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All Journal Jurnal Pendidikan Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia
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Universitas Syiah Kuala
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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Menkostruk Jiwa Kewirausahaan Peserta Didik Melalui PJBL Berbasis STEMC Ismi Zatya; Sulastri; Saminan
KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 6 No 1 (2023): Katalis: Jurnal Penelitian Kimia dan Pendidikan Kimia
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/katalis.v1i6.7918

Abstract

Membangun jiwa kewirausahaan ke dalam diri peserta didik perlu dilakukan untuk membentuk kemandirian peserta didik. Penelitian ini bertujuan untuk menkonstruk jiwa kewirausahaan peserta didik dengan menerapkan project based learning berbasis STEMC. Penelitian terdiri dari 52 orang peserta didik kelas X IPA disalah satu SMAN Kota langsa. Jiwa kewirausahaan peserta didik diukur melalui angket kemudian diuji menggunakan paired sample t-test secara statistik dan uji N-gain. Hasil penelitian menunjukkan penerapan model PjBL berbasis STEMC pada materi elektrolit dan nonelektrolit dapat meningkatkan jiwa kewirausahaan dilihat dari hasil taraf signifikan 0,000 dengan nilai sig <0.05 yang menunjukkan adanya perubahan secara signifikan dan hasil perhitungan N-gain skor rata-rata jiwa kewirausahaan yaitu 0,14. Proses Pembelajaran menggunakan model PjBL berbasis STEMC dapat membentuk pengetahuan awal dengan pengetahuan baru peserta didik dalam menciptakan produk kewirausahaan sehingga menkonstruk jiwa kewirausahaan dalam diri peserta didik
Optimizing STEM-Based Interactive Flipbooks to Strengthen Students' Science Literacy Hanik, Ummi; Saminan; Khaldun, Ibnu
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11869

Abstract

This study aims to develop and assess the effectiveness of STEM-based interactive flipbook media in enhancing senior high school students' science literacy. Science literacy encompasses conceptual understanding, critical thinking, information evaluation, and evidence-based decision-making. The research employed a Research and Development (R&D) design with the ADDIE model encompassing analysis, design, development, implementation, and evaluation stages. Participants included 64 grade X students divided into experimental and control groups. Instruments included science literacy tests, observation sheets, and questionnaires. The findings indicated a notable increase in the experimental group's N-Gain score (0.68) compared to the control group (0.31), with t-test results confirming significant differences (p < 0.05). Students reported that the flipbooks were engaging and motivating. These findings support the integration of STEM-based interactive media as innovative alternatives in digital science classrooms. This work contributes a novel approach by integrating STEM design into digital flipbooks specifically for green chemistry instruction, which remains underexplored in current science education.
Fostering Digital Literacy by Using Powtoon as an Innovative Media in Physics Learning Susilawati , Susilawati; Shandi, Tiara; Mahzum, Elmi; Musdar; Saminan
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.92108

Abstract

The 21st-century industrial revolution demands increased digital literacy among students. However, data shows that the digital literacy level of Indonesian students remains relatively low. This gap is challenging, especially in schools with limited access to technology-based learning media. This study aimed to examine the effectiveness of Powtoon as a learning medium to improve students' digital literacy. This study used a quasi-experimental design with purposive sampling, involving 67 students divided into experimental and control groups. The experimental group used Powtoon, while the control group used PowerPoint. Digital literacy was assessed through pre- and post-tests across five indicators: information, communication, content creation, security, and problem-solving. A t-test analysis showed significant differences across all indicators, with the experimental group showing a higher N-gain. The most significant improvement occurred in communication and security, highlighting Powtoon's role in fostering an interactive and engaging learning experience. These findings suggest that Powtoon is an innovative medium that enhances students' digital literacy while improving subject understanding. This study underscores the potential of integrating Powtoon into education to create a more dynamic and effective learning environment. This research suggests that using Powtoon as an innovative medium in physics learning can improve students' digital literacy and strengthen conceptual understanding through engaging and interactive visualizations. This demonstrates the importance of integrating creative technology into learning to support 21st-century skills.
Effect of Learning Intervention on the Improvement of Students' Questioning Skills in Physics Learning Andrian; Evendi; Saminan; Hamid, Abdul; Susanna; Ngadimin; Saputri, Mawarni; Cooper, Katelyn M; Nguyen, Tuan Dinh
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.86425

Abstract

This study aims to reveal the effect of a learning intervention on the questioning ability in physics learning of the students of SMA Negeri 1 Kuta Baro. Employing a quantitative approach with a nonequivalent control group quasi-experimental design, the research involved 84 students, comprising 41 students in the experimental group (Classes X-1 and XI-1) and 43 students in the control group (Classes X-2 and XI-2). The learning intervention in the experimental class integrated the problem-based learning (PBL) model, teacher-student question-and-answer interactions, collaborative group discussions, and inter-group Q&A sessions. The research results showed that the learning intervention significantly and substantially enhanced students' questioning ability, as measured by the dimensions of questioning skills, including clarity, focus, conciseness, depth of information, and cognitive level. There was a 27.56% increase in the quantity of written questions in the experimental class, far exceeding the 7.9% increase in the control class. Although the quantity of oral questions increased in the experimental class, the cognitive level of oral questions in both groups remained low; however, their effectiveness (clarity and focus) was categorized as high. Overall, the learning intervention proved effective in facilitating the development of students' questioning skills, although further strategies were still needed to encourage questions at higher cognitive levels. Further follow-up is required to enhance students' oral questioning ability at the mental level by improving their prior knowledge of the subject matter and critical thinking skills
Optimizing of Physics Learning through PjBL-STEM Model to Improve Critical Thinking Skills and Students Responsibility Attitudes Nisah, Khairun; Saminan; Syukri, Muhammad; Elisa; Markisni
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6795

Abstract

Physics learning is a complex subject that required an extraordinary understanding. Based on the results of interviews at SMAN 4 DKI Jakarta, in Banda Aceh, critical thinking skill tests have not been carried out and student responsibility in following lessons.  This research aims to optimize physics learning through the PjBL-STEM model, in order to improve students' critical thinking skills and lack of sense responsible attitudes. The research design that used in this research was a one group Pretest and Post-Test Design, it was involving 120 students in grade XI. The data collection techniques are carried out through observation, interviews, questionnaires and tests that are prepared based on indicators of critical thinking skills. This research data was analyzed using the average test, N-gain and paired sample t-test. The instruments used critical thinking skills tests and responsibility attitude questionnaires. The research results show that the average N-gain 0,67 is categorized as currently. The results of the responsible attitude questionnaire are in the effective category with an average of 367.2, From the findings of this research it can be concluded that the PjBL-STEM model can optimize physics learning in improving critical thinking skills and attitudes of responsibility.
Ethnoscience-Based Inquiry Learning to Increase Students’ Critical Thinking Skills and Collaboration Skills Fitri, Cut Nurul; Saminan; Safitri, Rini; Ramadhan, Teuku Muhammad Hary; Evendi; Safrida S
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.9736

Abstract

The goal of this study is to increase students' CTS and CS about quantity and unit material using ethnoscience-based inquiry learning. The study utilized a non-equivalent control group design with two classes: experimental and control. The sample in this study were students of class X IPA 7 and X IPA 8, who were chosen using purposive sampling procedures. The research sample comprised 71 students. The research data was gathered using 15 multiple-choice questions, a CTS questionnaire, and a CS questionnaire. Normality, homogeneity, the t-test, and correlation tests were employed to analyze the data. Based on the research findings, students' CTS and CS rose in the experimental class, with N-gain values of 0.71 (high) and 0.60 (medium). The experimental and control courses showed significant differences in students' CTS and CS outcomes (Sig. < 0.05). Aside from that, there is a very strong correlation between students' CTS and CS results in learning, with r = 0.938. It may be concluded that using an ethnoscience-based inquiry paradigm can help students enhance their CTS and CS. Thus, it is possible to infer that ethnoscience-based inquiry learning may increase students' CTS and students' CS. There is a very strong correlation between CTS and students' CS.
Co-Authors Abdul Hamid Andrian Cooper, Katelyn M Elisa Evendi Fitri, Cut Nurul Hanik, Ummi Ibnu Khaldun Ismi Zatya Khairun Nisah Mahzum, Elmi Markisni Muhammad Syukri Musdar Ngadimin Nguyen, Tuan Dinh Ramadhan, Teuku Muhammad Hary Rini Safitri Safrida S Saputri, Mawarni Shandi, Tiara SULASTRI Susanna Susilawati , Susilawati