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All Journal Didaktika: Jurnal Kependidikan JIPI (Jurnal IPA dan Pembelajaran IPA)
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

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Analisis Permasalahan Pendidik IPA Dalam Proses Penilaian Pembelajaran Maria Ulfah*; Hairida Hairida; Fitria Arfiyanti; Ninda Permasari; Jessica Ayu Sabila
JIPI (Jurnal IPA dan Pembelajaran IPA) Vol 5, No 2 (2021): JUNE 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v5i2.21163

Abstract

Penelitian ini bertujuan untuk menganalisis permasalahan yang dihadapi oleh pendidik khususnya dalam proses penilaian pembelajaran yang dilakukan. Metode yang digunakan adalah deskriptif. Instrumen yang digunakan untuk mengetahui permasalahan tersebut adalah kuesioner yang disebarkan melalui google forms kepada 26 guru IPA di Kubu Raya. Hasil yang diperoleh diketahui bahwa kendala yang dihadapi guru yakni  1) kesulitan dalam mengembangkan rubrik penilaian yang sesuai dengan model pembelajaran inovatif Abad 21 khususnya penilaian sikap dan keterampilan peserta didik; 2) kurangnya pemahaman dalam merancang penilaian non-tes, misalnya penilaian untuk mengukur berbagai keterampilan peserta didik; dan 3) kesulitan dalam mengimplementasikan penilaian proses dalam pembelajaran khususnya dalam mengelola waktu penilaiannya. Pada dasarnya guru sudah menerapkan pembelajaran yang inovatif dengan model-model yang sesuai tuntutan kurikulum 2013 meskipun dalam proses penilaiannya masih terdapat kesenjangan antara teori dan prakteknya di lapangan. 
Environment-Based Horticulture Learning: The Effect of Fertilizer Usage Variation on Students’ Environmental Literacy Eka Trisianawati; Novi Nurmayanti; Ninda Permasari
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2828

Abstract

This study investigates the influence of various fertilizer types—NPK, organic, granulated, and block compost—on students’ environmental literacy within an environment-based horticulture learning context. The research aims to determine whether fertilizer-based practical activities contribute to measurable improvements in students’ environmental literacy. A quantitative approach was employed by comparing students’ environmental literacy levels before and after participating in horticultural practicum activities. Data were collected using standardized questionnaires and assessment instruments designed to evaluate environmental literacy. The improvement scores were analyzed using the N-Gain technique, and an independent sample t-test was conducted to assess the significance of the observed differences.The results show an average pre-practicum score of 55, which increased to 74 following the practicum. The independent sample t-test produced a significance value of 0.000, which is lower than 0.05. This indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted, demonstrating that the fertilizer-based practicum had a significant impact on students’ environmental literacy. The findings suggest that integrating diverse fertilizer applications into horticulture learning can effectively enhance students’ environmental literacy. This supports the use of environment-based, hands-on learning strategies as a pedagogical approach for fostering environmental awareness and responsible behavior among students.
Co-Authors Eka Trisianawati Fitria Arfiyanti Hairida Hairida Jessica Ayu Sabila Maria Ulfah* Novi Nurmayanti