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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Pendidikan Dasar Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Pendidikan Fisika Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi BIOEDUSCIENCE Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Assimilation: Indonesian Journal of Biology Education BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains JOURNAL OF KOMODO SCIENCE EDUCATION Bioedusiana: Jurnal Pendidikan Biologi Journal of Innovative Science Education Pascal: Journal of Physics and Science Learning Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat JIFP (Jurnal Ilmu Fisika dan Pembelajarannya) Al Jahiz: Journal of Biology Education Research JIPI (Jurnal IPA dan Pembelajaran IPA) International Journal of Education, Culture, and Society Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif IJIS Edu : Indonesian Journal of Integrated Science Education Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Scientiae Educatia: Jurnal Pendidikan Sains
Neni Hasnunidah
Universitas Lampung
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Production and Utilization of Moodle-Based e-Learning to Enhance Higher-Order Thinking Skills with the STEM Approach Restanti, Mida Ayu; Hasnunidah, Neni; Suyatna, Agus; Abdurrahman, Abdurrahman
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 2 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i2.19298

Abstract

This study aimed to develop a Moodle-based e-learning platform with a valid, practical, and effective STEM approach to enhance Higher-Order Thinking Skills (HOTS). The research methodology employed for development purposes was the ADDIE model, consisting of five distinct phases: Analysis, Design, Development, Implementation, and Evaluation. The selection of research subjects for the field trial was conducted through cluster random sampling, wherein experimental and control classes were chosen. The experimental class utilized a Moodle-based e-learning solution for instructional purposes, while the control class adhered to traditional learning methods. Data were collected using validated questionnaires and written tests. The findings indicated that the Moodle-based e-learning products with a STEM approach are effective in enhancing students’ higher-order thinking skills. This was evident from the average n-Gain gain falling in the "medium" category at 0.62 and an effect size also in the "medium" category at 0.43. Student responses to the Moodle-based e-learning were very positive. Based on the research findings, the researcher offers some recommendations. Teachers aiming to utilize this product could enhance its effectiveness by incorporating additional platforms into their learning activities and resources. Additionally, other researchers interested in advancing further studies can introduce problem-solving activities to stimulate higher-order thinking skills (HOTS) in everyday situations. In conclusion, the Moodle-based STEM e-learning product is effective in enhancing students' HOTS.
Development of Peer-Scaffolding-Based Learning Program to Train the Performance Assessment Ability of Prospective Science Teacher Jalmo, Tri; Hasnunidah, Neni; Fadiawati, Noor; Priadi, Median Agus
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The aim of the research is to develop a peer scaffolding-based learning program to equip prospective science teacher students with the ability to develop performance appraisals. This program was developed using a 4D model (Define, Design, Develop, and Disseminate), the development of which has reached the stage of feasibility testing (Develop). Data collection techniques with questionnaires to measure the validity of the feasibility of learning programs and essay tests for the ability to develop performance appraisals. The results of this study indicate that the learning program developed got an average score of 4.00 (very valid category) in all aspects of feasibility. The results of the program trial show that there is an increase in student abilities seen from their N-gain (0.41: moderate criteria). Improvement in the aspect of the ability to understand the scope of the assessment with “low” criteria (0.036), planning an assessment with “medium” criteria (0.72). Based on this, it is concluded that the program developed is quite effective in providing performance appraisal skills for prospective science teacher students.Keywords: learning program, peer scaffolding, performance assessment.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp284-293
Analysis of Students’ Higher Order Thinking Skills on Science Subject Using Liveworksheet Argumentative Through Discovery Learning Hasnunidah, Neni; Amanda, Dhea Olivia; Meriza, Nadya; Lengkana, Dewi; Dewi, Pramita Sylvia
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Analysis of Students’ Higher Order Thinking Skills on Science Subject Using Liveworksheet Argumentative Through Discovery Learning. Objective: This research aims to analyze students HOTS on the Classification of Living Creatures material using Liveworksheet argumentative worksheets through the Discovery Learning model at SMP Negeri 1 Natar. Methods: This research is a quasi-experiment with a non-equivalent pretest-posttest control group design. The research subjects were 69 class VII students sampled from a population of 384 people using simple random sampling techniques. Cognitive tests (C4, C5, & C6) were analyzed using the Independent sample t-test. Data on student responses were collected using a questionnaire and analyzed descriptively. Findings: The results of the research show that there is a significant difference in the N-gain value (P<0.05) between learning using the Discovery Learning model and discovery-model based argumentative liveworksheet. The high scores in the experimental class were the evaluate skills (N-gain 0.63) and analyze skills (N-gain 0.62), while in the control class the three HOTS indicators were low. Based on the results of the student response questionnaire, it was found that almost all students (82.25%) gave very positive responses to the use of argumentative lifeworksheets. Conclusion: The liveworksheet effectively improve students' HOTS.        Keywords: HOTS, classification of living things, liveworksheet argumentative worksheet, discovery learning model.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp351-372
The Effect of e-Worksheets in Eco-Friendly Technology Oriented with Argument Driven Inquiry Model to Improve Students Argumentation Skills Hasnunidah, Neni; Andriani, Devi; Abdurrahman, Abdurrahman
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to describe the effect of implementing e-worksheets on environmentally friendly technology materials with the Argument-Driven Inquiry (ADI) model in improving students' argumentation skills. This study involved 60 grade IX students in a junior high school in South Lampung, Lampung province. The research design used was a non equivalent pretest-posttest control group design with an experimental class of 30 students and a control class of 30 students. Students in the experimental class get learning assisted by e worksheet with the ADI model, while students in the control class are taught using the Problem Based Learning (PBL) model. The results showed that students who were taught using the e worksheets with the ADI model had a higher N-gain (g=0.61 with medium criteria) than students taught using the PBL model (g=0.17 with low criteria). Furthermore, the effectiveness of learning environmentally friendly technology using the ADI model shows a high category (ES=0.84). This shows that the e-worksheet material on environmentally friendly technology using the ADI model was effective in improving students' argumentation skills. Keywords: e-worksheet, argumentation skills, argument-driven inquiry. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp744-753
Habits of Mind and Concept Mastery of Cell in Multimedia Virtual Class Environment: A Case of Biology Students in Lampung University Rakhmawati, Ismi; Hasnunidah, Neni; Priadi, Median Agus
Jurnal Pendidikan MIPA Vol 20, No 1 (2019): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The ability of students to use Information and Communication Technology (ICT) is still not optimally integrated with learning. Even though most students already have gadgets, internet connections are available via campus hotspots. Based on this, learning in higher education cannot be separated from the use of computerized and online-based technology. The integration of ICT into vclass-based multimedia learning is a potential thing to develop. This vclass-based multimedia application is expected to improve habits of mind and conceptual understanding of biology cell of students. Improved learning outcomes can be demonstrated through conceptual understanding which are the ability to understand the concepts that exist in the learning material after the learning process takes place.Keywords: habits of mind, mastery of concepts, cells, virtual class. DOI: http://dx.doi.org/10.23960/jpmipa/v20i1.pp17-22
Improving Students' Understanding of Science Concepts: is there a Relationship Between Learning Models and Academic Ability? Hasnunidah, Neni; Rosidin, Undang; Kadaritna, Nina
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The Argument-Driven Inquiry (ADI) learning model, which is considered appropriate for use in higher education, is still not able to overcome students' difficulties in developing argumentative discourse so that their understanding of concepts tends to be low. The management of the learning process for students with different academic abilities requires scaffolding in the ADI model which is implemented gradually from the class, group, and individual levels. This research has produced an Argument-Driven with Scaffolding (ADIS) model which is a modification of the ADI model with the addition of standpoints and phasing. Standpoint as a statement of claim functions in generating arguments through debate. Meanwhile, the phases consisting of initiation, development, and reinforcement function in the development of individual argumentation skills. This study aims to compare the understanding of the concept of students with different academic abilities by using ADI, ADIS, and conventional learning models. The design of a non-equivalent pre-test-post-test control group was used on 180 prospective science teacher students at the University of Lampung. The concept comprehension test is used to measure students' ability to understand the concepts taught from answers in the form of essays. The test questions relate to the level of thinking from Bloom's cognitive domain, namely remembering, understanding, applying, analyzing, evaluating, and creating. The results of the analysis of students' concept understanding data using ANCOVA showed that the achievement of concept understanding with the ADIS learning model was equivalent to ADI but higher than the conventional model. Students with high academic ability have a higher understanding of concepts compared to students with low academic ability. The highest average concept understanding was achieved by students with high academic ability in the ADIS class, while the lowest average was achieved by students with low academic ability in the Conventional class. The ADIS model has been proven to be able to train students' skills in drafting high-quality arguments and participating productively in scientific arguments in stages so as to improve understanding of concepts. Standpoint as a starting point in argumentation development and phasing (initiation, development, and reinforcement) in the ADIS model is effectively used as a scaffolding for students to develop argumentation skills both classically, in groups, and individually.       Keywords: academic ability, argument-driven inquiry, conceptual understanding, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1224-1243
PENGARUH PEMBELAJARAN BERBASIS MASALAH OPEN-ENDED TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH OLEH SISWA Suwandi, Tri; Hasnunidah, Neni; Marpaung, Rini Rita T.
Jurnal Pendidikan Progresif Vol 6, No 2 (2016): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

: The Effects of Problem Based Learning Open-Ended Type towards The Improving of Students’ Problem Solving Skills. This study aimed to determine the effect of using openended PBM models in improving problem-solving skills of students. This study was a quasiexperimental with pretest posttest designs not equivalent. Samples were students in class X1 and X6 selected from the population by using cluster random sampling. This research data were in the form of quantitative and qualitative data. The quantitative data were obtained from the average value of pretest and posttest that were statistically analyzed using t-test at 5% confidence level through SPSS 17. Qualitative data were in the form of a description of the problem solving ability of students, student learning activity data, and the questionnaire responses of students to use open-ended PBM model which were analyzed descriptively. The average percentage of students’ activity in all aspects observed in the experimental class is higher than the control class (experimental = 81.32; control = 64.22). Therefore, learning by using PBM model of open-ended can influence the increasing of problem solving skills by students.  Keywords: problem-based learning model open-ended type, problem-solving skills, biology learning, biodiversity. DOI: http://dx.doi.org/10.23960/jpp.v6.i2.201601
Development and Validation of ADI-STEM-Based Biotechnology e-Liveworksheets to Enhance Student Argumentation Skills Hasnunidah, Neni; Fadiawati, Noor; Herlina, Kartini; Dewi, Pramita Sylvia
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2224-2245

Abstract

Development and Validation of ADI-STEM-Based Biotechnology e-Liveworksheets to Enhance Student Argumentation Skills. Objectives: Despite its enormous potential, ADI-STEM-based electronic worksheets are still rarely used. In the face of the challenge of integrating STEM, ADI-based worksheets should be centered on authentic engineering issues. Designing real-world, challenging, yet still solvable problems for students with digital tools (Technology & Math) and relevant Science concepts. The purpose of this study is to fill this gap by developing and validating a reliable teaching material called the ADI-STEM-Based Biotechnology e-Liveworksheets (ASBL), which is intended to train the argumentation skills of Indonesian junior high school students. Methods: The research employed a development method using the Thiagarajan 4-D model, which includes the stages of Define, Design, and Develop, without the Disseminate stage. The ASBL underwent rigorous validation by experts and field testing in junior high school students in Indonesia. The Sampson & Clark framework is used to measure students' argumentative skills. Two biology education experts reviewed the content to ensure its validity. Two media experts reviewed the content to ensure its validity, and a senior teacher assessed the feasibility and practicality of ASBL. Researchers got real-world data for descriptive-quantitative analysis from 30 9th-grade students at a junior high school in Lampung, Indonesia. This data demonstrates the practicality of teaching materials, as evidenced by the increase in the average value of argumentation skills between before and after learning, as well as the responses of educators and students to the learning process. Data were collected using validated questionnaires and written tests. Findings: The results of the study showed that the ASBL was stated as very high validity (93%) by material experts, high validity (87%) by media experts, very practical to uses in learning by students (98%), with in improving students’ argumentation skills with N-gain in the high cateogry of claim (0,82), evidence (0,78), and reasoning (0,79). The majority of students (over 85%) found ASBL easy to use, engaging, and helpful in guiding their learning process. Teachers reported that the platform enabled efficient progress tracking and assessment of students’ argument construction at each learning phase. Conclusion: This research develops valuable and valid teaching materials to train students' argumentation skills. As a teaching material that aligns with the Independent Curriculum, ASBL is quite useful for Indonesian teachers. This encourages a shift from memorizing things by rote to understanding them more deeply and learning how to conduct science. Future research could explore scaling this model across different science topics, educational levels, or through longitudinal studies to assess retention and transfer of argumentation skills.     Keywords: biotechnology, liveworksheets, argumentation, argument-driven inquiry, STEM. 
Transformasi Pedagogis Guru IPA: Implementasi Lokakarya Deep Learning untuk Pemberdayaan Keterampilan Abad 21 Hasnunidah, Neni; Jalmo, Tri; Lengkana, Dewi; Diawati, Chansyanah; Sylvia Dewi, Pramita
Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2025): RUANG PENGABDIAN: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/rp/v5i2.hal.76-88

Abstract

Curriculum transformation requires science teachers to master innovative learning design, but competence in applying Deep Learning approaches and 21st century skills assessment remains a challenge. This service aims to improve the understanding of junior high school/MTs science teachers about the philosophical foundations of deep learning, curriculum analysis and essential science content to support in-depth science learning, design science learning with a deep learning approach, and design a deep learning-oriented science learning assessment that integrates 21st Century Skills and SDGs issues. This activity was carried out using a participatory and reflective workshop method to 30 science teachers Junior High School/MTs which are members of the Subject Teacher Conference of Pringsewu and South Lampung Regencies. Program evaluations use the CIPP model that measures competency improvement through context, input, process, and product analysis. The results of the activity showed a significant increase in the understanding of the workshop participants. The final test results with good criteria on all training materials increased by 64.75% from the initial test results with poor criteria. The response of the participants was very positive with an average of 60% stating that this activity was beneficial and improved their professionalism. The workshop was shown to be effective in supporting teachers' pedagogical transformation, with the implication that similar approaches can be replicated for sustainable professional development on a wider scale.
Argument-Driven Inquiry Integrated Deep Learning and SDGs Issues: Strategic Solutions to Improve Students' Scientific Communication Skills Hasnunidah, Neni; Yudhianingrum, Nawang; Rakhmawati, Ismi
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.10058

Abstract

Improving students' Scientific Communication Skills (SCS) is an essential demand in 21st century science education. However, the results of the assessment show that the SCS of junior high school students in Lampung Province is still relatively low, which is believed to be rooted in the dominance of conventional memorization-based learning methods. This study aims to test the effectiveness of the Argument-Driven Inquiry (ADI) model based on Deep Learning integrated with the Sustainable Development Goals (SDGs) in overcoming the competency gap. This study is a quasi-experimental using Pretest-Posttest Non-Equivalent Control Group Design on 64 grade VII students of SMPN 20 Bandar Lampung. Data were collected through scientific communication ability tests analyzed using the Independent Sample t-Test for improvement differences (N-Gain), as well as observation of syntax implementation and student response questionnaires. The results showed that there was a significant difference in SCS between the experimental class (ADI-DL-SDGs) and the control class (Conventional Learning). The experimental class achieved an average N-Gain = 0.62 (medium category), much higher than the control class (0.29 in the low category). Effect size analysis showed a high influence (1,830), confirming the model's substantial impact on SCS. The highest increase occurred in the indicators of scientific writing and representation information. Overall, the ADI-DL-SDGs model has proven effective in improving students' SCS in science learning through authentic investigative practices and strengthening evidence-based arguments in the context of sustainability issues.
Co-Authors Abdurahman Abdurrahman Abdurrahman Abdurrahman Abdurrahman Agus Suyatna Aini, Nur Rohmatul Amanda, Dhea Olivia Anitia Fadhila Bumay Arwin Achmad Arwin Surbakti Arwin Surbakti Arwin Surbakti Berti Yolida Berti Yolida Berti Yolida Berti Yolida Budiasih, Yuli Chansyanah Diawati Dani Jaya Putra Darlen Sikumbang Darlen Sikumbang Darlen Sikumbang Dartia Utari Devi Andriani Devi Andriani Dewi Lengkana Dewi Lengkana Dewi Lengkana Dewie Permata Dian Aulya Dina Maulina Dina Maulina Dina Maulina Een Yayah Haenilah Eko Suyanto Erlis Miarti Fadila Nurhusna Hadi Suwono Hayatun Nufus Hedi Sutomo Herawati Susilo Herlina, Kartini Herlina, Kartini Herlina, Kartini Hermi Yanzi I Wayan Distrik Inas Nuha Afifa Indriyani Indriyani Intan Kamila Zahara Ismi Rakhmawati Kartini Helina Kartini Herlina Laya Nazila Lengkana, Dewi Likita, Egy Razka Lismawati Lismawati* Lulu’Atul Farida Median Agus Priadi Meriza Nadya Meriza, Nadya Mimien H. Irawati Mimien Henie Irawati Nadya Meriza Nina Kadaritna Nina Kadaritna Nina Kadaritna Ninda Ningtyas Noor Fadiawati Noor Fadiawati Nur Rohmatul Aini Nurfitha Kusumaningtyas Nurhusna, Fadila Nurul Cahyani Pangestuti, Dini Aji Perdana, Dheonardo Putra Pramita Sylvia Dewi Puput Agustin Pertiwi Rakhmawati, Ismi Restanti, Mida Ayu Ria Afrilia Rini Rita T. Marpaung Rini Rita T. Marpaung Rini Rita T. Marpaung Rini Rita T. Marpaung Risti Amalia Sari Safira, Cherry Acerola Samantha Tiara Putri Selvina Annis Fajriani Setiawati, Santy Sherly Fadhila Sri Hastuti Noer Susi Ulfah Suwandi, Tri Tajudin Afgani Tantri Dewantari Tirta Sari Tri Jalmo Tri Jalmo Tri Jalmo Tri Suwandi Tri Utami Tri Wulandari Uji Yoga Prastio Umi Nurkhasanah Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Uun Febriyani Viyanti Viyanti Wahyu Dwi Lestari Widya Hendriyani Wisnu Juli Wiono WISNU JULI WIONO, WISNU JULI Yesi Yosinta Yudhianingrum, Nawang Yuli Budiasih Zahra Mila Putri Zevi Octasari