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All Journal Jurnal Pendidikan Vokasi JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Kimia Undiksha Jurnal Natur Indonesia Jurnal Pendidikan Publikasi Pendidikan EDUSAINS Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Jurnal Pendidikan Kimia Universitas Riau JURNAL ILMU BUDAYA Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Natural Science and Integration Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Jurnal Manajemen Pendidikan Penelitian Kualitatif Jurnal JUMPED (Jurnal Manajemen Pendidikan) Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Martabe : Jurnal Pengabdian Kepada Masyarakat JMIE (Journal of Madrasah Ibtidaiyah Education) Instructional Development Journal PREPOTIF : Jurnal Kesehatan Masyarakat Chemistry Education Practice Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS Jurnal Paedagogy Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Filsafat Indonesia Unri Conference Series: Community Engagement Hydrogen: Jurnal Kependidikan Kimia Journal of English Language and Education Humantech : Jurnal Ilmiah Multidisiplin Indonesia NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Pijar MIPA Journal Of Human And Education (JAHE) Chemistry Education Review Journal Of Research and Education Chemistry (JREC) Journal of Educational Sciences Jurnal Pengabdian Masyarakat Intimas (Jurnal INTIMAS): Inovasi Teknologi Informasi Dan Komputer Untuk Masyarakat Entalpi Pendidikan Kimia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) International Journal of Educational Best Practices Journal of The Indonesian Society of Integrated Chemistry Jurnal Pendidikan IPA Indonesia Indonesian Journal of Science and Education
Jimmi Copriady
Program Studi Pendidikan Kimia, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Riau, Kampus Binawidya KM 12,5, Pekanbaru 28293, Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Readiness of Chemistry Teachers of Riau Province Viewed from Attitude Aspect in Applying 4C (Critical Thinking, Creative Thinking, Communication and Collaboration) Saputri, Agustina Eka; Copriady, Jimmi; Erna, Maria
Journal of Educational Sciences Vol. 4 No. 3 (2020): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.3.p.501-510

Abstract

This study aims to determine the readiness of chemistry teachers in applying 4C skills (critical thinking, creative thinking, communication and collaboration) in terms of attitude aspects. The 4C skills are needed to prepare students to compete in the era of globalization and teachers which are the main factors for students success in mastering 21st century learning. This research was a descriptive and inferential study involving as many as 115 high school chemistry teachers in Pekanbaru City and Pelalawan district. The instruments used a Likert scale questionnaire 5 consisting of demographics of respondents and 4 variables to measure the ability of the 4C. The results of the analysis showed that the readiness of chemistry teachers in Pekanbaru City and Pelalawan regencies in Riau Province was seen from the aspect of attitudes at a high level. Data were analyzed descriptively based on mean values ​​and standard deviations as well as independent t tests and one way anova to determine differences in the readiness of high school chemistry teachers based on gender, years of service and educational qualifications. Thus, there were significant differences in the readiness of chemistry teachers in high school levels based on educational qualifications
Motivasi Guru SD dalam Pelatihan Pembuatan Buku Berbasis Kearifan Lokal Indragiri Hulu Alpusari, Mahmud; Copriady, Jimmi; Anggriani, Mitha Dwi; Marhadi, Hendri; Erlisnawati, Erlisnawati; Guslinda, Guslinda; Fatmawilda, Fatmawilda
Journal Of Human And Education (JAHE) Vol. 4 No. 5 (2024): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v4i5.1456

Abstract

The local wisdom-based book-making training at SDN 021 Air Molek II was motivated by the urgent need to preserve Indragiri Hulu's local wisdom. The phenomenon of diminishing cultural knowledge among the younger generation is a major concern, as many children today no longer recognize or appreciate their own local culture. The aim of this training is to improve teachers' skills and motivation in writing books that integrate local cultural values and enrich students' learning experiences. The training methods include material preparation, theory on local wisdom and book-making techniques, hands-on practice, and a thorough evaluation of the activities and book results. The results show a significant improvement in teachers' skills and motivation. The resulting books are expected to not only enrich teaching materials but also help preserve local culture, giving students a deeper insight into their cultural heritage. The success of this training has the potential to serve as a model for similar initiatives in other schools, expanding the positive impact in cultural preservation and education quality improvement.
Pre-Service Chemistry Teachers’ Attitude of Socio-Scientific Issues and Characters as Citizens Anwar, Lenny; Alimin, Masnaini; Copriady, Jimmi; Rery, R.Usman; Syofni
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 3 (2024): September 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/0zr2eg90

Abstract

This study investigates the character, and value as a citizen and attitude of socio-scientific issues (SSI) among pre-service chemistry teacher’s in Riau, Indonesia. SSI learning was conducted in the classroom and designed to cultivate characteristics and attitude of SSI. The integration of SSI with the learning process involved instruction that inquiry analyzing based on environmental issues. A total seventy-six chemistry education majors participated in the study, including eleven male and sixty-five female students. Data were collected through a structured questionnaire that measured the participants’ characteristics, civic value, and attitude of SSIs. The collected data were analyzed using SPSS 26 with, employing descriptive statistic and Mann-Whitney U analysis. The result revealed that male pre-service chemistry teacher group has a higher score in character, value as citizens, and attitude of SSI compared to their female counterparts. However, the analysis showed no statistically significant difference (p>.05) between male and female pre-service chemistry teacher in the sub-factors of character and SSI attitudes. Despite the lack of significant gender differences, the findings suggest that the integration of SSI in chemistry education can enhance moral thinking and decision-making abilities and positive attitude toward SSI. Teachers may consider both subject matter and instructional method when addressing these aspects in the classroom.
The Influence of Principal Leadership and Principal Management on Teacher Performance at the Babussalam Islamic Boarding School in Pekanbaru Sahira, Mutia; Copriady, Jimmi; Hambali, Hambali
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1709

Abstract

This study aims to analyze the influence of principal leadership and principal management on teacher performance at the Babussalam Islamic Boarding School in Pekanbaru. The research approach used is quantitative with a survey method through the distribution of questionnaires to 33 teachers as respondents. The results of the study indicate that principal leadership has a positive and significant effect on teacher performance. Similarly, principal management has a positive and significant effect on teacher performance. Simultaneously, both variables contribute significantly to improving teacher performance. These findings confirm that effective leadership and planned management can create a conducive working climate, increase motivation, and enhance the professionalism of teachers in the pesantren environment. Therefore, strengthening the role of the principal as an educational leader and manager needs to be continuously developed to support the improvement of education quality in Islamic boarding schools.
Development of Socio Scientific Issues (SSI) Based E-Lkpd on Thermochemical Material as an Effort to Improve Students' Science Literacy and Enviromental Care Skills Zaki Dayatul Akbar; Copriady, Jimmi; Rasmiwetti
Indonesian Journal of Science and Education Vol. 9 No. 2 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v9i2.3161

Abstract

This study aims to develop E-LKPD based on Socio Scientific Issue (SSI) on Thermochemistry material as an effort to improve students' science literacy skills and environmental care. The background of this research is based on the low science literacy of students, the lack of use of innovative teaching materials that link science with social issues, and the low concern of students for the environment. The method used is development research (Research and Development) with the ADDIE model which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. E-LKPD products were developed using Canva and Flip PDF Corporation 2025 applications, and validated by material experts and media experts. The validation results showed that the E-LKPD was in a very valid category, with a validity percentage of 91.22% by material experts and 92.22% by media experts. Small-scale trials were conducted in 3 schools, namely Cendana Pekanbaru High School, Alhuda Pekanbaru High School and Seri Rama Pekanbaru High School. The average percentage of teacher responses was 90.3 and the average percentage of student responses was 90.1. The large-scale trial was conducted at SMA Cendana Pekanbaru. The results of the trial showed that the E-LKPD was practical and effective in learning. The effectiveness of E-LKPD is seen from the significant increase in science literacy and environmental care of students, shown through t-test and the acquisition of N-Gain Score of 0.78 for science literacy and 0.81 for environmental care. Thus, the development of SSI-based E-LKPD is proven to be valid, practical, and effective in improving the science literacy skills and environmental care attitudes of students on Thermochemistry material. Keyword: E-LKPD, Socio Scientific Issue (SSI), Thermochemistry, Science Literacy, Environmental Care
Development of a Socio-Scientific Issues-Based Module on Chemical Equilibrium to Enhance Students' Critical Thinking and Learning Autonomy Lestari Anggriani; Radjawali Usman Rery; Jimmi Copriady
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5969

Abstract

This study aimed to develop and validate socio-scientific issue-based modules on chemical equilibrium to enhance students' autonomy and critical thinking skills. The research employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model within a Research and Development (RD) framework. Data were collected through interviews, surveys, validation sheets, and user response questionnaires. The module underwent validation by three experts, small-scale testing with three students of varying abilities, and user feedback from one teacher and 20 students across three schools (SMAN 1 Pinggir, SMAN 5 Pinggir, and SMAN 8 Mandau). Large-scale testing utilized a pretest-posttest control group design with 34 students from SMAN 8 Mandau to evaluate effectiveness. The module achieved a 92% validation score, reflecting high validity. Small-scale testing prompted minor revisions, and feedback from teachers and students was highly positive, with satisfaction scores of 100% and 90%, respectively. Large-scale testing showed significant improvements in the experimental group’s autonomy and critical thinking skills, with a high N-Gain of 0.71 for critical thinking and a moderate N-Gain of 0.64 for autonomy. In contrast, the control group achieved only moderate (0.50) and low (0.10) N-Gain scores, respectively. The findings underscore the effectiveness of socio-scientific issue-based modules in fostering critical thinking and autonomy, especially in complex scientific contexts. The study demonstrates that such modules are highly effective tools for enhancing higher-order thinking and engagement in scientific topics like chemical equilibrium. Further research could explore broader implementation across diverse educational settings.
ETIKA PENGGUNAAN AI DALAM MENJAGA INTEGRITAS AKADEMIK PADA PEMBELAJARAN BAHASA INGGRIS: SEBUAH KAJIAN LITERATUR SISTEMATIS Indah Nabila Fitri; Afifa Thahira; Mahdum Mahdum; Jimmi Copriady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36807

Abstract

Penelitian ini bertujuan untuk mengeksplorasi isu etika penggunaan kecerdasan buatan (AI) dalam menjaga integritas akademik pada pembelajaran bahasa Inggris sebagai bahasa asing (EFL). Meningkatnya penggunaan alat Generative AI (GenAI) seperti ChatGPT, Grammarly, QuillBot, dan Wordtune telah memberikan dampak besar terhadap praktik pembelajaran dan penilaian dalam pendidikan bahasa. Sementara teknologi ini menawarkan manfaat signifikan dalam peningkatan kualitas tulisan, personalisasi pembelajaran, serta penyediaan umpan balik yang cepat, penggunaan yang tidak tepat dapat menimbulkan pelanggaran integritas akademik, seperti plagiarisme, ghostwriting, ketergantungan berlebihan, serta penurunan kemampuan berpikir kritis. Penelitian ini menggunakan desain Systematic Literature Review dengan pendekatan PRISMA untuk menganalisis 10 artikel yang diperoleh melalui basis data Scopus dan Google Scholar. Hasil analisis mengidentifikasi empat tema utama: (1) manfaat pedagogis penggunaan AI dalam pembelajaran bahasa Inggris; (2) ancaman dan risiko etika terhadap integritas akademik; (3) faktor penyebab penyalahgunaan AI oleh mahasiswa dan pendidik; serta (4) strategi dan kebijakan yang direkomendasikan untuk mempromosikan praktik AI yang etis. Analisis menunjukkan bahwa integritas akademik dalam era AI memerlukan pendekatan komprehensif yang mencakup literasi etika, kebijakan institusional, metode penilaian alternatif, serta regulasi penggunaan AI di lingkungan pendidikan. Penelitian ini diharapkan dapat menjadi landasan bagi institusi pendidikan, pendidik, dan pembuat kebijakan dalam merancang pedoman penggunaan AI yang bertanggung jawab dalam pembelajaran bahasa Inggris.
SUMBER PENGETAHUAN DALAM FILOSOPI PENDIDIKAN Nurul Hidayati; Nurin Farzana; Mahdum; Jimmi Copriady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36882

Abstract

ABSTRAK Penelitian ini mengkaji secara komprehensif tentang sumber pengetahuan dalam filosofi pendidikan dan relevansinya terhadap proses pembelajaran kontemporer. Melalui pendekatan Systematic Literature Review yang mengadopsi pedoman PRISMA 2020, kajian ini menganalisis berbagai artikel ilmiah dengan periode publish tahun 2021-2025 yang membahas epistemologi pendidikan, keyakinan epistemik, dan implikasinya terhadap proses pembelajaran. Hasil analisis menunjukkan bahwa pemahaman tentang sumber pengetahuan sangat dipengaruhi oleh keyakinan epistemologis individu yang membentuk pendekatan mereka terhadap pembelajaran dan pengajaran. Tradisi rasionalisme yang menekankan peran akal budi dan empirisme yang mengutamakan pengalaman sensori dapat diintegrasikan melalui perspektif konstruktivisme untuk menghasilkan kerangka epistemologis yang lebih komprehensif. Temuan empiris mengungkap bahwa dimensi kompleksitas keyakinan epistemik berdampak positif terhadap kreativitas dan prestasi akademik, sementara orientasi pada kepastian absolut dapat menghambat eksplorasi intelektual. Variasi keyakinan epistemologis di kalangan pendidik berdasarkan pengalaman mengajar dan perbedaan kultural menunjukkan perlunya pendekatan kontekstual dalam desain pembelajaran. Penelitian ini menyimpulkan bahwa kesadaran epistemologis yang eksplisit dalam pendidikan dapat meningkatkan pemahaman peserta didik tentang hakikat pengetahuan dan mendorong pengembangan keterampilan berpikir kritis yang esensial di era digital. Implikasi pedagogis mencakup perlunya integrasi refleksi epistemologis dalam program pendidikan guru dan pengembangan kurikulum yang mengakomodasi keberagaman orientasi epistemologis peserta didik. Kata Kunci: sumber pengetahuan, filosofi pendidikan, keyakinan epistemik, konstruktivisme, pembelajaran kontemporer ABSTRACT This study comprehensively examines sources of knowledge in educational philosophy and their relevance to contemporary learning process. Through a Systematic Literature Review approach adopting PRISMA 2020 guidelines, this study analyzes various scientific articles that published from 2021-2025 period discussing educational epistemology, epistemic beliefs, and their implications for learning processes. The analysis reveals that understanding of knowledge sources is significantly influenced by individual epistemological beliefs that shape their approaches to learning and teaching. The rationalist tradition emphasizing the role of reason and empiricism prioritizing sensory experience can be integrated through constructivist perspectives to produce a more comprehensive epistemological framework. Empirical findings reveal that the complexity dimension of epistemic beliefs positively impacts creativity and academic achievement, while orientation toward absolute certainty can inhibit intellectual exploration. Variations in epistemological beliefs among educators based on teaching experience and cultural differences indicate the necessity for contextual approaches in learning design. This research concludes that explicit epistemological awareness in education can enhance students' understanding of knowledge nature and promote development of critical thinking skills essential in the digital era. Pedagogical implications include the need for integrating epistemological reflection in teacher education programs and developing curricula that accommodate diversity of students' epistemological orientations. Keywords: sources of knowledge, philosophy of education, epistemic beliefs, constructivism, contemporary learning
MANAJEMEN PROGRAM EKSTRAKURIKULER ENGLISH DAY DI SMP INDONESIAN CREATIVE SCHOOL Roy Taslim; Jimmi Copriady; Sri Kartikowati
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 3 (2022): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v6i3.8474

Abstract

Pembelajaran bahasa inggris belum maksimal karena kurangnya penerapan bahasa inggris tersebut dalam bentuk komunikasi atau berbicara dengan menggunakan bahasa Inggris baik itu di dalam kelas maupun di lingkungan sekolah dari program berbahasa Inggris dalam satu hari penuh (English Day). Berdasarkan hasil temuan dari wawancara beberapa orang guru termasuk guru bahasa inggris di SMP Indonesian Creative School Pekanbaru, masalah yang paling penting adalah siswa malu dan takut dalam berkomunikasi dengan guru-guru mereka sendiri pada hari yang sudah ditentukan dalam English Day.
Guided Inquiry Learning Model Integrated with Peer Instruction: Its Impact on Grade Xi Students' Critical Thinking Skills in Thermochemistry Nisa, Khairatun; Copriady, Jimmi; Haryati, Sri
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18834

Abstract

This study examines the effectiveness of a guided inquiry learning model integrated with peer instruction in improving students’ critical thinking skills. An experimental method employing a randomized control group pretest–posttest design was implemented in two Grade XI MIPA classes at SMAN 2 Tambang. The research instruments consisted of pretest and posttest assessments comprising 25 items developed based on 11 indicators of critical thinking skills. Data were analyzed using inferential statistics. Prior to hypothesis testing, assumptions of normality and homogeneity were examined using the Liliefors and Levene’s tests, respectively. Hypothesis testing was conducted using an independent samples t-test to determine differences in critical thinking skills between the experimental group, which received guided inquiry instruction integrated with peer instruction, and the control group, which was taught using a conventional guided inquiry learning model. The significance level was set at α = 0.05. The results indicate that the mean gain in critical thinking skills in the experimental group (54.58) was higher than that of the control group (48.98). The hypothesis testing yielded a t-value of 10.56, exceeding the critical t-value of 1.987 at the 0.05 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the guided inquiry learning model integrated with peer instruction is effective in enhancing students’ critical thinking skills in thermochemistry. Therefore, this model is recommended for chemistry teachers to improve student engagement and foster higher-order thinking skills in chemistry learning.
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