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All Journal JPS Unimus Jurnal Pendidikan Informatika dan Sains Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Science Education Research JMM (Jurnal Masyarakat Mandiri) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Pengabdian Masyarakat Khatulistiwa Jurnal Informatika dan Rekayasa Perangkat Lunak Journal Evaluation in Education (JEE) Journal of Renewable Energy, Electrical, and Computer Engineering Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Ilmu Pendidikan dan Pembelajaran Assyfa Learning Journal TPACK-IPA (Technological Pedagogical Content Knowledge) Unnes Science Education Journal
Laifa Rahmawati
Departemen Pendidikan IPA, Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Transforming Science Classrooms into Health-Literate Ecosystems: A Systematic Instructional Review of K–12 Pedagogical Strategies Anifatur Rosidah; Laifa Rahmawati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1068

Abstract

Modern science education increasingly demands an instructional paradigm shift that bridges classroom concepts with authentic, real-life contexts, particularly concerning critical health decision-making among adolescents. However, a comprehensive structural mapping of how health literacy is systemically integrated into science instructional designs remains scarce. [Objective] This systematic review aims to comprehensively synthesize the instructional strategies, integrated science topics, and pedagogical outcomes of embedding health literacy within the school science curriculum. [Method] Adopting the PRISMA 2020 protocol integrated with the qualitative-sensitive SPIDER framework, 30 empirical articles published between 2017 and 2026 were rigorously screened and extracted from Scopus, ERIC, and SINTA databases. [Results] The thematic synthesis reveals that health literacy integration is predominantly implemented at the secondary school level using mixed-methods and quasi-experimental designs. Prominent instructional approaches include project-based learning, inquiry-based models, and advanced digital media interventions (such as virtual reality, educational websites, and social media platforms) applied across critical topics like nutrition, reproductive health, mental well-being, and infectious disease prevention. While these socio-scientific instructional designs consistently yield profound advancements in students' health-related knowledge and critical awareness, achieving sustainable, long-term health behavior changes remains a pervasive challenge. [Conclusion] This study concludes that effective health integration requires a transition from temporary pedagogical interventions to permanent, curriculum-wide instructional models. Future research must prioritize the validation of standardized K–12 health literacy assessment instruments and longitudinal investigations in resource-limited educational settings
Peningkatan kompetensi guru fisika melalui pelatihan pemanfaatan spreadsheet untuk visualisasi konsep gelombang di Kabupaten Kulon Progo Laifa Rahmawati; Kuncoro Asih Nugroho; Feby Permata Sari; Heru Kuswanto; Anggi Datiatur Rahmat; Muhammad Najih Hamdi; Hafiz Almahfuz Agusti; Yulia Soteria Simatupang; Kharisma Sulistya Akhmadi
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 10, No 4 (2026): August (In Progress)
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v10i4.41799

Abstract

AbstrakKegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi guru fisika dalam memanfaatkan spreadsheet sebagai media visualisasi konsep gelombang. Kegiatan dilaksanakan bekerja sama dengan MGMP Fisika Kabupaten Kulon Progo dan diikuti oleh 15 guru fisika. Pelatihan berlangsung dalam tiga kali pertemuan, yaitu pada 18 Juni, 25 Juni, dan 2 Juli 2026. Metode yang digunakan meliputi analisis kebutuhan, penyampaian materi, demonstrasi, praktik terbimbing, penugasan, evaluasi, dan pendampingan. Selama pelatihan, peserta belajar membuat berbagai visualisasi gelombang menggunakan spreadsheet, mulai dari grafik sinus dan cosinus, superposisi gelombang, pola layangan, kurva Lissajous, hingga gelombang gigi gergaji dan gelombang kotak. Hasil kegiatan menunjukkan bahwa peserta mampu mengembangkan media visualisasi yang dapat dimanfaatkan dalam pembelajaran fisika. Berdasarkan evaluasi penugasan, 9 peserta (60%) berhasil menyelesaikan seluruh tugas, 2 peserta (13,3%) menyelesaikan 83,33% penugasan, 3 peserta (20%) menyelesaikan 66,67% penugasan, dan 1 peserta (6,7%) belum memenuhi penugasan karena tidak mengikuti seluruh rangkaian pelatihan. Secara keseluruhan, pelatihan ini berhasil meningkatkan keterampilan guru dalam mengubah persamaan matematis menjadi representasi grafis yang lebih mudah dipahami, sehingga spreadsheet menjadi alternatif media pembelajaran yang sederhana, mudah diakses, dan efektif untuk membantu menjelaskan konsep gelombang. Kata kunci: guru fisika; konsep gelombang; spreadsheet; Kabupaten Kulon Progo Abstract This training activity aims to improve physics teachers’ proficiency in using spreadsheets as a tool for visualizing wave concepts. The activity was carried out in collaboration with the Kulon Progo Regency Physics Teachers’ Working Group (MGMP) and was attended by 15 physics teachers. The training took place over three sessions: June 18, June 25, and July 2, 2026. The methods used included needs analysis, presentation of material, demonstrations, guided practice, assignments, evaluation, and mentoring. During the training, participants learned to create various wave visualizations using spreadsheets, ranging from sine and cosine graphs, wave superposition, kite patterns, Lissajous curves, to sawtooth waves and square waves. The results of the activity showed that participants were able to develop visualization tools that can be utilized in physics instruction. Based on the assignment evaluation, 9 participants (60%) successfully completed all assignments, 2 participants (13.3%) completed 83.33% of the assignments, 3 participants (20%) completed 66.67% of the assignments, and 1 participant (6.7%) did not meet the assignment requirements because they did not attend the entire training series. Overall, this training successfully improved teachers’ skills in converting mathematical equations into more easily understood graphical representations, making spreadsheets a simple, accessible, and effective alternative learning tool to help explain wave concepts. Keywords: physics teacher; wave concepts; spreadsheet; Kulon Progo Regency
Gamified Learning Using LoGaLab to Enhance Student Engagement and Conceptual Understanding Nita Prasyama Azhari; Restu Ayu Auliyah; Tri Diaz Elvana Rose; Laifa Rahmawati; Ghoffar Amin
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.41285

Abstract

The rapid development of educational technology necessitates innovative approaches to enhance student engagement and conceptual understanding in science learning. However, international assessments indicate that Indonesian students’ performance remains below the global average, particularly in engagement. This study aimed to examine the effectiveness of gamified learning through Locomotor Game Laboratory (LoGaLab) in improving middle school students’ engagement and conceptual understanding of the human locomotor system. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected using learning outcome tests and engagement questionnaires, analyzed through one-sample and paired-sample t-tests. Qualitative data were obtained from classroom observations and semi-structured interviews. The results revealed that student engagement significantly exceeded the theoretical mean (p < 0.001), while conceptual understanding improved significantly between pretest and posttest scores (p < 0.001). Qualitative findings indicated that LoGaLab enhanced motivation, collaboration, persistence, and active participation through interactive activities. These findings suggest that gamified learning using LoGaLab is an effective instructional strategy for improving student engagement and conceptual understanding in science education. This study contributes to science education by providing novel empirical evidence on how gamification, when structurally integrated with a discovery learning model, can simultaneously optimize both affective engagement and cognitive outcomes within a specific scientific domain.
Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Berpikir Kritis Siswa dalam Pendidikan Sains Alif Muhammad Hafiz Ihsan; Laifa Rahmawati; Antuni Wiyarsi
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t7fxex47

Abstract

This study aimed to analyze the distribution and synthesize the main findings regarding the implementation of guided inquiry learning in developing students’ critical thinking skills in science education in Indonesia. The study employed a Systematic Literature Review (SLR) method referring to the PRISMA framework. A total of 27 articles published between 2016 and 2026 were analyzed based on educational level, science discipline, methodological characteristics, and major findings. The results showed that studies on guided inquiry learning and critical thinking skills were predominantly conducted at the senior high school level, while studies at the elementary and junior high school levels remained limited. At the senior high school level, physics was the most frequently investigated science discipline. Most studies reported that the implementation of guided inquiry learning was associated with improvements in students’ critical thinking skills, as indicated by increased posttest scores, moderate to high N-Gain scores, and significant differences between the experimental and control groups. Guided inquiry learning also facilitated students’ active engagement in scientific investigation, problem-solving, discussion, and evidence-based reasoning. Based on the synthesis, guided inquiry learning has the potential to serve as an effective approach to developing critical thinking skills in science education. However, further studies at the elementary and junior high school levels and in science disciplines other than physics are still needed. Keywords: Critical Thinking, Guided Inquiry, Science Education, Systematic Literature Review  
Co-Authors Achmad Nur Rochim Aghea Tahta Wahyu Azizah Agung Wijaya Subiantoro Ahmad Solakhuddin Alif Muhammad Hafiz Ihsan Alifah Mauliddin Nur Ikhsan Amelia Putri Ainnurrahma Aminatun, Tien Anggi Datiatur Rahmat Anggraita Febriana Putri Anifatur Rosidah Anisa Dhamayanti Antuni Wiyarsi Asri Widowati Deva Ar Dean Dina Fajrin Dwi Ayu Nurfaizah Fatikhah Fauziah Hanum Feby Permata Sari Feby Permata Sari Fina Indriyani Fitriani Fitriani Ghoffar Amin Hafiz Almahfuz Agusti Hanifah Mahrunnisa Heru Kuswanto Insih Wilujeng Ismail Fikri Natadiwijaya Jaslin Ikhsan Jumadi Jumadi Kamila Kharisma Sulistya Akhmadi Kuncoro Asih Nugroho Luqmanul Hakim Abi Abdillah Maria Emerita Indraningrum Shrestha Melati Arifina Alanis Muhammad Najih Hamdi Muhkamad Wakid Muyassaroh Muyassaroh Nita Prasyama Azhari Nursida Arif Reno Nurdiyanto Restu Ayu Auliyah Rini Yunita Rahman Rusdiman Buhera Sabar Nurohman Sabar Nurrohman Sagita Lintang Cahyani Salma Samputri Shafina Ade Pratiwi Tia Sarawati Tri Diaz Elvana Rose Ulfa Hidayati Ulfa Hidayati Wahyu Sugiarto Widodo Setiyo Wibowo Yulia Soteria Simatupang Yusman Wiyatmo Zuniari, Nurul Iqdami