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Sri Susilogati Sumarti
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Increasing Skills in Designing Differentiated Learning Based on Multiple Intelligences for Elementary School Teachers in Gugus Larasati Gunungpati Wardani, Sri; Susiloningsih, Endang; Sumarti, Sri Susilogati; Sarwi, Sarwi; Hasanah, Nikmatun; Tefnai, Ferida Noni Chr; Hidayah, Ani Saul
Journal of Community Empowerment Vol. 4 No. 1 (2024): Journal of Community Empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The skill of designing multiple intelligence-based differentiated learning in the independent curriculum is very important knowledge for teachers in implementing the 21st century independent curriculum. Therefore, teachers must have knowledge regarding the preparation of multiple intelligence-based teaching modules in differentiated learning for elementary school students. This service research aims to increase Teacher Gugus Larasati's knowledge regarding ways to design differentiated learning based on multiple intelligences in the independent curriculum through teaching modules. Participating participants in training activities through dedication to designing differentiated learning based on multiple intelligences were teachers from the Gugus Larasati Elementary School, Gunungpati District. The service is carried out through Forum Group Discussions (FGD) in the form of discussions, questions and answers and training assistance to partner participants so that they are skilled at designing differentiated learning teaching modules based on multiple intelligences. The service activity plan consists of preparation, implementation and evaluation stages. The results of the service have had a good impact on the Larasati group service participants, the service participants have been able to design differentiated teaching modules based on multiple intelligences and have increased understanding of skills in designing differentiated learning and developing learning according to students' level of understanding and are able to develop students' multiple intelligences. in implementing the 21st century independent curriculum.
E-modul Pengayaan Multipel Representasi untuk Mengidentifikasi Kemampuan Literasi Kimia Siswa Ulfana, Avia Rizka; Haryani, Sri; Prasetya, Agung Tri; Sumarti, Sri Susilogati
Chemistry in Education Vol 12 No 2 (2023): Terbit bulan Oktober 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v12i2.69422

Abstract

Modul pengayaan multipel representasi dapat dimanfaatkan sebagai upaya daam peningkatan literasi kimia sekaligus melaksanakan program pengayaan bagi siswa. Tujuan penelitian ini pengembangan e-modul pengayaan literasi kimia yang relevan, efisien, dan mendapat respon baik dari siswa. Model pengembangan Research and Development (R&D) dengan desain 4D, tahap-tahapnya Define, Design, Development, dan Disseminate. Metode pengumpulan data meliputi observasi awal, dokumentasi, angket, dan tes. Instrumen pengumpul data lembar angket validasi, soal pretestposttest, Angket respon peserta didik. Teknik Analisis data : Analisis data validasi ahli, Analisis data hasil pretest-posttest, dan Analisis data Angket respon siswa terhadap e-modul produk pengembangan. Hasil penelitian, berdasarkan hasil analisis data validasi diperoleh rerata skor validator isi = 74 dari skor total 80, dengan kategori sangat valid isi, rerata skor ahli media 64 dari skor total 72 dengan kriteria sangat valid media, skor keterbacaan 40,07 dari skor total 44 kriteria sangat valid. Hasil pretest 84 dan posttest 96, Respon siswa terhadap produk e-modul pengayaan = 66,6 dari skor totaL 80. kategori sangat layak digunakan untuk mengambil data penelitian. Berdasarkan hasil penelitian, e-modul pengayaan multipel representasi bermuatan literasi kimia yang dikembangan layak dan efektif diterapkan pada program pengayaan serta mendapatkan tanggapan yang baik dari siswa.
Korelasi Minat Belajar, Motivasi Berprestasi, dan Kualitas Pembelajaran terhadap Kemampuan Berpikir Kritis Siswa pada Materi Laju Reaksi Rihmahwati, Melly; Harjono, Harjono; Susilogati Sumarti, Sri; Tri Prasetya, Agung
Jurnal Inovasi Pendidikan Kimia Vol. 18 No. 2 (2024): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/1864px56

Abstract

Penelitian ini bertujuan untuk menganalisis korelasi minat belajar, motivasi berprestasi, dan kualitas pembelajaran terhadap kemampuan berpikir kritis. Jenis penelitian ini adalah kuantitatif dengan metode survei. Sampel sebanyak 97 siswa SMAN 1 Banyumas. Pengumpulan data menggunakan kuesioner, tes, lembar observasi, dan lembar penilaian diri dengan teknik analisis PLS-SEM. Hasil analisis menunjukkan bahwa minat belajar, motivasi berprestasi, kualitas pembelajaran, dan kemampuan berpikir kritis termasuk dalam kategori tinggi dengan rata-rata persentase berturut-turut 74,89; 80,31; 79,53; dan 67,08%. Hasil pengujian hipotesis menunjukkan bahwa: 1) minat belajar dan kualitas pembelajaran tidak berkorelasi signifikan terhadap kemampuan berpikir kritis, 2) motivasi berprestasi berkorelasi signifikan terhadap kemampuan berpikir kritis, 3) minat belajar dan motivasi berprestasi berkorelasi signifikan terhadap kualitas pembelajaran, 4) kualitas pembelajaran tidak memediasi korelasi minat belajar dan motivasi berprestasi terhadap kemampuan berpikir kritis, 5) minat belajar berkorelasi signifikan terhadap motivasi berprestasi, dan 6) motivasi berprestasi memediasi korelasi minat belajar terhadap kualitas pembelajaran dan kemampuan berpikir kritis.
Exploring Work Readiness Key Factors Among Industrial Chemistry Students in Vocational High Schools Harjono, Harjono; Farhanah, Atikah Alya; Susilaningsih, Endang; Sumarti, Sri Susilogati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10564

Abstract

The research aims to analyze the correlation between motivation, learning quality, critical thinking skills, industrial work practice quality, and vocational readiness of Industrial Chemistry students at vocational high schools (SMK). The research employs a quantitative approach with a survey method. The research used purposive sampling from industrial chemistry students in Central Java, with a sample consisting of 63 students in grade XI. Data collection is done through questionnaires and tests, then analyzed using Structural Equation Modeling - Partial Least Squares (SEM–PLS). The research results show that vocational readiness is directly influenced by learning quality and industrial work practice quality, while learning quality influences the quality of industrial work practice. The results of indirect influence analysis show that the quality of industrial work practice mediates the influence of learning quality on vocational readiness. In this study, the motivation and critical thinking skills of students are not proven to have an effect on vocational readiness, both directly and indirectly. Schools are advised to optimize the quality of learning and the quality of industrial work practice through industry collaboration and cooperation with higher education institutions (HEIs). The motivation and critical thinking skills of students should also be considered to play a role in their vocational readiness.
The Effect of Problem-Based Learning with A Culturally Responsive Teaching Approach on Understanding the Concept of Acids and Bases Putri, Felia Annisa; Sumarti, Sri Susilogati; Harjono
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.30369

Abstract

Chemistry learning on acid-base material needs to be associated with the local cultural context to make it more meaningful for students. This study aims to determine the effect of problem-based learning with the CRT approach on the understanding of acid-base concepts. One of the implementations is done through the activity of identifying pH in batik coloring waste as part of the local culture around SMA Negeri 1 Juwana. The research used a quasi-experimental design with a Nonequivalent Control Group Design model. The research subjects were grade XI students, with grade XI-4 as the experimental class that received treatment in the form of problem-based learning with the CRT approach, and grade XI-5 as the control class with problem-based learning without the CRT approach. The results showed that problem-based learning with the CRT approach had a significant effect on the understanding of the acid-base concept. This is demonstrated by the results of statistical tests that show a significant difference in concept understanding between the experimental and control classes. The influence of problem-based learning with the CRT approach, based on the effect size test value, is 0.778 (medium category). Based on this, the CRT approach in the PBL model is proven to have an effective impact on students' understanding of the acid-base concept.
Small-Scale Chemistry Experiment in Guided Inquiry Learning to Improve Concept Understanding and Science Process Skills Zahronada, Afifa Ayu; Cahyono, Edy; Sumarti, Sri Susilogati
Chemistry in Education Vol. 14 No. 2 (2025): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v14i2.30468

Abstract

This study aims to analyze small-scale chemistry in guided inquiry to improve the relationship between students' conceptual understanding and science process skills. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The sample of this study consisted of two classes: the experimental class, which used small-scale chemistry in guided inquiry, and the control class, which employed conventional learning. The instruments used included a test (two-tier test) to measure conceptual understanding and observation sheets to measure science process skills. Data analysis was carried out using normality tests, homogeneity tests, t-tests, and Pearson correlation tests. The study's results showed a significant increase in understanding and science process skills in the experimental class compared to the control class. The increase in conceptual understanding was evident from the hypothesis test, with the N-gain value of the experimental class at 0.6 (moderate) and the control class at 0.29 (low). Meanwhile, the science process skills obtained t-test results and observation sheets, with an average of "good" in the experimental class and "sufficient" in the control class. The results of the correlation test showed a significant positive relationship between conceptual understanding and science process skills, with a p-value of < 0.05. value.
Penerapan Model Problem Based Learning Terintegrasi CRT Pada Materi Koloid Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta didik di SMAN 1 Keritang Reynata Firoos S; Sri Susilogati Sumarti; Agung Tri Prasetya
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2102

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model pembelajaran problem based learning yang terintegrasi dengan pendekatan culturally responsive teaching pada materi koloid dalam meningkatkan keterampilan berpikir kritis peserta didik. Pendekatan ini dirancang untuk mengaitkan konsep kimia dengan konteks budaya lokal, sehingga menciptakan pembelajaran yang bermakna dan relevan bagi peserta didik. Penelitian menggunakan desain one group pretest posttest dengan subjek 32 peserta didik di kelas XI-2 SMAN 1 Keritang. Teknik analisis data yang digunakan meliputi statistik deskriptif dan uji N-Gain dengan bantuan software SPSS Statistics 25. Instrumen yang digunakan berupa tes esai, terdiri dari lima soal pretest -posttest sesuai indikator keterampilan berpikir kritis menurut ennis. Hasil pretest menunjukkan seluruh peserta didik berada pada kategori rendah dengan rata-rata skor 38,75. Setelah penerapan model, terjadi peningkatan signifikan pada hasil posttest, dengan rata-rata skor mencapai 88,59. Sebanyak 30 peserta didik masuk kategori tinggi dan 2 peserta didik berada pada kategori sedang. Nilai rata-rata N-Gain sebesar 0,7671 termasuk kategori tinggi, dan persentase peningkatan sebesar 76,7 persen tergolong efektif. Hasil penelitian menunjukkan bahwa penerapan model problem based learning yang terintegrasi dengan pendekatan culturally responsive teaching secara efektif dapat meningkatkan keterampilan berpikir kritis peserta didik. Integrasi nilai-nilai budaya lokal dalam pembelajaran kimia mendukung peningkatan keterampilan berpikir kritis serta menciptakan suasana belajar yang lebih kontekstual, interaktif, dan bermakna.
Desain E-Lkpd Guided Inquiry Bervisi Sets Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Materi Larutan Elektrolit Dan Non-Elektrolit Fatimah Nur Khoiriyah; Sri Susilogati Sumarti
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2158

Abstract

Kurikulum Merdeka merekomendasikan siswa untuk berpikir kritis dengan perangkat pembelajaran yang mendukung dan melibatkan siswa. Permasalahan dari penelitian ini adalah siswa kurang aktif dan kurang memahami jika pembelajaran disampaikan secara teori saja tanpa praktik. Guru hanya menggunakan LKS dan belum efektif meningkatkan keterampilan berpikir kritis. Tujuan penelitian ini adalah untuk mengetahui kelayakan, keefektifan, dan respon peserta didik terhadap E-LKPD Guided Inquiry SETS. Metode yang digunakan dalam penelitian ini menggunakan pendekatan penelitian pengembangan (Research and Development) dengan alur penelitian Research and Development yang dilakukan mengadopsi pada model pengembangan 4-D yaitu define, design, development, dan dissemination. Kelayakan LKPD dilihat melalui penilaian validator ahli dengan hasil validasi materi sebesar 96,67% dan validasi media sebesar 97,5% dalam kategori “Sangat Layak”. E-LKPD yang dikembangkan dinyatakan efektif karena terdapat perbedaan hasil posttest kemampuan berpikir kritis kelas eksperimen dan kelas kontrol. Hasil uji hipotesis pada nilai posttest menunjukkan signifikansi sebesar 0.000 < 0.05, maka Ha diterima dan Ho ditolak. Pada hasil uji ketuntasan klasikal peserta didik kelas eksperimen tuntas secara keseluruhan. E-LKPD yang dikembangkan mendapatkan respon positif dari siswa karena bisa membantu memahami materi kimia dengan perolehan skor 91,57%.
The Dynamics of Teacher Performance Assessment on Teacher Discipline: A Case Study at SDN Plompong 02, Brebes Regency Assidiq, Latief; Sri Susilogati Sumarti
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.36790

Abstract

This study was motivated by the disparity between the high formal results of the Teacher Performance Assessment (PKG) and the reality of low teacher discipline in the field, specifically at SDN Plompong 02, Sirampog District, Brebes Regency. This qualitative case study aims to analyze the dynamics of the relationship between the implementation of PKG and the level of teacher discipline. Data were collected through in-depth interviews with the principal, teachers, and school supervisors, participant observation, and documentation studies. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that: (1) PKG at SDN Plompong 02 is implemented systematically, transparently, and is oriented towards continuous coaching; (2) Teacher discipline is high, demonstrated through punctuality, attendance, and task responsibility; (3) There is a significant reciprocal relationship between PKG and teacher discipline, where PKG functions as an effective motivational and control instrument for shaping disciplined behavior, while good discipline facilitates optimal performance achievement; (4) The success of this relationship is supported by the principal's transformational leadership, exemplary behavior, dialogical communication, and a conducive organizational culture. The study concludes that PKG, implemented with a coaching and humanistic approach and supported by effective leadership, can be a primary driver for improving teacher discipline and professionalism. This research contributes to the development of a holistic and contextual teacher performance management model, especially for elementary schools in rural areas.
Systematic Literature Review of Teacher-Based Applied Behavior Analysis (ABA) Strategies to Improve Eye Contact in Children with Autism in School Syahida Harapan Bunda Darmastuti, Ratih; Sumarti, Sri Susilogati; Raharjo, Tri Joko; Sumartiningsih, Sri
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.870-882

Abstract

This study aims to systematically examine teacher strategies based on Applied Behavior Analysis (ABA) to enhance eye contact skills in children with Autism Spectrum Disorder (ASD) during classroom learning. A Systematic Literature Review (SLR) was conducted by analyzing ten empirical research articles published between 2020 and 2025. The review focused on structured learning approaches, teacher interventions, and the impact on visual attention and social engagement in autistic children. Findings indicate that eye contact does not occur spontaneously but develops through sequential behavioral stages, including compliance with instructions, emergence of visual attention, social responses, and functional eye contact. Teachers implement strategies such as gradual prompting, consistent positive reinforcement, use of visual media, and the Discrete Trial Training (DTT) approach to systematically guide children in achieving sustained eye contact during learning interactions. These interventions not only improve visual attention but also facilitate basic social communication skills. Across all studies reviewed, consistent application of ABA-based strategies by teachers significantly enhances the frequency and duration of eye contact, forming a foundation for social engagement and classroom participation. This review provides evidence-based guidance for educators in designing and implementing ABA strategies in school settings, highlighting the importance of structured, gradual, and reinforced teaching methods to support the social and academic development of children with ASD.
Co-Authors -, Thomas Calvin A?izzah, Astri Atina A’izzah, Astri Atina Abdul Aziz Addiani, Azza Khisnu Adha, Rozi Nurhayana Adyatma Riyandino Afifaturrochmah, Lutfi Agung Tri Prasetya Agung Tri Prasetya Agustin, Nella Andari Puji Astuti, Andari Puji Anggraini, Malinda Anna Nashrullah Nashrullah, Anna Nashrullah Antonius Tri Widodo Artani, Amalina Assidiq, Latief Auliyana, Dhinda Auliyana, Dhinda AZIZ, FAISHAL Bambang Subali Cahyo Budi Utomo Cahyo Fajar Handayani, Cahyo Fajar Cepi Kurniawan Choerunnisa, Rini Damayanti, Kristina Darmastuti, Ratih Decky Avrilianda Dewi, Tanti Agviola Dian Sri Asmorowati Dian Sri Asmorowati Dian Sri Asmorowati Dimas Gilang Ramadhani, Dimas Gilang Dinar Setiya Rumpaka Dwi Anggani Linggar Bharati Dwi Kurniawati, Dwi Edy Cahyono Eko Handoyo Eko Handoyo Ella Kusumastuti, Ella Ellianawati, Ellianawati Endang Susilaningsih Endang Susilaningsih Endang Susilaningsih Endang Susilaningsih Endang Susiloningsih, Endang Ersanghono Kusuma ETI KURNIAWATI F Widhi Mahatmanti Fadloli, Muhammad Farhanah, Atikah Alya Farkhati, Arum Fatimah Nur Khoiriyah Fitri, Intan Andhika Handayani, Cahyo Fajar Harjono Harjono Harjono Hartono Hartono Hasanah, Nikmatun Hidayah, Ani Saul Hidayati, Ulfah Nur Ida Iryani Kristanti Ida Iryani Kristanti, Ida Iryani Ida Zulaeha Ika, Juniarti Imam Supardi, Kasmadi Indah Andri Susanti Ita Masithoh Wikhdah, Ita Masithoh Kasmadi Imam Supardi Kasmui -, Kasmui Khoiriyah, Fatimah Kholifatu Ulil Azmi Kurnia, Yoga Pria Kurniawati, Erlinda Eka Larasati, Adelia Ayu LATIFAH, ULFATUL LAILI NUR Lestari, Devy Lestari, Rika Ayu Lestari, Sifi Lestari, Sifi Lestari, Tri Puji Lestariningtias, Lies Lia Listantia, Lia lindawati, lia Lisdiana Lisdiana Lutfiana, Ulfa Maemunah Maemunah Maria Helvina Maula Najikh Wildana Maula Najikh Wildana Miranda Oxtariani Muna, Nala Izzul Murbangun Nuswowati Musyarofah Musyarofah, Musyarofah Nabuasa, Desi Aryanti Nanik Wijayati Noer Farida Nur Aini, Indah Nurfaijah, Siti Nurwijayanti Nuryanto Nuryanto Nuryanto Nuryanto Prasetyo, Ridho Pratiwi, Resi Pratono, Ardiyana Putri, Felia Annisa Raden Mohamad Herdian Bhakti Rahayu, Endah Fitriani Rahma, Alina Dwi Reynata Firoos S Ria Yanna Kharista, Ria Yanna Rihmahwati, Melly Ristanti, Shelly Dewi S Mursiti Saidatul Ulfa Sarwi - Senda Kartika Rakainsa Septian, Ifandika Dwi Setyaningsih, Umi Sigit Priatmoko Sofia Kusuma Ramandanti Sri Haryani Sri Kadarwati Sri Subekti Sri Sulistyorini, Sri Sri Sumartiningsih SRI WARDANI Subiyanto Hadisaputro, Subiyanto Sudarmin Sudarmin Suharto Linuwih Sulhadi - Sunarto, Wisnu Sunarya, Rilo Adwyarini Sungkowo Edy Mulyono Supartono - Supriyadi Supriyadi Susanti, Indah Andri Susialaningsih, Endang Tefnai, Ferida Noni Chr Tri Budhi Murdiarti Tri Joko Raharjo Tri Prasetya, Agung Tri Widodo, A. Tuyarni Udi Utomo Ulfana, Avia Rizka Wafi, Mumtaz Al Wahyuningtyas, Wulan Wardana, Handoko Aji Wildana, Maula Najikh Wisnu Sunarto Woro Sumarni Wulan Febriani Zahronada, Afifa Ayu