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Kelayakan LKS Berbasis Auditory Intellectually Repetition sebagai Bahan Ajar Alternatif Siswa Emi Wahyuni Maesarah; Akhmad Sukri; Herdiyana Fitriani
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Tujuan dari penelitian ini yaitu untuk mengetahui validitas dan keterbacaan LKS berbasis Auditory Intellectually Repetition (AIR). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan tiga tahap define, desain dan develop. Data penelitian dikumpulkan menggunakan lembar validasi dan angket keterbacaan LKS. Lembar kerja siswa yang telah disusun kemudian divalidasi oleh 3 validator ahli dan dilakukan uji keterbacaan kepada 21 siswa kelas VII. Adapun hasil penelitian pengembangan LKS berbasis Auditory Intellectually Repetition valid digunakan (skor: 3,28 dengan kategori valid), keterbacaan LKS dinyatakan baik (skor: 3,41 dengan kategori baik). Sehingga dapat disimpulkan bahwa LKS berbasis Auditory Intellectually Repetition layak dan dapat digunakan sebagai bahan ajar alternatif siswa.The Eligibility of Auditory Intellectually Repetition-Based Worksheets as Alternative Teaching Materials for StudentsAbstractThe purpose of this study was to determine the validity and legibility of Auditory Intellectually Repetition (AIR) based worksheets. This research is a descriptive quantitative research with three stages i.e define, design and develop. The research data were collected using a validation sheet and a student worksheet readability questionnaire. The student worksheets that had been compiled were then validated by 3 expert validators and readability tests were carried out on 21 class VII students. The results of research on the development of Auditory Intellectually Repetition-based worksheets were valid (score: 3.28 in the valid category), the readability of the worksheets was declared good (score: 3.41 in the good category). So it can be concluded that Auditory Intellectually Repetition-based worksheets was eligible and can be used as alternative teaching materials for students.

Respon mahasiswa terhadap pembelajaran online pada masa pandemi covid-19 Laras Firdaus; H. Hunaepi; Agus Muliadi; Herdiyana Fitriani
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Tujuan penelitian ini adalah untuk mendeskripsikan respon mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Data dikumpulkan dari 150 mahasiswa pendidikan biologi Universitas Pendidikan Mandalika (UNDIKMA) menggunakan angket yang disusun pada Google Form, kemudian dianalaisis secara deskriptif berdasarkan trend data penelitian yang didapatkan. Hasil penelitian menunjukkan 87% mahasiswa menggunakan smartphone, dan 13% menggunakan laptop. Pada aspek aplikasi, 73% menggunakan media sosial WhatsApp, 27% menggunakan website kampus. Selain itu, dalam perkuliahan online 92% mahasiswa menggunakan paket data sebagai basis jaringan internet, 62% mahasiswa menyatakan bahwa harga paket data mahal, sebesar 58% menyatakan kondisi jaringan stabil selama perkuliahan online, serta sebagian besar mahasiswa menyatakan bahwa perkuliahan online tidak efektif dibandingkan dengan perkuliahan konvensional. Rekomendasai penelitian berdasarkan respon atau persepsi mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19 adalah UNDIKMA harus berusaha berusaha merancang perkuliahan yang mengakomodir antara perkuliahan online dengan perkuliahan tatap muka. Selain itu, dosen sebagai tenaga pengajar diharapkan merancang materi ajar yang lebih menarik, dan mudah diakses oleh mahasiswa.Student response to online learning during the Covid-19 pandemicAbstractThe purpose of this study was to describe student responses to online learning during the COVID-19 pandemic. This research is a descriptive study with a survey method. Data were collected from 150 biology education students of Mandalika Education University (UNDIKMA) using a questionnaire compiled on Google Form, then analyzed descriptively based on the trends of the research data obtained. The results showed 87% of students used smartphones, and 13% used laptops. In the application aspect, 73% use WhatsApp social media, 27% use campus websites. In addition, in online lectures 92% of students use data packages as the basis for the internet network, 62% of students stated that the price of data packages is expensive, 58% stated that the network conditions were stable during online lectures, and most students stated that online lectures were ineffective compared to conventional lectures. Research recommendations based on student responses or perceptions of online learning during the COVID-19 pandemic are that UNDIKMA should try to design lectures that accommodate online lectures with face-to-face lectures. In addition, lecturers as teaching staff are expected to design teaching materials that are more attractive and easily accessible to students.

Kelayakan LKS Berbasis Auditory Intellectually Repetition sebagai Bahan Ajar Alternatif Siswa Maesarah, Emi Wahyuni; Sukri, Akhmad; Fitriani, Herdiyana
Empiricism Journal Vol. 1 No. 1: June 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i1.261

Tujuan dari penelitian ini yaitu untuk mengetahui validitas dan keterbacaan LKS berbasis Auditory Intellectually Repetition (AIR). Penelitian ini merupakan penelitian deskriptif kuantitatif dengan tiga tahap define, desain dan develop. Data penelitian dikumpulkan menggunakan lembar validasi dan angket keterbacaan LKS. Lembar kerja siswa yang telah disusun kemudian divalidasi oleh 3 validator ahli dan dilakukan uji keterbacaan kepada 21 siswa kelas VII. Adapun hasil penelitian pengembangan LKS berbasis Auditory Intellectually Repetition valid digunakan (skor: 3,28 dengan kategori valid), keterbacaan LKS dinyatakan baik (skor: 3,41 dengan kategori baik). Sehingga dapat disimpulkan bahwa LKS berbasis Auditory Intellectually Repetition layak dan dapat digunakan sebagai bahan ajar alternatif siswa.The Eligibility of Auditory Intellectually Repetition-Based Worksheets as Alternative Teaching Materials for StudentsAbstractThe purpose of this study was to determine the validity and legibility of Auditory Intellectually Repetition (AIR) based worksheets. This research is a descriptive quantitative research with three stages i.e define, design and develop. The research data were collected using a validation sheet and a student worksheet readability questionnaire. The student worksheets that had been compiled were then validated by 3 expert validators and readability tests were carried out on 21 class VII students. The results of research on the development of Auditory Intellectually Repetition-based worksheets were valid (score: 3.28 in the valid category), the readability of the worksheets was declared good (score: 3.41 in the good category). So it can be concluded that Auditory Intellectually Repetition-based worksheets was eligible and can be used as alternative teaching materials for students.

Respon mahasiswa terhadap pembelajaran online pada masa pandemi covid-19 Firdaus, Laras; Hunaepi, H.; Muliadi, Agus; Fitriani, Herdiyana
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v1i2.336

Tujuan penelitian ini adalah untuk mendeskripsikan respon mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Data dikumpulkan dari 150 mahasiswa pendidikan biologi Universitas Pendidikan Mandalika (UNDIKMA) menggunakan angket yang disusun pada Google Form, kemudian dianalaisis secara deskriptif berdasarkan trend data penelitian yang didapatkan. Hasil penelitian menunjukkan 87% mahasiswa menggunakan smartphone, dan 13% menggunakan laptop. Pada aspek aplikasi, 73% menggunakan media sosial WhatsApp, 27% menggunakan website kampus. Selain itu, dalam perkuliahan online 92% mahasiswa menggunakan paket data sebagai basis jaringan internet, 62% mahasiswa menyatakan bahwa harga paket data mahal, sebesar 58% menyatakan kondisi jaringan stabil selama perkuliahan online, serta sebagian besar mahasiswa menyatakan bahwa perkuliahan online tidak efektif dibandingkan dengan perkuliahan konvensional. Rekomendasai penelitian berdasarkan respon atau persepsi mahasiswa terhadap pembelajaran online pada masa pandemi COVID-19 adalah UNDIKMA harus berusaha berusaha merancang perkuliahan yang mengakomodir antara perkuliahan online dengan perkuliahan tatap muka. Selain itu, dosen sebagai tenaga pengajar diharapkan merancang materi ajar yang lebih menarik, dan mudah diakses oleh mahasiswa.Student response to online learning during the Covid-19 pandemicAbstractThe purpose of this study was to describe student responses to online learning during the COVID-19 pandemic. This research is a descriptive study with a survey method. Data were collected from 150 biology education students of Mandalika Education University (UNDIKMA) using a questionnaire compiled on Google Form, then analyzed descriptively based on the trends of the research data obtained. The results showed 87% of students used smartphones, and 13% used laptops. In the application aspect, 73% use WhatsApp social media, 27% use campus websites. In addition, in online lectures 92% of students use data packages as the basis for the internet network, 62% of students stated that the price of data packages is expensive, 58% stated that the network conditions were stable during online lectures, and most students stated that online lectures were ineffective compared to conventional lectures. Research recommendations based on student responses or perceptions of online learning during the COVID-19 pandemic are that UNDIKMA should try to design lectures that accommodate online lectures with face-to-face lectures. In addition, lecturers as teaching staff are expected to design teaching materials that are more attractive and easily accessible to students.

Critical Study : Independent Curriculum from the Perspective of Educational Philosophical Schools and the Philosophy of Ki Hajar Dewantara Fitriani, Herdiyana; Suastra, I Wayan; Atmaja, Ananta Wikrama Tungga
Empiricism Journal Vol. 4 No. 2: December 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i2.1645

The Merdeka Curriculum is a development of the K13 curriculum which focuses on aspects of developing the potential, talents, and interests of students through digitizing learning with the use of technology. This curriculum is a starting point for facing the Society 5.0 era which predominantly uses technology. The Merdeka Curriculum is compiled based on four schools of educational philosophy, each of which has characteristics that complement each other in curriculum preparation, only the dominance is different in each curriculum. The development of an independent curriculum needs to be reviewed in terms of educational philosophy so that the dominance of this philosophy can be identified so that the output results are identified with the basis of the curriculum. This research uses a qualitative method with a literature study approach (library research), primary sources are obtained from scientific literature and secondary sources are obtained from supporting sources, such as essays, papers, seminar results, and others. The results of this study are first, the perennialism school of philosophy does not dominate in the independent curriculum because it is only used as a stronghold of cultural values so as not to collapse in the modern era. Second, the essentialism school of philosophy dominates in the content of learning materials. Third, the progressivism school of philosophy fills in the process of student character building through the Pancasila student profile. Fourth, the constructionism school of philosophy dominates the whole because of the renewal of the structure and system of school stakeholders.

Integrated Instructional Approaches to Foster Critical Thinking in Science Teacher Education: A Systematic Literature Review Samsuri, Taufik; Santosa, Made Hery; Sudatha, I Gde Wawan; Suartama, I Kadek; Fitriani, Herdiyana
Empiricism Journal Vol. 6 No. 4: December 2025
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/dvg2qf14

This study presents a systematic literature review of recent research on the impact of integrated instructional approaches in strengthening critical thinking skills among prospective science teachers. Through an in-depth analysis of selected publications, the findings indicate that reflective learning strategies such as explicit rubric-based simulations, argument mapping, journaling, project-based learning, and the integration of socio-scientific contexts consistently enhance the cognitive, metacognitive, and affective dimensions of critical thinking. The review further demonstrates that emotional engagement and metacognitive awareness function as essential conditions for the effectiveness of reflective instruction. In addition, embedding local cultural contexts is shown to increase the relevance and meaningfulness of science learning. From a practical perspective, these findings imply that teacher education programs should systematically integrate reflective instructional designs, formative assessment rubrics, and culturally responsive learning tasks into their curricula. Moreover, institutions are encouraged to strengthen lecturer professional development, improve digital learning infrastructure, and adopt flexible curriculum policies to address implementation challenges such as institutional resistance and variability in student engagement. Collectively, these implications support the development of adaptive, inclusive, and context-sensitive science teacher education aligned with the demands of 21st-century learning.

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