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All Journal Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Abdi Masyarakat REMIK : Riset dan E-Jurnal Manajemen Informatika Komputer Pendikdas: Jurnal Pendidikan Dasar Literasi: Jurnal Pendidikan Guru Indonesia INFOTIKA: Jurnal Pendidikan Informatika
Ardi Rahmawan
STKIP Harapan Bima
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Development of Science Learning Tools Based on Ethnoscience to Improve Students' Science Literacy and Environmental Awareness Firmansah Firmansah; Muslimin Muslimin; Ardi Rahmawan; Widia Widia
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 4 No. 1 (2025): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v4i1.3748

Abstract

Science literacy is the ability to use scientific knowledge, identify questions, and draw conclusions based on evidence in order to understand and make decisions regarding natural phenomena. While environmental awareness is a change in thinking, attitudes, and behavior towards the surrounding environment, However, based on the results of observations and observations of phenomena that occur in society, environmental awareness is very low, and the conditions in the world of education lately are very concerning. So the purpose of this study is to develop science learning tools based on ethnoscience to improve science literacy and environmental awareness of students at the junior high school level. This study also involves students and lecturers carrying out activities outside the campus as part of the Main Performance Indicators of Higher Education. And supports SDGs, namely quality education and utilization of the environment and culture. The results of the pretest showed that the average student science literacy was 60, while the average score of environmental awareness was 55. This shows that students' understanding of the concept of science and environmental awareness is still relatively low before the implementation of ethnoscience-based learning. After the treatment was carried out, the results of the posttest using ethnoscience-based learning devices were obtained; there was an increase in the average score of scientific literacy to 80 and environmental awareness to 85. This increase shows the effectiveness of ethnoscience-based learning devices in improving students' scientific literacy and environmental awareness. Meanwhile, the results of student responses showed positive results with an average score of 4.5 on a scale of 1–5. Students stated that the material presented in ethnoscience-based learning devices was interesting, easy to understand, and relevant to everyday life.
The Impact of Google Classroom-Based Blended Learning on the Mastery of Social Studies Material and Thinking Skills of Students at SMPN 8 SATAP Salfil Salfil; Ardi Rahmawan; Lutfin Haryanto
JUPE : Jurnal Pendidikan Mandala Vol 10 No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9573

Abstract

The results of the study show that the implementation of Google Classroom–based blended learning had a significant effect on improving students’ mastery of subject matter and thinking skills. The average N-Gain score in the experimental class for material mastery was 0.63 (medium–high category), while the control class obtained 0.38 (medium category). In terms of thinking skills, the experimental class achieved an N-Gain of 0.65, whereas the control class reached 0.34. Qualitative analysis based on classroom observations also demonstrated consistent improvement across several aspects—activeness, collaboration, independence, enthusiasm, and digital engagement—with an average increase ranging from 85% to 90%. The application of blended learning proved to create a more flexible and interactive learning environment, fostering students’ intrinsic motivation. Students exhibited noticeable improvement in critical and reflective thinking through online discussions, collaborative tasks, and project-based assessments. Teachers acted as facilitators, monitoring students’ progress through the feedback features in Google Classroom, which enabled a more adaptive and personalized learning process. The study concludes that the Google Classroom–based blended learning model is effective in enhancing students’ achievement in Social Studies and their thinking skills at SMPN 8 SATAP. It is recommended that junior high school teachers maximize the use of digital platforms by integrating collaborative and reflective approaches into Social Studies learning. Moreover, schools and educational authorities should provide continuous professional development to strengthen teachers’ technology-based pedagogical competence.  
Co-Authors A Haris Baha’udin Baha’udin Faridatun Sholehah Firmansah Firmansah Hardyanti Hardyanti Haryanto, lutfin I. Ikra Iin Arfani Putri Imaduddin Saitya Jessy Parmawati Atmaja Lisda Ramdhani M. Sya'aban Yudha Satria Muhammad Salahuddin Muslimin Muslimin Nestika Ratum Nur Amaliah Puji Laila Ramadhan Puji Laila Ramadhan Salfil Salfil Syahrul Rahman Syaiful Islami Try Supryanto W Widia