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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Analisa PRISMA Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal BIOEDUIN : Program Studi Pendidikan Biologi EduReligia : Jurnal Pendidikan Agama Islam Murobbi: Jurnal Ilmu Pendidikan (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Jurnal Tarbiyah dan Ilmu Keguruan Borneo Gunung Djati Conference Series Jurnal Inovasi Pendidikan Agama Islam Journal of Modern Islamic Studies and Civilization Papanda Journal of Mathematics and Sciences Research Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Malewa: Journal of Multidisciplinary Educational Research Semesta: Jurnal Ilmu Pendidikan dan Pengajaran Cahaya: Journal of Research on Science Education International Journal of Science, Technology and Applications ISTEK
Rahayu Kariadinata
Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Balitbang Kemendikbud
Religion 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 Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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A Comparative Analysis of Discovery Learning, Video-Based Learning, and Direct Instruction Models on The Science Learning Outcomes in the Topic of Food Additives Ernawati, Yuny; Marlina, Rina; Nurhayati, Yati; Kariadinata, Rahayu; Chusni, Muhammad Minan
Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lucerna.v5i2.3955

Abstract

This study aims to analyze the differences in the effectiveness of the Discovery Learning, Video-Based Learning, and   models on students' cognitive learning outcomes in food additives material. The research approach used a quantitative approach with a posttest-only control group design involving three eighth-grade classes at SMPN 27 Bandung as research subjects selected by purposive sampling. Data were collected through a validated learning outcome test instrument and then analyzed using the Kruskal–Wallis nonparametric test and the Mann–Whitney follow-up test because the normality assumption was not met.  The results showed that the highest median learning outcome score was obtained in the Discovery Learning model (90.00), followed by Video-Based Learning (80.00) and Direct Instruction (70.00). The Kruskal-Wallis test showed a significance value of 0.029 (p < 0.05), indicating a significant difference in learning outcomes between the three learning models. Specifically, the follow-up test showed that the Discovery Learning model had a significantly different impact compared to Direct Instruction, while the Video-Based Learning model had a different impact compared to Direct Instruction. These findings confirm that knowledge construction through independent discovery activities is more effective in improving science concept understanding. Teachers are advised to integrate exploratory learning to minimize the gap in student learning outcomes.
Pengaruh Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar Siswa Pada Materi Ekosistem Sa’diah, Salsa Assiri Sa’diah; Chusni, Muhammad Minan; Kariadinata, Rahayu
International Journal of Science, Technology and Applications Vol 3 No 2 (2025): Volume 3 Number 2 Tahun 2025
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/0vn2b142

Abstract

This study aims to determine the effect of applying the Problem Based Learning (PBL) model on students’ learning outcomes in ecosystem material. The background of this research is based on the low learning outcomes of students due to teacher-centered and memorization-oriented learning methods. The PBL model was chosen because it emphasizes active student involvement in solving real-world problems, thereby enhancing conceptual understanding and critical thinking skills. This research employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest design. The research subjects consisted of 33 eleventh-grade students who participated in biology learning using the PBL model. The research instrument was a learning achievement test administered before (pretest) and after (posttest) the implementation of the PBL model. Data analysis was conducted using the Paired Sample t-Test with the aid of SPSS version 25. The results showed that the average student learning score increased from 60.42 before the implementation of PBL to 82.61 after it. The t-test results indicated a significance value of 0.000 < 0.05, meaning there was a significant difference between learning outcomes before and after the treatment. The average N-Gain score of 56.36% indicated a moderate category, showing that the PBL model was effective in improving student learning outcomes.Thus, it can be concluded that the Problem Based Learning model has a positive and significant effect on improving students’ learning outcomes in ecosystem material. This model is effective as an alternative innovative learning strategy that encourages student activeness and conceptual understanding.
Efektivitas Metode Jigsaw dalam Meningkatkan Hasil Belajar Pendidikan Agama Islam Kelas X SMA PU Al-Bayan Cendekia Cianjur: Pendekatan Kuantitatif Yuliawanti, Hani; Hoerotunnisa; Hakiki, Kiki Miftahul; Putra, Moch. Ardia; Kariadinata, Rahayu; Miftahul Hakiki, Kiki
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 9 No 2 (2025): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v9i2.2497

Abstract

The Islamic Religious Education (PAI) learning process on the topics of Hajj, Zakat, and Waqf in grade X at SMA PU Al-Bayan Cendekia Cianjur faces challenges due to low student achievement caused by conventional teaching methods that lack active student engagement. This study aims to examine the effectiveness of the Jigsaw method in improving students’ PAI scores using a quantitative quasi-experimental design. The sample consisted of two classes: an experimental group taught using the Jigsaw method and a control group using conventional methods. Data were analyzed using t-tests and n-gain tests to measure significant improvement in scores. The results indicate that the Jigsaw method significantly improves students’ scores on Hajj, Zakat, and Waqf materials, with average n-gain scores in the moderate to high category. This method also enhances student motivation and engagement in learning.
Analisis Model Pembelajaran Picture and Picture dalam Meningkatkan Pemahaman Siswa terhadap Materi Al-Qur’an dan Hadis Kariadinata, Rahayu; Azizah, Habibah Nur; Rahman, Dede Arif; Nurlela, Risma; Nugraha, Taufik Agung
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 9 No 2 (2025): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v9i2.2620

Abstract

This study aims to analyze the effectiveness of the Picture and Picture learning model in improving students’ understanding of Qur’an and Hadith subjects. The study is motivated by the dominance of conventional teaching methods, which often result in suboptimal conceptual comprehension among students. Employing a quantitative approach with a One Group Pretest-Posttest design, the research utilized an objective test administered before and after the implementation of the learning model. The data were analyzed using the Wilcoxon test due to non-normal distribution. The findings revealed a significant difference between pretest and posttest scores (p = 0.000), indicating that the Picture and Picture model is effective in enhancing students’ understanding. This model successfully translates abstract concepts in Qur’an and Hadith into more concrete representations, fosters student engagement, and positively influences cognitive, affective, and psychomotor domains.
Proof-Based Guided Inquiry: A Strategy for Improving Algebraic Thinking Skills in Linear Algebra Learning Kariadinata, Rahayu; Nuraida, Ida; Azzahra, Salsabila; Sari, Ratna
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.29765

Abstract

Algebraic thinking skills play an important role in mastering mathematical concepts and problem-solving; however, Linear Algebra learning still faces difficulties, particularly in understanding proofs. Therefore, a proof-based Guided Inquiry strategy is needed to help students develop deeper algebraic thinking skills. This study aims to describe the implementation of the proof-based Guided Inquiry strategy, analyze the improvement and achievement of students’ algebraic thinking skills between classes using this strategy and those using conventional learning, and describe students’ responses to Linear Algebra learning through this approach. The research employed a mixed-method approach with a quasi-experimental design using a non-equivalent control group. The subjects were two classes of mathematics education students, each acting as an experimental and control class. The instruments consisted of pre- and post-tests of algebraic thinking skills, implementation observation sheets, and student response questionnaires. Quantitative data were analyzed using N-Gain and mean difference tests, while qualitative data were obtained from observations and student responses. The results showed that the implementation of learning achieved an average score of 92% (very good category). N-Gain analysis revealed that the experimental class achieved a moderate improvement (0.401), higher than the control class (0.246, low category). Moreover, student responses were positive, with an average percentage of 84.8%. These findings indicate that integrating inquiry exploration with mathematical proof effectively enhances students’ algebraic thinking skills and the quality of Linear Algebra learning.
Co-Authors Adam Malik Ajahra, Euis Sinta Akbarjono, Ali Andriyana Ariani, Veggy Astrid, Fauziyah Aulia, Rini Shoffa Azizah, Habibah Nur Azzahra, Salsabila Cahya, Afrilia Dwi Diah Mulhayatiah Eka Firmansyah Ernawati, Yuny Fatimah, Rizki Nuraini Fauziah, Indri Nur Fitriya, Erma Hakiki, Kiki Miftahul Hamdan Sugilar Hayati, Risma Hoerotunnisa Ibnu, Muhamad Ida Nuraida Ida Zuraida, Ida Indrawan, Rully Isnaini, Nurul Azizatul Jasmawati Jihad, Asep Juariah Junior Nti, Seth Mada Sanjaya, Mada Maryono, Iyon Miftahul Hakiki, Kiki Minan Chusni, Muhammad Muhammad Minan Chusni Nugraha, Taufik Agung Nur Oktapiana, Fuji Nurdiyanto Nurdiyanto, Nurdiyanto Nurlela, Risma Nurul Fadillah, Islah Polem, Muhammad PURWANTI PURWANTI Putra, Moch. Ardia Rachmawati, Tika Karlina Rahman, Dede Arif Rahmawati, Shintia Rakhmat, Rizki Safari Ratna Sari Rauuf, Euis Rizkika Ridwansyah, Risyad Sani Rina Marlina Rosalia, Niki Rosyida, Nadya Ilma Sa'adah, Noviani Saadah, Susi Salam, Habibi Sa’diah, Salsa Assiri Sa’diah Septian, Cepi Solehayati, Rasna Solihatunnisa, Leili Sri Hartini Sugilar, Hamda Suhendi, Herni Yuniarti Suherman, Wawan Sulistiani, Fitria Ayu Syafar Farouk, Irfan Tuti Kurniati Ulwiyah, Ripa Wati Susilawati, Wati Wulandari, Reksahati Yati Nurhayati Yuliawanti, Hani