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Exploration of the Teaching Factory Program at Vocational Schools Majoring in Laboratory Testing Analysis in East Java Dasna, I Wayan; Joharmawan, Ridwan; Chorera, Aprilia
J-PEK (Jurnal Pembelajaran Kimia) Vol 9, No 1 (2024): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v9i12024p46-51

Due to the imbalance in national education goals for vocational school students in the Teaching Factory program, the research aims to explore the application, obstacles faced, and the role of DUDI (business and industrial) in the Teaching Factory program in schools. This research was carried out at five State Vocational Schools majoring in laboratory testing analysis in East Java. This research uses qualitative research with an ethnographic design. Data collection techniques include in-depth interviews, observation, and documentation. The subjects of this research were 20 people: the headmasters, deputy principal for curriculum, head of the Laboratory Test Analysis skills program, Productive Teachers, Industry, and 3 students each. Data validity techniques use prologue engagement, participant observation, and triangulation. Data analysis is done through data reduction, data presentation, conclusion, and verification. The research results obtained (1) teaching factory activities at State Vocational Schools majoring in Laboratory Testing Analysis in collaboration with DUDI, which works in the Analysis field. This collaboration is related to student competencies that students need when they work in the factories (2) Practices in the Teaching Factory program are carried out in the TeFa (Teaching Factory) Laboratory, which has been specially prepared for this program, the preparation of the program and TeFa product results have been adjusted to DUDI (business and industrial standard) work. The research results provide recommendations for improving the teaching factory program in vocational schools to align the linear learning curriculum with DUDI.

Analisis Kemampuan Berpikir Kritis Siswa Berdasarkan Hasil Belajar melalui Model Pembelajaran Problem Based Learning pada Materi Perubahan Iklim Fitrianingsih, Azizah; Joharmawan, Ridwan; Anggriawan, Brian
Edukimia Vol 7, No 2 (2025): Edukimia - Vol. 07, Issue 02
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v7.i2.a601

Penelitian ini bertujuan untuk menganalisis peningkatan kemampuan berpikir kritis siswa melalui penerapan model Problem Based Learning (PBL) pada materi perubahan iklim di kelas X SMA. Penelitian menggunakan desain one-group pretest-posttest dengan pendekatan kuantitatif deskriptif. Instrumen yang digunakan berupa soal two-tier multiple choice untuk mengukur lima indikator berpikir kritis: interpretasi, analisis, evaluasi, inferensi, dan penjelasan. Hasil menunjukkan adanya peningkatan skor rata-rata dari 52 menjadi 79, dengan nilai N-Gain sebesar 0,57 (kategori sedang). Indikator inferensi mengalami peningkatan tertinggi (0,71), sedangkan analisis memiliki skor terendah (0,38). Pembelajaran berbasis masalah yang dilengkapi eksperimen sederhana, simulasi PhET, dan debat ilmiah kontekstual terbukti efektif dalam mengembangkan keterampilan berpikir kritis siswa. Temuan ini menunjukkan bahwa PBL merupakan strategi yang relevan untuk membekali siswa menghadapi isu global seperti perubahan iklim melalui pendekatan pembelajaran abad ke-21.

Implementasi Model Pembelajaran Project-Based Learning Pengolahan Limbah Praktikum Asam Basa untuk Meningkatkan Keterampilan Kolaborasi Peserta Didik Hany Enggar Listyana; Ridwan Joharmawan; Brian Anggriawan
JURNAL PENDIDIKAN MIPA Vol 15 No 3 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i3.2806

Penelitian ini memiliki tujuan mengkaji efektivitas model Project-Based Learning (PjBL) dalam meningkatkan keterampilan kolaborasi dan hasil belajar peserta didik pada materi pengolahan limbah praktikum asam-basa. Penelitian ini menggunakan metode deskriptif kuantitatif dengan desain one group pre-test dan post-test. Sejumlah 19 peserta didik kelas XI di salah satu SMA Negeri di Kota Malang sebagai subjek penelitian. Instrumen pengumpulan data meliputi observasi keterampilan kolaborasi, tes pre-test dan post-test, dan wawancara mendalam. Hasil penelitian menunjukkan meningkatnya skor rata-rata keterampilan kolaborasi dari kategori sedang ke tinggi, serta N-Gain hasil belajar dengan rata-rata 0,5 yang termasuk kategori sedang. Wawancara mendalam memperkuat temuan kuantitatif dengan menggambarkan bagaimana peserta didik aktif, reflektif, dan mampu bekerja sama dalam menyelesaikan proyek. Penemuan ini menunjukkan bahwa model PjBL tidak hanya mampu meningkatkan pemahaman konsep kimia, namun juga menumbuhkan keterampilan kolaboratif peserta didik dalam pembelajaran berbasis pengalaman nyata dan bermakna mendalam sesuai tuntutan kurikulum.

Analisis Keterampilan Berpikir Kritis Peserta Didik Ditinjau dari Hasil Belajar dalam Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) pada Materi Hukum-Hukum Dasar Kimia anggarwati, marisa lidia; Joharmawan, Ridwan; Anggriawan, Brian
Edukimia Vol 7, No 2 (2025): Edukimia - Vol. 07, Issue 02
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v7.i2.a599

Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis peserta didik ditinjau dari hasil belajar dalam pembelajaran berbasis Process Oriented Guided Inquiry Learning (POGIL) pada materi Hukum-Hukum Dasar Kimia. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik triangulasi melalui analisis lembar kerja peserta didik (LKPD), observasi pembelajaran, dan wawancara mendalam. Instrumen berupa rancangan pembelajaran, LKPD, dan tes hasil belajar telah divalidasi dan mendapatkan kategori sangat tinggi. Hasil penelitian menunjukkan bahwa peserta didik dengan hasil belajar tinggi menguasai lima indikator berpikir kritis, peserta didik dengan hasil belajar sedang menguasai empat indikator, dan peserta didik dengan hasil belajar rendah menguasai dua indikator berpikir kritis. Pembelajaran berbasis POGIL mendorong peserta didik untuk terlibat aktif, berpikir analitis, dan menghubungkan konsep-konsep kimia dengan konteks nyata. Temuan ini mengindikasikan bahwa penggunaan LKPD berbasis POGIL efektif dalam meningkatkan keterampilan berpikir kritis dan hasil belajar peserta didik pada materi yang bersifat abstrak seperti hukum-hukum dasar kimia.

Implementasi Model Pembelajaran Project-Based Learning Pengolahan Limbah Praktikum Asam Basa untuk Meningkatkan Keterampilan Kolaborasi Peserta Didik Hany Enggar Listyana; Ridwan Joharmawan; Brian Anggriawan
JURNAL PENDIDIKAN MIPA Vol. 15 No. 3 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i3.2806

Penelitian ini memiliki tujuan mengkaji efektivitas model Project-Based Learning (PjBL) dalam meningkatkan keterampilan kolaborasi dan hasil belajar peserta didik pada materi pengolahan limbah praktikum asam-basa. Penelitian ini menggunakan metode deskriptif kuantitatif dengan desain one group pre-test dan post-test. Sejumlah 19 peserta didik kelas XI di salah satu SMA Negeri di Kota Malang sebagai subjek penelitian. Instrumen pengumpulan data meliputi observasi keterampilan kolaborasi, tes pre-test dan post-test, dan wawancara mendalam. Hasil penelitian menunjukkan meningkatnya skor rata-rata keterampilan kolaborasi dari kategori sedang ke tinggi, serta N-Gain hasil belajar dengan rata-rata 0,5 yang termasuk kategori sedang. Wawancara mendalam memperkuat temuan kuantitatif dengan menggambarkan bagaimana peserta didik aktif, reflektif, dan mampu bekerja sama dalam menyelesaikan proyek. Penemuan ini menunjukkan bahwa model PjBL tidak hanya mampu meningkatkan pemahaman konsep kimia, namun juga menumbuhkan keterampilan kolaboratif peserta didik dalam pembelajaran berbasis pengalaman nyata dan bermakna mendalam sesuai tuntutan kurikulum.

Peningkatan Argumentasi Ilmiah dan Hasil Belajar Siswa SMA pada Hukum Dasar Kimia melalui Learning Cycle 5E: Penelitian Ismiatul Zaroh; Ridwan Joharmawan; Brian Anggriawan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3191

This study examines the effectiveness of the 5E Learning Cycle model in improving students' learning outcomes and scientific argumentation skills, including claims, evidence, and reasoning. The research method used was descriptive quantitative with 26 students of grade X-2 participating. Data were collected through pretests and posttests of learning outcomes and argumentation assessments during two learning cycles. The results showed that 73.1% of students experienced an increase in argument quality, 11.5% remained the same, and 15.4% experienced a decrease. The N-Gain value for cognitive learning outcomes was 0.56, which is included in the moderate category. Interviews showed that students with improved argumentation felt more engaged and challenged in learning, while students with decreased argument quality experienced difficulties in articulating reasoning and integrating evidence. These findings indicate that the 5E LC model is effective in improving students' learning outcomes and scientific argumentation skills, although additional support in the form of explicit argument scaffolding is needed to help all students develop these abilities optimally.

Development of Android-Based Educational Games to Improve Students’ Learning Outcomes in Hydrocarbon Putri, Isma Yanti Vitarisma Sukirno; Joharmawan, Ridwan; Munzil, Munzil; Vaudhi, Fasril
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Android-based educational game is a game using a smartphone operating system with certain teaching materials as learning media in an interesting, unique, and fun. The purpose of this study was to produce educational game media product that are feasible and valid. This development research used the ADDIE model (analyze, design, developt, implementation, and evaluation). The results of the study: (1) the media expert's validity value was 96.6% in the very feasible and very valid category, (2) the material expert's validity value was 91.4% in the very feasible and very valid category, and (3) the results of the students' readability test was 93.6% in the very feasible and very valid category, (4) N-Gain score of 0.84 in the high category and an effectiveness level of 84.6% in the "effective" category. Therefore, the android-based educational game media was effectively used to improve student learning outcomes with high effectiveness. Keywords: educational game, chemistry learning, ADDIE.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp14-27

Higher Order Thinking Skills and Visual Representations of Chemical Concepts: A Literature Review Basimin, Mudzuna Quraisyah; Habiddin, Habiddin; Joharmawan, Ridwan
Hydrogen: Jurnal Kependidikan Kimia Vol. 11 No. 6 (2023): December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i6.10173

Efforts to assist students in understanding generally abstract chemical concepts are widely done using visual representations as a form of multiple representations in chemistry. This article evaluates and identifies articles from the year (2013-2023) through search engines that provide international services and national journal pages that can be accessed using 4 databases, namely, science direct, eric, google scholar, and crossref. Based on predefined criteria for the use of visual representation in chemistry to improve Higher Order Thinking Skills, 13 relevant articles were obtained. The results of the review show that visual representation can be utilized to train and improve higher-order thinking skills, especially critical, logical, reflective, metacognitive, and creative thinking. Visual representation has also been applied to several approaches or learning models such as Multiple Representation, Particulate Representation, 5R, SWH, Marzano's Taxonomy, Use of Concept Maps, and PcBL.

IMPROVING STUDENT LEARNING OUTCOMES THROUGH PROBLEM BASED LEARNING WITH THE ASSISTANCE OF INFOGRAPHICS ON HUMAN DIGESTIVE SYSTEM MATERIALS Dyah Binti Astuti; Ridwan Joharmawan; Supriyanto, Supriyanto
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 9 No. 1 (2024): Juni 2024
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.v9n1.p29-35

Through the use of infographics and a problem-based learning approach, this research hopes to increase student understanding and engagement. This research was attended by eighteen female and sixteen male students in class VIII-B of SMP Negeri 1 Purwoasri for the 2023/2024 academic year. The Classroom Action Research (PTK) used is PTK with two learning cycles. There are four phases in an action research course: preparation, implementation, evaluation. Cognitive outcome tests and student learning response questionnaires were used to collect findings. The results of research using problem-based learning assisted by infographics achieved a percentage of completeness of cognitive learning outcomes from the pre-cycle of 26%, cycle I of 56%, and cycle II of 82%. The findings on the application of learning were also positive, namely 74.8 percent of cycle I students rated it as moderate, and 80.6 percent rated it as high. These findings suggest that combining problem-based learning with infographics for scientific education can improve learning outcomes and student responses.

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