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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Mangifera Edu Mosharafa: Jurnal Pendidikan Matematika ACADEMIA: Jurnal Inovasi Riset Akademik Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Al Jahiz: Journal of Biology Education Research Jurnal Pendidikan Indonesia (Japendi) SAKAGURU: Journal of Pedagogy and Creative Teacher Sasambo: Jurnal Abdimas (Journal of Community Service) Jurnal VARIDIKA Fon: Jurnal Pendidikan Bahasa dan Sastra Indonesia Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan
Abdulkadir Rahardjanto
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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INTEGRASI KONTEKS LINGKUNGAN LOKAL KABUPATEN ENDE DALAM PEMBELAJARAN DAUR BIOGEOKIMIA UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA Pua Ibrahim; Rr Eko Susetyarini; Abdulkadir Rahardjanto
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11561

Abstract

This study aims to analyze the influence of biogeochemical cycle learning based on the local environmental context of Ende Regency on the critical thinking skills of class X students of MAN Ende. The study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The experimental class obtained learning based on the context of the local environment through the stages of orientation, problem identification, discussion, and reflection integrated with Problem Based Learning (PBL) strategies, while the control class used conventional learning. The research instrument was in the form of HOTS questions that had met the validity and reliability (Cronbach Alpha = 0.743). Data analysis was carried out using normality, homogeneity, ANCOVA, effect size calculation, and N-Gain tests. The results showed that there was a significant difference in critical thinking skills between the experimental and control groups after controlling for students' initial abilities. The experimental class N-Gain value of 0.5009 was higher than the control of 0.3108. These findings show that learning based on the local environmental context is able to create meaningful learning and improve students' critical thinking skills on biogeochemical cycle materials. ABSTRAK Penelitian ini bertujuan menganalisis pengaruh pembelajaran daur biogeokimia berbasis konteks lingkungan lokal Kabupaten Ende terhadap keterampilan berpikir kritis siswa kelas X MAN Ende. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experimental tipe nonequivalent control group design. Kelas eksperimen dengan 30 subjek penelitian memperoleh pembelajaran berbasis konteks lingkungan lokal melalui tahapan orientasi, identifikasi masalah, diskusi, dan refleksi yang diintegrasikan dengan strategi Problem Based Learning (PBL), sedangkan kelas kontrol dengan 30 subjek penelitian menggunakan pembelajaran konvensional. Instrumen penelitian berupa soal HOTS yang telah memenuhi validitas dan reliabilitas (Cronbach Alpha = 0,743). Analisis data dilakukan menggunakan uji normalitas, homogenitas, ANCOVA, perhitungan effect size, serta N-Gain. Hasil penelitian menunjukkan adanya perbedaan signifikan dalam keterampilan berpikir kritis antara kelompok eksperimen dan kontrol setelah mengontrol kemampuan awal siswa. Nilai N-Gain kelas eksperimen sebesar 0,5009 lebih tinggi dibandingkan dengan kelas kontrol sebesar 0,3108. Temuan ini menunjukkan bahwa pembelajaran berbasis konteks lingkungan lokal mampu menciptakan pembelajaran bermakna dan meningkatkan keterampilan berpikir kritis siswa pada materi daur biogeokimia.
Improvement of Pancasila Education Learning Activities Through the Project Based Learning (PjBL) Model for Third Grade Elementary School: Peningkatan Aktivitas Belajar Pendidikan Pancasila Melalui Model Project Based Learning (PjBL) Siswa Kelas III Sekolah Dasar Priya Kusuma Bahari; Abdulkadir Rahardjanto; Oktaviani Adhi Suciptaningsih; Siti Mas’ula; Fina Liswati Rahayu; Tri Susilowati
Inovasi Sekolah Dasar: Jurnal Kajian Pengembangan Pendidikan Vol. 12 No. 1 (2025): Inovasi Sekolah Dasar: Jurnal kajian Pengembangan Pendidikan
Publisher : Universitas Sriwijaya in Collaboration with HDPGSDI (Himpunan Dosen PGSD Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jisd.v12i1.97

Abstract

This research aims to determine the implementation of the Project Based Learning (PjBL) model to enhance the learning activities of third-grade students at SD Negeri Tlogomas 2, Malang City, in the subject of Pancasila Education. Using the Classroom Action Research (CAR) approach, this study was conducted in two cycles involving planning, implementation, observation, and reflection. The project of creating a Pop Up Book became the main focus, where students collaborated to illustrate the values of Pancasila in the context of our ethnic group's wealth. The research results show a significant increase in student learning activities, from 46,91% in the first cycle to 86,52% in the second cycle. These findings indicate that the PjBL model not only enhances student engagement but also deepens their understanding of Pancasila concepts. This research provides new insights for educators regarding more interactive and engaging teaching methods, and emphasizes the importance of relevant learning experiences to enhance student motivation and participation in the learning process.
Carbon Inequality and Allometric Uncertainty in a Micro-Scale Campus Forest in East Java, Indonesia Citra Lesmana; Abdulkadir Rahardjanto; H. Husamah; Atok Miftachul Hudha; Tutut Indria Permana; Samsun Hadi; Ludwick Satria Romadoni
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21087

Abstract

Micro-scale urban green infrastructure provides localized ecosystem services, yet quantifying its carbon dynamics remains a methodological challenge due to satellite resolution limits and the structural assumptions of generalized models. This study evaluates carbon stock distribution across 68 individual trees within a heterogeneous 0.8-hectare institutional urban forest at a microcatchment resolution, analyzing the validity of pantropical allometry.  The stand exhibits an estimated mean carbon density of 45.38 Mg C/ha, totaling 36.34 Mg. Critically, the high coefficient of determination value of 0.9422 primarily reflects structural dependency within the allometric formulation rather than independent ecological variability. Furthermore, the Gini coefficient value of 0.654 confirms severe structural biomass asymmetry. The carbon pool is disproportionately concentrated within a limited cohort of exactly 6 Large Old Trees with a diameter exceeding 60 cm, predominantly Samanea saman. Census data reveals that the top 5% of the largest individuals manage 28.3% of the vegetative carbon, while the top 10% and top 20% control 47.3% and 66.2% of the cumulative reservoir, respectively. Within this micro-forest, inverted J-shaped diameter distributions were insufficient to ensure evenly distributed carbon storage. Consequently, urban green planning must prioritize the targeted retention of dominant biomass anchors over raw sapling quantity. Preserving these established large trees contributes significantly to institutional carbon governance, providing an empirical framework for sustainability metrics such as the UI GreenMetric.
INTEGRATING OIDDE-BASED CONTEXTUAL MODULES INTO VIRUS INSTRUCTION: EFFECTS ON CONCEPTUAL UNDERSTANDING AND STUDENT ENGAGEMENT IN SECONDARY BIOLOGY EDUCATION Eka Bintarawati; Rr. Eko Susetyorini; Abdulkadir Rahardjanto; Atok Miftachul Hudha; Husamah Husamah
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.12770

Abstract

This research is motivated by the high demands for student-centered learning in the 21st century, while the teaching of viruses at the secondary school level is still dominated by conventional memorization-oriented methods without linking abstract concepts to contextual scientific problems. The focus of this research problem is directed at testing the effectiveness of a contextual teaching module based on the OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) model on improving students' conceptual understanding. Using a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design, the research's key stages were carried out in a structured manner through purposive sampling involving 70 10th-grade students at SMAN 2 Sampit. The experimental group received instruction using the OIDDE-based module, while the control group received conventional instruction. Quantitative data were collected using a multiple-choice test and analyzed inferentially through ANCOVA, N-Gain scores, and Cohen's d. The research findings showed that the experimental group achieved an average post-test score of 87.00, significantly exceeding the control group, which scored 73.86 based on the ANCOVA analysis (p < 0.05). The learning improvement was categorized as moderate, with an N-Gain value of 0.6466 and a Cohen's d effect size of 2.916, which is considered very strong. The main conclusion confirms that the integration of OIDDE-based contextual modules has proven effective and significantly improves students' conceptual understanding in teaching viruses. ABSTRAK Penelitian ini dilatarbelakangi oleh tingginya tuntutan pembelajaran berpusat pada siswa di era abad ke-21, sementara pengajaran materi virus di tingkat sekolah menengah masih didominasi metode konvensional berorientasi hafalan tanpa mengaitkan konsep abstrak dengan masalah ilmiah kontekstual. Fokus masalah riset ini diarahkan pada pengujian efektivitas modul ajar kontekstual berbasis model OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) terhadap peningkatan pemahaman konseptual para siswa. Menggunakan pendekatan kuantitatif dengan desain eksperimen semu berbentuk pretest-posttest control group design, tahapan penting penelitian dijalankan secara terstruktur melalui purposive sampling yang melibatkan 70 siswa kelas X di SMAN 2 Sampit. Kelompok eksperimen mendapatkan pengajaran memanfaatkan modul berbasis OIDDE, sedangkan kelompok kontrol menerima instruksi konvensional. Data kuantitatif dihimpun menggunakan tes pilihan ganda yang dianalisis secara inferensial melalui uji ANCOVA, skor N-Gain, dan Cohen’s d. Temuan penelitian menunjukkan bahwa kelompok eksperimen meraih skor rata-rata pascatest sebesar 87,00, secara signifikan melampaui kelompok kontrol yang memperoleh skor 73,86 berdasarkan hasil analisis ANCOVA (p < 0,05). Peningkatan pembelajaran berada pada kategori sedang dengan nilai N-Gain sebesar 0,6466 serta ukuran efek Cohen’s d sebesar 2,916 yang tergolong sangat kuat. Simpulan utama menegaskan bahwa integrasi modul kontekstual berbasis OIDDE terbukti efektif dan signifikan meningkatkan pemahaman konseptual peserta didik pada pengajaran materi virus.    
The Influence of Learning Cycle 9E Viewed from Computational Thinking Theory to Scientific Literacy Skills, Critical Thinking Skills, and Creativity Toni Efriyandika; Resna Hegi Putra; Yuni Pantiwati; Iin Hindun; Abdulkadir Rahardjanto
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.279

Abstract

The main challenge in biology learning lies in students’ low levels of scientific literacy, critical thinking, and creativity, often caused by teacher-centered practices that limit exploration and reflection. This study investigates the effect of the 9E Learning Cycle model integrated with Computational Thinking (CT) on improving students’ scientific literacy, critical thinking, and creativity. A quasi-experimental design was used with three groups—experimental, positive control, and negative control—at MAN 1 West Lampung. Data were collected through pretests, posttests, and observations, analyzed using N-Gain and t-tests. The results show significant improvement in the experimental class, with science literacy increasing from 42% to 87% (N-Gain = 0.78, high category), critical thinking from 55% to 77%, and creativity from 51% to 79%. These findings indicate that the 9E Learning Cycle effectively enhances conceptual understanding, analytical reasoning, and creative problem-solving. The study concludes that integrating computational thinking within the 9E framework promotes 21st-century skills and supports the achievement of sustainable quality education in science learning.
Global Trends in Contextual Trigonometry E-Books: A Scopus Bibliometric Study Nur Sahara; Y Mochammad Cholily; Abdulkadir Rahardjanto; Moh Mahfud Effendi; Siti Inganah
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2739

Abstract

Abstrak Penelitian ini bertujuan menganalisis tren global terkait pengembangan dan penerapan e-book trigonometri kontekstual berdasarkan publikasi internasional yang terindeks Scopus (2019–2024). Dengan menggunakan metode PRISMA, 82 artikel terpilih dianalisis melalui VOSviewer dan Excel untuk memetakan dinamika publikasi, kutipan, kolaborasi antarnegara, serta fokus penelitian yang diarahkan pada pola pertumbuhan publikasi dan kolaborasi serta arah perkembangan riset. Metode penelitian yang digunakan adalah bibliometrik dengan memanfaatkan perangkat lunak VOSviewer dan analisis data dari basis Scopus. Data yang diperoleh kemudian dikaji untuk mengidentifikasi produktivitas publikasi, jejaring sitasi, serta tema-tema utama yang berkembang. Hasil penelitian menunjukkan peningkatan signifikan publikasi sejak 2020, dengan puncak pada 2022–2024 akibat adopsi teknologi selama pandemi COVID-19. China mendominasi jumlah publikasi (204 dokumen), sementara Amerika Serikat unggul dalam pengaruh kutipan. Topik utama mencakup peningkatan pemahaman konseptual, pembelajaran kontekstual, dan sistem pembelajaran dengan teknologi. Publikasi awal (2019–2020) menjadi rujukan paling berpengaruh dengan 4750 kutipan. Namun, studi mengidentifikasi kesenjangan, termasuk minimnya penelitian dampak jangka panjang, variasi konteks budaya, dan peran pendidik dalam pembelajaran berbasis simulasi. Abstract This study aims to analyze global trends related to the development and implementation of contextual trigonometry e-books based on international publications indexed by Scopus (2019–2024). Using the PRISMA method, 82 selected articles were analyzed using VOSviewer and Excel to map the dynamics of publications, citations, international collaborations, and research focus, focusing on publication and collaboration growth patterns and the direction of research development. The research method used was bibliometrics, utilizing VOSviewer software and data analysis from the Scopus database. The obtained data were then reviewed to identify publication productivity, citation networks, and key emerging themes. The results showed a significant increase in publications since 2020, with a peak in 2022–2024 due to technology adoption during the COVID-19 pandemic. China dominated the number of publications (204 documents), while the United States excelled in citation influence. Key topics included improving conceptual understanding, contextual learning, and technology-enabled learning systems. Early publications were the most influential references with 4,750 citations. However, the study identified gaps, including a lack of research on long-term impact, variations in cultural context, and the role of educators in simulation-based learning.
Co-Authors Ahmad Adnan Mohd Shukri Ahmad Adnan Mohd Shukri Ainur Rofieq Alvina Via Denita Andriyana Atok Miftachul Hudha Baiduri Baiduri Citra Lesmana Dakkal Harahap Eka Bintarawati Fina Liswati Rahayu Hanik Fitrotul Azizah Husamah Husamah Iin Hindun Lud Waluyo Ludwick Satria Romadoni Masduki Moh. Mahfud Effendi Mutiara Lubis Nur Sahara Nurdiyah Lestari Oktaviani Adhi Suciptaningsih Poncojari Wahyono Priya Kusuma Bahari Pua Ibrahim Resna Hegi Putra Ribut Wahyu Eriyanti Roro Eko Susetyorini Rr Eko Susetyarini Samsun hadi Siti Inganah Siti Mas’ula Subagio Joko Suprapto Toni Efriyandika Tri Susilowati Tutut Indria Permana Vivi Indriani Y Mochammad Cholily Yuni Pantiwati Yus Mocamad Cholily Yus Mochamad Cholily