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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia Jurnal Inovasi Pendidikan Kimia Edufisika: Jurnal Pendidikan Fisika Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan dan Pembelajaran WIDYA LAKSANA Mimbar Ilmu Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) JURNAL PENDIDIKAN MIPA Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Didaktika: Jurnal Kependidikan CHEDS: Journal of Chemistry, Education, and Science Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
I Wayan Redhana
Universitas Pendidikan Ganesha
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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TRENDS IN EDUCATIONAL GAMES TO IMPROVE STUDENTS' LEARNING MOTIVATION IN SCIENCE LEARNING: A SYSTEMATIC LITERATURE REVIEW Maria Angelica Ayu Gloria Jagga Wali; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12121

Abstract

This study aims to identify research trends, dominant science topics, and technological platforms used in educational games designed to improve students’ learning motivation in science learning from 2020 to 2025. A Systematic Literature Review (SLR) was conducted using the PRISMA framework. Scientific articles were retrieved from the Google Scholar database and screened using the Publish or Perish software based on predefined inclusion and exclusion criteria. Six articles met the final eligibility requirements. The results show that publication trends during this five-year period were unstable, with increases in 2021 and 2024, a decline in 2022, and an absence of publications in 2025 due to ongoing review and publication processes. Biology and environmental science were the most frequently used topics in educational game development, representing 50% of the reviewed studies, while physics appeared only once due to its abstract nature. Wordwall was the most widely used platform, followed by Educandy, QuizWhizzer, RPG Maker, and digital adaptations of the Talking Stick Game. Overall, all reviewed studies consistently reported that educational games had a positive impact on students’ learning motivation. These findings highlight the pedagogical relevance of game-based learning and suggest the need for further exploration of underrepresented science topics and more diverse game development technologies.
Ketrampilan Bernalar Kritis Siswa SMK dengan Model Problem Based Learning: Tinjauan Literatur Sistematis Heron; I Nyoman Tika; Ida Bagus Putu Arnyana; I Wayan Redhana
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12145

Abstract

A learning approach that has been extensively researched and proven effective in improving critical thinking skills is problem-based learning, or PBL. This learning model focuses on real-world problems. It encourages students to actively engage in the process of identifying, assessing, and developing collaborative solutions. Critical reasoning skills are essential for students to support independent thinking and problem-solving. The purpose of this study was to determine the critical reasoning skills of vocational high school students using the Problem Based Learning (PBL) model. The method used was a Systematic Literature Review (SLR). The articles used were sourced from Google Scholar and Crossref with the help of the Publish or Perish (PoP) application with a period of 2020-2025. All articles were sorted according to established criteria and had themes relevant to critical reasoning and problem-based learning, then collected a total of 17 articles. The results showed that the application of critical reasoning encouraged students to analyze, evaluate, and draw conclusions based on evidence, while PBL provided a real context for solving problems, developing problem-solving skills, and collaboration. Factors such as learning models, learning motivation, and learning environment influenced the critical reasoning of vocational high school students. These findings provide a deeper understanding of the application of the problem-based learning (PBL) model in improving critical reasoning of vocational high school students.
Meta-Analisis Efektivitas Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA I G. A. A. Dyah Armayanti; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12173

Abstract

The diversity of student learning styles is one of the internal factors that influences student learning outcomes. Differentiated instruction is a learning approach that emphasizes learning methods adapted to student’s diversity. This study aims to examine the impact of differentiated instruction on student’s learning outcomes in science education. This study is a meta-analysis that reviewed 10 articles Article were collected by Publish or Perish software with Crosseff as the database and the article selection used PRISMA. Data were analyzed according to the meta-analysis method, including the research bias test, effect size calculation of each article, heterogeneity test, and point estimation test. The result showed that the differentiated instruction in science learning gives a large effect on student’s learning outcomes by the value of the effect size is 1,136. It means that the differentiated instruction learning has a significant and large effect on student learning outcomes in science learning. Based on this study, the differentiated instruction can be used as a recommendation for teachers to implement in order to improve student’s learning outcomes. In addition, this study also expected to inspire other research to examine the characteristics of each other article to determine the factors that influence the result of differences in effect size of each article.
Meta Analysis: Efektifitas Problem Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SD dalam Pembelajaran IPA Anak Agung Sagung Krisna Darmawati; I Nyoman Tika; Putu Artawan; I Wayan Redhana
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12209

Abstract

The implementation of science learning in schools must be designed to provide a means for students to deepen their understanding of themselves and the natural world or their surroundings. However, in practice, several obstacles or difficulties are encountered, including the lack of facilities and teachers' skills. This research aims to analyze the effectiveness of the implementation of Problem-Based Learning (PBL) in improving the critical thinking skills of elementary school students in science education through a meta-analysis method. This method was conducted on nine journals resulting from quasi-experimental research published between 2021 and 2025. Problem-Based Learning (PBL) has been extensively studied as a learning model believed to be effective in enhancing students' critical thinking skills. The journals were selected based on specific inclusion criteria and analyzed using the RevMan 5.4.1 software to measure effect size. The analysis results show that the implementation of PBL significantly improves students' critical thinking skills, indicated by an overall effect value (P < 0.00001). There is variation in results among the analyzed journals, with effect sizes generally ranging from high to very high. These findings support that PBL can be an effective alternative for teachers in developing students' critical thinking skills, especially in science subjects which are abstract in nature and require problem-solving. The application of PBL is also recommended to be developed at higher education levels.
Pengaruh Pembelajaran Berbasis Inkuiri terhadap Keterampilan Berpikir Kritis Siswa dalam Pembelajaran IPA (SMP-SMA): Meta-Analysis Sang Nyoman Putra Darma; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12222

Abstract

Critical thinking skills are crucial 21st-century skills. However, students' critical thinking skills are still considered low in several studies. Science learning is closely related to this ability. One learning model believed to effectively improve critical thinking skills is the inquiry-based learning model. This study is a meta-analysis study that aims to examine and determine the effect of the inquiry learning model on improving secondary school students' critical thinking skills in science learning as a whole. Article searches were conducted using PoP on Google Scholar and obtained 11 final articles for analysis. The analysis process used Comprehensive Meta-Analysis (CMA) with the Hedges formula. The results of this study indicate that the fixed-effects model has an effect size of 1.07 (std. error 0.08), while the random-effects model has an effect size of 1.16 (std. error 0.37). This means that inquiry learning has a significant effect on improving critical thinking skills despite study variations. These results are not easily influenced by the possibility of publication bias.
Problem-based Learning (PBL), Kemampuan Pemecahan Masalah, dan Self-Efficacy: A Systematic Literature Review I Made Sudarman Utama; I Wayan Redhana; I Nyoman Tika; Ida Bagus Putu Arnyana; Ni Ketut Rapi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12817

Abstract

Problem-solving skills and self-efficacy are essential competencies that enable students to face academic and real-life challenges, particularly in science learning. One instructional approach frequently associated with the development of these competencies is the Problem-Based Learning (PBL) model. However, research findings on the effectiveness of PBL in enhancing problem-solving skills and self-efficacy show varied results and have not been systematically synthesized, especially in the context of science education. Therefore, this study aims to identify and describe trends in research subjects, research designs, and types, as well as key findings related to the application of the PBL model to problem-solving skills and self-efficacy through a Systematic Literature Review (SLR). This study analyzed 20 research articles published over the last ten years (2016–2025) and indexed in the Directory of Open Access Journals (DOAJ). The selected articles were examined using a content analysis observation sheet to identify research subjects, methodological approaches, and key findings. The results show that research on PBL is dominated by studies conducted at the senior high school level, while research at the elementary and junior high school levels remains limited. Quantitative research designs, particularly quasi-experimental studies, predominate, with relatively few qualitative, mixed-methods, and research and development (R&D) studies. The key findings reveal variations in the achievement of problem-solving skill indicators and self-efficacy dimensions across studies. These findings indicate that although the PBL model has the potential to enhance problem-solving skills and self-efficacy, its effectiveness is influenced by student characteristics, learning contexts, and instructional design. This study highlights the need for further research, particularly at the elementary and junior high school levels, and encourages methodological diversification as well as the integration of PBL with other learning models and instructional strategies. Overall, this SLR provides a comprehensive overview that can serve as a reference for researchers and educators in developing more effective and context-sensitive PBL implementations in science education.
Systematic Literature Review: Model Pembelajaran untuk Meningkatkan Pemahaman Konsep pada Pembelajaran IPA Dewa Ketut Rama Berlian Nandana; I Wayan Redhana
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3683

Abstract

Penelitian ini bertujuan untuk melakukan identifikasi secara sistematis mengenai model-model pembelajaran yang mampu meningkatkan pemahaman konsep pada pembelajaran IPA melalui tinjauan literatur enam tahun terakhir. Metode yang digunakan yaitu Systematic Literatur Review (SLR) yang menggunakan 25 artikel ilmiah yang relevan dan terindeks ISSN. Kriteria artikel yang dipilih berdasarkan syarat tertentu, yaitu topik yang membahas model-model pembelajaran yang mampu meningkatkan pemahaman konsep pada pembelajaran IPA (termasuk Fisika, Kimia dan Biologi), publikasi dalam rentang waktu 2019 sampai 2024, serta menggunakan Bahasa Inggris. Artikel ilmiah diperoleh dari dua basis data yaitu Scopus dan Google Schoolar, kemudian diseleksi menggunakan model PRISMA. Fokus penelitian ini yaitu mengidentifikasi, menganalisis dan menyimpulkan berbagai model pembelajaran yang telah diimplementasikan dalam pembelajaran IPA serta mengevaluasi efektivitasnya terhadap peningkatan pemahaman konsep peserta didik. Hasil analisis artikel, ditemukan bahwa terdapat sembilan jenis model pembelajaran yang digunakan untuk meningkatkan pemahaman konsep IPA peserta didik. Adapun sembilan jenis model pembelajaran tersebut diantaranya model flip classroom, model learning cycle, model guided inquiry, model project based learning (PjBL), model predict observe explain (POE), model problem based learning (PBL), model science, technology, engineering, mathematic (STEM), dan model contextual teaching learning (CTL). Model pembelajaran yang paling sering digunakan untuk meningkatkan pemahaman konsep IPA adalah model PBL dan PjBL. Di akhir ulasan, diberikan arahan karakteristik model pembelajaran yang dapat meningkatkan pemahaman konsep IPA peserta didik.
Strategi Pembelajaran Berdiferensiasi Terhadap Hasil Belajar IPA Siswa: A Systematic Literature Review I Gede Yudi Pratama; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.11955

Abstract

In the independent curriculum, differentiated learning is known. Differentiated learning views students differently and dynamically. In this case, teachers view learning from various perspectives. However, this does not mean that differentiated learning is individualized learning. Differentiated learning is a learning approach that adapts learning to the needs of students starting from interests, learning styles, student readiness and other characteristics. In the process, differentiated learning consists of two types, namely differentiation based on learning styles and differentiation based on learning abilities. This study aims to explore differentiated learning related to the research design used, the right learning model, the effect of differentiated learning on students' science learning outcomes and the profile of the use of differentiated learning in science learning at various levels of education. This study is a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. Publish or perish was used to collect data from Google Scholar with a span of 2021-2025, 1000 articles were identified and filtered based on criteria, resulting in 15 articles that met the criteria. Research on differentiated learning mostly uses Classroom Action Research (CAR) design. The learning model that is widely used is by combining differentiated learning strategies. Differentiated learning has a positive impact on student learning outcomes and activities. Differentiated learning can be applied at every level of education.
Systematic Literature Review of Chemistry Learning to Improve Students’ Creative Thinking Skills I Nyoman Suardana; I Wayan Redhana; Kompyang Selamet
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.5228

Abstract

The purpose of this study is to discuss novel approaches to teaching chemistry that enhance students' creative thinking skills (CTSs), as well as the kinds of research that are conducted and the tools that are used to measure CTSs. . This research use the PRISMA paradigm in conjunction with a systematic literature review approach. This method was employed by searching for Google Scholar. The analysis results of eight relevant journals and proceeding articles show five articles discussing the implementation of chemistry learning strategies to improve students’ CTSs, with the distribution as follows: problem-based learning-scaffolding, STEAM-PjBL, case-based Learning, STMCpE textbooks based on chemo-entrepreneurship, and students’ worksheet with the mind mapping strategy which amounts to 20.00% each. The types of research used were experimental methods (37.50%), research and developmental methods (12.50%), survey research (12.50%), ex post facto research (12.50%), and qualitative research (descriptive approach) (25.00%). Instruments for measuring CTSs are in the form of a CTS test with indicators developed by Torrance (75.00%), non-test (interview and observation) (12.50%), and unclear instrument (12.50%).
A Novel Learning Model, Integration of Challenge-Based and Differentiated Learning: A Preliminary Study Anak Agung Inten Paraniti; I Wayan Redhana; I Nyoman Suardana; Ketut Suma
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.5245

Abstract

This research aims to explore the need to design a challenge-based learning model (CBLM) integrated with differentiated learning strategies (DLS). The result of this integration is called a differentiated challenge-based learning model (DCBLM). A descriptive research design (survey) was applied in this study. A total of 46 high school teachers who taught science classes (biology, chemistry, and physics) throughout Bali participated in this study. The research results showed that high school teachers have attempted to implement various innovative learning models. Five innovative learning models and their implementation problems were also found and discussed in this study. Teachers fervently hope that DCBLM will exist to enhance and maximize CBLM's assets. Regarding 21st-century learning, DCBLM is highly pertinent, and the Merdeka Curriculum is implemented in Indonesia to shape students’ character according to the Pancasila students’ profile
Co-Authors ., I Putu Hendra Eka Geminiawan A. A. Istri Agung Rai Sudiatmika Achmad Samsudin Amallia Nugrahaeni Anak Agung Inten Paraniti Anak Agung Istri Brahmani Prita Dewi Anak Agung Sagung Krisna Darmawati Apriadi, Ni Ngh. Sangging Ayu Sri Wahyuni Bestari, Nyoman Diah Devi Cantik Azzaroiha Casmini, Ni Luh Dadi, I Ketut Dewa Ketut Rama Berlian Nandana Dr. I Nyoman Tika,M.Si . Dr. Ida Bagus Nyoman Sudria,M.Sc . Drs.Ngadiran Kartowasono, M.Pd. . Dwi Harkita Ningrum Dwipayana, Putu Agus Putra Frieda Nurlita Frieda Nurlita Friska Nathalia Br S. Brahmana Gede Jody Wikranta Kunde Geminiawan, I. P. Hendra Eka Geminiawan, I. P. Hendra Eka Hantari, Ida Ayu Putu Surya Heron Hidayat, I. I G. A. A. Dyah Armayanti I Gede Yudi Pratama I Kadek Arisujarnata I Ketut Artawan I Ketut Dadi I Ketut Suma I Made Arya Kartawan I Made Kirna I Made Kirna I Made Sudarman Utama I Nyoman Suardana I Nyoman Tika I Wayan Karyasa I Wayan Suastra I Wayan Subagia I Wayan Subagia I Wayan Suja I. P. Hendra Eka Geminiawan I.M. Adi Kurniarta Ida Bagus Jelantik Swasta Ida Bagus Putu Arnyana Irwanto Irwanto Juniartina, P. Prima Juniartina, P. Prima Kadek Widiastari Kartawan, I Made Arya Ketut Suma Khusniyah, Nurul Komang Treasia Maharani Kompyang Selamet Kunde, Gede Jody Wikranta Luh Maharani Merta Luh Putu Sathya Dewi M.Pd. Drs.Ngadiran Kartowasono . Made Kartika Sari Maria Angelica Ayu Gloria Jagga Wali Merta, L. M. Muhamad Ikhwanus Shofa Nathasya Imanuella Ni Kadek Juniawati Ni Kadek Ningsih Handayani . Ni Kd Ana Peratiwi . Ni Ketut Rapi Ni Ngh. Sangging Apriadi Ni Nyoman Ayu Septiana Ni Nyoman Ayu Septiana Ni Putu Widhi Linda Rahayu Ni Putu Winni Widiastuti Ni Wayan Diah Purnami Dewi M Ningrum, Dwi Harkita Nugrahaeni, Amallia Nurlita, Frieda Nurul Khusniyah Nyoman Diah Bestari Nyoman Diah Devi Bestari Nyoman Retug Nyoman Retug P. Prima Juniartina Putu Agus Putra Dwipayana Putu Artawan Putu Nindya Sri Satya Lestari Putu Nita Kusuma Putu Pratiwi Surya Rahayu . Putu Prima Juniartina Rina Agustini Sitohang Ruth Tamarista Nadapdap S. Haryani S.Pd. M Kes I Ketut Sudiana . Sang Nyoman Putra Darma Septiana, Ni Nyoman Ayu Shofa, Muhamad Ikhwanus Siti Maryam Suardana, I. N. Tiona Christian Br Silitonga Wahono, B. Widyasari, Kurnia