza, Nadya Neni Hasnunidah Ni Wayan Nila Sri Lestari Noor Fadiawati Nurrohmah, Eka Pramita Sylvia Dewi Purwadi Purwadi Pusfarini, Pusfarini Qonita, Salma Rahma Diani, Rahma Rinawati Rinawati Rini Rita T. Marpaung Rosiyanti, Anita Setyarini, Marina Suherman, Suherman Sulistiyowati Sulistiyowati Viyanti Viyanti