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All Journal International Conference on Education and Language (ICEL) Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Terbuka Dan Jarak Jauh Jurnal Ilmiah Sekolah Dasar VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Ekspose: Jurnal Penelitian Hukum dan Pendidikan Instructional Development Journal JPPIPA (Jurnal Penelitian Pendidikan IPA) JURNAL MANAJEMEN PENDIDIKAN Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan Jurnal Terapan Manajemen dan Bisnis SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Indonesian Research Journal on Education International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan MIPA
Mestika Sekarwinahyu
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Development of a Reflective Learning Program in Online Tutorials for the Biology Education Department Mestika Sekarwinahyu; Amalia Sapriati; Ucu Rahayu
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.3710

Abstract

This study aims to produce a reflective learning program that can be applied to the online tutorial in the Biology Education Department which can improve the reflective thinking skills of Biology Education students. The study was conducted in three years with using the research and development (R & D) which adapts the 4 D model from Thiagarajan et al. The research steps carried out preliminary studies, program design, program development -which includes program trials and program revisions-, and program implementation. What will be discussed in this paper is limited to how the program development process goes from the start until the right prototype is obtained to help students hone their reflective thinking skills. Reflective learning programs in online tutorials require several stages to arrive at the most appropriate prototype that is able to increase student participation in reflection which has the potential to increase reflective thinking skills. After going through several stages of testing and revising the placement of the most appropriate reflection activities, reflection activities are given every two sessions, namely in the second, fourth and sixth sessions
Pemanfaatan Sumber Pembelajaran Digital untuk Pengembangan Diri Guru dan Pembelajaran di SD Isti Rokhiyah; Mestika Sekarwinahyu; Amalia Sapriati
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.3761

Abstract

This study describes the science literacy of elementary school students who are taught using the science practical work method. The research was conducted on grade 4 and grade 5 students at six public and private elementary schools in South Tangerang City, Banten. Data collection was carried out using tests, observation sheets, student activity sheets, and questionnaires. The results showed that students had good understandings, good performance, high interest, and high self-confidence.  Moreover, students indicated good scientific attitudes and positive attitudes towards science.  The conclusion is that learning science using the science practical work method can provide elementary school students fourth grades and fifth grades showed science literacy characteristics.
THE INFLUENCE OF STRATEGY RELATING, EXPERIENCING, APPLYING, COOPERATING, TRANSFERRING (REACT) ON SCIENCE LEARNING OUTCOMES OF FIFTH GRADE ELEMENTARY STUDENTS VIEWED FROM CRITICAL THINKING ABILITY Rina Farida; Suroyo Suroyo; Mestika Sekarwinahyu
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 8 No. 1 (2023): Juni 2023
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.v8n1.p1-10

Abstract

This study was conducted with the aim of analyzing the influence of the use of Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) strategies on science learning outcomes in terms of students' critical thinking skills. In this research, it discusses the importance of teacher accuracy in choosing learning strategies, namely between REACT and conventional strategies and the importance of teachers to know student characteristics, one of which is the ability to think critically in improving student learning outcomes. The population in this study was all fifth grade elementary school students in Ciruas District, Serang Regency, Banten Province. Samples were taken using purposive sampling techniques totaling 62 students. Data on science learning outcomes are collected using the test method. Meanwhile, data on students' critical thinking ability were collected using the questionnaire method as preliminary data to identify students' critical thinking abilities. The data were analyzed using ANOVA with a 2 x 2 treatment design and continued using the Tukey test. The results showed that: (1) there was a difference in the influence between the use of REACT learning strategies compared to conventional learning strategies on science learning outcomes (F=59.294; p<0.05), (2) there were differences in science learning outcomes between students who had high critical thinking skills and students who had low critical thinking skills (F=6,588; p <0.05), (3) there is an influence of interaction between learning strategies and students' critical thinking ability on student science learning outcomes (F=80.706; p<0.05), (4) for students who have high critical thinking skills, science learning outcomes are higher when taught with REACT strategies compared to conventional strategies (F=16.684; p<0.05), and (5) for students who have low critical thinking skills, science learning outcomes are absent differences between students taught with conventional strategies compared to REACT strategies (F=1.283; p>0.05). So, it can be concluded that there is an interaction between learning strategies and students' critical thinking skills and to improve science learning outcomes in fifth grade elementary schools, the use of REACT strategies is more appropriately taught to students who have high critical thinking skills.
THE EFFECT OF GUIDED INQUIRY METHOD ON SCIENCE PROCESS SKILLS VIEWED FROM THE LEARNING STYLES Santi Nurrita; Suroyo Suroyo; Mestika Sekarwinahyu; M. Zainal Arifin
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 2 (2023): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v6i2.8124

Abstract

This quasi-experimental study aims to determine the effect of the guided inquiry method on science process skills in terms of students' learning styles. The population of this study was all fifth grade students at SDN Leuwiliang 04, Bogor Regency, even semester of the 2021/2022 academic year as many as 68 people. When the research was carried out in June 2022 for 4 face-to-face meetings. The statistical test used is in the form of a 2x2 ANOVA inferential test. The results showed that the F_(count) price was 29.044 the F_table(1:59) price was 4.00 and the sig. = 0.00 0.05, so there are differences in science processing skills between students with introverted and extroverted learning styles. The second hypothesis shows that the F_(count) price is 1.859 the F_table(1:59) price is 4.00 and the sig. = 0.00 0.05, there is a difference in the science processing skills of the group of students who were treated with conventional methods and guided inquiry. In the third hypothesis, it shows that the price of F_(count) is 205.915 the price of F_table(1:59) is 4.00 and the sig. = 0.178 0.05, so there is no significant interaction between learning styles and learning methods on science process skills. There are differences in the learning styles of introvert students using the guided inquiry method towards science process skills and there are differences in the learning styles of extrovert students using the guided inquiry method towards science process skills
THE EFFECT OF GUIDED INQUIRY ASSISTED BY INTERACTIVE MULTIMEDIA ON SCIENTIFIC LITERACY SKILLS VIEWED FROM LEARNING MOTIVATION Kantiti, Renny Indah; Sarkadi, Sarkadi; Sekarwinahyu, Mestika
Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 3 (2023): JPPGuseda (Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar)
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jppguseda.v6i3.9041

Abstract

The research aims to examine differences in scientific literacy abilities in guided inquiry assisted by interactive multimedia and conventional learning; differences in students' learning motivation in the high and low categories in scientific literacy abilities; interaction of student learning motivation and guided inquiry assisted by interactive multimedia on scientific literacy abilities. The experimental method uses a 2X2 (AXB) design. The population of class V students was sampled using purposive sampling, 2 classes as a control group and an experimental group. Data collection techniques use questionnaires and tests and data analysis uses two-way analysis of variance. It can be concluded that there are differences in the scientific literacy abilities of guided inquiry assisted by interactive multimedia and conventional learning; there is no difference in the learning motivation of students in the high and low categories regarding scientific literacy abilities; and there is an interaction effect of student learning motivation and guided inquiry assisted by interactive multimedia on scientific literacy abilities. Students who have high learning motivation have better scientific literacy skills than students with low learning motivation. The results of this research can be used as material for teachers to consider in implementing learning innovations and alternative solutions to improve students' scientific literacy skills.
PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS STEM MATERI UNSUR, SENYAWA, CAMPURAN UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 SISWA SMP KELAS VIII Indriyati, Tri Novita; Dike, Daniel; Sekarwinahyu, Mestika
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 15, No 2 (2024): NOVEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v15i2.4021

Abstract

ABSTRAKPendidikan harus mampu menyiapkan peserta didik menghadapi abad 21. Untuk menciptakan pembelajaran abad 21 guru dapat menerapkan pendekatan STEM dan mengintegrasikan teknologi dalam proses pembelajaran misalnya dengan E-Modul berbasis STEM. Tujuan penelitian ini untuk mengetahui pengembangan E-Modul interaktif berbasis STEM materi unsur, senyawa, campuran yang valid, praktis, dan efisien dalam meningkatkan keterampilan abad 21 siswa SMP kelas VIII. Penelitian yang dilakukan merupakan penelitian R & D dengan model ADDIE. Tahapan ADDIE antara lain Analyze, Design, Develop, Implement dan Evaluate.  Sebelum diimplementasikan dalam pembelajaran maka E-Modul terlebih dahulu divalidasi. Berdasarkan hasil validasi oleh ahli dan uji praktisi maka E-Modul  dinyatakan layak dan sangat baik untuk digunakan. Selanjutnya dilakukan uji terbatas oleh 12 peserta didik dan E-Modul dinyatakan sangat baik. Tahapan selanjutnya yaitu tahap implementasi E-Modul dalam skala luas pada kelas VIII SMPN 3 Tempunak. Berdasarkan analisis N-Gain diperoleh hasil bahwa E-Modul interaktif berbasis STEM efektif meningkatkan keterampilanan abad 21 peserta didik.Kata Kunci: E-Modul interaktif, STEM, keterampilan abad 21ABSTRACTEducation must capable prepare participant educate face 21st century . For create learning 21st century teachers can apply STEM approach and integrate technology in the learning process for example with E- Module STEM based . Goal study This For know E- Module development interactive STEM based materials elements , compounds , mixtures that are valid, practical , and efficient in increase skills 21st century junior high school students in grade VIII. The research conducted is R & D research with the ADDIE model. The stages of ADDIE include Analyze , Design, Develop, Implement and Evaluate .  Before implemented in learning then E- Module moreover formerly validated . Based on results validation by expert And test practitioner then E- Module  stated worthy And very Good For used . Next done test limited by 12 participants educate and E- Module stated very Good . Stages furthermore that is stage E- Module implementation in scale wide on class VIII of SMPN 3 Tempunak . Based on N-Gain analysis is obtained results that E- Module interactive effective STEM based increase skills 21st century participants educate Keywords: Interactive E-Module, STEM, 21st Century Skills
Persepsi mahasiswa universitas terbuka terhadap model problem based learning (pbl) dalam tutorial online pada mata kuliah pendidikan agama hindu Raharjo, Sukirno Hadi Raharjo Hadi; Ningrum, Siti Utami Dewi; Sekarwinahyu, Mestika
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 11, No 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525502

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa Pendidikan Agama Hindu Universitas Terbuka terhadap penerapan model Problem Based Learning (PBL) pada mata kuliah Pendidikan Agama Hindu. PBL merupakan pendekatan pembelajaran yang berpusat pada peserta didik, dengan menekankan pada penyelesaian masalah nyata untuk meningkatkan pemahaman dan keterampilan berpikir kritis. Penelitian ini menggunakan metode deskriptif kuantitatif dengan kuesioner sebagai instrumen utama. Sampel terdiri dari mahasiswa yang telah mengikuti mata kuliah Pendidikan Agama Hindu dengan penerapan model PBL dalam sistem Tutorial Online. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa memiliki persepsi positif terhadap penerapan model PBL. Mereka merasa model pembelajaran ini membantu dalam memahami materi ajaran agama Hindu lebih baik, meningkatkan kemampuan berpikir kritis, dan memperkuat relevansi antara teori dengan kehidupan sehari-hari. Namun, beberapa tantangan seperti keterbatasan fasilitas dan kesulitan memahami masalah yang diberikan juga teridentifikasi. Temuan ini menunjukkan bahwa meskipun PBL memiliki potensi besar untuk meningkatkan efektivitas pembelajaran, perlu adanya dukungan yang lebih optimal dalam implementasinya, terutama dalam konteks pembelajaran daring. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan metode pembelajaran inovatif dalam Pendidikan Agama Hindu di Universitas Terbuka.
Pengaruh Pembelajaran Diferensiasi Konten dan Proses terhadap Peningkatan Kemampuan Berpikir Tingkat Tinggi Siswa Kelas IX pada Materi Sistem Perkembangbiakan Tumbuhan Juli Vivianti; Amprasto; Mestika Sekarwinahyu
Didaktika: Jurnal Kependidikan Vol. 13 No. 001 Des (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1285

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pembelajaran berdiferensiasi, baik dalam hal proses maupun konten, terhadap peningkatan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skills, HOTS) siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen, yaitu one group pretest-posttest design. Sampel penelitian terdiri dari empat kelas siswa kelas IX di SMP Negeri 1 Lebak Wangi yang dipilih secara purposive sampling berdasarkan proporsi gaya belajar visual, auditori, dan kinestetik. Instrumen pengumpulan data meliputi tes kemampuan HOTS dan lembar observasi. Data dianalisis menggunakan uji ANOVA satu jalur dan analisis N-Gain untuk mengukur perbedaan dan efektivitas metode pembelajaran berdiferensiasi. Berdasarkan hasil analisis data, ditemukan bahwa penerapan pembelajaran berdiferensiasi proses memiliki pengaruh yang cukup efektif dalam meningkatkan kemampuan HOTS siswa. Sebaliknya, penerapan pembelajaran berdiferensiasi konten memiliki pengaruh yang kurang efektif terhadap peningkatan HOTS siswa. Selain itu, penerapan kombinasi pembelajaran berdiferensiasi konten dan proses secara bersamaan juga menunjukkan pengaruh yang kurang efektif dalam meningkatkan kemampuan berpikir tingkat tinggi siswa.
Exploring Tutor’s Experience in Online Tutorial: Chances and Challenges Ningrum, Siti Utami Dewi; Sekarwinahyu, Mestika; Wulandari, Nisa A’rafiyah Tri; Mukhtar, Mutia Kamalia
International Journal of Multidisciplinary Research of Higher Education Vol 8 No 3 (2025): (July) Theme STEM, Education, Religion Studies, Social Sciences and Economic Deve
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v8i3.349

Abstract

Online tutorials are crucial for sustaining quality distance education in higher education. Evaluating tutor experiences is essential to determine the long-term viability of online learning in the future.   This research aims to evaluate the effectiveness of online tutorials from tutors' perspectives in the Universitas Terbuka General Courses Study Program in Basic Social and Cultural Science, Pancasila, and Civic Education courses. This study employs an explanatory sequential mixed-method approach to investigate the effectiveness of an online tutorial system. In the first phase, a survey was conducted to assess six key aspects; i) content quality, ii) ease of access, iii) interaction and communication, iv) evaluation and assessment, v) platform support, and vi) institutional support. The survey involved 344 tutors selected using accidental sampling. The collected data were analyzed using descriptive statistics with IBM SPSS Statistics 27.0.1. In the second phase, a qualitative study was conducted to provide a deeper understanding of the survey results. Qualitative data were collected through document analysis of online tutorial reports and interviews with 30 tutors selected through purposive sampling. The qualitative data were analyzed using thematic analysis to identify key themes from the interviews.   The study results showed that some of the main barriers tutors face include network and online tutorial page constraints and variations in student understanding of the material being taught. In addition, tutors also identified the need for training and technical support improvements to optimize the use of e-learning platforms. These findings suggest the need for improvements in technological infrastructure, regular tutor training, and the development of more interactive, adaptive learning methods. These recommendations aim to enhance the effectiveness of online tutorials and contribute to a more efficient distance-learning process at Universitas Terbuka.
Persepsi mahasiswa universitas terbuka terhadap model problem based learning (pbl) dalam tutorial online pada mata kuliah pendidikan agama hindu Raharjo, Sukirno Hadi Raharjo Hadi; Ningrum, Siti Utami Dewi; Sekarwinahyu, Mestika
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 1 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202525502

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa Pendidikan Agama Hindu Universitas Terbuka terhadap penerapan model Problem Based Learning (PBL) pada mata kuliah Pendidikan Agama Hindu. PBL merupakan pendekatan pembelajaran yang berpusat pada peserta didik, dengan menekankan pada penyelesaian masalah nyata untuk meningkatkan pemahaman dan keterampilan berpikir kritis. Penelitian ini menggunakan metode deskriptif kuantitatif dengan kuesioner sebagai instrumen utama. Sampel terdiri dari mahasiswa yang telah mengikuti mata kuliah Pendidikan Agama Hindu dengan penerapan model PBL dalam sistem Tutorial Online. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa memiliki persepsi positif terhadap penerapan model PBL. Mereka merasa model pembelajaran ini membantu dalam memahami materi ajaran agama Hindu lebih baik, meningkatkan kemampuan berpikir kritis, dan memperkuat relevansi antara teori dengan kehidupan sehari-hari. Namun, beberapa tantangan seperti keterbatasan fasilitas dan kesulitan memahami masalah yang diberikan juga teridentifikasi. Temuan ini menunjukkan bahwa meskipun PBL memiliki potensi besar untuk meningkatkan efektivitas pembelajaran, perlu adanya dukungan yang lebih optimal dalam implementasinya, terutama dalam konteks pembelajaran daring. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan metode pembelajaran inovatif dalam Pendidikan Agama Hindu di Universitas Terbuka.
Co-Authors Adi Sutopo Alim, Jesi Alexenader Amalia Sapriati Amprasto Anam, Rifat Shafwatul Aryana Satrya Danang Budi Setyawan Daniel Dike, Daniel Dewi Nasien Dola Suciana Erma Yunita Haji, H Saleh Indriyati, Tri Novita Jesi Alexander Alim Juli Vivianti Kantiti, Renny Indah Kismiati, Dyah Aniza Lehawati, Lehawati Leonard R. Hutasoit M Zainal Arifin Mukhtar, Mutia Kamalia Nailinda, Vitra Nurbaya Nurbaya Nurul Hidayat Oktafrizal, Osman Fredy Puryati Puryati, Puryati Raharjo, Sukirno Hadi Raharjo Hadi Rida Oktorida Khastini Rina Farida Rina Meilani, Rina Rokhiyah, Isti Samsudin Samsudin Santi Nurrita Sarkadi, Sarkadi Siti Utami Dewi Ningrum Suroyo Suroyo Tri Wahyuningsih Try Rubianto Ucu Rahayu Wulandari, Nisa A’rafiyah Tri