Articles
<![CDATA[Training of Creating Kamishibai as Disaster Mitigation Education Media for Science Teachers ]]>
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Jaenudin, Dadang]]>;
<![CDATA[Suriansyah, Muhammad Iqbal]]>;
<![CDATA[Rachman, Indriyani]]>;
<![CDATA[Murae, Fumithosi]]>;
<![CDATA[Safitri, Embun Khoerunnisa Maya]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jpm.v4i1.373
<![CDATA[Sukabumi is one of the areas prone to disasters. However, awareness of disasters among teachers and students is still low. Key issues at MGMP IPA Sukabumi include the need for innovative learning, the competency development of science teachers, interactive learning processes, and a comprehensive disaster mitigation curriculum. Training was conducted to overcome the last problem of developing disaster mitigation learning media. Activities include sending students to the Sakura Exchange Program, pre- and post-questionnaire administration on disaster awareness and risk reduction, mapping, and making Kamishibai at SMPN 1 Cikakak. Data collection using closed and open questionnaires to explore disaster awareness and risk reduction. The collected data were processed descriptively, qualitatively, and quantitatively. This training has succeeded in increasing disaster awareness among teachers and the community. This activity recommends ongoing disaster training and socialization to improve mitigation efforts. A contribution to the world of science education is to integrate disaster mitigation into the curriculum, increase the capacity of teachers as agents of change, strengthen community-based disaster mitigation education, and support the achievement of the SDGs.]]>
<![CDATA[Application of Augmented Reality Module for Alkane Derivatives to Improve Students' Spatial Ability and Mastery of Concepts ]]>
<![CDATA[Permana*, Irvan]]>;
<![CDATA[Nuraeni, Eni]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Yulianti, Yuyun]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 11, No 4 (2023): OCTOBER 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v11i4.31854
<![CDATA[Chemistry learning, which includes three levels of representation (macroscopic, sub-microscopic, and symbolic), can shape students' mental models of chemistry. The augmented reality module for alkane derivatives (ARMAD) was developed and implemented to improve students' spatial abilities and mastery of concepts through understanding the three levels of chemical representation. The one-group pre-test and post-test design was implemented with 60 students as participants in a senior high school in Sukabumi, West Java. Spatial ability was measured using five multiple-choice questions and three essay questions for visual-spatial, spatial orientation, and spatial relationships. Concept mastery data was collected using 20 multiple-choice questions. Improved spatial ability and concept mastery were calculated using the normalized-gain test and the Wilcoxon test. The mean score of N-gain spatial ability is in the high category with a score of 0.87 and in the medium category for mastering the concept of alkanes with a score of 0.59. The results of the Wilcoxon test on spatial ability data and mastery of concepts showed that there is a significant difference]]>
<![CDATA[Enhancing Student Sustainability Awareness in Science Education: A Systematic Literature Review ]]>
<![CDATA[M. Andriansyah]]>;
<![CDATA[Yani, Indri]]>;
<![CDATA[Budiana, Sandi]]>;
<![CDATA[Ardianto, Didit]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>
<![CDATA[ Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/usej.v14i2.26543
<![CDATA[Sustainability awareness in secondary school students is an important element in modern education that aims to address global challenges such as climate change and environmental degradation. This study used a systematic literature review (SLR) approach to evaluate the level of sustainability awareness, the effectiveness of learning media, and the challenges of implementing sustainability-based learning. The analysis was conducted on 10 articles selected based on strict inclusion and exclusion criteria, using the PRISMA method and NVivo software. Results show that students' emotional awareness is at the highest level, followed by sustainability knowledge, while behavioral awareness is still low. Education for Sustainable Development (ESD)-based learning media proved most effective, followed by web-based applications and learning modules. Key challenges include teacher readiness, time constraints, and learning resources. The study concludes that there is a need for the integration of sustainability values in the curriculum, intensive training for teachers, and the use of innovative learning media to improve the success of sustainability education.]]>
<![CDATA[Analysis of Students Chemical Literacy through Ethnochemistry Learning in Material Colligative Properties of Solution ]]>
<![CDATA[Harianto, Bibit]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Heliawati, Leny]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i1.5000
<![CDATA[The industrial revolution in the 21st century demands the creation of a generation that is responsive to change and has the competencies of Critical Thinking, Creative Thinking, Communication, and Collaboration (4C). The contextual learning process based on ethnochemistry is expected to increase students' motivation and interest in learning chemistry. Chemistry subjects that are classified as difficult and can be linked to local culture are the colligative properties of solutions. This study aims to analyze chemical literacy through learning with an Ethnochemical approach to the material of colligative properties of solutions. The research method used is quantitative descriptive research. Data collection using a test method, the test method is in the form of multiple-choice chemical literacy questions with a total of 10 validated questions and has a reliability index in the moderate category. The test method aims to determine students' chemical literacy in terms of content, context, and competence. The results of the study showed that the average chemical literacy of students in terms of content aspects was 49.2%; context aspects of 40.4%, and competency aspects of 50.6%. Th e average chemical literacy from these three aspects is categorized as “Not Enough”. The results of the study concluded that chemical literacy in ethnochemistry-based learning is in the “Not Enaough” category. The recommendation from this study is the need for innovation in chemistry learning through integration between ethnochemistry and STEM as well as the development of teaching materials in the form of ethnochemistry-based books that support the learning process.]]>
<![CDATA[Profile of Critical Thinking Skills and Sustainability Awareness of Junior High School Students in Dumai City ]]>
<![CDATA[Andriansyah, M]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>
<![CDATA[ Journal of Science Education Research Vol. 9 No. 2 (2025): J. Sc. Edu. Research ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jser.v9i2.84132
<![CDATA[Critical thinking skills and sustainability awareness are important competencies for students in facing 21st century education as well as supporting the achievement of Sustainable Development Goals (SDGs). This study aims to describe the profile of critical thinking skills and sustainability awareness of junior high school students in Dumai City, using an explanatory sequential design. Data collection involved critical thinking tests, sustainability awareness questionnaires, and interviews with teachers. The results of this study show that students critical thinking skills are in the low to very low category, while students’ sustainability awareness shows a medium category in the practical aspect, but low in the behavioral and emotional aspects. This research provides important recommendations to support the development of education that integrates critical thinking exercises and sustainability education through an evidence-based approach. Sustainability awareness shows a mixed profile: moderate in the practical dimension—students can name everyday actions such as waste sorting and water conservation—yet low in behavioral and emotional dimensions, signaling limited persistence of pro-sustainability habits and weak affective commitment. These results suggest a gap between knowing and doing that schools can address through evidence-based curriculum and pedagogy.]]>
<![CDATA[Eco-literacy in Science Learning: A Review and Bibliometric Analysis ]]>
<![CDATA[Kadarisman, Iman]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>
<![CDATA[ Jurnal Pendidikan Indonesia Gemilang Vol 3, No 2 (2023) ]]>
Publisher : <![CDATA[Gemilang Maju Publikasi Ilmiah (GMPI) ]]>
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DOI: 10.53889/jpig.v3i2.197
<![CDATA[Eco-literacy plays an important role in learning awareness about protecting the environment. Ecoliteracy needs to be given to children early to instill basic environmental preservation behaviors. There has been a decline in environmental quality due to low awareness of eco-literacy. This study aims to review bibliometric literature on applying eco-literacy-based learning to increase student awareness of the importance of protecting the surrounding environment. The literature review was taken from articles obtained using the Publish or Perish (PoP) application from 2017 to 2022 and obtained 67 articles. The articles are then analyzed using VOSviewer software to map and look for research gaps that are still possible to be researched. Some topics provide research opportunities, including "education", "environmental education", "environmental", "sustainability", and "ecological literacy". From the point of recent research on the application of student eco-literacy-based learning models for environment-related materials still provides room to be carried out.]]>
<![CDATA[Peningkatan Pengetahuan dan Keterampilan Guru IPA Kabupaten Sukabumi dalam Pengembangan Media Pembelajaran ]]>
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Jaenudin, Dadang]]>;
<![CDATA[Heliawati, Leny]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 3, No 2 (2024) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jpm.v3i2.311
<![CDATA[Learning media is created to enable interpersonal interaction between teachers and students and provide a significant learning situation for students. The problem that arises in MGMP Science Sukabumi Regency is that teachers still find it difficult to make learning videos, need learning applications that are easily accessible, need innovative and creative learning media, so this service activity is carried out with the aim of developing and implementing learning media systematically based on the needs and characteristics of students. This media is also aimed at changing behavior according to the goals to be achieved which is carried out by three methods, namely preparation, implementation, and evaluation. This activity resulted in an understanding of teacher competence in dealing with generation Z and an understanding of materials practices for making interesting and interactive learning media based on previously prepared teaching materials This solution was chosen because it was in accordance with the ability and experience of the implementer, which has produced interesting and interactive learning media for students so that it has a good impact on partners. An analysis of the condition of the Sukabumi Regency MGMP IPA shows that PKM partners have done many things to improve the competence of science teachers in their area.]]>
<![CDATA[STEM-AR Based Ecology and Biodiversity E-book Development for Increasing Students' Scientific Reasoning ]]>
<![CDATA[Khoeriah, Ina Ana]]>;
<![CDATA[Permana, Irvan]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i10.5214
<![CDATA[This research aims to developing STEM-AR-based e-book teaching materials to improve students' scientific reasoning in ecology and biodiversity materials. The development of this research is important as a parameter of 21st-century abilities, which require students to have 4C abilities to face the education era of 4.0. This research method uses Research and Development (R&D). The R&D design chosen was Thiagarajan design consisting of four stages (Define, Design, Develop, and Disseminate) (Thiagarajan, 1974). Class VII students (N = 42) were involved as research subjects who were taken by the purposive sampling technique. Data collection was carried out through scientific reasoning tests, student response questionnaires, and observation sheets. Data processing techniques used paired sample T-tests and then performed the N-gain test. The results of the analysis show that after using the STEM-AR-based e-book, there is an increase in scientific reasoning ability, with an N-Gain value of 63% in the medium category. Testing the effectiveness of teaching materials using the SPSS paired sample t-test showed a result of 0.001, which means that STEM-AR-based teaching materials affect students' scientific reasoning. The descriptive average of scientific reasoning has increased by 40%. In addition, students gave positive responses to teaching materials, which made it easier to understand the material]]>
<![CDATA[Profil Literasi Sains Siswa SMP pada materi perubahan iklim ]]>
<![CDATA[Nuryanti, Triska]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>;
<![CDATA[Rubini, Bibin]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i10.5218
<![CDATA[This research aims to describe the profile of scientific literacy abilities in science subjects with material on climate change for class VIII students at SMPN 3 Cileungsi. The research was conducted using the ex-post-facto method on 76 respondents. Data collection was carried out using an interview guide sheet and a scientific literacy test which consisted of competency aspects in explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting scientific evidence and data. The scientific literacy data was then analyzed using quantitative descriptive tests. Based on the results obtained, the average scientific literacy score was 31.58% in the low category. The highest level of knowledge was in the low category in 47 respondents with a score of 61.8%, while the highest score was in the 29 respondents with a score of 38.2% in the medium category. The low scientific literacy abilities of students are influenced by several factors such as learning resources that lack scientific literacy coverage, evaluation questions that do not refer to scientific literacy indicators, and digital teaching materials that are able to increase scientific literacy. Based on the data obtained, it can be concluded that students' scientific literacy in climate change material is still relatively low.]]>
<![CDATA[Development of Global Warming E-Module Based on Socio Scientific Issues (SSI) to Improve Students' Critical Thinking Skills and Sustainability Awareness ]]>
<![CDATA[Utami, Adinda Dian]]>;
<![CDATA[Kurniasih, Surti]]>;
<![CDATA[Pursitasari, Indarini Dwi]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9iSpecialIssue.6008
<![CDATA[Science education has a role in realising the global vision to encourage the achievement of 21st century competencies. One of them is by implementing science learning with the Socio Scientific Issues (SSI) context. The Research and Development study aims to produce a global warming E-Module based on Socio Scientific Issues (SSI) to improve students' critical thinking skills and sustainability awareness. The research and development design used is the ADDIE (Analysis Design Development Implementation Evaluation) model design. The research subjects for e-module implementation were 38 students of class X SMA Negeri 3 Cibinong. Research data were obtained through e-module validation questionnaire, critical thinking skills essay questions, sustainability awareness questionnaire, and student response questionnaire. Data analysis techniques using shapiro wilk, paired sample t-test. Based on the research results, it can be concluded that the SSI-based global warming e-module is valid/suitable for use in terms of feasibility (content, presentation and language), as well as in terms of media with the percentages respectively being 91% and 97%. The CVI results related to the feasibility of the e-module are 0.99 (valid). Learning using the SSI-based global warming e-module can improve students' critical thinking skills in the high category with an average score of N-Gain critical thinking skills of 0.78. Learning using the SSI-based global warming e-module can increase students' sustainability awareness in the medium category with an average N-Gain sustainability awareness score of 0.45. Student responses to the SSI-based global warming e-module were very good with an average score percentage of 91%.]]>
