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PENERAPAN EVERYONE IS A TEACHER HERE (ETH) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI PESERTA DIDIK Izatul Aini; Tutut Forcefiati; Elok Sudibyo
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 3 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v7i3.367-373

This research aims to improve students' communication skills by implementing the Everyone is a Teacher Here (ETH) strategy. This research is action research in the classroom, with the subject being students from class VII-E of SMP Negeri 1 Porong. The instruments used to collect data were observation sheets and tests. This research data was collected through tests, observations, and interviews. The research was carried out in two cycles, with cycle I taking place in one meeting (3 x 40 minutes) and cycle II taking place in one meeting (3 x 40 minutes) as well. The research results showed a significant increase. The average percentage of students' communication skills in the six indicators in cycle 1 is 43.75%, which is in the medium category, and in cycle 2, it is 75%, which is included in the high category. ETH learning strategies can improve communication skills and increase students' participation and enthusiasm for learning in learning activities.

UPAYA PENINGKATAN KETERAMPILAN KOLABORASI PESERTA DIDIK DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM (IPA) Novita Ayu Rachmawati; Arlin Sri Purwati; Elok Sudibyo
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 3 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v7i3.374-383

Education is certainly very important for the progress of a country. Therefore, the education obtained is certainly not only in cognitive knowledge, but other knowledge as well. This knowledge is such as communication skills, critical thinking, problem-solving, collaboration, metacognition, information literacy, creation, innovation and other skills. This skill is certainly useful as a guide for students in learning activities and in daily life. The purpose of this study is to improve students' collaboration skills in science learning. The method used is classroom action with a lesson study model. The stages of this model are designing learning (plan), implementing learning (do and see), then reflection and follow-up. This research was conducted during 3 learning cycles with different learning designs. The results of this study show that there is an increase in the collaboration skills of grade VII students of SMP Negeri 1 Porong from cycles 1, 2, and 3. This shows that the actions taken are successful and able to make students collaborate very well.

The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges Dini Fatrisia Hasniati; Raharjo Raharjo; Elok Sudibyo; Muhammad Satriawan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2711

Purpose of the study: This study aim to examine the factors causing low creative thinking skills in STEAM-based science learning, including indicators of creative thinking and various challenges in its implementation. Methodology: The research method used is a systematic literature review (SLR). Data collection uses the PRISMA flow. Data were obtained from the Sinta-indexed Google Scholar database for national journals and, for international journals, there were no restrictions; all journals were accessed through the Publish Or Perish (PoP) application. Data analysis used bibliometrics related to keyword accuracy and was visualized using VOS Viewer software. A total of 500 articles were obtained, of which 18 articles were used as primary data and as material for analysis in the discussion. Main Findings: The results showed that there were four indicators relevant to Guilford's theory regarding creative thinking skills in STEAM learning. Factors contributing to low creative thinking skills included lack of motivation, monotonous methods, models, and tasks, as well as the implementation of learning activities. Additionally, challenges in improving creative thinking skills in STEAM learning included long duration and the difficulty of improving fluency indicators. Novelty/Originality of this study: This study is novel because it structuredly examines the supporting factors and various implementation challenges in developing creative thinking skills through STEAM-based science learning. This research combines pedagogical, contextual, and professional perspectives from teachers, resulting in empirical findings that enrich STEAM studies and strengthen the application of creative thinking development strategies in science education.

The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges Dini Fatrisia Hasniati; Raharjo Raharjo; Elok Sudibyo; Muhammad Satriawan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2711

Purpose of the study: This study aim to examine the factors causing low creative thinking skills in STEAM-based science learning, including indicators of creative thinking and various challenges in its implementation. Methodology: The research method used is a systematic literature review (SLR). Data collection uses the PRISMA flow. Data were obtained from the Sinta-indexed Google Scholar database for national journals and, for international journals, there were no restrictions; all journals were accessed through the Publish Or Perish (PoP) application. Data analysis used bibliometrics related to keyword accuracy and was visualized using VOS Viewer software. A total of 500 articles were obtained, of which 18 articles were used as primary data and as material for analysis in the discussion. Main Findings: The results showed that there were four indicators relevant to Guilford's theory regarding creative thinking skills in STEAM learning. Factors contributing to low creative thinking skills included lack of motivation, monotonous methods, models, and tasks, as well as the implementation of learning activities. Additionally, challenges in improving creative thinking skills in STEAM learning included long duration and the difficulty of improving fluency indicators. Novelty/Originality of this study: This study is novel because it structuredly examines the supporting factors and various implementation challenges in developing creative thinking skills through STEAM-based science learning. This research combines pedagogical, contextual, and professional perspectives from teachers, resulting in empirical findings that enrich STEAM studies and strengthen the application of creative thinking development strategies in science education.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMP Khurun In Amunatus Surur; Elok Sudibyo
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

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

Penelitian ini menjelaskan bagaimana kemampuan berpikir kritis siswa meningkat setelah menggunakan model pembelajaran inkuiri terpandu, serta bagaimana pembelajaran telah dilakukan dan bagaimana respon siswa terhadap proses pembelajaran. Sebanyak 35 siswa kelas IX–D di SMP Sepuluh Nopember Sidoarjo menjadi subjek penelitian. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis desain pra-eksperimental. Dalam rancangan penelitian ini digunakan satu kelompok pretest dan posttest dengan kuesioner, tes, dan observasi untuk mengumpulkan data. Berdasarkan hasil penelitian, kemampuan berpikir kritis siswa meningkat secara signifikan setelah menggunakan model inkuiri terbimbing untuk pengajaran. Dari siswa tersebut, 54% menunjukkan peningkatan dengan kriteria sedang, dan 46% menunjukkan peningkatan dengan kriteria tinggi. Proses pembelajaran yang telah dilaksanakan sejauh ini berada di kategori sangat baik; persentase keseluruhan adalah 91% dalam pertemuan pertama dan 96,15% dalam pertemuan kedua. Tanggapan terhadap penerapan model pembelajaran penuntun sangat positif.

Pelatihan Penerapan Asesmen dalam Implementasi Kurikulum Merdeka untuk Guru-Guru IPA Wahyu Budi Sabtiawan; Elok Sudibyo; Dhita Ayu Permata Sari; Aris Rudi Purnomo; Fikky Dian Roqobih; Kiki Septaria; Alya Rifda Pramesti; Iffah Nur Fauziah
Dedikasi: Journal of Community Engagement and Empowerment Vol. 3 No. 2 (2025): Desember 2025
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/dedikasi.v3n2.p42-53

Sinkronisasi antara asesmen dengan kurikulum adalah aspek yang substansi dalam proses belajar mengajar. Telah dilakukan suatu pendampingan penerapan asesmen dalam implementasi suatu kurikulum. Kegiatan ini bertujuan untuk menggambarkan efektivitas dari pendampingan tersebut yang didasarkan atas capaian pemahaman, keterampilan, dan respon guru. Metode pelaksanaan dilakukan secara blended (syncronous dan asyncronous) yang dibagi menjadi empat tahap, yaitu persiapan, pemaparan materi, pelatihan dan pendampingan, dan evaluasi. Efektivitas dari pendampingan tergambar dari peningkatan meningkatkan pemahaman guru IPA, yang ditandai dengan kenaikan signifikan skor rata-rata dari 43,00 menjadi 76,00 (p < 0,001). Selain itu, Peserta juga berhasil merancang dan menerapkan instrumen asesmen pada implementasi Kurikulum Merdeka. Respon peserta terhadap kegiatan juga sangat positif, dengan tingkat kepuasan mencapai di atas 90% pada hampir seluruh aspek. Dengan demikian, kegiatan pendampingan dapat dikatakan efektif, dan memberikan dampak positif bagi komunitas guru mitra melalui lembar kerja yang dapat digunakan sebagai panduan guru dalam merancang dan menerapkan asesmen.

PENDAMPINGAN PENGEMBANGAN INSTRUMEN PENILAIAN OTENTIK YANG MENDUKUNG PEMBELAJARAN MENDALAM UNTUK GURU-GURU IPA MTS KABUPATEN TUBAN Wahyu Budi Sabtiawan; Elok Sudibyo; Hasan Subekti; Dhita Ayu Permata Sari; Aris Rudi Purnomo; Fikky Dian Roqobih; Sapti Puspitarini; Gita Bella Aprilia
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 11 No. 2 (2026): JURNAL ABDI : Media Pengabdian Kepada masyarakat
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abdi.v11i2.46770

The current challenge is requiring teachers to be able to implement authentic assessments that support in-depth learning. One of the tools in this implementation is assessment. The problem is that the partner, the MGMP Science Teachers of MTs in Tuban Regency, is not yet accustomed to implementing authentic assessments that support in-depth learning and therefore requires training and mentoring. Based on this, training and mentoring are needed to implement assessments that support in-depth learning. Through this activity, it is hoped that partners can improve their skills in implementing authentic assessments that support in-depth learning. The implementation method is divided into four stages, namely preparation, material presentation, training and mentoring, and evaluation. Participants in this PKM activity were 67 MTs science teachers in Tuban Regency. The results of the mentoring and training showed that (1) there was an increase in the PKM participants' understanding regarding authentic assessments based on pre- and post-test scores; (2) the level of skills of the training participants in planning and implementing authentic assessments was still lacking (thus, more intensive mentoring for participants regarding planning and implementing authentic assessments was needed); and (3) the training participants showed a positive response to the PKM activity.

PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS MURID SMP PADA MATERI SISTEM PERNAPASAN Zahrani Purnita Sari; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9568

The low science process skills (SPS) of junior high school students is the main background of this study, especially in the indicator of observing and communicating scientific results. This study aims to analyze the effectiveness of the discovery learning model in improving SPS on the human respiratory system material. Using a quantitative approach with a one-group pretest-posttest design, research subjects were selected through a purposive sampling technique at SMP Negeri 21 Surabaya. The research stages included initial observation through a pretest, providing discovery learning model treatment, and final measurement through a posttest. The results showed that the implementation of learning reached a very high average of 99%. The paired t-test proved a significant difference with a significance value below 0.001. Quantitative data showed an increase in the average value from 54.2 to 81.83 with an N-Gain score of 0.621 which is included in the moderate category. The indicator of planning an investigation achieved the highest increase of 0.718, while the indicator of communicating obtained the lowest score of 0.500. In addition, student responses to this model were very positive with a satisfaction percentage reaching 83.58%. The main conclusion of the study confirms that the application of the discovery learning model effectively improves junior high school students' science process skills in the respiratory system. Educators are strongly advised to implement this model to optimize students' scientific abilities through independent learning experiences, active exploration, and direct concept discovery within the school science education process. ABSTRAK Rendahnya keterampilan proses sains (KPS) murid SMP menjadi latar belakang utama penelitian ini, terutama pada indikator mengamati dan mengomunikasikan hasil ilmiah. Penelitian ini bertujuan untuk menganalisis efektivitas model discovery learning dalam meningkatkan KPS pada materi sistem pernapasan manusia. Menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest, subjek penelitian dipilih melalui teknik purposive sampling di SMP Negeri 21 Surabaya. Tahapan penelitian meliputi observasi awal melalui pretest, pemberian perlakuan model discovery learning, dan pengukuran akhir melalui posttest. Hasil penelitian menunjukkan keterlaksanaan pembelajaran mencapai rata-rata sangat tinggi sebesar 99%. Uji t berpasangan membuktikan adanya perbedaan signifikan dengan nilai signifikansi di bawah 0,001. Data kuantitatif menunjukkan peningkatan nilai rata-rata dari 54,2 menjadi 81,83 dengan skor N-Gain sebesar 0,621 yang termasuk kategori sedang. Indikator merencanakan penyelidikan mencapai peningkatan tertinggi sebesar 0,718, sementara indikator mengomunikasikan memperoleh skor paling rendah yakni 0,500. Selain itu, respon murid terhadap model ini sangat positif dengan persentase kepuasan mencapai 83,58%. Simpulan utama penelitian menegaskan bahwa penerapan model discovery learning secara efektif meningkatkan keterampilan proses sains murid SMP pada materi sistem pernapasan. Pendidik sangat disarankan mengimplementasikan model ini untuk mengoptimalkan kemampuan ilmiah murid melalui pengalaman belajar mandiri, eksplorasi aktif, serta penemuan konsep secara langsung dalam proses pendidikan sains di sekolah.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN PEMAHAMAN IPA MURID SMP PADA MATERI GETARAN DAN GELOMBANG Anis Rahma Cahyani; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.9599

This study aims to evaluate the effectiveness of the guided inquiry learning model in improving junior high school students' science understanding in the higher-order cognitive domain (C4: Analyzing), as well as to describe the implementation of learning and student responses. The urgency of the study is based on students' low analytical skills in vibration and wave material and the curriculum's demands to shift from content coverage to deep learning. This study used a pre-experimental method with a One Group Pretest-Posttest design. The research sample was 32 students of class VIII-A of Bahrul Ulum Junior High School Surabaya who were selected through a purposive sampling technique. Data collection instruments included a science understanding test based on the Revised Bloom's Taxonomy by Anderson and Krathwohl (indicators: distinguishing, organizing, attributing), an implementation observation sheet, and a student response questionnaire. Data analysis used the Shapiro-Wilk normality test, a difference test using the Paired Sample T-Test, and N-Gain. The results showed a t-test significance of 0.000 (p < 0.05), which indicated a significant difference between the pretest and posttest scores. The improvement in science understanding was categorized as moderate with an N-Gain score of 0.60. Analysis per indicator showed the highest improvement in the differentiation aspect (N-Gain = 0.80) and the lowest in the attribution aspect (N-Gain = 0.40). The learning implementation reached 100% with a very good category, and student responses were very positive at 97%. It was concluded that the guided inquiry model was effective in facilitating students' transition from basic conceptual understanding to in-depth analytical skills. ABSTRAK Penelitian ini bertujuan untuk mengevaluasi efektivitas model pembelajaran inkuiri terbimbing dalam meningkatkan pemahaman IPA murid SMP pada ranah kognitif tingkat tinggi (C4: Menganalisis), serta mendeskripsikan keterlaksanaan pembelajaran dan respons murid. Urgensi penelitian didasari oleh rendahnya kemampuan analisis murid pada materi getaran dan gelombang serta tuntutan kurikulum untuk beralih dari content coverage menuju deep learning. Penelitian ini menggunakan metode pre-experimental dengan desain One Group Pretest-Posttest. Sampel penelitian adalah 32 murid kelas VIII-A SMP Bahrul Ulum Surabaya yang dipilih melalui teknik purposive sampling. Instrumen pengumpulan data meliputi tes pemahaman IPA berbasis Taksonomi Bloom oleh Anderson dan Krathwohl (indikator: membedakan, mengorganisasikan, mengatribusi), lembar observasi keterlaksanaan, dan angket respons murid. Analisis data menggunakan uji normalitas Shapiro-Wilk, uji beda menggunakan Paired Sample T-Test, dan N-Gain. Hasil penelitian menunjukkan signifikansi uji-t sebesar 0,000 ), yang mengindikasikan perbedaan signifikan antara skor pretest dan posttest. Peningkatan pemahaman IPA tergolong kategori sedang dengan skor N-Gain 0,60. Analisis per indikator menunjukkan peningkatan tertinggi pada aspek membedakan (N-Gain = 0,80) dan terendah pada aspek mengatribusi (N-Gain = 0,40). Keterlaksanaan pembelajaran mencapai persentase 100% dengan kategori sangat baik, dan respons murid sangat positif sebesar 97%. Disimpulkan bahwa model inkuiri terbimbing efektif memfasilitasi transisi murid dari pemahaman konsep dasar menuju kemampuan analisis mendalam.

PENERAPAN MODEL PROBLEM BASED LEARNING MATERI PEMISAHAN CAMPURAN UNTUK MENINGKATKAN KETERAMPILAN PROBLEM SOLVING MURID SMP Maya Widya Risma; Elok Sudibyo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9708

This study aims to determine the improvement in problem-solving skills of junior high school students, the implementation of learning, and student responses after the application of the Problem Based Learning (PBL) model to the material on separating mixtures. The type of research used is pre-experimental design with a One Group Pretest–Posttest design. The subjects in this study were 30 students of class VIII-G of SMP Negeri 12 Gresik. The results of the study showed that there was a significant difference between the pretest and posttest scores of students after the Problem Based Learning (PBL) model was applied with a significance value of the paired sample t-test of Sig.<0.05. Based on the N-Gain analysis, it shows an increase in students' problem solving skills of 0.63 with a moderate category. The indicator with the highest average score is the Exploring and Understanding (EU) Indicator at 0.8 and the lowest average score is the Monitoring and Reflecting (MR) Indicator which has an N-Gain score of 0.3. The implementation of the learning carried out has been carried out in the very good category and has achieved an implementation percentage of 100%. In addition, student responses to the application of the Problem Based Learning (PBL) model showed a very positive response with a percentage of 94.17%, which indicates that this learning model can attract, motivate, and help students in understanding the material on separating mixtures. Based on these results, it can be concluded that the Problem Based Learning (PBL) model is effective in improving the problem solving skills of junior high school students. ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan problem solving murid SMP, keterlaksanaan pembelajaran, serta respons murid setelah diterapkannya model Problem Based Learning (PBL) pada materi pemisahan campuran. Jenis penelitian yang digunakan adalah pre-experimental design dengan rancangan One Group Pretest–Posttest. Subjek dalam penelitian ini merupakan murid kelas VIII-G SMP Negeri 12 Gresik dengan jumlah 30 murid. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretest dan posttest murid setelah diterapkan model Problem Based Learning (PBL) dengan nilai signifikansi Uji paired sample t-test sebesar Sig.<0,05. Berdasarkan analisis N-Gain menunjukkan peningkatan keterampilan problem solving murid yaitu sebesar 0,63 dengan kategori sedang. Indikator dengan skor rata-rata tertinggi adalah Indikator Exploring and Understanding (EU) sebesar 0,8 dan skor rata-rata terendah terdapat pada Indikator Monitoring and Reflecting (MR) yang memiliki skor N-Gain sebesar 0,3. Keterlaksanaan pembelajaran yang dilakukan telah terlaksana dengan kategori sangat baik dan memperoleh persentase keterlaksanaan sebesar 100%. Selain itu, Respons murid terhadap penerapan model Problem Based Learning (PBL) menunjukkan respons yang sangat positif dengan persentase sebesar 94,17%, yang menandakan model pembelajaran ini dapat menarik, memotivasi, dan membantu murid dalam memahami materi pemisahan campuran. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model Problem Based Learning (PBL) efektif untuk meningkatkan keterampilan problem solving murid SMP.

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