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All Journal Journal of Computer Science and Informatics Engineering (J-Cosine) Jurnal Pendidikan Fisika dan Teknologi Jurnal Ilmiah Profesi Pendidikan Journal of Management Education Social Sciences Information and Religion Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Educational Innovation Jurnal Pengabdian Masyarakat Tropis Indonesia
Nurul Hidayah
Universitas Mataram
Religion Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Improving Science Learning Capacity Through PjBL-Based Food Chain Media Training for Students of SMPN 3 Labuapi: Meningkatkan Kapasitas Pembelajaran IPA melalui Pelatihan Media Rantai Makanan Berbasis PjBL bagi Siswa SMPN 3 Labuapi Wahyuni Arafani Arafani; Nurul Hidayah; Kadek Sukma Darma Putra; Aris Doyan; Mahrus Mahrus
Jurnal Pengabdian Masyarakat Tropis Indonesia Vol. 1 No. 2 (2025): Desember
Publisher : Yayasan Siti Widhatul Faeha

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Abstract

Learning media functions to facilitate students' understanding of scientific concepts in a concrete and visual way. PjBL is one of the learning models recommended in the independent curriculum. This model focuses on projects (real tasks). In this case, community service activities were carried out at SMP Negeri 3 Labuapi. The purpose of this activity is to determine the response and level of student satisfaction with the food chain board learning media. The activity method used is the service method which includes three steps, namely: preparation, implementation and evaluation. After the training activities were completed, all participants were asked to fill out a training assessment questionnaire. Then, the data obtained was analyzed descriptively and quantitatively. The results of this research show that students responded very well to the learning media that had been created and developed. This can be seen from the average score of 83.73% or rounded up to 84%, which is in the Strongly Agree category. Therefore, it can be concluded that the socialization activities and use of food chain board media located at SMP Negeri 3 Labuapi went very well and satisfactorily.
School Community Education and Empowerment: Utilizing Microscope Teaching Aids to Cultivate Interest in Learning Science at SMPN Satap 1 Jerowaru : Edukasi dan Pemberdayaan Komunitas Sekolah: Pemanfaatan Alat Peraga Mikroskop untuk Menumbuhkan Minat Belajar Sains di SMPN Satap 1 Jerowaru Lalu Muhammad Rispan Sugi Saputra; Nurul Hidayah; Wahyuni Arafani
Jurnal Pengabdian Masyarakat Tropis Indonesia Vol. 1 No. 2 (2025): Desember
Publisher : Yayasan Siti Widhatul Faeha

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Abstract

Limited access to science laboratory facilities in remote schools often decreases students’ interest in learning science, creating a need for more meaningful learning experiences. This study aimed to enhance student engagement in science learning through the use of microscopes and school community empowerment at SMPN Satap 1 Jerowaru. A participatory approach was employed, consisting of an initial needs assessment, structured training on microscope operation, guided classroom implementation, and evaluation through observations, interviews, and student questionnaires. Data were analyzed descriptively to assess changes in students’ motivation and participation, as well as improvements in teachers’ competencies. The results show a significant increase in students’ motivation, curiosity, and active participation, reflected in questionnaire scores categorized as “Very Good” and “Good.” Teachers also demonstrated enhanced skills in integrating microscope-based activities into science lessons. The study concludes that microscope-based learning supported by an empowered school community can serve as an effective and sustainable model for schools with limited laboratory facilities. Scientifically and practically, these findings highlight the need for broader implementation and further development of community-supported laboratory practices to strengthen scientific literacy in similar contexts.
Analysis of Creative Thinking Test Items in Problem-Based Learning Integrated with Ethnoscience Nurul Hidayah; Wahyuni Arafani; Agil Al Idrus; Agus Abhi Purwoko; Muntari Muntari
Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): September - December
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v1i3.158

Abstract

The need for culturally responsive science learning highlights the importance of assessment instruments that can capture students’ creative thinking skills. This study aims to analyze the validity and alignment of creative-thinking test items developed within a Problem-Based Learning (PBL) framework integrated with ethnoscience. The research used a Research and Development (R&D) design based on the ADDIE model, covering analysis, design, development, implementation, and evaluation. Essay-type questions were constructed to measure four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Content validity was assessed by material and assessment experts using Aiken’s V. In contrast, qualitative descriptive techniques were used to examine the suitability of the items with creative-thinking indicators and ethnoscience contexts. The results show that all test items achieved very high content validity, with Aiken’s V values ranging from 0.86 to 0.92. Each creative-thinking indicator was represented proportionally, and all items were judged relevant to local cultural practices, particularly the salt-making process in Pejot Village and keris-making traditions in Sakra Village, East Lombok. The study concludes that the developed instrument is valid and feasible for assessing creative thinking skills in PBL-based science learning integrated with ethnoscience. These findings suggest that culturally grounded assessment instruments can enhance science education by fostering deeper, more creative student engagement with scientific concepts.
A Comparative Narrative Literature Review of Four Instructional Models for Learning Quality and Student Outcomes Nurul Hidayah; Lalu Muhammad Rispan Sugi Saputra
Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i2.292

Abstract

Student-centred instructional models are widely used to support learning quality and student outcomes. This study synthesized findings on Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, and Cooperative Learning at the school level. A comparative narrative literature review with descriptive synthesis was conducted. Articles were identified through Google Scholar, ERIC, and Science Direct using keywords related to instructional models, learning outcomes, and school education. Eligible studies were empirical journal articles published in Indonesian or English, available in full text, published between 2019 and 2025, implemented at the school level, and reporting measurable learning outcomes. Of 64 records, 12 duplicates were removed, 52 titles and abstracts were screened, 31 full texts were assessed, and 18 articles were included. No meta-analysis or formal quality appraisal was performed. PBL was frequently associated with critical thinking and problem-solving, although comparisons with Discovery Learning were inconsistent. PjBL was reported to support academic outcomes, motivation, process skills, and collaboration, while Cooperative Learning was linked to participation, interaction, and achievement. However, most studies used classroom action research or quasi-experimental designs with limited effect-size reporting and comparison conditions. These findings indicate reported associations rather than universal superiority; model selection should consider objectives, content, learner characteristics, and implementation context.
Co-Authors Adela Aprila Mandiasni Afwani, Royana Agil Al Idrus Agil Al Idrus Agus Abhi Purwoko Agus Abhi Purwoko Aris Doyan Devi Karisna Putri Edy Herianto Hikmawati Hikmawati I Nyoman Karma Jatmika, Andy Hidayat Kadek Sukma Darma Putra Lalu Hamdian Affandi Lalu Muhammad Rispan Sugi Saputra Lalu Muhammad Rispan Sugi Saputra Lalu Muhammad Rispan Sugi Saputra Luluk Handayani Mahrus Mahrus Muhammad Al Awali Salahuddin Multazam Multazam Muntari Muntari Nuya Lestari Syarful Annam Wahyuni Arafani Wahyuni Arafani Wahyuni Arafani Arafani Yahdi Yahdi, Yahdi Yulia Susanti