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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar Assimilation: Indonesian Journal of Biology Education Journal of Humanities and Social Studies Science Map Journal Report of Biological Education Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA International Journal of STEM Education for Sustainability JSEP (Journal of Science Education and Practice) Jurnal Pemberdayaan Masyarakat Pedagogia: Jurnal Ilmiah Pendidikan JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Innovative Science Education
Irvan Permana
Jurusan Pen.Kimia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Development of A Holistic Assessment Instrument Based on Computer Based Test on Environmental Pollution Learning Rusdiyanto, Dini Rosdiane; Rubini, Bibin; Permana, Irvan
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12936

Abstract

This study aims to develop a holistic assessment instrument based on Computer Based Test (CBT) that meets the criteria of good assessment in the context of learning Environmental Pollution in Junior High School, especially grade VII. The research method used is Research and Development (R&D) with ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The assessment instrument consists of 30 multiple-choice test items that cover the dimensions of knowledge, attitudes, communication skills, and collaboration skills. The development of questions through the process of item content validity and media validity validated by two competent experts each, peer science teachers and students. The obtained data is then analyzed using: product moment correlation, the Kuder-Richardson-20 (KR-20) formula, the Du Bois formula, and the item discrimination index. Based on the results of item analysis, 26 questions were tested valid and reliable with a reliability score of 0.862. The results of the difficulty test showed 69.23% of the questions were quite difficult, 11.54% of the questions were too difficult, and 19.23% of the questions were too easy. The differentiating power test showed 61.54% of the questions had good differentiating power and 38.46% of the questions were in the sufficient category. Based on these results, the instrument developed has the potential to increase the effectiveness of learning Environmental Pollution in Junior High School, especially grade VII and provide comprehensive information about student achievement in various dimensions of learning.
ANALISIS BIBLIOMETRIK: PENELITIAN AUGMENTED REALITY DALAM PEMBELAJARAN IPA TERHADAP KETERAMPILAN ABAD 21 Saragih, Pia Yuningsih; Permana, Irvan
Science Map Journal Vol 6 No 2 (2024): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol6issue2pp56-64

Abstract

Penelitian ini bertujuan untuk mengidentifikasi publikasi terkait Augmented Reality (AR) dalam Pendidikan IPA dan memvisualisasikannya. Basis data yang digunakan untuk dikumpulkan dan divisualisasikan dengan kemudian dianalisis dan dievaluasi menggunakan bantuan software VOSviewer. Pemilihan literatur “Augmented reality in the 21st century education” menggunakan PoP. Analisis yang dilakukan diharapkan dapat memperoleh gambaran yang komprehensif dan akurat tentang tren serta perkembangan publikasi dan kolaborasi dalam bidang AR. Metode Penelitian mengadopsi metode 5 tahap berdasarakan (Tranfield et al., 2003). 83 artikel dari tahun 2019 – 2024 dikumpulkan dari database Google Schoolar, terdapat tiga cluster yang mewakili alur penelitian ini. sitasi tertinggi adalah artikel dari (George Papanastasiou, 2019). Artikel ini membahas tentang Virtual and augmented reality effect on K-12, higer and tertiary education Students' Twenty-First Century Skills, dan sudah dikutip 361 kali, sedangkan penerbit data dengan frekuensi sitasi tertinggi yaitu ERIC. Pembelajaran steam dan materi struktur kimia , pemanasan global dan sistem tata surya menjadi kata kunci yang sering muncul. Pemetaan literatur dari hasil analisis bibliometrik ini diharapkan menjadi tolak ukur bagi peneliti tentang pengembangan AR pada pendidikan IPA selanjutnya
Educational transformation through ethno-STEM: Exploring its potential, challenges, and impact on 21st century skills Agustinus, Subagja; Permana, Irvan; Ardianto, Didit; Permanasari, Anna; Nuraeni, Eni
Assimilation: Indonesian Journal of Biology Education Vol 8, No 1 (2025): March 2025
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v8i1.80144

Abstract

This study aims to analyze Ethno-STEM-based learning, focusing on the implementation, challenges, and its impact on students' critical and creative thinking skills. The study employs a qualitative analysis method using an open coding approach on nine relevant articles published between 2020 and 2024. The analysis results indicate that integrating Ethno-STEM with a Project-Based Learning (PjBL) approach is effective in enhancing students' critical and creative thinking skills, with most research findings showing significant improvements in both skills. The main challenges identified include educators' limited understanding of Ethno-STEM, technological constraints, and difficulties in integrating local culture into the STEM curriculum. Several studies also highlight the need for teacher training and infrastructure development to support the sustainable implementation of Ethno-STEM. Overall, Ethno-STEM-based learning significantly contributes to the development of 21st-century skills, particularly in enhancing students' creativity, critical thinking, and cultural awareness. These findings recommend further development of Ethno-STEM-based learning resources, such as e-modules and learning syntax, to support educational practices oriented toward local cultural sustainability. This study provides a critical foundation for more inclusive and value-based curriculum innovations in the future.
Enhancing Students' Scientific Skills Through a Low-Carbon Education-Based Youth Research Training Program Warastuti, Renaning; Permana, Irvan; Suryani, Ai
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.19777

Abstract

The increasing consequences of global climate change underscore the necessity for the integration of low-carbon education and renewable energy frameworks within the educational paradigm for learners. This study develops a training curriculum for Youth Scientific Paper/Karya Ilmiah Remaja (KIR) that incorporates these principles to enhance students' scientific proficiency. Utilizing a Systematic Literature Review (SLR) approach, thirty indexed scholarly articles from the last decade were rigorously analyzed. The results reveal that the inclusion of low-carbon education and renewable energy within KIR training programs significantly improves students' abilities in critical thinking, problem-solving, and data analysis while concurrently fostering environmental awareness. Effective implementation strategies include project-based learning, hands-on renewable energy experiments (such as solar panels and wind turbines), and collaborations with environmental organizations. However, challenges such as limited resources, insufficient mentor training, and inadequate policy support hinder successful implementation. Despite these obstacles, the integration of low-carbon education and renewable energy within KIR initiatives holds substantial promise for cultivating environmentally responsible scientific skills among students. This initiative aligns with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 13 (Climate Action), thus contributing to a more sustainable future.
Opportunities and Challenges in Enhancing Students' Science Literacy Aqilah, Siti; Pursitasari*, Indarini Dwi; Permana, Irvan; Ardianto, Didit; Rachman, Indriyani
Jurnal IPA & Pembelajaran IPA Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i2.44946

Abstract

Science literacy is a skill that students need to have to face the challenges of the 21st century. One aspect that can improve science literacy is the use of teaching materials. The purpose of the study was to analyze the opportunities and challenges of improving students' science literacy using teaching materials. The research method used was a systematic literature review with a preferred reporting items for systematic reviews and meta-analysis (PRISMA) flowchart. The results showed that opportunities to improve science literacy are done through various ways including the use of teaching materials, in-depth review of books, and the use of technology. However, learning that involves science activities is still few and more conceptual. In addition, the teaching materials used only contain subject matter and examples of problems and solutions, without encouraging students to find learning concepts. The conclusion obtained is that teaching materials that can be used to improve science literacy include comics, multimedia, books, e-modules, worksheets, and mobile-based learning media.
Integration of Local Wisdom in Science Learning: Project-Based Additive Substance E-Module to Improve Science Literacy Wiwin, Wiwin; Rubini, Bibin; Permana, Irvan; Rachman, Indriyani; Kodama, Yayoi
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.449

Abstract

This study aims to develop an e-module for learning about additives in Natural Sciences, incorporating project-based learning and local wisdom to enhance the scientific literacy of Grade VIII junior high school students. The method employed is Research and Development (RD) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 32 students from SMPN 2 Padarincang. The module validation was conducted by material and media experts, as well as science teachers, using the Content Validity Ratio (CVR) and Content Validity Index (CVI), both of which indicated that the module is highly feasible and valid. A one-group pretest-posttest experimental design was used for the module trial, demonstrating a significant improvement in students' scientific literacy with an average N-gain value of 0.6421 (moderate category). The integration of local wisdom through the context of milkfish satay processing offers a relevant and engaging learning experience, promoting a deeper understanding of the concept of additives. Students responded positively to the e-module, providing strong feedback on its effectiveness. This research contributes to science education by offering an innovative, culturally relevant approach to teaching natural sciences, fostering improved scientific literacy, and illustrating the potential of project-based learning integrated with local wisdom. The findings suggest that project-based e-modules, when combined with local context, can be effective tools for enhancing scientific literacy in middle school students, advancing both pedagogical strategies and educational outcomes in science.
Integrating Multiple Intelligences in Teaching Materials to Enhance Students’ Critical Thinking: A Literature Review Suryani, Ai; Warastuti, Renaning; Permana, Irvan
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.24163

Abstract

Critical thinking skills are essential competencies that students must possess to face 21st-century challenges. However, studies indicated that students' critical thinking skills in Indonesia remain unsatisfactory and, thus, need suitable approaches. One of the approaches believed to cope with this issue is the Multiple Intelligences. This article aims to examine the contribution of the Multiple Intelligences approach to developing teaching materials that foster students' critical thinking abilities. This study utilized a Systematic Literature Review (SLR) method, employing the PRISMA flow diagram for article selection. Articles were selected based on inclusion and exclusion criteria, including relevance, educational context, and international journal indexing. This article provides crucial insights for educators and researchers to optimize student-centered learning. The analysis revealed that 67% agreed that the Multiple Intelligences approach significantly improved critical thinking skills, 20% reported no influence, and 13% noted effects only on certain skill types. This research also highlights challenges, including limited teacher knowledge and skills, a lack of supporting infrastructure, and difficulties integrating with traditional methods. Future studies are recommended to develop teacher training, enhance infrastructure, integrate Multiple Intelligences-based and traditional approaches, and conduct longitudinal studies to evaluate effectiveness.
Teachers Strategies in Implementing E-Modules in Biology Learning: A Systematic Literature Review Wulandari, Sri; Kurniasih, Surti; Permana, Irvan; Ardianto, Didit
Journal of Innovative Science Education Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i2.30060

Abstract

Education has an important role in improving the quality of each individual. One of the efforts teachers can make to create an active, innovative, and interactive classroom atmosphere is to provide learning materials that are interesting and relevant to technological developments. Electronic modules are an alternative to independent teaching materials according to student learning needs. This study aims to review the results of the Systematic Literature Review (SLR) related to teacher strategies in implementing E-Modules in biology learning. This study analyzed scientific articles from reputable sources such as Google Scholar, Springer Nature, ERIC, and Scopus, focusing on publications from 2020 to 2024. The review results show that teachers’ strategies in implementing e-modules are generally integrated with active and constructivist learning approaches that support the development of 21st-century skills. However, challenges like limited technological infrastructure, teachers’ readiness to design interactive media, and students’ adaptation to digital learning are still significant obstacles. Therefore, collaboration between educators, educational institutions, and the government is needed to overcome these obstacles by providing training, professional assistance, and adequate resources. It is hoped that the results of this study can be a reference for educators and researchers to develop more effective e-module implementation strategies in biology learning in the future.
PEMBELAJARAN PEMISAHAN CAMPURAN GARAM BERBASIS STEM DAPAT MENINGKATKAN KETERAMPILAN KOLABORATIF SISWA SMP NEGERI 36 JAKARTA Carsono, Adi; Heliawati, Heliawati; Permana, Irvan
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i2.6117

Abstract

This study aims to analyze the improvement of collaborative skills of students of SMP Negeri 36 Jakarta through STEM-based salt mixture separation learning. Collaborative problem solving is recognized as one of the key competencies of the 21st century by the Organization for Economic Co-operation and Development. This concept of collaboration includes not only cooperation, but also communication, negotiation, sharing responsibility, and achieving joint solutions. The interest and involvement of students in collaborative learning depend not only on the group structure, but also on the quality of social interactions that occur during the learning process. Meanwhile, science learning includes four main elements, namely attitudes, processes, products, and applications. The four elements of science learning are realized through learning activities. The skills possessed in science learning are called process skills, while the attitudes that must be possessed are also called scientific attitudes. One of the new pedagogical perspectives is the STEM concept, this term and its related methods are used in connection with educational policies and curriculum choices to promote and support the development of science and technology. ABSTRAKPenelitian ini bertujuan untuk menganalisis peningkatan keterampilan kolaboratif siswa SMP Negeri 36 Jakarta melalui pembelajaran pemisahan campuran garam berbasis STEM. Pemecahan masalah kolaboratif diakui sebagai salah satu kompetensi kunci abad ke-21 oleh Organisasi untuk Kerja Sama dan Pembangunan Ekonomi. Konsep kolaborasi ini tidak hanya mencakup kerja sama, tetapi juga komunikasi, negosiasi, berbagi tanggung jawab, dan pencapaian solusi bersama. Minat dan keterlibatan peserta didik dalam pembelajaran kolaboratif tidak hanya bergantung pada struktur kelompok, tetapi juga pada kualitas interaksi sosial yang terjadi selama proses pembelajaran. Sementara itu pembelajaran IPA mencakup empat unsur utama, yaitu sikap, proses, produk, dan aplikasi. Keempat unsur pembelajaran IPA tersebut diwujudkan melalui kegiatan pembelajaran. Keterampilan yang dimiliki dalam pembelajaran IPA disebut keterampilan proses, sedangkan sikap yang harus dimiliki disebut juga sikap ilmiah. Salah satu perspektif pedagogi baru adalah konsep STEM, istilah ini dan metode terkaitnya digunakan sehubungan dengan kebijakan pendidikan dan pilihan kurikulum untuk mempromosikan dan mendukung pengembangan ilmu pengetahuan dan teknologi.  
PENGEMBANGAN BAHAN AJAR DIGITAL “BELACANTIKA” MENGGUNAKAN ARTICULATE STORYLINE Nurazizah, Selvy; Permana, Irvan; Handayani, Rukmini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.22192

Abstract

Development of Digital Teaching Materials "BELACANTIKA" Using Articulate Storyline Fraction Material. This study aims to determine the development and feasibility of digital teaching materials "BELACANTIKA" using Articulate Storyline fraction material. This study uses an R&D (Research and Development) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of this study were students of class IV-A of Madrasah Ibtidaiyah Swasta Amaliyah Cibinong in the odd semester of the 2024/2025 academic year. In this study, the instruments used consisted of validation sheets from media experts, language experts, material experts, student response questionnaires, and teacher response questionnaires. The results of the media validation obtained a percentage of 96%, the results of the language validation obtained a percentage of 94%, and the results of the material validation obtained a percentage of 100% with an average overall validation percentage from the three experts of 96% with the criteria "Very Feasible". The results of the student response questionnaire obtained a percentage of 97%, and the results of the teacher response questionnaire obtained a percentage of 98% with the criteria of "Very Good". Thus, it can be concluded that the development of digital teaching material, "BELACANTIKA", using Articulate Storyline fraction material, is very feasible and interesting to use in learning.
Co-Authors Agustinus, Subagja Anna Permanasari Aqilah, Siti Ariyani, Ayu Astagini, Pahmi Bibin Rubini Carsono, Adi Dadang Jaenudin Destiana, Dita Didit Ardianto Eni Nuraeni erfariyah, ai Firdaos, Ilman Nurbaiti Gudiman, Iman Hanum Arifah Wiraserti, Dewi Heliawati, Heliawati Hildayanti, Afwa Fadlila Holiyani, Irna Ijang Rohman Indarini Dwi Pursitasari Indriyani Rachman Khoeriah, Ina Ana Kodama, Yayoi Kurniasih, Surti Lestari, Suci Putri Nurazizah, Selvy Nurramadhani, Annisa Nurulaini, Putri Nida Putri, Lamia Rita Retnowati Rukmini Handayani, Rukmini Rusdiyanto, Dini Rosdiane Saragih, Pia Yuningsih Sri Wulandari Sudrajat, Ujang Suryani, Ai Warastuti, Renaning Wiwin Wiwin, Wiwin Yayoi, Kodama