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All Journal Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Jurnal Pendidikan Fisika PROSIDING SEMINAR KIMIA Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Kimia (JPKim) EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Komunikasi Pendidikan Dinasti International Journal of Education Management and Social Science Best Journal (Biology Education, Sains and Technology) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Riset dan Inovasi Pembelajaran Indonesian Science Education Research (ISER) Jurnal Ilmu Pendidikan Indonesia JURNAL PENELITIAN BIDANG PENDIDIKAN Journal of Learning Improvement and Lesson Study Research on English Language Education Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan UNESA Journal of Chemical Education BIO-CONS: Jurnal Biologi dan Konservasi Jurnal Media Akademik (JMA) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Pendidikan IPA Indonesia
Retno Dwi Suyanti
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Development of Inquiry-Based Interactive Multimedia to Improve Student Learning Outcomes of Pancasila Education Lessons Armianti, Riska; Yunita, Sri; Suyanti, Retno Dwi; Dharma, Surya; Saragi, Daulat; Simare-mare, Aman
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 4 (2025): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i4.4137

Abstract

In the learning process in the classroom, the conventional learning model is still used, where the teacher only plays the role of conveying information, while the students are passive listeners. This study aims to produce inquiry-based interactive multimedia that has been tested for media feasibility and has been proven effective in improving cognitive, affective, and psychomotor learning outcomes in fifth-grade students of Pancasila education at SDN 056425 Damar Seratus. The type of research used is Research and Development (R&D), commonly referred to as research and development. The development design in this study uses the Analysis Design Development Implementation Evaluation (ADDIE) model. The subjects of the research are fifth-grade students of SDN 056425 Damar Seratus. The results of the validation by media experts, design experts, material experts, education practitioners, and the results of field trials (individuals and small groups) indicate that the developed media products are suitable for use and categorised as very good. The Inquiry-Based Interactive Multimedia product in the form of Articulate Storyline 3 developed is also effective for use. The effectiveness of the developed media products is evidenced by the N-Gain test, which yielded a result of 0.6, and the hypothesis test, which yielded t-count = 8.286 and t-table = 1.705, thus t-count > t-table, leading to the acceptance of Ha and rejection of H0. In addition to being effective in improving cognitive learning outcomes in students, this inquiry-based interactive multimedia in the form of articulate storyline 3 is also effective in changing affective and psychomotor aspects in students. In the affective aspect, an average score of 44.9 was obtained with an average score percentage of 89.9%, this proves that the affective aspect of students has changed significantly with the very good category. In the psychomotor aspect, the results were obtained with an average score of 37.7 with an average score percentage of 75.4%, this proves that the psychomotor aspect students has changed significantly with the good category.
Influenced of Discovery Learning Model Assisted by iSpring Presenter on Students HOT Literacy Redox Reactions Syaharani Sara; Retno Dwi Suyanti
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 6 No. 2 (2024): OCTOBER 2024 EDITION
Publisher : Universitas Negeri Medan

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

Abstract

This research aims to determine the influence of the discovery learning model assisted by iSpring presenter media which is greater than the conventional model on students' chemistry literacy HOT abilities and aspects of developed HOTS literacy abilities. Three classes of class X pupils from SMAS Imelda Medan made up the study's population. Thirty students each from classes X MIA 2 and X MIA 3 made up the research sample. Nineteen multiple-choice questions made up the test instrument used in the study Hypothesis testing used the right-hand t test with the research results obtained by the value tcount > ttable (2.243 > 2.002) meaning that Ha was accepted and H0 was rejected, which means that the influence of using the discovery learning model assisted by iSpring presenter media on students' chemical literacy HOT abilities had a greater impact than using the conventional model. on redox reaction material with an N-Gain value of 0.75 (75.03%). Besides that, the HOT literacy skills acquired through the iSpring presenter media-assisted discovery learning paradigm were demonstrated in C5 reasoning with an 87.94% percentage in the redox reaction material.
THE EFFECT OF THE GUIDED INQUIRY LEARNING MODEL ON STUDENT LEARNING OUTCOMES ON PLANT STRUCTURE AND FUNCTION MATERIAL IN GRADE VIII SMP NEGERI 12 MEDAN Ramlan Silaban; Marpaung, Fytry Vebiola; Retno Dwi Suyanti; Mariati Purnama Simanjuntak; Aristo Hardinata
Jurnal Ilmu Pendidikan Indonesia Vol 13 No 1 (2025): JURNAL ILMU PENDIDIKAN INDONESIA
Publisher : Master of Science Education Program, Postgraduate Program of Cenderawasih University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31957/jipi.v13i1.4537

Abstract

Abstract: The guided inquiry learning model is one of the learning models that can improve student learningoutcomes and student learning activities which is a learning model where teachers and students determineand formulate problems together, and students actively seek and find answers and draw their ownconclusions. The purpose of the study was to determine the results of science learning on the material ofPlant Structure and Function of class VIII students of SMP Negeri 12 Medan. To determine the Effect ofthe Guided Inquiry Learning Model on Student Learning Outcomes on the Material of Plant Structure andFunction in Class VIII SMP Negeri 12 Medan. This research method uses a quantitative research method.The form of research is Quasi Experimental Design. The research design is a two group design. Datacollection techniques were carried out using pre-research observations, interviews with Class VIII scienceteachers, conducting written tests on students in the form of questions, non-tests or questionnaires, observingstudent activities, and documentation in the form of research images and photos and value documents relatedto the results. Data analysis using hypothesis testing (one-sided t-test) and N-Gain testing. Based on theresults of the t-test, the obtained t-value is 4.66> t-table 2.00. This means that the results of the hypothesistest t-count are greater than t-table. Next, based on the results of the N-gain test, the increase in learningoutcomes in the control class was higher, namely 69% compared to the increase in student learning outcomesof 52%. So that the Guided Inquiry Learning Model applied to the experimental class in this study has aneffect on student learning outcomes in the material on the Structure and Function of Plants in class VIII ofSMP Negeri 12 Medan.Keywords: Learning
The Effect of the Inquiry Training Model on Work, Energy, and Simple Machine Topics In HOTs Literacy Grade VIII at SMPN 27 Medan Sihite, Angel Geofany; Suyanti, Retno Dwi
BIO-CONS : Jurnal Biologi dan Konservasi Vol. 7 No. 1 (2025): BIO-CONS: Jurnal Biologi dan Konservasi
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/biocons.v7i1.2250

Abstract

This research aims to determine the effect of the Inquiry Training model on students' Higher-Order Thinking Skills (HOTS) literacy, specifically in the context of Work, Energy, and Simple Machine topics at SMPN 27 Medan. The research is driven by two specific objectives: (1) to assess whether the application of the Inquiry Training model influences students' HOTS literacy compared to the expository model, and (2) to identify which category of HOTS literacy is most developed through the Inquiry Training model. This Research Uses Quasi-Experimental method with a two-group pretest-posttest design. The sampling technique uses random sampling. The research sample consisted of two classes, namely class VIII-3 use inquiry Training model and VIII-2 use expository model, each class consisted of 31 students. Data were collected using pretest and posttest assessments of 20 multiple-choice questions designed to measure HOTS literacy across cognitive domains (C4, C5, and C6). The N-gain for the experiment class was 75.45%, and 45.22% in the control class. In the t test calculation, the calculated tcount was 3.89, with ttable 2.001. The experiment class demonstrated the highest improvement in the cognitive domain of evaluation reasoning (C6), with N gain of 96%. The findings suggest that the Inquiry Training model effectively enhances students' HOTS literacy, particularly in science subjects,work, energy, and simple machines.
Culturally Responsive Teaching as a Strategy to Improve Students' Science Literacy in Higher Education Rozi, Fahrur; Yusnadi; Suyanti, Retno Dwi; Ansya, Yusron Abda'u
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11268

Abstract

The problem in this research is the low level of science literacy among students caused by learning that is less responsive to cultural contexts. The objective of this research is to examine the application of culturally responsive teaching in improving science literacy among university students in higher education. The method used is a systematic literature review of 40 scientific articles published between 2019 and 2025, obtained from the Scopus and Google Scholar databases. Data analysis was conducted through the stages of planning, implementation, and reporting, referring to PRISMA guidelines, and identifying patterns, themes, and key findings from each article. The research results show that a culturally responsive learning approach, such as the integration of local cultural values, the use of socio-cultural contexts in learning, and the creation of inclusive relationships between lecturers and students, can enhance students' science literacy. Improvements occurred in critical thinking skills, contextual understanding of science concepts, and learning motivation. The conclusion of this study is that culturally responsive teaching significantly contributes to the enhancement of science literacy and has the potential to be an inclusive and transformative pedagogical strategy in higher education settings.
Systematic Literature Review: The Effect of Experiential Learning (EL) on Learning Outcomes Syafriani, Dewi; Suyanti, Retno Dwi; Sutiani, Ani
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11274

Abstract

Experiential Learning (EL) is one of the 21st century learning models that provides students with more real and applicable learning experiences. Although EL has been widely used in various learning, there is still no comprehensive synthesis of how EL can be effectively implemented in various learning contexts to achieve various learning outcomes. This research aims to identify and synthesise the effectiveness of EL in improving and developing various learning outcomes. This research uses the Systematic Literature Review (SLR) method by analysing search results from the Scopus, Erics, Web of Science, and Google Scholar databases, in the last 10 years (2025-2015). Based on the search results, 16 suitable articles were obtained based on the inclusion and exclusion criteria. The results of the analysis of this article review can be drawn conclusions and findings that EL has a good impact on improving various learning outcomes, such as improving academic achievement, critical thinking skills, higher order thinking skills, collaboration, learning motivation, self-learning readiness, activeness, pedagogical skills, and problem-solving skills both at the elementary, junior high school, high school/vocational school and university levels. This research provides a comprehensive synthesis of the effectiveness of EL in improving and developing various learning outcomes.
Innovate integration of guided inquiry learning (GIL) and project-based learning (PjBL) to enhance students’ science literacy Ambarwati, Nova Florentina Ambarwati; Retno Dwi Suyanti; Aaron Loh; Ribka Kariani Br Sembiring; Darinda Sofia Tanjung; Dyan Wulan Sari HS
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 14 No. 4 (2025): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v14i4.p569-583

Abstract

This study aims to develop and implement an integrated learning model combining Project-Based Learning (PjBL) and Guided Inquiry Learning (GIL) to enhance science literacy in students within the advanced science education course. The study was conducted to students from the Elementary School Teacher Education Program at the Catholic University of Santo Thomas, focusing on the topic of States of Matter. A quasi-experimental design with a pre-test – post-test control group design was employed, where the control group received conventional teaching methods, and the experimental group engaged in the integrated PjBL-GIL model. The results reveal a significant difference in science literacy improvement between the groups. The experimental group, using the integrated PjBL-GIL model, showed a greater improvement (22.4%) compared to the control group (7.7%). Statistical analysis using a two-sample t-test confirmed the significance of this difference, with a t-value of 5.16 and a p-value of 0.000, indicating a statistically significant improvement in the experimental group. The effect size, measured by Cohen's d, was 2.53, indicating a large effect. ANCOVA results showed that even after controlling for baseline differences, the experimental group still demonstrated significantly higher post-test scores (p-value = 0.000). Furthermore, Pearson’s correlation analysis revealed a significant positive relationship between collaboration and science literacy improvement (r = 0.62, p = 0.01), emphasising the importance of collaboration in enhancing learning outcomes. These findings suggest that the integrated PjBL-GIL model is effective in improving critical thinking, problem-solving skills, and the application of scientific concepts. And it is recommended that this model be expanded in science education in Indonesia to further improve the quality of learning and students' science literacy.
LITERASI BACA SISWA KELAS AWAL DI DESA HUTABAYU DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS ETNOBUDAYA Dinozeryd; Yanti Arasi Sidabutar; Hasratuddin; Retno Dwi Suyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34212

Abstract

The aim of this research was to develop a Contextual Teaching and Learning (CTL) Model integrated with Batak ethnoculture and to test its effectiveness in improving the reading literacy of elementary school students. This study was necessary because of the students' low reading literacy levels and the lack of connection between teaching materials and the students' local and cultural context, which can hinder understanding. This development research used the Plomp model. The analysis phase included questionnaires and interviews to identify curriculum needs and relevant Batak ethnocultural richness. The CTL model based on Batak ethnoculture was designed as a learning package, including the syllabus, lesson plans (RPP), and teaching materials that featured folktales and Batak values. To test effectiveness, a quasi-experimental design was used. This involved an experimental group using the Batak ethnoculture-based CTL model and a control group using a conventional teaching model. Data was collected through reading literacy tests (comprehension, interpretation, and reflection) and student/teacher response questionnaires. The results showed that the developed Batak ethnoculture-based CTL Model met the criteria for validity, practicality, and effectiveness. The average scores on the reading literacy test for the experimental group were significantly (p<0.05) higher than those of the control group.
ANALYSIS OF THE APPLICATION OF LOCAL WISDOM OF NIAS IN PROBLEM-BASED LEARNING: A LITERATURE REVIEW WITH A DESCRIPTIVE APPROACH Natalia Kristiani Lase; Bornok Sinaga; Retno Dwi Suyanti
Research on English Language Education Vol 7 No 2 (2025): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v7i2.3910

Abstract

Local wisdom plays a vital role in preserving cultural identity, fostering social harmony, and strengthening a community’s sense of belonging. Within the educational context, integrating local wisdom into learning activities creates meaningful connections between theoretical knowledge and the cultural realities experienced by students in their daily lives. This approach not only promotes contextual learning but also nurtures students’ appreciation of their heritage. This article explores the incorporation of Nias local wisdom into the Problem-Based Learning (PBL) model as a strategy to enhance both academic achievement and character formation. The Nias community possesses rich traditions, social values, and problem-solving practices rooted in cooperation, respect, and responsibility. By embedding these elements into the PBL framework, students are encouraged to engage in authentic learning experiences that mirror real-life challenges while reflecting their cultural identity. The findings show that the integration of Nias local wisdom within PBL significantly improves students’ cognitive, affective, and social competencies. Students demonstrate increased motivation, collaboration, and critical thinking, while also developing empathy and respect for cultural diversity. Moreover, this approach enriches the learning environment by linking education to the community’s cultural context. Consequently, the application of local wisdom in education not only produces academically competent learners but also individuals who are culturally grounded and socially responsible.
LITERASI BACA SISWA KELAS AWAL DI DESA HUTABAYU DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS ETNOBUDAYA Yanti Arasi Sidabutar; Hasratuddin; Retno Dwi Suyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34212

Abstract

The aim of this research was to develop a Contextual Teaching and Learning (CTL) Model integrated with Batak ethnoculture and to test its effectiveness in improving the reading literacy of elementary school students. This study was necessary because of the students' low reading literacy levels and the lack of connection between teaching materials and the students' local and cultural context, which can hinder understanding. This development research used the Plomp model. The analysis phase included questionnaires and interviews to identify curriculum needs and relevant Batak ethnocultural richness. The CTL model based on Batak ethnoculture was designed as a learning package, including the syllabus, lesson plans (RPP), and teaching materials that featured folktales and Batak values. To test effectiveness, a quasi-experimental design was used. This involved an experimental group using the Batak ethnoculture-based CTL model and a control group using a conventional teaching model. Data was collected through reading literacy tests (comprehension, interpretation, and reflection) and student/teacher response questionnaires. The results showed that the developed Batak ethnoculture-based CTL Model met the criteria for validity, practicality, and effectiveness. The average scores on the reading literacy test for the experimental group were significantly (p<0.05) higher than those of the control group.
Co-Authors Aaron Loh Abdul Azis Nasution Ade Prisma Sitepu Aman Simare-mare, Aman Anggi Putri Simamora Anisa Ramadhani Annisya, Yuni Aries Dame Uli Panjaitan Aristo Hardinata Armianti, Riska Artha Angelin Manurung Arwira, Tiara Mahdalena Asep Wahyu Nugraha Assyifa’u Qolbiatu Atthoyibah Awy Silaban Ayi Darmana, Ayi Ayu Nika Ayyu Rizkia Nasution Bornok Sinaga BORNOK SINAGA Br Karo, Desnapia Nesrani Chindy Aprimisa br Meliala Cindy Clara Siregar Damanik, Santri Angelia Darinda Sofia Tanjung Daulat Saragi Delpima Suhita Dewi Pratiwi Dewi Syafriani, Dewi Dhea Syah Nazwa Nasution Dinozeryd Dwi Pebrianti Dyan Wulan Sari Hs Ely Djulia Erna Pardede Fahrur Rozi Fauziah Fauziah Fitri Azizah Gabrie Tamahra Nainggolan Ginting, Angga Raditia Halim Simatupang Hanifah Az-zahra Hanna Mawarni Manullang Hasratuddin Hayati . Ibnu Firmansyah Iis Siti Jahro Irene Paulina Napitupulu Ivana Cristin Sidabutar Josua Boni Hutasoit Katri Nafisa Kezia Elmaesia Br Tarigan Kristian H. Sugiyarto Ledya, Kiki Lenggasari Pohan Lisa Ariyanti Pohan LUBIS, ASNARNI M. Rizky Fauzan Tampubolon MARDIANA Marham Sitorus Marlon Brando Hutahaean Marpaung, Christine Petricia Marpaung, Fytry Vebiola Martina Agnes Octavia Nainggolan Martoprawiro, Muhamad A Mayfa Dwi Arvi Maykhel Yustinus Hutapea Mei Jelina Nadeak Motlan . Muhamad A Martoprawiro Munthe, Surya Panangian Mutia Haryani Siregar Nadia Priska Natalia Kristiani Lase Nova Florentina Ambarwati Nuha Febry Anisa Nurfajriani Nurfajriani Pasaribu, Putri Cantika Pera Nopitasari Pohan, Lisa Putri delvia Putri Naomi Br Purba Rahel Pakpahan Rahfany Nabilah Putri Lubis Rahmadatina Panjaitan Ramlan Silaban Raudatul Fadilla Ribka Kariani Br Sembiring Rinda Annisa Fhutu Neva Rizka Fahreza Romanna Silalahi Roria Natal Simbolon Rumapea, Sri Anugrah Cristina Ruth Masta Yemima Sibarani Sania Siregar Saragih, Innovayani Saragih, Inovayani Selamat Husni Hasibuan Selfa Raya Hadi Kesuma Siahaan, Suria Bersinar Sihite, Angel Geofany Simanjutak, Mariati Purnama Siregar, Azhari Umar Siti Aisyah Siti Khodijah Dalimunthe Siti Mayang Sari Sitinjak, Abraham Pranata Sitompul, Nopita Sitorus, Francisca T. A Sonia Gandi Purba Sri Masnita Pardosi Sri Yunita Suci Ramadhani Surya Dharma Sutiani, Ani Syaharani Sara Tasya Natalia Tarigan Tasya Wiyandini Zega Tiara Arwira Mahdalena Tiwi Cahyani Marpaung Ummi Kalsum Vera Roni Setiawan Widia Ningsih Wildansyah lubis, Wildansyah Windry Sary Sihombing Yanti Arasi Sidabutar Yusnadi Yusron Abda'u Ansya