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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan Matematika dan IPA Jurnal Neutrino : jurnal fisika dan aplikasinya Jurnal Pendidikan Fisika FKIP UM Metro Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Natural Science and Integration Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Science Education Research Jurnal Kumparan Fisika Jurnal Pengabdian Masyarakat (ABDIRA) TPACK-IPA (Technological Pedagogical Content Knowledge) Kredibel: Jurnal Ilmiah Manajemen Al Urwatul Wutsqa
Putri Anjarsari
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Physics Social Sciences Other

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Pengaruh Model Pembelajaran Inkuiri Berisi STEAM untuk Meningkatkan Keterampilan Proses Sains Nesya Pramitasari; Purwanti Widhy Hastuti; Rizki Arumning Tyas; Putri Anjarsari; Ekosari Roektiningroem
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8985

Abstract

Science process skills as an approach is very important, due to it fosters experience in science learning process. This study aims to analyze the influence of STEAM-based inquiry learning models on students' science process skills. The type of research used is experimental research. The research design used is a quasi-experiment with a nonequivalent control group design. The research data were collected using test techniques using pretest and posttest questions of science process skills, non-test techniques in the form of observation sheets of learning implementation, and observation sheets of science process skills. The data analysis technique used was percentage analysis of the learning implementation sheet and science process skills observation sheet, hypothesis prerequisite test in the form of normality test and homogeneity test, hypothesis testing with independent sample t-test, and effect size test. The results of the independent sample t-test test have a significance value of 0.013 <0.05, which shows a significant difference between the experimental and control classes. The magnitude of the treatment effect is measured by the effect size test, resulting in a value of 0.642, which is included in the strong category. Based on the analysis results, it can be concluded that the STEAM-based inquiry learning model significantly affects students' science process skills.
DEEP LEARNING BERBANTUAN SEGMENTING DAN CONTIGUITY PRINCIPLE: PENDEKATAN EFEKTIF MENGURANGI BEBAN KOGNITIF SISWA Umah, Dian Nur Afifah; Anjarsari, Putri
Jurnal TPACK IPA Vol 10, No 1 (2026): Jurnal TPACK IPA (January, 2026)
Publisher : Universitas Negeri Yogyakarta

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Abstract

Tingginya beban kognitif siswa dalam memahami konsep abstrak (seperti materi zat dan perubahannya, menunjukkan perlunya pendekatan pembelajaran mendalam untuk memfasilitasi penyampaian informasi secara efektif. Akan tetapi, media pembelajaran yang dirancang berdasarkan prinsip segmenting dan contiguity masih jarang digunakan dalam pembelajaran di kelas. Penelitian ini bertujuan untuk : (1) mengetahui perbedaan beban kognitif siswa antara kelas yang menerapkan pendekatan deep learning berbantuan prinsip segmentasi dan kedekatan dengan kelas yang menerapkan pendekatan deep learning tanpa bantuan kedua prinsip tersebut; serta (2) mengetahui pengaruh pendekatan yang mendalam pembelajaran berbantuan segmenting dan prinsip kedekatan terhadap beban kognitif siswa pada materi zat dan perubahannya. Penelitian ini merupakan penelitian kuantitatif dengan desain eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Populasinya adalah siswa kelas VII SMP N 1 Manisrenggo tahun 2025/2026 sebanyak 224 siswa. Sampel ditentukan melalui teknik cluster random sampling dan terpilih 2 kelas, masing-masing kelas terdiri dari 32 siswa.. Data penelitian diperoleh melalui angka beban kognitif sebelum dan sesudah perlakuan, serta lembar observasi keterlaksanaan pembelajaran. Teknik analisis data meliputi persentase lembar observasi keterlaksanaan pembelajaran, skoring angket beban kognitif, statistik deskriptif, uji asumsi (uji normalitas dan uji homogenitas), uji hipotesis (independen sample t-test) dan analisis ukuran efek (effect size). Hasil penelitian ini menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara kelas yang menerapkan pendekatan mendalam pembelajaran berbantuan segmenting dan prinsip kedekatan dengan kelas yang diterapkan pendekatan deep learning tanpa bantuan kedua prinsip tersebut; serta (2) pendekatan mendalam Pembelajaran berbantuan segmenting dan prinsip kedekatan berpengaruh besar terhadap beban kognitif siswa pada materi zat dan perubahannya. Temuan ini pentingnya penerapan strategi pembelajaran IPA untuk memfasilitasi penurunan beban kognitif yang dialami siswa sehingga, pembelajaran akan lebih mendalam, bermakna, dan efektif.
DEVELOPING SUBJECT-SPECIFIC PEDAGOGY THROUGH PROJECT-BASED LEARNING: ENHANCING PRESERVICE SCIENCE TEACHERS' PERFORMANCE Tyas, Rizki Arumning; Wilujeng, Insih; Rosana, Dadan; Anjarsari, Putri
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 3 (2026): September 2026 (In press)
Publisher : Universitas Tanjungpura

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Abstract

Preparing preservice science teachers for future teaching requires learning approaches that strengthen pedagogical competence while integrating scientific knowledge with authentic classroom practices. Project-based learning offers such an approach by promoting active engagement and meaningful professional experiences. This study aimed to examine the contribution of project-based learning to the development of science subject-specific pedagogy among preservice science teachers. This study employed a pre-experimental one-shot post-test design. Participants completed a project-based learning program over eight instructional meetings and subsequently responded to a 10-item questionnaire measuring learning quality, motivation, and performance. The data were analyzed using descriptive statistics, supported by responses to open-ended questions. The results showed that learning quality (M = 4.38) and motivation (M = 4.28) were categorized as very good, while performance (M = 4.18) was categorized as good. These findings indicate that project-based learning contributes positively to preservice science teachers' ability to develop science subject-specific pedagogy by strengthening conceptual understanding, enhancing pedagogical competence, and fostering creativity and innovation in instructional design.
Co-Authors Allesius Maryanto Anantanukulwong, Roseleena Anisa Dwi Putri Ariffianti, Indah Arti, Yuli Asri Widowati Astri Novitasari Baiq Desthania Prathama Biyan Munita Dewi Dadan Rosana Defianti, Aprina Dewi, Kurnia Diva Reviola Eko Widodo Ekosari Roektiningrum, Astuti Himmatul Hasanah Faneisya Anggita Rahmah Fatmawati, Fatmawati hanifah hanifah Hedayati, Hannik Insih Wilujeng Iwan Setiawan Joko Sudomo Kurniawati, Hesti Laila Katriani M. Lutfi Firdaus, M. Lutfi Maryanto, Allesus Meidiana Armiyanti, Wahyu Natadiwijaya, Ismail Fikri Nesya Pramitasari Nofita Sari, Astri Purwanti Widhy Hastuti Putri Chandra Haryanto Putri, Siti Meizhuri Aulia Rizki Arumning Tyas Rotami, Ladya Sabar Nurohman Safitri, Irma Yulianti Budi Sofyan Dwi, Nugroho Sri Yamtinah Sutarno, M Suyoso Suyoso Toni Hasmedi Umah, Dian Nur Afifah Wardana, Rendy Wikrama Widodo Setiyo Wibowo Widodo Setyo Wibowo Wipsar Sunu Brams Dwandaru Wita Setianingsih Wita Setianingsih Yonanda, Ide Engga Zuhdan Kun Prasetyo