Article Per Year (5 Year)
p-Index From 2021 - 2026
4.248
P-Index
This Author published in this journals
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

Published : 102 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 102 Documents
Search

 7   8   9   10   11 
Eksplorasi Remediasi Miskonsepsi Fisika: Sebuah Tinjauan Literatur Sistematis Putu Nita Kusuma; Redhana, I Wayan
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 2 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 2 August 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i2.44622

Abstract

Misconceptions in Physics are very risky for learning, so a deep understanding of intervention to overcome Physics misconception is necessary. In order to accommodate this purpose, a review of physics misconception remediation efforts is important to do. So far, reviews on remediation of Physics misconceptions are still limited. This research aims to describe: 1) the trend of Physics misconception remediation research in terms of publication year, research objectives, research approaches, and research subjects, 2) Physics concepts that were given remediation treatment, 3) the effectiveness of Physics misconception remediation efforts in reducing misconceptions. The research method used was a Systematic Literature Review (SLR) of the literature from 2019-early 2025 on the Scopus, ERIC, and Google Scholar databases. The results showed that the trend of misconception remediation research was conducted mostly in 2023 with the subject of high school students. The order of Physics misconception remediation efforts from the most widely applied consecutively is by applying learning media (interactive media, worksheet, and e-module), learning models (CCM, inquiry, SSCS, synectis model), learning methods (narrative feedback, refutation text), learning strategies (cognitive conflict and generative), and learning approaches (multiple representation). These results can contribute to improving the quality of Physics learning, especially providing a variety of options for educators and researchers to designing intervention to correct Physics misconceptions.
Pengaruh Media Pembelajaran Berbasis Inkuiri Terbimbing terhadap Hasil Belajar Siswa: Systematic Literature Review Widyasari, Kurnia; Redhana, I Wayan
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i1.26454

Abstract

Penelitian ini bertujuan untuk mengetahui dampak media pembelajaran yang beragam, termasuk Lembar Kerja Siswa (LKPD), modul, presentasi PowerPoint, dan video, yang telah dibuat sebagai bahan ajar untuk mata pelajaran Kimia di Sekolah Menengah Atas (SMA). Penelitian ini menggunakan analisis literatur sistematis, menilai 10 artikel yang bersumber dari basis data Google Scholar antara tahun 2016 hingga 2023. Temuan penelitian ini menunjukkan bahwa media pembelajaran berbasis inkuiri terbimbing dapat meningkatkan hasil belajar Kimia pada siswa Sekolah Menengah Atas. Media ini meningkatkan pemahaman ide-ide kimia, mendorong keterlibatan siswa secara aktif, dan menumbuhkan suasana belajar yang menyenangkan. Media pembelajaran ini menawarkan siswa kesempatan untuk meningkatkan kemampuan penalaran ilmiah mereka melalui eksperimen dan eksplorasi otonom.
Systematic Literature Review of Chemistry Learning to Improve Students’ Creative Thinking Skills Suardana, I Nyoman; Redhana, I Wayan; Selamet, Kompyang
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 Paraniti, Anak Agung Inten; Redhana, I Wayan; Suardana, I Nyoman; Suma, Ketut
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
The Effect of Scaffolding Strategies on Learning Outcomes in Science Learning: A Systematic Literature Review Cantik Azzaroiha; I Wayan Redhana; Ketut Suma
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.8628

Abstract

Science learning must be designed so that students can understand natural phenomena that are constantly changing. This study aims to explore scaffolding strategies related to research trends, influence on learning outcomes, appropriate learning models, research designs used, and profiles of the use of scaffolding in science learning at various levels of education. The research is a systematic literature review (SLR) to collect, analyze, and compile findings on scaffolding strategies in science learning. The literature review results show that scaffolding strategies are effective in helping students understand scientific concepts better. Providing structured scaffolding to students effectively improves students’ learning outcomes. The literature review results show that in the 2014-2024 time span, research on the application of scaffolding mostly uses quantitative methods with a non-equivalent control group design. The learning model that is widely used with scaffolding is Problem-Based Learning (PBL). Scaffolding positively impacts students' cognitive and affective learning outcomes, concept understanding, science process skills, argumentation skills, critical thinking skills, higher-order thinking skills (HOTS), learning independence, learning motivation, scientific literacy, problem-solving skills, and misconceptions. The scaffolding strategies can improve science learning effectively.
The Design Thinking to Improving on Scientific Argumentation Skills: A Systematic Literature Review Rina Agustini Sitohang; I Wayan Redhana; Putu Artawan
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.v11i10.11705

Abstract

Students scientific argumentation skills remain relatively low, posing both global and national educational challenges that require innovative solutions. Effective learning methods to foster these skills are still limited and not yet optimal. This study aimed to identify research trends in the application of design thinking in learning, the learning outcomes achieved, the subjects most frequently using design thinking, and its contribution to developing scientific argumentation skills. The method used in this study is the Systematic Literature Review (SLR) with PRISMA analysis of 20 relevant articles. The articles were obtained from two databases, namely Google Scholar and PubMed with a publication range between 2020 - 2025. The article selection process was carried out to collect, analyze and compile findings on the application of the design thinking method in learning. The findings of the Systematic Literature Review show that the most dominant research trend uses quantitative methods. Design thinking has a positive impact on creativity, critical thinking skills, learning outcomes, numeracy, learning interest, motivation, and scientific attitudes. Design thinking tends to be applied more in the context of science learning, especially in science and biology subjects. In addition, design thinking not only increases student engagement and creativity, but also significantly trains and strengthens scientific argumentation skills which are essential in science learning.
Literature Review Persepsi Guru IPA SMP Terhadap Implementasi Strategi Pembelajaran Berdiferensiasi Pada Kurikulum Merdeka Ni Putu Winni Widiastuti; I Wayan Redhana; I Wayan Suja; 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.v11i9.11977

Abstract

Teacher competence in managing classroom learning through differentiation will also affect students' perceptions of the effectiveness of science learning that has been implemented. However, not all educators can implement differentiation learning techniques well. Many teachers also prefer to use the same teaching method for all students without considering their individual differences. This study aims to describe teachers' perceptions of the implementation of differentiated instruction strategies and analyze the opportunities for their application in science learning within the Merdeka Curriculum. The method used is a systematic literature review with PRISMA analysis of 10 relevant articles. The results show that teachers have a positive perception of differentiated instruction, recognizing the importance of addressing students' individual needs to create a conducive classroom environment. Differentiation strategies based on local strengths have been proven to enhance content, context, and product aspects of science literacy. Prior to implementation, students' science literacy was classified as very low in content (12.78%) and context/product (28.75%), and moderate in process (68.20%). After implementation, content increased to 70.62% (good), context or product to 43.87% (low), and science process skills to 77.18% (good). The main challenges include limited teacher competence and inadequate facilities, which must be addressed through continuous training and the use of technology.
Game-Based Learning for Improving Students’ Creative Thinking Skills in Science Learning: A Systematic Literature Review I.M. Adi Kurniarta; I Wayan Redhana; I Nyoman Tika
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.v11i12.12014

Abstract

Science learning must be able to improve creative thinking skills to face the challenges of knowledge and technology development. This study aims to explore game-based learning models related to research trends, research designs used, fields of study that apply them, their influence on learning outcomes, and profiles of the use of game-based learning in science learning at various levels of education. This study is a Systematic Literature Review (SLR) with the PRISMA method to collect, analyze, and compile findings regarding game-based learning models in learning. This study is limited to articles obtained from the Publish or Perish search engine, from two databases, namely, Google Scholar and Crossref. The results of the literature review of 29 articles that met the inclusion criteria illustrate that game-based learning models make it easier for students to solve complex problems quickly, accurately, and efficiently using an innovative approach through a fun and challenging learning experience. The results of the literature review show that in the period 2020–2025, research on the application of game-based learning mostly uses the Research and Development method with the ADDIE model. The application of game-based learning in the field of science subjects is still very limited, namely only 14%, while the dominant application is in the field of mathematics. Game-based learning has a positive impact on students' cognitive, affective, and psychomotor learning outcomes, critical thinking skills, creativity, understanding of material, reading skills, learning motivation, science literacy, learning interest, physical activity, practical experience in dealing with emergencies, and building cooperation, communication, empathy, and social interaction. Game-based learning models can improve the quality of science learning.
Tinjauan Sistematis Efektivitas Pembelajaran Berbasis Etnosains dalam Meningkatkan Literasi Sains pada Pendidikan Dasar dan Menengah Made Kartika Sari; I Wayan Suastra; I Nyoman Tika; 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.v11i10.12092

Abstract

Conventional science learning often feels abstract and distant from students' realities, especially at the elementary and secondary levels. This can hinder the development of deep understanding and the relevance of the material to everyday life. Ethnoscience-based learning integrates local knowledge with modern scientific concepts to create contextual and meaningful learning. This study aims to: Assess the effectiveness of ethnoscience-based learning in improving students' scientific literacy at the elementary and secondary education levels; Identify learning models and media used in ethnoscience-based learning; Find challenges and supporting factors in implementing ethnoscience-based learning in schools. This study is a systematic review examining the effectiveness of ethnoscience-based learning in improving students' scientific literacy at the elementary and secondary levels. By analyzing 20 empirical studies published between 2020 and 2025, this review evaluated various learning models, teaching materials, and learning media that use ethnoscience as a foundation. The results show that ethnoscience-based learning consistently improves scientific literacy, critical thinking skills, learning motivation, and appreciation for local culture. Challenges such as limited teacher training and curriculum adjustments need to be addressed for optimal implementation. This study provides recommendations for developing more contextual curricula and learning practices, as well as strengthening teacher training. The findings are expected to serve as a reference for educators, researchers, and policymakers in strengthening scientific literacy through an ethnoscience approach.
The Effect of Socio-Scientific Issue-Based Learning on Students’ Argumentation Skills in Science Education: A Meta-Analysis Luh Putu Sathya Dewi; 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.v11i10.12094

Abstract

Scientific argumentation is a crucial 21st-century skill in science education, yet many Indonesian students still struggle to construct evidence-based arguments. This study conducted a meta-analysis to evaluate the effect of Socio-Scientific Issue (SSI)-based learning on students’ argumentation skills. Twelve primary studies that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis (CMA) software, with effect sizes calculated using Hedges’s g. The analysis revealed very high heterogeneity among the studies (I² = 96.56%), indicating substantial variation in results. Under the random-effects model, which is more appropriate in this condition, the pooled effect size was negative and not statistically significant (ES = -0.588, p = 0.16). Although the fixed-effect model produced a significant positive effect (ES = 0.329, p = 0.000), this result is less reliable because it does not account for the high variability across studies. Publication bias tests suggested potential bias but did not alter the overall interpretation. These findings indicate that the effectiveness of SSI-based learning on argumentation skills is inconsistent across contexts. Therefore, while SSI-based learning shows potential in specific settings, its overall impact remains uncertain and requires cautious interpretation.
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