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All Journal Jurnal Penelitian dan Pembelajaran IPA PENA SAINS Journal of Science Learning THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Asian Journal of Science Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pengabdian Isola
Eliyawati Eliyawati
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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IMPLEMENTATION OF PROJECT ORIENTED PROBLEM-BASED LEARNING (POPBL) MODEL INTEGRATED WITH STEM TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS' SCIENCE CONCEPT MASTERY Eliyawati Eliyawati; Yayan Sanjaya; A S Ramdani
JURNAL PENA SAINS Vol 7, No 2 (2020): Jurnal Pena Sains
Publisher : Program Studi Pendidikan IPA, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jps.v7i2.8260

Abstract

The low ability of students to solve problems is in line with the low mastery of science concepts. In this study, Science, Technology, Engineering, and Mathematics (STEM) integrated Project Oriented Problem Based Learning (POPBL) learning models were implemented to improve the mastery of science concepts of junior high school students, especially on the topic of Environmental Pollution. The method used was a mixed-method. The STEM integrated STB learning model design framework consists of 3 stages: Onset Stage, Execution Stage, and Closure Stage. The concept of students is emphasized at the onset stage in the case study dissemination phase. In this phase, students analyze problems based on articles provided by the teacher. The more understanding the material, the more critical students will explore existing issues and find logical solutions to those problems. The results showed that there was a difference between the average pretest and posttest learning outcomes (t=-5,660; df = 53; Sig. (2-tailed) = 0,000). This indicates an increase in junior high school students' science concepts mastery after using the STEM integrated POPBL Learning Model. Improving students' mastery of concepts using a STEM integrated POPBL learning model is still in the low category with n-gain = 0.17. Although still in the low category, the POPBL learning model with the STEM approach can be optimized to improve students' mastery of concepts and skills on other science topics.
Digital Storytelling Video to Analyze Students’ Concept Mastery and Creativity in Learning Food Additives Topic Weni Anissa Putri; Yayan Sanjaya; Eliyawati -
Asian Journal of Science Education Vol 3, No 1: April, 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v3i1.19845

Abstract

The students have learning difficulties in learning science because their concept mastery and creativity were low. Digital storytelling is good media for students who make their own story. The research was conducted to identify student’s concept mastery and creativity by digital storytelling video in learning food additives. The method used in this research is weak experiment. The sample of 36 students from private school in Cianjur, West Java. The students’ concept mastery was measured by objective test based on bloom taxonomy. Objective test contained of multiple choices. Data analysis was using SPSS. The student’s creativity is measured by Creative Product Semantic Scale (CPSS) rubric based on three dimensions such as novelty, resolution, elaboration and synthesis. The result of students’ concept mastery is N-Gain is 0.30 categorized as medium improvement. The results of students’ creativity are resolution is (54%), categorized as very low, revolution is (61%) categorized as medium. elaboration and synthesis is (66%) categorized as medium. Based on this result, Digital storytelling video can be utilized for students’ concept mastery and students’ creativity.
“ChemFUN” Android Application to Explore Students’ Understanding of Chemical Representation on Matter Topic Eliyawati Eliyawati; Naufal Rabah Wahidin; Lala Septem Riza; Rika Rafikah Agustin
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 5, No 1 (2022): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v5i1.12463

Abstract

This study aims to develop an android-based application to explore students understanding of chemical representation on matter topics. This study used a DDD-E development model as a research method, consisting of deciding stage, designing stage, developing stage, and evaluating stage. The deciding stage begins with analyzing the content and the software used to develop it. The designing stage consists of drawing a flowchart and the storyboard. Then, in the developing stage, the application was developed based on flowchart and the storyboard. The last is evaluating stage, which involves five expert judges reviewing the application. The result shows that the ChemFUN Android application is compatible only for the Android operating system. However, there are many buttons the user can interact. In guided inquiry, the materials show the chemical multiple representations view and the interconnections between macroscopic, microscopic, and symbolic views. The review result show that the final average score on the content quality is 3.64, followed by a language category with an average score of 3.65 and the design category with an average score of 3.60. Although it still has a low audio, spelling, and grammar score, it has been revised. The average for all categories is 3.63, which is very good, indicating that ChemFUN Android application is ready to be used in the learning activity to explore students understanding of chemical representation on matter topics. Also, this kind of research can be done with different chemistry topics, whether in National Curriculum or Cambridge Curriculum.
Android Game HUPROSED (Human Reproductive System and Sex Education) as Learning Media on Human Reproductive System Topic Putri Sekar Melati; Eka Cahya Prima; Eliyawati Eliyawati
Journal of Science Learning Vol 6, No 3 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i3.45347

Abstract

The topic of the Human Reproductive System integrated with comprehensive sex education was selected for this research because the concept of the human reproductive system is highly related to daily life. This study aims to develop an Android game application named "HUPROSED" for learning media on human reproductive system topics integrated with sex education. The DDD-E model used as the research method consists of deciding, designing, developing, and evaluating. The deciding stage begins with analyzing content and software. The designing stage consists of making a game hierarchy and storyboard. Then, the application was developed based on the previous stage. The last stage is evaluating, which involves three expert judges, three science teachers, and forty-six students chosen to review the application by purposive sampling. The total average results from the expert judgment show a score of 3.37. The results from teachers and students conduct a score of 3.23 and 3.25. It can be concluded that the development of the game "HUPROSED" using Unity 2019 is categorized as "good" for learning media on the human reproductive system topic.
An Endeavor to Improve the Ability of High School Teachers in Designing Lesson Plans based on Education for Sustainable Development (ESD) in Biology Learning Through Training [Upaya Meningkatkan Kemampuan Guru-guru SMA dalam Mendesain RPP berbasis Education for Sustainable Development (ESD) pada Pembelajaran Biologi Melalui Pelatihan] Siti Sriyati; Ari Widodo; Riandi Riandi; Widi Purwianingsih; Rini Solihat; Diana Rochintaniawati; Eliyawati Eliyawati
Jurnal Pengabdian Isola Vol 2, No 2 (2023): JPI: VOLUME 2, ISSUE 2, 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v2i2.64467

Abstract

Education for Sustainable Development (ESD adalah upaya mendorong masyarakat untuk menciptakan masyarakat yang tangguh dan berkelanjutan. Dalam upaya memperkenalkan permasalahan yang terjadi di lingkungan sekitar dan mendorong agar siswa konstruktif dan kreatif menghadapi tantangan tersebut, pendidikan menjadi salah satu solusinya yaitu dengan mengintegrasikan ESD ke dalam pembelajaran biologi. Untuk itu para guru dituntut mengembangkan pembelajaran yang mengintegrasikan ESD sehingga dapat menanamkan perilaku pro lingkungan siswa. Agar guru-guru dapat mengintegrasikan ESD ke dalam pembelajaran maka dilaksanakan pelatihan mendesain RPP berbasis ESD. Kegiatan Pengabdian Kepada Masyarakat (PkM) dilaksanakan dengan 2 pertemuan secara daring dan 1 pertemuan luring.  Kegiatan luring dilaksanakan di salah satu SMAN di Kabupaten Cirebon dengan  tahapan lesson study yang terdiri dari tahap plan-do-see. Dari beberapa RPP yang disusun secara berkelompok oleh guru Biologi, dipilihlah satu RPP berkaitan dengan tema makanan untuk dimplementasikan di kelas secara luring. Instrumen yang digunakan pada kegiatan PkM ini terdiri dari format observasi keterlaksanaan pembelajaran, dan angket respon guru. Hasil PkM menunjukkan pada tahap do dan see diperoleh hasil bahwa pembelajaran berbasis ESD berjalan dengan baik dan mendapat respon positif dari para guru observer dan siswa, guru-guru memperoleh contoh langsung RPP dan penerapan pembelajaran berbasis ESD yang menarik, menyenangkan, kreatif, merupakan hal baru, menginspirasi dan bermanfaat.Education for Sustainable Development (ESD) is an effort to encourage the community to create a resilient and sustainable society. In an effort to introduce problems that occur in the surrounding environment and encourage students to be constructive and creative in facing these challenges, education is one of the solutions, namely by integrating ESD into learning.  For this reason, teachers are required to develop learning that integrates ESD so that they can instill pro-environmental behavior in students. In order for teachers to be able to integrate ESD into learning, training is carried out on designing ESD-based lesson plans. Community Service Activities are carried out in 2 separate meetings online and 1 offline meeting. Offline activities were carried out at one of the High Schools in Cirebon Regency with a lesson study stage consisting of a plan-do-see stage. From several teaching materials prepared in groups by the Biology teacher, one teaching material was chosen related to the theme of food for implemented in class offline. The instruments used in this activity consist of an observation format for learning implementation and a teacher response questionnaire. The results of the Community Service Activities show that at the do and see stages the results showed that ESD-based learning went well and received a positive response from observer teachers and students, teachers got direct examples of lesson plans and the application of interesting, fun, creative ESD-based learning. new, inspiring and beneficial.
A Case Study of Students’ Motivation in Learning Human Excretion System Nurjannah Hanum Mahmudah Siagian; Anisa Rahmawati; Eliyawati Eliyawati; Eka Cahya Prima
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.8513

Abstract

This research investigates the influence of problem-based learning (PBL) on students' motivation within the context of the excretory system topic in the classroom. Despite introducing various innovative teaching models, student motivation still needs to improve to learn science, prompting the need for practical pedagogical approaches. This study used a case study design, utilizing validated observation sheets and questionnaires as instruments for data collection. With 25 students and one science teacher involved as a sample, qualitative and quantitative data are collected and analyzed through narrative descriptive and transcript analysis and the Rasch model, specifically employing Wright Map and Scalograms value. The findings indicate inadequate implementation of problem-based learning in the teaching excretory system, resulting in persistently low student motivation. Instead of implementing a problem-based learning model, the teacher adopts a teacher-centered approach to deliver the excretory system topic. This leads to minimal active student involvement and engagement in teaching and learning.
STEM ESD-Based Learning with "Arduino Uno-Based Trash Can" to Improve Students' Critical Thinking Skills and Sustainable Awareness in Learning Environmental Pollution Annisa, Dea Puspha; Kaniawati, Ida; Eliyawati, Eliyawati
Jurnal Penelitian dan Pembelajaran IPA Vol 10, No 1 (2024): Available Online in May 2024 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v10i1.24008

Abstract

STEM ESD-based learning with "Arduino UNO-Based Trash Can" is a learning model that integrates STEM learning with the principles of Education for Sustainable Development (ESD). ESD recognizes critical thinking and sustainable awareness as the competencies that help develop one's personal qualities for tackling sustainability challenges in the future. Therefore, this research investigated whether STEM ESD-based learning with "Arduino UNO-based Trash Can" improves students' critical thinking skills and sustainable awareness in learning about environmental pollution. A pre-experimental design with one group pretest-posttest design was employed. The participants in this research study were thirty-six 7th-grade junior high school students in one public school in Subang. Critical thinking skills were assessed through ten essay questions and evaluated using a rubric on a scale of zero to three. Sustainable awareness was measured by a 4-point Likert scale questionnaire comprising 27 statements. Data from both instruments were analyzed using IBM SPSS Statistics software. The results showed that the STEM ESD-based learning with "Arduino UNO-Based Trash Can" contributed positively to improving students' critical thinking skills. However, the improvement was not uniformly distributed among all indicators and remained low, with 0.202 of the N-Gain score. On the other hand, the study revealed that the STEM ESD-based learning with "Arduino UNO-Based Trash Can" did not significantly improve students' sustainable awareness, with only a 0.040 N-Gain score. This study's results contribute to future research or teaching as references for integrating STEM learning with ESD in presenting environmental pollution in the context of sustainability.
Smartchem: An Android Application for Learning Multiple Representations of Acid-Base Chemistry Eliyawati Eliyawati; Rika Rafikah Agustin; Yustika Sya’bandari; Rossy Andini Herindra Putri
Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i3.23280

Abstract

An android application named SmartChem was developed to explain multiple representations of acid-base chemistry. This paper is a description of an android-based media (SmartChem) through the stages of design, development, validation and revision, and finally, limited trials with pre-service science teachers. SmartChem is intended to aid students in understanding through media explanations of symbolic, macroscopic, and submicroscopic representations of acid-base material. The validity of the tool was assessed through the ratings of a panel of five expert judges using Aiken’s validity index (Aiken’s V). The results show that some parts of the SmartChem media needed to be revised, especially in linking submicroscopic level content with symbolism. From the trials of this application with trainee teachers, help in understanding multiple chemical representations of acids and bases was demonstrated; however, the low achievement group was more concerned with technical features, while the higher achieving group appreciated the content and learning experience.
Enhancing Junior High School Students’ System Thinking Competency through Water Treatment with Plant Modification: A Focus on Environmental Pollution Mariah Syifa Salsabila; Yayan Sanjaya; Eliyawati Eliyawati; Witsanu Suttiwan
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.61674

Abstract

The research on the ability to think in systems in education is also minimal, which is why the ability to think in systems in Indonesia has not been optimally trained. Dealing with a system's complexity can be challenging at any age, particularly for students who must apply the system's cognitive capabilities during the learning process. Systems thinking is a key to Education for Sustainable Development (ESD) competency since it can help learners understand the complexity and dynamics of the world. This research investigates the impact of system thinking on Junior High School students through simple science projects addressing environmental pollution. The study involved 7th-grade students in a private school in Bandung, utilizing a quantitative approach with a one-group pre-test and post-test design; the research aimed to measure the improvement in students' system thinking competency using test items and analyzed the data with SPSS software and Rasch Stacking and Racking. Results from the Wilcoxon test indicated a significant difference after completing learning activities, with a 50% improvement based on Rasch analysis. This underscored the critical role of project-based learning in enhancing system thinking competency. Applying appropriate learning models is expected to enhance students' system thinking competency. The recommendation for future reference to other studies, such as directing the scientific investigation in detail. Design more precisely from the initial stage to the final stage so that the expected learning can be achieved, and students can go through all stages of STEM learning correctly to create a better prototype.
The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics Tina Afriani; Rika Rafikah Agustin; Eliyawati Eliyawati
Journal of Science Learning Vol 2, No 3 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i3.15144

Abstract

This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students’ understanding and students’ motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students’ understanding was measured using test given at pretest and post-test while students’ motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students’ understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.
Co-Authors A S Ramdani Anisa Rahmawati Annisa, Dea Puspha Ari Widodo Diana Rochintaniawati Eka Cahya Prima Kaniawati, Ida Lala Septem Riza Mariah Syifa Salsabila Naufal Rabah Wahidin Nurjannah Hanum Mahmudah Siagian Putri Sekar Melati R. Riandi, R. Rika Rafikah Agustin Rini Solihat Rossy Andini Herindra Putri Siti Sriyati Tina Afriani Weni Anissa Putri Widi Purwianingsih Witsanu Suttiwan YAYAN SANJAYA Yayan Sanjaya Yustika Sya’bandari