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All Journal Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Integrated Science Education Journal Jurnal Pijar MIPA Jurnal Cakrawala Pendas
Ari Widodo
Indonesia University of Education
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Gender response in laboratory activity based on creative research project on biology creative thinking skills of high school students AA. Sukarso; Ari Widodo; Diana Rochintaniawati; Widi Purwianingsih
Jurnal Pijar Mipa Vol. 16 No. 5 (2021): November 2021
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (43.882 KB) | DOI: 10.29303/jpm.v14i2.1901

Abstract

The study of creative thinking skills has focused on creative research project-based laboratory activity for high school students' biology learning. The purpose of this study is to explore the differences in the creative thinking ability of male and female students. The participants of this study were students of X MIPA consisting of 22 males and 37 females students in a high school of Mataram, Lombok, NTB. Students completed a biological creative thinking skills test after completing a laboratory learning activity based on creative research project that was required to be encouraged by activities and creative thinking. The results showed that there was evidence of an improvement trend of creative thinking skills in all male and female students. However, statistical analysis using independent sample t-test showed no significant difference to the mean scores obtained by male and female students. The results of the study are discussed based on the existing literature on developmental trends and gender differences in creative thinking.
Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum Irfan Jaenudin; Pratiwi Nur Aisyiah; Rani Suryani; Ari Widodo
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 11, No 2 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v11i2.9187

Abstract

The 2013 curriculum thematic learning book is used as the primary textbook in thematic learning in elementary schools. This study aims to describe the Nature of Science (NOS) content in the book. This study used a descriptive quantitative research design with the research objects are thematic learning textbooks for 2013 curriculum elementary school students from grades 1-6. Data were collected through observation techniques using a research instrument that contains the analysis of the aspects of the NOS. The data are analyzed through grouping, scoring, determining the validity and reliability, then describing and drawing conclusions. The results showed that the level of content of the NOS in the thematic learning books of the 2013 curriculum elementary school students was 12%, so that it could be categorized as significantly less. These data illustrate that the aspects of the NOS in thematic books already exist but have not been fully presented explicitly, correctly, entirely, and consistently.
THE IMPACT OF STUDENT PARTICIPATION IN ENVIRONMENTAL EDUCATION PROGRAMS ON PRO-ENVIRONMENTAL BEHAVIOR Julia Anis Handayani; Ari Widodo
Jurnal Cakrawala Pendas Vol. 10 No. 2 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i2.8475

Abstract

The low awareness and behaviour of environmental care and the increasing cases of environmental damage caused by human behaviour are the background of the research. Environmental problems caused by humans continue to occur and increase every year, ranging from the destruction of ecosystems to the emergence of waste that damages the environment. Environmental care behaviour is an important part that must be owned by every human being on earth, because this is related to the survival of every creature, both plants, animals, and other humans. This study aims to determine the effect of students' participation in environmental education programmes on pro environmental behaviour. This research is a type of quantitative research with survey method. Data collection techniques were obtained by means of observation and questionnaires. The research subjects were 5th grade elementary school students totalling 45 people. Data analysis was conducted using paired sample t test to measure the influence between variables and linear regression analysis to measure the amount of influence given. The results showed that there was a positive influence of student participation on pro environmental behaviour with sig. 0.004 < 0.005, with rcount = 0.419 > rtable = 0.294 so that it can be interpreted that the higher the participation of students in the environment, the better the environmental care behaviour, where R2 = 0.175 shows the influence of student participation with pro environmental behavior by 17%, while 83% is influenced by other factors. From these results, it shows that students' participation in environmental education programs plays an important role in supporting environmental care behaviour that leads to attitudes to protect the environment. The implication of the research is as a database and evaluation of education, especially in the environmental care behaviour of elementary school students.
Effectiveness of Reverse Engineering STEM-ESD on Students’ Creative Problem-Solving Ability: A Quasi-Experimental SDG-12 Topic Study Syifa Nur Shadrina; Riandi Riandi; Ari Widodo
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3461

Abstract

Purpose of the study: This study examines the effectiveness of a Reverse Engineering-based STEM-Education for Sustainable Development (STEM-ESD) learning model in improving tenth-grade students’ Creative Problem Solving (CPS) Thinking ability on the SDG-12 topic, compared with an Engineering Design Process-based STEM-ESD (STEM-EDP) model and conventional instruction. Methodology: A mixed-methods explanatory sequential design combined a quasi-experimental non-equivalent control-group pretest–posttest design with 108 tenth-grade students in three intact classes (STEM-RE, STEM-EDP, and Control) at a public senior high school in Bandung, purposively selected at the class level, and semi-structured interviews with 9 purposively selected students. Quantitative data were analyzed using normalized gain (N-Gain), the Shapiro–Wilk normality test, the Kruskal–Wallis test, and the Mann–Whitney post hoc test with Bonferroni correction in SPSS; qualitative data were analyzed using Braun and Clarke’s thematic analysis. Main Findings: The STEM-RE group achieved the most consistent improvement in CPS Thinking across all four indicators (N-Gain = 0.255–0.301), with statistically significant differences among the three groups (Kruskal-Wallis and Mann-Whitney, p < 0.05). Idea flexibility was the only indicator to reach the moderate category, while the STEM-EDP group showed fluctuating, low-category gains and the Control group showed negligible or negative change. Novelty/Originality of this study: This study provides indicator-level comparative evidence that a Reverse Engineering-based STEM-ESD sequence, contextually integrated with SDG-12, produces more consistent CPS Thinking gains than an Engineering Design Process-based alternative within the same sustainability context a comparison not previously reported thereby advancing both creative problem-solving pedagogy and sustainability-oriented science education.
STEM-ESD Learning Based on Engineering Design Process and Reverse Engineering Toward Student Action on SDG-6 Ayudya Fitriyani; Rini Solihat; Ari Widodo
Integrated Science Education Journal Vol 7 No 4 (2026): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i4.3462

Abstract

Purpose of the study: This study aims to analyze the effect of STEM-ESD learning—implemented through two engineering approaches, Engineering Design Process (EDP) and Reverse Engineering (RE)—on student action competency related to SDG-6 (clean water and sanitation) among secondary school students. Methodology: Mixed-methods convergent design. Participants: 108 students in three groups (two experimental: EDP and RE; one control; 36 per group). Instruments: action questionnaire, student worksheets, open-ended questionnaires, structured interviews. Analysis: descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, one-way ANOVA, Kruskal-Wallis test. Main Findings: Neither EDP nor RE produced a statistically significant overall improvement in student action compared to the control group. However, at the indicator level: the RE group showed significant gains in competency achievement; the EDP group consistently outperformed others on current action and future action indicators. Both approaches demonstrate distinct, complementary mechanisms of influence. Novelty/Originality of this study: This study uniquely integrates STEM-ESD with two contrasting engineering approaches (EDP and RE) to address SDG-6, revealing their differential effects on student action competency. It advances knowledge by demonstrating that EDP and RE are not interchangeable but serve complementary functions—RE builds conceptual competence while EDP fosters action orientation and behavioral commitment.
Co-Authors AA. Sukarso Ayudya Fitriyani Diana Rochintaniawati Irfan Jaenudin Julia Anis Handayani Pratiwi Nur Aisyiah Rani Suryani Riandi Riandi Rini Solihat Syifa Nur Shadrina Widi Purwianingsih