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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 Hydrogen: Jurnal Kependidikan Kimia
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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Meta-Analisis Pengaruh Model Pembelajaran Terintegrasi STEM terhadap Literasi Sains Peserta Didik dalam Pembelajaran IPA di Indonesia I Kadek Arisujarnata; 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.v11i11.12109

Abstract

In the 21st-century education era, scientific literacy has emerged as a crucial competency for addressing global challenges. The integrated STEM (Science, Technology, Engineering, and Mathematics) instructional approach is considered a promising strategy for enhancing students’ mastery of scientific literacy through interdisciplinary integration. However, there remains inconsistency in findings regarding the effectiveness of various STEM models, particularly within the Indonesian educational context. This study aims to examine the effectiveness of integrated STEM learning models on students’ scientific literacy in Indonesia through a meta-analytic approach. A total of 10 peer-reviewed articles published between 2021 and 2025 were analyzed using the Comprehensive Meta-Analysis (CMA) software version 4. The results indicate that STEM-based learning demonstrates a high overall effect size of 0.995 (categorized as large, p < 0.001). Among the models examined, Project-Based Learning (PjBL) emerged as the most effective and consistent model, while Problem-Based Learning (PBL) exhibited a relatively smaller effect size. Other models, such as Blended Learning, Inquiry Learning, and RADEC, also showed very high effectiveness; however, these findings require further empirical validation through additional studies. Moderator analysis revealed significant differences across the models (Qb = 7.85; p = 0.005), suggesting that the type of instructional model moderates the effectiveness of the STEM approach. These findings support the development of more evidence-based and contextually relevant science teaching strategies tailored to the Indonesian educational landscape.
Development of Teaching Materials Based on Problem-Based Learning to Improve Critical Thinking Skills: A Systematic Literature Review Anak Agung Istri Brahmani Prita Dewi; I Wayan Suja; Nyoman Tika; 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.v11i9.12120

Abstract

Improving critical thinking is an essential 21st-century learning skill, and educational products that nurture it help students advance. Research identifies problem-based learning (PBL) as a highly effective instructional model for fostering critical thinking. This article reviews journal publications from 2019–2025 that explore the development of science teaching materials using the PBL model and their impact on students’ critical thinking abilities. The study aims to provide a comprehensive overview of the types of PBL-based science teaching materials, their effectiveness, and their influence on critical thinking skills. Using the PRISMA literature review method, the researchers conducted identification and screening of abstracts and full texts from 1,200 journal articles, ultimately selecting 12 relevant studies. Analysis of these studies indicates that PBL-based science teaching materials significantly enhance students’ critical thinking, particularly at junior high and high school levels. The findings underscore that integrating PBL into science teaching materials supports inquiry, problem-solving, and analytical reasoning. Consequently, adopting PBL-based resources in classrooms can serve as a strategic approach to strengthen students’ critical thinking processes and better prepare them for complex real-world challenges. This review affirms that PBL-driven science instruction is a powerful tool for 21st-century education.
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.
Effects of STEAM-Based Chemistry Learning on High School Students’ Critical Thinking Skills: A Systematic Review Dasi, Ni Made Ayu Hari Laksmi Dewi; Krisna Jiwani Dewi Dasi; I Wayan Redhana
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19231

Abstract

In the 21st century, the world of education faces new challenges that are far more comprehensive and multidimensional. Education in this century requires students to adapt to developments in science by mastering 21st-century competencies, including critical thinking. Chemistry learning as part of the science field is one of the educational facilitators that has great potential in developing critical thinking skills. However, in reality, chemistry is often considered a difficult subject because it involves complex, invisible (submicroscopic) concepts that require high analytical skills. One relevant approach to improving critical thinking skills is the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. The purpose of this study was to analyse the effect of the STEAM approach on high school students' critical thinking skills in chemistry. This study used the Systematic Literature Review (SLR) method, which analyses relevant articles using inclusion and exclusion criteria in accordance with the PRISMA guidelines. The exclusion criteria include articles that are not fully accessible, non-empirical articles (e.g., opinions, editorials), articles that measure contexts other than high school/MA chemistry, and articles that do not measure critical thinking skills. On the other hand, the inclusion criteria in this SLR included articles published between 2015 and 2025, research contexts on high school/MA students, a focus on the application of STEAM in chemistry learning, peer-reviewed articles (journals, proceedings, published theses), and articles that measured critical thinking skills. The study found that the STEAM approach in chemistry instruction was effective in improving high school students' critical thinking skills.
The Effectiveness of the Socio-Scientific Issues (SSI) Approach on Senior High School Students’ Critical Thinking in Chemistry: A Literature Review Pratiwi, Ni Kadek Mira; Wijaya, Komang Jnani; Redhana, I Wayan
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 1 (2026): February 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i1.19437

Abstract

21st century learning emphasizes higher-order thinking skills, one of which is critical thinking. However, the 2022 PISA report shows that Indonesian students' achievements in critical thinking and science literacy are still low. One relevant approach to improving students' critical thinking skills is Socio-Scientific Issues (SSI), which is learning based on contextual, complex, controversial, and everyday science issues. Although the Socio-Scientific Issues (SSI) approach has been widely applied in chemistry learning to train higher-order thinking skills, empirical findings are still scattered and have not been systematically synthesized. This study aims to examine the effectiveness of the SSI approach in improving high school students' critical thinking skills through the Systematic Literature Review (SLR) method based on the PRISMA model. A total of 13 empirical articles published between 2016 and 2025 and indexed on Google Scholar, Sinta, and Scopus were analysed. The results of the study show that SSI-based chemistry learning is effective in improving critical thinking skills, particularly in the aspects of argumentation, evidence evaluation, science-based decision making, and problem solving. These findings indicate that the SSI approach has the potential to become the basis for curriculum development and chemistry learning design oriented towards strengthening critical thinking.
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 Dasi, Ni Made Ayu Hari Laksmi Dewi 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 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 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 Ketut Suma Khusniyah, Nurul Krisna Jiwani Dewi Dasi 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 Ningsih Handayani . Ni Kd Ana Peratiwi . Ni Ketut Rapi Ni Ngh. Sangging Apriadi Ni Nyoman Ayu Septiana Ni Nyoman Ayu Septiana 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 Pratiwi, Ni Kadek Mira Putu Agus Putra Dwipayana Putu Artawan Putu Nindya Sri Satya Lestari Putu Nita Kusuma Putu Pratiwi Surya Rahayu . Putu Prima Juniartina Rina Agustini Sitohang S. Haryani S.Pd. M Kes I Ketut Sudiana . Sang Nyoman Putra Darma Selamet, Kompyang Septiana, Ni Nyoman Ayu Shofa, Muhamad Ikhwanus Siti Maryam Suardana, I. N. Wahono, B. Widyasari, Kurnia Wijaya, Komang Jnani