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All Journal INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Sains Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research JURNAL BIOEDUCATION JPPIPA (Jurnal Penelitian Pendidikan IPA) Physics and Science Education Journal (PSEJ) TPACK-IPA (Technological Pedagogical Content Knowledge)
Ekosari Roektiningrum, Astuti Himmatul Hasanah
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences

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PENGEMBANGAN LKPD BERBASIS GUIDED INQUIRY DENGAN MENERAPKAN KONSTRUKTIVISME SEBAGAI UPAYA MEWUJUDKAN PEMBELAJARAN IPA MEANINGFUL THE DEVELOPMENT OF STUDENT WORKSHEET BASED ON GUIDED INQUIRY CONSTRUCTIVITY FOR REALIZE MEANINGFUL Adha Hujatulatif; Ekosari Roektiningroem; Allesius Maryanto
Jurnal TPACK IPA Vol 6, No 7 (2017): Jurnal Pendidikan Ilmu Pengetahuan Alam (September, 2017)
Publisher : Universitas Negeri Yogyakarta

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Abstract

Penelitian ini bertujuan untuk mengetahui kelayakan LKPD berbasis pendekatan guided inquiry dengan menerapkan konstruktivisme pada tema “Perolehan Nutrisi dan Transformasi Energi pada Tumbuhan” sebagai bahan ajar berdasarkan kriteria kelayakan LKPD dan mengetahui kategori peningkatan meaningful learning melalui penggunaan LKPD tersebut. Model penelitian yang digunakan adalah model pengembangan 4D (define, design, develop dan disseminate). Subjek penelitian terdiri dari peserta didik kelas VIII SMP, dosen ahli, guru dan teman sejawat. Instrumen terdiri dari lembar validasi, lembar observasi keterlaksanaan LKPD, angket respon, dan lembar observasi meaningful learning. Data dianalisis dengan pedoman kriteria penilaian ideal serta uji-t untuk mengetahui signifikansi peningkatan meaningful learning. Hasil penelitian menunjukkan bahwa Produk LKPD layak dengan penilaian oleh ahli dan respon peserta menghasilkan nilai A dengan kategori sangat baik. Kategori peningkatan meaningful learning melalui penggunaan LKPD sangat baik dengan nilai A. Berdasarkan uji-t terhadap data sampel diperoleh bahwa terdapat perbedaan signifikan sebelum dan sesudah menggunakan LKPD.Kata kunci: guided inquiry, konstruktivisme ,LKPD, meaningful learningThis study aims to determine the feasibility of worksheet based approach guided inquiry by applying constructivism on the theme "Acquisition of Nutrition and Energy Transformation in Plants" as a teaching material based on worksheet eligibility criteria and know the categories of meaningful learning improvement through the use of worksheet. The research model used is the 4D development model (define, design, develop, and disseminate) The subjects of this study are students of class VIII SMP, expert lecturers, teachers and peers. Instrument consists of validation sheet, observation sheet worksheet implementation, questionnaire response and meaningful learning observation sheet The data were analyzed with the guidance of ideal scoring criteria and t-test to know significance of meaningful learning improvement The results showed that the worksheet product was feasible with expert assessment and the participant response resulted in A grade with very good category. meaningful learning improvement through the use worksheet very well with the value A. Based on t-test of the sample data obtained that there are significant differences before and after using worksheet.Keywords: constructivism, guided inquiry, meaningful learning, worksheet
PENGEMBANGAN HANDOUT IPA “KALOR DAN PERPINDAHANNYA” DENGAN PENDEKATAN CTL UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN MELATIH KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS VII Santika Octavian Hastogiri; Joko Sudomo; Ekosari Roektiningroem
Jurnal TPACK IPA Vol 5, No 4 (2016): Jurnal Pendidikan Ilmu Pengetahuan Alam (June, 2016)
Publisher : Universitas Negeri Yogyakarta

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Abstract

Penelitian ini merupakan pengembangan handout  IPA dengan pendekatan Contextual Teaching and Learning (CTL) untuk meningkatkan motivasi belajar dan melatih keterampilan berpikir kritis peserta didik kelas VII. Tujuan penelitian ini yaitu untuk mengetahui:  1) kelayakan handout, 2) respon peserta didik terhadap handout, 3) peningkatan motivasi belajar peserta didik, 4) keterampilan berpikir kritis peserta didik.Pengembangan handout dengan menggunakan model pengembangan 4-D (Define, Design, Develop, dan Disseminate). Tahap define merupakan tahap awal untuk menetapkan masalah yang dihadapi dalam pembelajaran di sekolah. Tahap design menghasilkan produk awal. Tahap develop dilakukan penilaian oleh ahli (expert appraisal) dan uji coba (developmental testing). Penilaian dilakukan oleh dosen ahli media, dosen ahli materi dan guru IPA yang hasilnya digunakan sebagai perbaikan produk akhir. Tahap disseminate hanya dilakukan pada sekolah yang menjadi objek penelitian.Hasil penelitian ini adalah: 1) Handout  IPA yang dikembangkan layak diujicobakan, dengan rata-rata penialaian handout  yang dikembangkan memperoleh nilai A dengan kategori baik. 2) Hasil respon peserta didik terhadap handout dari aspek materi dan media diperoleh nilai A dengan kategori sangat baik. 3) Handout yang dikembangkan dapat meningkatkan motivasi belajar peserta didik  dengan selisih persentase motivasi awal dan akhir sebesar 16,57%. 4) Hasil Observasi dari enam aspek keterampilan berpikir kritis peserta didik diperoleh persentase dari rendah ke tinggi yaitu, menghubungkan, mengelompokkan, menganalisis, membandingkan, membuat kesimpulan dan merangkai. Rata-rata persentase dari enam aspek tersebut bahwa handout dapat melatih ketempilan berpikir kritis peserta didik  dengan kategori kuat.Kata Kunci: Handout, motivasi belajar, keterampilan berpikir kritis
PENGARUH PROJECT BASED LEARNING TEMATIK SATE AMBAL TERHADAP LITERASI DAN KETERAMPILAN PROSES SAINS Hasna Dianing Fiyandita; Ekosari Roektiningroem
Jurnal TPACK IPA Vol 9, No 1 (2025): Jurnal TPACK IPA (January,2025)
Publisher : Universitas Negeri Yogyakarta

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Project Based Learning (konten) tematik (potensi lokal) sate (ayam) Ambal terhadap literasi sains, keterampilan proses sains, dan literasi serta keterampilan proses sains peserta didik secara simultan. Penelitian ini merupakan penelitian quasi experiment dengan desain penelitian nonequivalent control group design. Populasi pada penelitian ini adalah kelas VII yang berjumlah enam kelas. Sampel penelitian ini ditentukan melalui teknik purposive sampling dengan subjek penelitian meliputi kelas VII A sebagai kelas eksperimen dan VII E sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah lembar observasi keterlaksanaan pembelajaran, lembar pretest dan posttest literasi sains peserta didik, serta lembar observasi keterampilan proses sains peserta didik. Teknik analisis data yang digunakan adalah uji independent sample T-test, uji effect size cohen’s, dan uji Manova. Hasil penelitian menunjukkan bahwa terdapat pengaruh Project Based Learning (konten) tematik (potensi lokal) sate (ayam) Ambal terhadap (1) literasi sains, (2) keterampilan proses sains, dan (3) literasi serta keterampilan proses sains peserta didik secara simultan.
Pengaruh Model Pembelajaran Inkuiri Berisi STEAM untuk Meningkatkan Keterampilan Proses Sains Nesya Pramitasari; Purwanti Widhy Hastuti; Rizki Arumning Tyas; Putri Anjarsari; Ekosari Roektiningroem
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8985

Abstract

Science process skills as an approach is very important, due to it fosters experience in science learning process. This study aims to analyze the influence of STEAM-based inquiry learning models on students' science process skills. The type of research used is experimental research. The research design used is a quasi-experiment with a nonequivalent control group design. The research data were collected using test techniques using pretest and posttest questions of science process skills, non-test techniques in the form of observation sheets of learning implementation, and observation sheets of science process skills. The data analysis technique used was percentage analysis of the learning implementation sheet and science process skills observation sheet, hypothesis prerequisite test in the form of normality test and homogeneity test, hypothesis testing with independent sample t-test, and effect size test. The results of the independent sample t-test test have a significance value of 0.013 <0.05, which shows a significant difference between the experimental and control classes. The magnitude of the treatment effect is measured by the effect size test, resulting in a value of 0.642, which is included in the strong category. Based on the analysis results, it can be concluded that the STEAM-based inquiry learning model significantly affects students' science process skills.
A Systematic Literature Review (SLR): Peran Model Discovery Learning dan Augmented Reality (AR) untuk Siswa Berkebutuhan Khusus Ananda Dyah Khairunnisa; Winarto; Widowati, Asri; Roektiningroem, Ekosari; Rahayu, Dita Puji
JURNAL BIOEDUCATION Vol 13 No 1 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v13i1.8534

Abstract

Students with special needs often have difficulty understanding science lessons due to limited exploration activities and a lack of direct experience. This study aims to analyze and describe efforts to improve science comprehension among students with special needs through the application of interactive Augmented Reality (AR) media and the Discovery Learning model. The articles used in this literature study were limited to those published between 2021 and 2025, with 20 articles selected from 60 identified articles from Google Scholar, ScienceDirect, Scopus and DOAJ. The method used was a Systematic Literature Review (SLR) with a Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) design. The results show that the use of the Discovery Learning model and augmented reality successfully improved students' cognitive skills but has not been widely applied in the learning of students with special needs. This study concludes that the Discovery Learning model and the application of Augmented Reality (AR) media require further development to be applied in the learning of students with special needs.
DEVELOPMENT OF A STEM-INTEGRATED ETHNOSCIENCE E-MODULE ON BIOTECHNOLOGY TO ENHANCE JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING SKILLS Lutfany Latifatur Rachman; Asri Widowati; Ekosari Roektiningroem
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v11n1.p68-78

Abstract

This research aims to: (1) develop a science e-module based on STEM-integrated ethnoscience that enhances the critical thinking skills of junior high school students; (2) determine the practicality of the developed e-module; (3) assess the effectiveness of the developed e-module in enhancing the critical thinking skills of junior high school students. This study employed a Research and Development approach using the 4D model which includes Define, Design, Develop, and Disseminate. The product trial, conducted at MTsN 4 Gunungkidul, adopted a before-after design and involved Class VIII A students selected through purposive sampling. The instruments used included e-module validation sheets, student response leaflets, and pretest-posttest sheets. Data analysis techniques encompassed a 4-point scale evaluation for e-module validation, a 5-point scale evaluation of e-module practicality based on student responses, paired sample t-tests and effect size testing to gauge the effectiveness of the e-module in enhancing critical thinking skills. The research findings indicate that: (1) The developed e-module is highly suitable for use in science education; (2) The developed e-module is practical for use in science education; (3) The developed e-module effectively enhances the critical thinking skills of junior high school students.
Co-Authors Adha Hujatulatif Afifah, Annisa Nur Allesius Maryanto Ananda Dyah Khairunnisa Anindia, Annastasya Tri Asri Widowati Biyan Munita Dewi Dadan Rosana Dea Dimyathi Agus Putri Dita Puji Rahayu Diva Reviola Djukri Djukri Dwisiwi Sri Retnowati, Rahayu Eko Widodo Elshandra Gita Fatihah Nur Amini Febriana Cahyaningsih Hasna Dianing Fiyandita Insih Wilujeng Joko Sudomo Karina Syahrul Hudda Kurnia Laili, Ulfah Lili Sugiarto Lutfany Latifatur Rachman Lutfi Rahmawati Nurhadi Maryanto, Allesius Maryanto, Alleysius Miftakhurofiah, Miftakhurofiah Miftaqul Janah Nesya Pramitasari Ningrum, Vitria Oktavia Norma Bastian Palupi Asti Utami Purwanti Widhy Purwanti Widhy Hastuti Putri Anjarsari Rizki Arumning Tyas Santika Octavian Hastogiri Setiyo Wibowo, widodo Setyawati, Anis Siti Fadilah, Anita Rohmah Siti Noviani, Rizki Siti Rahmawati Suciningtyas Purbasari Tatap Pamuji Tessarani, Yutika Tina, Lestari Tri Wijiasri, Sa'adah Widiastuti, Isnaeni Widodo Setiyo Wibowo WINARTO Zuhdan Kun Prasetyo