Articles
<![CDATA[Analysis of Creative Thinking Ability and Learning Outcomes Through the Treffinger Learning Model ]]>
<![CDATA[Kusmiyati, Kusmiyati]]>;
<![CDATA[Merta, I Wayan]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 20 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v20i2.7942
<![CDATA[This study aims to describe creative thinking skills and learning outcomes through learning with the Treffinger model. The subjects of this study were Biology Education students who took the Animal Structure course in the odd semester of the 2024/2025 academic year, with a total of 24 students. Creative thinking data were collected using instruments with a Likert scale, while tests collected learning outcomes. The collected data were analyzed qualitatively into five categories. The results of the analysis of creative thinking skills showed students with the very good category as many as 11 people (46%) and the good category 13 people (54%). Students with a very good category had the most fluency indicator of 19 people, while those with the good category had the most elaboration indicator for 16 students. Learning outcomes are more in the good ranking of 16 people than the very good category (8 people). Through learning the Treffinger model, creative thinking ability, and learning outcomes of animal structure, students vary in the categories of good and very good.]]>
<![CDATA[The Effect of Salinity on Osmoregulation Physiology of Survival and Respiration Rate of Tilapia Fish (Oreochromis niloticus) ]]>
<![CDATA[Merta, I Wayan]]>;
<![CDATA[Kusmiyati, Kusmiyati]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 20 No. 3 (2025) ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v20i3.5043
<![CDATA[Osmoregulation is a process used by fish to maintain the balance of water and ion levels in the body, so that salinity becomes a limiting factor for the life of Tilapia fish. This study aims to determine the effect of salinity on osmoregulation, physiological survival and respiration rate of Tilapia fish (Oreochromis niloticus). This research design used an experimental method with a Completely Randomized Design (CRD) approach. This research design involved four different treatment levels and was carried out with five repetitions for each treatment. Each treatment was designed to test the effect of a particular variable on the observed parameters, with repetitions aimed at ensuring consistency of results. P1: Control (No Filter). P2: Salinity 5 ppt. P3: Salinity 10 ppt. P4: Salinity 15 ppt. The activity of tilapia in each salinity medium was observed to determine changes in behavior after the fish were inserted into the salinity medium. Physiological responses were observed, and the respiration of tilapia through operculum movements in each salinity medium was calculated after 5 minutes of treatment for 1 minute. Survival was calculated after 5 minutes of treatment until the tilapia died. Data were analyzed using one-way ANOVA, with a significance level of 5%. If there was a significant difference, it was continued with the LSD test (Least Significant Difference). Based on the ANOVA test, the Sig. value obtained was .000 (<0.05), indicating that there is an effect of salinity on the physiological osmoregulation of tilapia survival (Oreochromis niloticus). Based on the results of the Multiple 12 Comparisons LSD test, it can be seen that all differences between treatment groups are significant with a 95% confidence level (p < 0.05). Based on data analysis and discussion, the study concluded that salinity has a significant effect on the respiratory rate of tilapia (Oreochromis niloticus), where increasing salt levels cause an increase in the frequency of operculum movements in response to osmotic stress. The main factors affecting the survival of tilapia to salinity differences are the ability to osmoregulate, which is increasingly inhibited as salt levels increase, as well as the duration of exposure to more hypertonic environmental conditions.]]>
<![CDATA[The Effect of Problem-Based Learning Model on Students Scientific Reasoning and Scientific Attitude Abilities ]]>
<![CDATA[Yasmin, Ira]]>;
<![CDATA[Jufri, A. Wahab]]>;
<![CDATA[Kusmiyati, Kusmiyati]]>;
<![CDATA[Merta, I Wayan]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 20 No. 3 (2025) ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v20i3.8898
<![CDATA[Scientific Reasoning and Scientific Attitude are important aspects of scientific literacy for students to master because they are directly related to the development of science and technology. This study aims to analyze the effect of the Problem-Based Learning model on students' Scientific Reasoning and Scientific Attitude abilities. This type of research is classified as a quasi-experiment with a non-equivalent control group design. The study population consisted of 13 classes of the 10th grade of MAN 2 Mataram, from which two classes were selected as samples determined by purposive sampling techniques. Data were obtained by administering the Scientific Reasoning test and the Scientific Attitude questionnaire. Data analysis techniques include a comparison of average scores and the Mann-Whitney statistical test. The results showed that the experimental class obtained an average score of 75 points (formal), and the control class obtained a score of 72 points (transitional) on the Scientific Reasoning aspect. On the Scientific Attitude aspect, the experimental class obtained a score of 69 (High) and the control class obtained a score of 63 (Moderate). In addition, the Asympt. sig (2-tailed) value on the Scientific Reasoning aspect is greater than 0.05, which is 0.466, while on the Scientific Attitude aspect it is 0.003 or less than 0.05. Based on these findings, it can be concluded that although the Problem-Based Learning model has a significant effect on Students' Scientific Attitude Ability, its impact on Scientific Reasoning Ability is not statistically significant in the context of this study. This can be influenced by external factors that cannot be fully controlled in the research implementation process.]]>
<![CDATA[Sosialisasi Pencegahan Pernikahan Usia Anak di SMP 1 Satap Lenek Duren Kecamatan Lenek ]]>
<![CDATA[Merta, I Wayan]]>;
<![CDATA[Perwira, M. Afyadi]]>;
<![CDATA[Nisak, Sri Hidayatun]]>;
<![CDATA[Febrianti, Amaliah]]>;
<![CDATA[Julita, Delisa]]>;
<![CDATA[Akbar, Zulfikar Ibnu Ali]]>;
<![CDATA[Mujahid, Imam]]>;
<![CDATA[Fitrianiningsih]]>;
<![CDATA[Safitri, Novita]]>;
<![CDATA[Erlina]]>;
<![CDATA[Hamid, Ahyar]]>
<![CDATA[ Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 2 (2025): April-Juni 2025 ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/jpmpi.v8i2.11243
<![CDATA[Pernikahan usia anak di Provinsi NTB mencapai 51% pada tahun 2017, menjadikannya tertinggi kedua di Indonesia. Faktor budaya, rendahnya pendidikan, dan minimnya peran orang tua serta tokoh masyarakat berkontribusi terhadap tingginya angka pernikahan usia anak, khususnya di desa Lenek Duren. Untuk mengatasi masalah ini, perlu dilalukan sosialisasi mengenai pecegahan pernikahan usia anak, dengan narasumber dari LPSDM Lombok Timur, melibatkan siswa SMP 1 Satap Lenek Duren, guru, dan staf desa. Kegiatan ini bertujuan meningkatkan pemahaman tentang dampak pernikahan usia anak dan pentingnya pendidikan, serta mendorong kerjasama antara keluarga, masyarakat, dan pemerintah demi mencegah pernikahan dini dan menciptakan generasi]]>
<![CDATA[Comparison of Physiological Adaptation and Osmoregulation Survival of Goldfish (Cyprinus carpio) and Nile Tilapia (Oreochromis niloticus) After Exposure to Seawater ]]>
<![CDATA[Merta, I Wayan]]>;
<![CDATA[Kusmiyati, Kusmiyati]]>
<![CDATA[ Jurnal Biologi Tropis Vol. 25 No. 2 (2025): April-Juni ]]>
Publisher : <![CDATA[Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram, Indonesia ]]>
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DOI: 10.29303/jbt.v25i2.9389
<![CDATA[This study aims to: 1) compare the osmoregulatory physiological adaptation and survival of Goldfish (Cyprinus carpio) and Nile tilapia (Oreochromis niloticus) after exposure to seawater. 2) Increase the understanding of animal physiology course material, especially on the topic of osmoregulatory physiology of aquatic animals. Osmoregulation is an essential biological process that allows organisms, including fish, to maintain the balance of water and ions in their bodies. This process is closely related to homeostasis, which is the ability of the body to maintain internal stability despite changes in the external environment. This study uses an experimental design method. The research design involved two different treatment groups, one for goldfish (Cyprinus carpio) and one for Nile tilapia (Oreochromis niloticus), with each treatment replicated ten times. Each fish sample was exposed to seawater by placing it in a plastic bucket containing one liter of seawater. The release of the fish into the treatment medium was done simultaneously. Survival time was observed and recorded from the time the fish was exposed until it died. The breathing rate was observed by counting the opening and closing of the operculum for the first 5 minutes after the treatment for 1 minute, with the counting repeated every 5 minutes for 1 minute until the fish died, and then averaged. The data were analyzed using a t-test at a significance level of 5%. The t-test result showed t_observed = 24.232 > t_table = 2.101 at the 5% significance level with 18 degrees of freedom (df). The significance value (2-tailed Sig.) was 0.000, indicating that the difference between the two groups was highly significant (p < 0.05). This study concluded that Nile tilapia (Oreochromis niloticus) has a longer survival time compared to goldfish (Cyprinus carpio) when placed in seawater. The average survival time of Nile tilapia was 78.3 minutes, significantly longer than goldfish, which only survived for 16.8 minutes.]]>
<![CDATA[Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Biologi Peserta Didik Kelas XI Sains di SMA Negeri 2 Mataram ]]>
<![CDATA[Rubiana, Andini]]>;
<![CDATA[Mukhlis]]>;
<![CDATA[I Wayan Merta]]>
<![CDATA[ Journal of Classroom Action Research Vol. 7 No. 2 (2025): Mei 2025 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan IPA, Universitas Mataram ]]>
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DOI: 10.29303/jcar.v7i2.10940
<![CDATA[Pembelajaran yang efektif memerlukan model yang dapat meningkatkan hasil belajar peserta didik. Model Flipped Classroom memungkinkan peserta didik untuk mempersiapkan materi secara mandiri di luar kelas, sehingga waktu di kelas dapat lebih optimal untuk diskusi kolaboratif. Penelitian ini bertujuan untuk mengetahui pengaruh model Flipped Classroom terhadap hasil belajar Biologi peserta didik kelas XI Sains di SMA Negeri 2 Mataram. Penelitian ini menggunakan desain quasi-eksperimen, dengan kelompok eksperimen yang menerapkan model Flipped Classroom dan kelompok kontrol yang menggunakan model Discovery Learning. Populasi penelitian adalah seluruh peserta didik kelas XI Sains semester genap tahun ajaran 2024/2025. Sampel dipilih secara purposive sampling, yaitu kelas XI Sains 6 sebagai kelompok eksperimen dan XI Sains 8 sebagai kelompok kontrol. Data dikumpulkan melalui tes pilihan ganda sebanyak 25 soal yang telah divalidasi. Uji prasyarat hipotesis dilakukan dengan uji normalitas Kolmogorov-Smirnov dan uji homogenitas Levene. Uji hipotesis dilakukan menggunakan One-Way ANOVA dengan SPSS versi 25. Hasil analisis menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05), yang menunjukkan bahwa model Flipped Classroom berpengaruh signifikan terhadap peningkatan hasil belajar Biologi peserta didik.]]>
<![CDATA[Penggunaan Alat Peraga Tiga Dimensi Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Virus Di SMA Negeri 4 Praya ]]>
<![CDATA[Anjarwati, Detik]]>;
<![CDATA[Mahrus]]>;
<![CDATA[Merta, I Wayan]]>
<![CDATA[ Journal of Classroom Action Research Vol. 7 No. 2 (2025): Mei 2025 ]]>
Publisher : <![CDATA[Program Studi Magister Pendidikan IPA, Universitas Mataram ]]>
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DOI: 10.29303/jcar.v7i2.10971
<![CDATA[Pembelajaran yang efektif membutuhkan metode yang inovatif agar siswa dapat memahami materi dengan lebih baik. Salah satu pendekatan yang dapat digunakan adalah pemanfaatan penggunaan alat peraga tiga dimensi dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui peningkatan penggunaan alat peraga tiga dimensi hasil belajar siswa pada materi virus di SMA Negeri 4 Praya. Metode penelitian yang digunakan adalah quasi eksperimental dengan Desain penelitian yang digunakan Nonequivalent Control Group Design. Subjek penelitian siswa kelas X.A dan X.B di SMAN 4 Praya dengan jumlah sampel sebanyak 74 siswa. Data dikumpulkan melalui tes hasil belajar dan observasi. Pengambilan sampel menggunakan teknik purposive sampling, kelas X.A sebagai kelas eksperimen dan kelas X.B sebagai kelas kontrol. Analisis data menggunakan uji prasyarat yaitu uji normalitas dan uji homogenitas serta uji hipotesis menggunakan uji statistik non parametrik yaitu uji Anacova dengan bantuan aplikasi SPSS 25 for windows. Uji anacova menunjukan nilai Sig. =(0,675), < α (0,05). sehingga hasil penelitian ini menyimpulkan penggunaan alat peraga tiga dimensi dapat meningkatkan hasil belajar siswa pada materi virus di SMA Negeri 4 Praya secara signifikan. ]]>
<![CDATA[Penerapan Pendekatan TaRL untuk Meningkatkan Hasil Belajar Bahasa Indonesia Kelas V SDN 8 Cakranegara ]]>
<![CDATA[Afriatmei, Feny]]>;
<![CDATA[I Wayan Merta]]>;
<![CDATA[Nursiah]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v5i4.440
<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan pendekatan TaRL pada mata pelajaran Bahasa Indonesia kelas V SDN 8 Cakranegara. Metode penelitian yang digunakan yaitu penelitian tindakan kelas (PTK). Pendektan penelitian yang digunakan yaitu pendekatan kualitatif dengan subyek penelitian peserta didik kelas V B SDN 8 Cakranegara berjumlah 28 yang terdiri dari 15 peserta didik laki-laki dan 13 peserta didik perempuan. Waktu penelitian dilaksanakan pada bulan Agusutus 2024. Teknik pengumpulan data yang digunakan yaitu observasi dan tes. Instrumen penelitian yang digunakan yaitu lembar observasi dan tes. Pada pra siklus menunjukan hasil belajar peserta didik 43% ketuntasan klasikal. Siklus I menunjukan hasil belajar peserta didik mencapai ketuntasan klasikal yaitu 54%. Siklus II menunjukan bahwa hasil belajar peserta didik meningkat secara signifikan yaitu 89 %. Penelitian ini dapat disimpulkan bahwa penerapan pendekatan TaRL dapat meningkatkan hasil belajar peserta didik mata pelajaran Bahasa Indonesia kelas V SDN 8 Cakranegara.]]>
<![CDATA[Peningkatan Keaktifan Belajar Peserta Didik Melalui Pembelajaran Interaktif Dengan Aplikasi Quizizz IPAS Kelas V SDN 8 Cakranegara ]]>
<![CDATA[Latifah, Yana]]>;
<![CDATA[I Wayan Merta]]>;
<![CDATA[Nursiah]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v5i4.441
<![CDATA[Penelitian ini dilatarbelakangi oleh kurangnya keaktifan siswa dalam kegiatan pembelajaran di kelas akibat metode pengajaran konvensional yang cenderung monoton dan membosankan, sehingga siswa kehilangan fokus. Untuk mengatasi hal ini, peneliti menggunakan media pembelajaran Quizizz sebagai alternatif guna meningkatkan keaktifan belajar siswa. Tujuan dari penelitian ini adalah untuk meningkatkan keaktifan siswa dalam pembelajaran IPAS kelas V di SDN 8 Cakranegara melalui penggunaan Quizizz. Penelitian ini merupakan penelitian tindakan kelas yang melibatkan 21 siswa sebagai subjek. Keberhasilan penelitian diukur dengan indikator tercapainya tingkat keaktifan siswa minimal 70%. Tahapan penelitian meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Pada pertemuan pertama dan kedua siklus I, rata-rata nilai keaktifan siswa adalah 52,2% yang masuk dalam kategori cukup. Pada siklus kedua, terjadi peningkatan signifikan, di mana rata-rata keaktifan siswa pada pertemuan pertama dan kedua mencapai 73,81% yang masuk kategori tinggi. Dari hasil ini, dapat disimpulkan bahwa penggunaan Quizizz dalam pembelajaran IPAS kelas V dapat meningkatkan keaktifan belajar siswa secara signifikan. Hasil penelitian ini diharapkan dapat menjadi panduan bagi guru dalam memanfaatkan media Quizizz untuk meningkatkan keaktifan belajar siswa di kelas.]]>
<![CDATA[Penerapan Gaya Belajar Untuk Meningkatkan Hasil Belajar IPAS Kelas 5 SDN 8 Cakranegara ]]>
<![CDATA[Hadi, Asrorul]]>;
<![CDATA[I Wayan Merta]]>;
<![CDATA[Nursiah]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v5i4.442
<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran IPAS dengan penerapan gaya belajar kelas V SD Negeri 8 Cakranegara. Berdasarkan hasil observasi yang dilakukan kepada siswa kelas V SD Negeri 8 Cakranegara terdapat siswa yang masih menggunakan teknik menghapal, ada pula yang lebih memilih mendengarkan materi yang dijelaskan oleh guru saat pembelajaran berlangsung. Subjek penelitian adalah peserta didik kelas V SD SD Negeri 8 Cakranegara yang berjumlah 28 peserta didik. Sebagai objek penelitian adalah metode observasi, dokumentasi, dan kuisioner. Dari hasil observasi pada siklus 1 dan siklus II, diperoleh bahwa terjadi peningkatan hasil belajar pada gaya belajar visual, auditori dan kinestik. Hasil belajar pada gaya belajar visual meningkat 15%, pada gaya belajar auditori meningkat 11, 60% dan pada gaya belajar kinestetik meningkat 17%.pada gaya belajar kinestetik meningkat 17%. Pada siklus I dan II mengalami peningkatan hasil belajar sebesar 15%. Sehingga dapat dikatakan dengan penerapan gaya belajar dapat meningkatkan hasil belajar IPAS kelas V SDN 8 Cakranegara]]>
