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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Penelitian Pendidikan IPA (JPPIPA) JMM (Jurnal Masyarakat Mandiri) JPPIPA (Jurnal Penelitian Pendidikan IPA) International Journal of Educational Management and Innovation (IJEMI) BIOCHEPHY: Journal of Science Education Jurnal Pijar MIPA PENSA E-JURNAL: PENDIDIKAN SAINS Sasambo: Jurnal Abdimas (Journal of Community Service)
Ernita Vika Aulia
Pendidikan Sains, Jurusan IPA, FMIPA, Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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H5P Based Learning Media to Reinforce Pre-Service Science Teachers’ Critical Thinking Skills: Development and Validation Dhita Ayu Permata Sari; Wahono Widodo; Laily Rosdiana; Dyah Permata Sari; Ernita Vika Aulia
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5452

Abstract

Student’s critical thinking skills in higher education level should be enhanced using diverse methods, one of which by developing learning media as assistance in conceiving the skills. This study was undertaken to determine the validity of the H5P learning media using ALLR (Activity Based-Lesson Learn-Reflection) model that could be embedded in a Moodle-based learning management system for Basic Science course to reinforce the pre-service science teachers’ critical thinking skills. This study used research and development (R&D) design using 4D development model. The developed learning media was an interactive learning media for Basic Science course that contained the ALLR learning model developed using the H5P platform embedded in Moodle-based SIDIA UNESA learning management system. The media was given to three experts whose expertise were science learning and learning media development. The validation was based on assessment criteria which included content, presentation, and language aspects. The results showd that all the assessment criteria for the learning media developed were declared very valid, except for interactivity sub-criteria which was valid. It can be concluded that H5P-based interactive media in LM with ALLR Learning Model is suitable for improving the critical thinking skills of pre-service science teachers in the Basic Science Course.
TINJAUAN LITERATUR: PENERAPAN DISCOVERY LEARNING TERHADAP PENINGKATAN HASIL BELAJAR IPA SISWA SMP Muhammad Fadhila Nur Iman; Ernita Vika Aulia; Muhamad Arif Mahdiannur
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

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Abstract

Penelitian ini bertujuan untuk mengevaluasi keefektifan discovery learning dalam meningkatkan hasil belajar siswa SMP dalam mata pelajaran Ilmu Pengetahuan Alam. Metode penelitian ini Adalah kualitatif deskriptif dengan menganalisis 20 artikel relevan yang diterbitkan antara tahun 2015 dan 2025. Berdasarkan penelitian, skor pra-tes siswa umumnya berkisar antara 40 hingga 65, namun skor pasca-tes mereka meningkat menjadi 75 hingga 85 setelah penerapan discovery Learning. model ini menggunakan proses pengamatan, eksperimen, dan diskusi untuk meningkatkan pemahaman konseptual dan motivasi belajar. Kemampuan berpikir kritis dan pengetahuan ilmiah siswa diperkuat ketika Pembelajaran Penemuan dikombinasikan dengan media interaktif dan metodologi ilmiah. Akibatnya, telah terbukti bahwa model ini dapat secara signifikan meningkatkan hasil belajar sains dan memfasilitasi penerapan kurikulum merdeka, yang menekankan pada pembelajaran yang bermakna.
EFEKTIVITAS PROJECT BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR IPA: SYSTEMATIC REVIEW Sofi Septianingsih; Ernita Vika Aulia; Muhamad Arif Mahdiannur
PENSA E-JURNAL: PENDIDIKAN SAINS Vol. 14 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/pensa.v14i1.73156

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dalam pembelajaran Ilmu Pengetahuan Alam (IPA) melalui pendekatan systematic review terhadap dua puluh lima artikel jurnal yang diterbitkan antara tahun 2018 hingga 2025. Artikel yang dikaji dipilih berdasarkan kriteria inklusi yang mencakup relevansi dengan konteks pembelajaran IPA, penerapan PjBL secara eksplisit, serta penyajian data empiris mengenai hasil belajar, motivasi, dan literasi sains siswa. Dari keseluruhan artikel, sepuluh artikel dianalisis secara mendalam untuk mengidentifikasi kesamaan pola, efektivitas, dan tantangan dalam penerapan PjBL di berbagai jenjang pendidikan. Hasil kajian menunjukkan bahwa PjBL secara konsisten meningkatkan hasil belajar kognitif, keterampilan berpikir kritis, literasi sains, motivasi, serta kemampuan kolaboratif siswa. Pembelajaran berbasis proyek yang kontekstual juga mendorong keterlibatan aktif dan tanggung jawab siswa terhadap proses belajar. Namun, efektivitas PjBL masih dipengaruhi oleh kesiapan guru, keterbatasan waktu, serta sarana dan prasarana yang belum memadai. Oleh karena itu, peningkatan kompetensi guru, penyediaan fasilitas pendukung, dan integrasi teknologi pembelajaran perlu dioptimalkan agar implementasi PjBL dalam pembelajaran IPA berjalan lebih efektif dan berkelanjutan
Examining The Impact of The ALLR Learning Cycle on Undergraduate Students’ Conceptual Understanding in General Chemistry: A Pre-Experimental Study Ernita Vika Aulia; Wahono Widodo; Dhita Ayu Permata Sari; Laily Rosdiana; Dyah Permata Sari
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.14688

Abstract

Background. Understanding solution concepts in general chemistry remains challenging for undergraduate students due to their abstract and procedural complexity. This study investigates the effectiveness of the ALLR (Activity-based–Lesson–Learn–Reflection) approach in enhancing students’ conceptual understanding. Methods. A pre-experimental one-group pretest–posttest design was conducted with 29 first-semester Science Education students at an Indonesian university. Conceptual understanding was measured using a validated 20-item multiple-choice test covering four indicators: concept restatement, identification of examples and non-examples, procedural application, and problem solving. Results. The findings indicate a substantial improvement in conceptual understanding, with mean scores increasing from 52.93 to 80.52 and the overall achievement level rising from moderate (53%) to very good (81%). The highest gain was observed in problem-solving performance (58% to 89%), with an N-gain value of 0.59, indicating moderate effectiveness. Conclusion. This study provides empirical evidence for the ALLR approach as a coherent pedagogical framework that integrates experiential learning, conceptual consolidation, and structured reflection to support deep conceptual understanding in abstract chemistry topics. Despite limitations of the pre-experimental design and sample size, the findings suggest that ALLR holds pedagogical potential to improve conceptual understanding and problem-solving in general chemistry, particularly in science teacher education.
Co-Authors An Nuril Maulida Fauziah Beni Setiawan Dhita Ayu Permata Sari Dhita Ayu Permatasari Diah Ayu Noviantoro DYAH ASTRIANI Dyah Permata Sari Elok Sudibyo Elok Sudibyo Elok Sudibyo Fatimatuz Zahro Findiyani Ernawati Asih HASAN SUBEKTI Hidayati, Siti Nurul Laily Rosdiana Lu lu us Silvia Martini Martini Muhamad Arif Mahdiannur Muhammad Fadhila Nur Iman Puji Tri Lestari Rosdiana, Laily Sofi Septianingsih Wahono Widodo Wahono Widodo Wahyu Budi Sabtiawan Wardah Nabilah