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KETERAMPILAN PROSES SAINS DALAM PEMBELAJARAN TATAP MUKA TERBATAS PADA SISWA SMP Jihan Adilah; Martini Martini
PENSA: E-JURNAL PENDIDIKAN SAINS Vol 10 No 3 (2022)
Publisher : Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya

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This research aimed to analyze students' science process skills (SPS) during limited face-to-face learning in one of the junior high schools in East Java province. The type of this study was descriptive quantitative research. The subjects in this study involved 35 students in VIII grade. The instrument used a science process skills test sheet. Data collection technique used was test that analyzed descriptively. The results of the SPS analysis of students in limited face-to-face learning obtained a score with a high ability category. The highest skill of students was on the indicator of classifying, while the lowest skill of students was on the indicator of formulating a problem. Based on the research that has been done, it can be concluded that the SPS level of students was in the high category so that it can be said that limited face-to-face learning affects the increase in the achievement of students' SPS with high scores.

Analisis Aktivitas Belajar Siswa menggunakan Model Kooperatif Tipe Think Pair Share dengan Strategi Index Card Match Najjah Wardiyatul Jannah; Martini Martini; Muhamad Arif Mahdiannur
Journal on Teacher Education Vol. 5 No. 1 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v5i1.17526

This study aimed to determine the implementation of learning using a cooperative learning model type of think pair share (TPS) with an index card match (ICM) strategy. The research method used was observational research involving 32 students of 8th grade in one of the MTs in Mojokerto Regency. The data collection techniques in this study were observation of learning implementation. The research data were analyzed using percentage of learning implementation, and Cohen's Kappa coefficient (k). The results showed that the implementation of learning using a cooperative learning model type of TPS with an ICM strategy for two meetings was carried out with very good criteria, and the two observers still had a fair agreement in assessing the implementation of learning. Students are actively involved in the discussion process to complete tasks individually or in pairs. Based on these results, it can be concluded that the cooperative learning model type of TPS with ICM strategy can have an impact on student activity in the implementation of learning, although there are still limitations in the study.

PENERAPAN MODEL KOOPERATIF TIPE STAD BERBANTUAN WORDWALL UNTUK MENINGKATKAN MOTIVASI BELAJAR IPA Riska Ayu Pratiwi; Martini Martini
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi 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/edutech.v6i2.10088

This study aims to describe the increase in student learning motivation after the implementation of the STAD type cooperative model assisted by interactive media (Wordwall). This type of research is a quantitative study with a One Group Pretest-Posttest design involving 29 students of class VII-C at SMP at Sidoarjo as research subjects. The learning motivation instrument is a learning motivation questionnaire containing 25 statements based on indicators developed by Sudibyo: choice of tasks, effort, persistence, and self-confidence. The instruments used include learning motivation questionnaire sheets (pretest and posttest). Data analysis techniques used paired t-test and N-Gain calculation. The results of the study showed that there was an increase in student learning motivation in the high category. All aspects of learning motivation experienced an increase, with the effort aspect showing the most significant increase with an N-gain score of 0.73. It can be concluded that the implementation of the STAD cooperative learning model assisted by Wordwall is effective in increasing student learning motivation in science learning.

ANALYSIS OF STUDENTS' ABILITY TO IDENTIFY SYMBOLIC REPRESENTATIONS IN CHEMISTRY Martini Martini
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 6 No. 1 (2021): Juni 2021
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v6n1.p7-10

To describe the behavior of matter and energy, chemists classify them in three distinct domains: macroscopic, microscopic, and symbolic. The ability to use these three representations is the basis for understanding concepts in chemistry. This study aims to analyze students' ability to identify symbolic representations in chemistry. The research design uses a one shot case study. The subjects of this study were students of prospective science teachers as many as 85 students. Data collection techniques using tests and rubrics. The results showed that of the ten symbolic representation statements, only three statements achieved the highest percentage of correct answers, namely statements about writing ionization reactions and writing electron symbols. There are two statements where almost 90 percent of students answered incorrectly. The statement is about reversible or irreversible reaction equations and exothermic reaction equations. From this research, it can be concluded that students' ability to identify symbolic representations in chemistry still needs to be improved, because the average score is still low.

Project-Based Learning in Indonesian Junior High School Science Education for SDG 4: Teachers’ Perceptions, Practices, and Implementation Challenges Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.265

Objective: To explore Indonesian junior high school science teachers’ perceptions, practices, and challenges in implementing Project-Based Learning (PjBL) in science education, particularly in relation to the promotion of quality education as reflected in SDG 4. The study also examined the relationship between teaching experience, regional background, teachers’ perceptions, and the frequency of PjBL implementation. Method: A survey was conducted involving science teachers from various regions of Indonesia with different teaching experiences. Data were collected using a questionnaire developed based on core PjBL indicators, including project planning, implementation, assessment, and reflection. The data were analyzed using descriptive analysis, chi-square tests, and binomial tests. Results: The findings showed that most science teachers had positive perceptions of PjBL and recognized its potential to enhance student engagement, collaboration, problem-solving, creativity, and critical thinking skills. However, positive perceptions did not automatically lead to frequent classroom implementation. Several challenges were identified, including limited time, varying student readiness, inadequate facilities, difficulties in project assessment, and limited understanding of inquiry-oriented and reflective PjBL practices. Novelty: The study highlights the gap between teachers’ positive perceptions and actual PjBL implementation in Indonesian junior high school science education. It contributes to SDG 4 by emphasizing the need for sustained professional development to strengthen teachers’ pedagogical competence and support more inclusive, meaningful, and quality science learning.

Project-Based Learning in Indonesian Junior High School Science Education for SDG 4: Teachers’ Perceptions, Practices, and Implementation Challenges Martini Martini; Erman Erman; I Gusti Made Sanjaya
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.265

Objective: To explore Indonesian junior high school science teachers’ perceptions, practices, and challenges in implementing Project-Based Learning (PjBL) in science education, particularly in relation to the promotion of quality education as reflected in SDG 4. The study also examined the relationship between teaching experience, regional background, teachers’ perceptions, and the frequency of PjBL implementation. Method: A survey was conducted involving science teachers from various regions of Indonesia with different teaching experiences. Data were collected using a questionnaire developed based on core PjBL indicators, including project planning, implementation, assessment, and reflection. The data were analyzed using descriptive analysis, chi-square tests, and binomial tests. Results: The findings showed that most science teachers had positive perceptions of PjBL and recognized its potential to enhance student engagement, collaboration, problem-solving, creativity, and critical thinking skills. However, positive perceptions did not automatically lead to frequent classroom implementation. Several challenges were identified, including limited time, varying student readiness, inadequate facilities, difficulties in project assessment, and limited understanding of inquiry-oriented and reflective PjBL practices. Novelty: The study highlights the gap between teachers’ positive perceptions and actual PjBL implementation in Indonesian junior high school science education. It contributes to SDG 4 by emphasizing the need for sustained professional development to strengthen teachers’ pedagogical competence and support more inclusive, meaningful, and quality science learning.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN HASIL BELAJAR MURID SMP Erlita Sekar Firdausi; Martini Martini
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10083

The low achievement of science learning outcomes in the material of temperature and heat, which is often below the minimum completion criteria, triggers the need for innovative learning methods that are more centered on active student involvement. The focus of the problem in this study is directed at testing the effectiveness of the implementation of the structured inquiry model in optimizing students' understanding of concepts and science process skills. The research steps were carried out through a quantitative approach with a one-group pretest-posttest design involving twenty-nine seventh-grade students at SMP Negeri 52 Surabaya. Crucial stages include observation of the implementation of learning, administration of initial tests, interventions through guided experiments, and final evaluations using validated multiple-choice instruments. The research findings show that all learning sessions were carried out perfectly with a very good category. Quantitatively, the results of statistical analysis prove a significant increase with a significance value below 0.000. The average student learning achievement jumped drastically from a score of 56.6 to 90, supported by the acquisition of an N-Gain value of 0.76 which places the effectiveness of this model in the high category. The main conclusion confirms that the structured inquiry model is highly effective in improving learning outcomes across the board because it facilitates meaningful, hands-on experiences in accordance with constructivist principles. The integration of systematic scientific inquiry has been shown to transform passive thinking patterns into more critical and analytical ones, contributing to the overall cognitive development of secondary school students.

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