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Discovery Learning-Based Worksheets as a Tool for Enhancing Science Process Skills and Environmental Literacy in Middle School Students Sry Ariyanti A. Muthalib; Nurasyah Dewi Napitupulu; Muslimin; Marungkil Pasaribu; I Komang Werdhiana
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.8562

The aim of this study is to develop Discovery Learning-based Learner Worksheets (LKPD) using the ADDIE model with the objective of enhancing the science process skills and environmental literacy of secondary school students. This research employs a one-group pretest-posttest design within the context of a research and development (R&D) project conducted in class VII of SMP Negeri 2 Bungku, comprising 29 students, of whom 13 are male and 16 are female. The research instruments included validation sheets, Discovery Learning-based learner worksheets, observation sheets for science process skills, environmental literacy tests, and questionnaires for teachers and students regarding their responses to the product. The results demonstrated the validity of this development, with a score of 88%, a figure that was additionally supported by the teacher response score, which fell within the "very practical" category. The product of this development has a positive effect on students' science process skills, with an N-gain of 0.60 in the moderate category, indicating a significant improvement. The effect size of 0.47 in the moderate category indicates that this improvement is very significant. Furthermore, the development results had a significant impact on students' environmental literacy, with an N-gain of 0.35 in the medium category. The effect size of environmental literacy was 0.47 in the medium category.

Development of E-LKPD Wizer: A Solution to Improve Problem Solving Skills and Ecological Attitude in Junior High School Students Siti Fathonah Septianingsih; Nurasyah Dewi Napitupulu; Mery Napitupulu; Ratman; I Nengah Kundera
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8621

The objective of this study was to develop and assess the impact of Wizer E-LKPD on the problem-solving skills and ecological attitudes of 28 VIIC class students at SMP Negeri 1 Wita Ponda. The study employed the ADDIE model as its research framework and utilized a one-group pretest-posttest design with purposive sampling. The research instruments included validation sheets, response questionnaires completed by teachers and students, tests of problem-solving abilities, and an ecological attitude questionnaire. The findings indicated that Wizer E-LKPD was highly valid, with an average rating of 94.12%. The results demonstrated that the Wizer E-LKPD effectively enhanced problem-solving skills, achieving a medium effect size of 0.65, and improved ecological attitudes with a simple effect size of 0.30. Therefore, it can be concluded that the Wizer E-LKPD is a valid, practical, and effective tool for improving students' problem-solving abilities and fostering ecological attitudes in science learning at SMP Negeri 1 Wita Ponda.

ENVIRONMENTAL LITERACY IN MIDDLE SCHOOL: ECOLOGICAL KNOWLEDGE, COGNITIVE SKILLS, ENVIRONMENTAL AFFECT, AND PRO-ENVIRONMENTAL BEHAVIOR Napitupulu, Nurasyah Dewi; Novianti, Iin; Iduard, Iduard; Rutmiyanti, Rutmiyanti; Ibrahim, Ibrahim; Embatau, Katarina Selmi
JURNAL EDUSCIENCE Vol 12, No 2 (2025): Jurnal Eduscience (JES), (Authors from United Kingdom, Nigeria, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i2.6691

Purpose-The research examines the environmental literacy of the VIII grade students of SMP Negeri 1 Banawa based on four principal indicators: ecological knowledge, cognitive skills, environmental affect, and pro-environmental behavior. The research aims to assess the interrelations among these indicators and to provide recommendations for enhancing environmental literacy in schools with comparable settings.Methodology-The method of study is descriptive quantitative, which describes and analyzes systematically based on the students' environmental literacy indicator measurement results. The sample was 32 students of VIII grade, who were selected by using a total sampling technique. The instrument was a questionnaire containing multiple-choice tests measuring ecological knowledge and cognitive ability and a Likert scale measuring students' environmental affects and pro-environmental behavior. The MSELS model informed the structure of each of the sections of the questionnaire. The questionnaire data were analyzed using descriptive statistics to compute percentages and the means of each indicator and simple regression analysis to compute relationships among variables.Findings-The research results show that the overall environmental literacy students were classified as good, with a mean score of 76.64%. In particular, ecological knowledge was 77.09%, cognitive skills 67.19%, environmental affect 81.45%, and pro-environmental behavior 80.82%. The results of the regression analysis indicated that environmental affects have a significant impact on pro-environmental behavior.Significance- Environmental affects are important in encouraging students' pro-environmental behavior and account for 54.2% of the variation in pro-environmental behavior. The findings highlight that pro-environmental behavior is better brought about by developing students' emotional engagement and worry about the environment rather than through the single-minded development of ecological knowledge. Keywords : Environmental Literacy, Ecological Knowledge, Cognitive Skills, Environmental Affect, Pro-environmental Behavior

Pengembangan E-Modul Berbasis Model Experiential Learning dengan Pendekatan Berdiferensiasi untuk Meningkatkan Pemahaman Konsep dan Keterampilan Kolaborasi Peserta Didik Pratama, Wahyu Prasetya; Werdhiana, I Komang; Haeruddin, Haeruddin; Muslimin, Muslimin; Napitupulu, Nurasyah Dewi
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 2 (2025): Edisi Mei 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1730

Pengembangan e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi untuk memenuhi kebutuhan belajar peserta didik. Penelitian ini bertujuan untuk: (1) menghasilkan tingkat kelayakan e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi; (2) menguji keefektifan e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi; (3) menentukan kepraktisan e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi. Penelitian ini merupakan penelitian Research and Development (R&D) dengan menggunakan prosedur pengembangan 4D. Subjek penelitian adalah peserta didik kelas X SMA Negeri 5 Palu. Teknik pengumpulan data menggunakan instrumen tes dan non tes. Hasil validasi instrumen oleh ahli materi dan ahli media menunjukkan instrumen layak digunakan dalam penelitian. Teknik analisis data yang digunakan adalah analisis deskriptif dan uji MANOVA. Hasil penelitian menunjukkan bahwa (1) e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi yang dihasilkan memenuhi kriteria kelayakan berdasarkan validasi ahli dengan kategori layak dan validasi praktisi dengan kategori sangat layak; (2) e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi yang dihasilkan efektif untuk meningkatkan pemahaman konsep dengan effect size sebesar 1,3 kategori tinggi tetapi kurang efektif untuk meningkatkan keterampilan kolaborasi dengan effect size sebesar 0,4 kategori rendah; (3) e-modul berbasis model experiential learning dengan pendekatan berdiferensiasi yang dihasilkan praktis dalam pembelajaran fisika materi pemanasan global: konsep dan solusi.

STUDENTS™ HIGHER ORDER THINKING SKILLS AS TRANSFER IN HIGH SCHOOL PHYSICS Fathulkhair, Fathulkhair; Werdhiana, I Komang; Darsikin, Darsikin; Napitupulu, Nurasyah Dewi; Muslimin, Muslimin
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v13i2.58926

The purpose of this study is to examine high school students' higher order thinking skills (HOTS) in relation to the transfer aspect in order to give a general picture of how far the transfer aspect has come, at least since it was included in the 2013 curriculum. Five questions on linear motion from the Physics subject make up the HOTS oriented research instrument. The research instrument used is a HOTS-oriented test consisting of 5 questions on linear motion from the Physics subject. The results stated that 47% of students succeeded in transferring from C1 to C4 and factual to metacognitive in question number 1. Then there were 10% of students who succeeded in transferring from C1 to C4 and factual to metacognitive in question number 2. Unfortunately, none of the students succeeded in answering questions number 3 (C4), number 4 (C5) and number 5 (C6) correctly. Students' failure to transfer their cognitive and knowledge is divided into several factors, namely lack of factual knowledge, lack of conceptual knowledge, lack of mathematical ability, not being used to using units in problem solving and not being familiar to HOTS questions.

Improving Environmental Literacy and Creative Thinking Skills Through Earth and Space Science Integrated Eco-Pedagogy (ESS-EcoP) Module Nurasyah Dewi Napitupulu; Miftah; Muhammad Zaky; Siddik; Amelia Septianti; Regina Chalista Agata Talokon
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9878

Eco-pedagogy is an educational approach that places emphasis on the relationship between humans and the natural world, and encourages the undertaking of practical actions for the benefit of environmental sustainability. The objective of this study is to enhance students' environmental literacy and creative thinking abilities through the Earth and Space Science (ESS) integrated eco-pedagogy (EcoP) modules. This research is development research (R & D) using 4-D model by Thiagarajan. The research subjects were 22 prospective physics teacher students. Data on environmental literacy and creative thinking skills were collected through pre-test and post-test by using the environmental literacy test and creative thinking skills questionnaire. The results demonstrated that the implementation of the validated ESS-EcoP module integrated with eco-pedagogy can markedly enhance 65.05% students' environmental literacy and 55.49% students’ creative thinking skills. This research is anticipated to contribute to the advancement of innovative learning models that can augment students' awareness and concern for the environment.

STUDENT'S HIGHER ORDER THINKING SKILLS AS TRANSFER IN HIGH SCHOOL PHYSICS Fathulkhair, Fathulkhair; Werdhiana, I Komang; Darsikin, Darsikin; Napitupulu, Nurasyah Dewi; Muslimin, Muslimin
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v13i2.58926

The purpose of this study is to examine high school students' higher order thinking skills (HOTS) in relation to the transfer aspect in order to give a general picture of how far the transfer aspect has come, at least since it was included in the 2013 curriculum. Five questions on linear motion from the Physics subject make up the HOTS oriented research instrument. The research instrument used is a HOTS-oriented test consisting of 5 questions on linear motion from the Physics subject. The results stated that 47% of students succeeded in transferring from C1 to C4 and factual to metacognitive in question number 1. Then there were 10% of students who succeeded in transferring from C1 to C4 and factual to metacognitive in question number 2. Unfortunately, none of the students succeeded in answering questions number 3 (C4), number 4 (C5) and number 5 (C6) correctly. Students' failure to transfer their cognitive and knowledge is divided into several factors, namely lack of factual knowledge, lack of conceptual knowledge, lack of mathematical ability, not being used to using units in problem solving and not being familiar to HOTS questions.

Identifikasi Penggunaan Perangkat Pembelajaran Fisika Kelas X SMA di Kota Palu Ditinjau dari Kebutuhan Belajar Abad 21 Azizah, Wafiq; Supriyatman, Supriyatman; Nurjannah, Nurjannah; Napitupulu, Nurasyah Dewi
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 2 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v12i2.3391

Penelitian ini bertujuan untuk mengetahui perangkat pembelajaran fisika yang digunakan guru SMA di kota Palu telah mengintegrasikan keterampilan 4C sebagai kebutuhan belajar abad 21. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan metode deskriptif dan menggunakan desain penelitian analisis isi. Subjek dalam penelitian ini adalah kepala sekolah sejumlah 3 orang, guru fisika sejumlah 3 orang, dan siswa kelas X sejumlah 6 orang yang berasal dari SMAN 1 Palu, SMAN 3 Palu, dan SMAN 5 Palu, sedangkan objek dalam penelitian ini berupa perangkat pembelajaran yang terdiri dari RPP, buku teks fisika, media pembelajaran, lembar kerja siswa, dan instrumen penilaian siswa. Instrumen yang digunakan dalam penelitian ini adalah daftar ceklis dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran fisika yang digunakan oleh guru SMAN di kota Palu telah mengintegrasikan keterampilan 4C. Hal tersebut ditunjukkan berdasarkan kategori analisis perangkat pembelajaran yaitu, pada perangkat buku teks fisika dan perangkat lembar kerja siswa berada pada kategori baik, sedangkan perangkat RPP, media pembelajaran, dan instrumen penilaian siswa berada pada kategori cukup baik.

Efektivitas Modul Pembelajaran Fisika Terhadap Pemahaman Konsep Siswa SMP Kelas VIII Haswani, Haswani; Napitupulu, Nurasyah Dewi
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 1 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v12i1.3415

Penelitian ini bertujuan untuk mengetahui efektivitas pemahaman konsep pesawat sederhana siswa menggunakan modul fisika dalam pembelajaran pesawat sederhana. Jenis penelitian ini adalah eksperimen kuasi dengan the pre – post test control group design. Populasi penelitian ini adalah seluruh siswa kelas VIII SMPN 2 Bungku Pesisir Satu Atap. Teknik sampling yang digunakan sampling total dengan sampel penelitian kelas VIII A (n=21) sebagai kelas eksperimen dan kelas VIII B (n=21) sebagai kelas kontrol, modul pembelajaran menggunakan Modul PJJ pada Masa Covid. Hasil analisis data menunjukkan persentase pemahaman konsep pesawat sederhana pada pre-test adalah 37,62 untuk kelas eksperimen, dan sebesar 42,86 untuk kelas kontrol. Pada posttest diperoleh persentase pemahaman konsep pesawat sederhana pada kelas eksperimen 77.38 dan kelas kontrol 73.10. Berdasarkan analisis N-Gain diperoleh sig. = 0,000 0,05 menunjukkan bahwa ada peningkatan pemahaman konsep siswa menggunakan Modul Pembelajaran Jarak Jauh Pada Masa Pandemi Covid-19 untuk jenjang SMP Ilmu Pengetahuan Alam Kelas VIII pada materi pesawat sederhana. Efektivitas modul pembelajaran terhadap pemahaman konsep pesawat sederhana siswa ditunjukkan dengan nilai N-Gain sebesar 60% pada kelas eksperimen dengan kategori sedang dan Effect Size berdasarkan Cohen diperoleh nilai 0,37 dengan kategori sedang. Efektivitas modul diperkuat dengan skor respon siswa terhadap modul pembelajaran sebesar 91.29%. dengan kategori sangat baik.

Analisis Konsepsi Siswa Pada Materi Elastisitas Aswad, Hajar; Darsikin, Darsikin; Kamaluddin, Kamaluddin; Napitupulu, Nurasyah Dewi; Gustina, Gustina; Miftah, Miftah; N. Laratu, Wahyuni
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 3 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v12i3.3759

Penelitian ini bertujuan untuk mendeksripsikan Konsepsi Siswa Pada Materi Elastisitas di SMA Gamaliel Palu. Subjek penelitian adalah peserta didik kelas XI IPA SMA Gamaliel Palu.yang berjumlah 18 orang peserta didik dan telah melalui mata pelajaran fisika materi elastisitas. Data diperoleh dari lembar tes pilihan ganda dengan jumlah tes 18 butir soal pilihan ganda. Persentase konsepsi peserta didik pada setiap kategori diperoleh yang paham konsep sebesar 58,95%, tidak paham konsep sebesar 22,53% dan miskonsepsi 18,52%. Sehingga dapat disimpulkan bahwa sebagian besar peserta didik di SMA Gamaliel Palu telah memahami konsep elastisitas. Persentase konsepsi siswa berdasarkan butir soal diperoleh persentase tertinggi pada setiap kategori yaitu sebesar 100% untuk kategori paham konsep yang terletak pada butir soal no 1, 44,44% untuk kategori tidak paham konsep yang gterletak pada soal no 10 dan 77,78% untuk kategori miskonsepsi yang terletak pada soal no 16. Persentase konsepsi peserta didik berdasarkan konsep elastisitas diperoleh persentase terbesar untuk setiap kategori konsepsi yaitu sebesar 90,74% untuk kategori paham konsep yang terletak pada konsep benda elastis dan plastis, 31,48% untuk kategori tidak paham konsep yang terletak pada konsep hukum Hooke dan 44,44% untuk kategori miskonsepsi yang terletak pada konsep pegas seri dan paralel.

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