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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Neutrino : jurnal fisika dan aplikasinya Jurnal Pendidikan Fisika FKIP UM Metro International Journal of Science and Applied Science: Conference Series 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) EDUJAVARE: International Journal of Educational Research 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.
The Effect of Segmenting and Contiguity Principles on Students’ Cognitive Load in Science Learning Yatma, Aisyah Ary; Natadiwijaya , Ismail Fikri; Anjarsari, Putri
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1197

Abstract

Science learning requires students to understand concepts deeply; however, the complexity of the material and the dense and poorly structured presentation of information often increase students’ cognitive load. This study aims to examine the effect of segmenting and contiguity principles on students’ cognitive load in science learning. A quasi-experimental method with a posttest-only control group design was employed. The participants were eighth-grade students of MTs Negeri 9 Bantul, divided into an experimental group and a control group. The experimental group was taught using learning activities based on segmenting and contiguity principles, while the control group received regular instruction. Students’ cognitive load, particularly intrinsic and extraneous cognitive load, was measured using the Paas Mental Effort Rating Scale. The data were analyzed using descriptive statistics, independent samples t-test, and effect size. The results revealed that the application of segmenting and contiguity principles had a significant and moderate effect on reducing students’ cognitive load compared to conventional science learning (p = 0.016; Cohen’s d = 0.633). These findings indicate that instructional designs applying segmenting and contiguity principles are effective in managing students’ cognitive load and supporting more meaningful and cognitively efficient science learning.
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

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

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.
Profile of Doctoral Student’s Motivation in Science Education Program: A Mini Research Ilma, Arina Zaida; Aprilia, Ananda; Purbowati, Dwi; Susdarwati, Susdarwati; Anjarsari, Putri; Wibowo, Widodo Setiyo; Bastian, Norma; Utami, Rita Bekti
International Journal of Science and Applied Science: Conference Series Vol 8, No 1 (2024): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v8i1.106959

Abstract

The evolving landscape of higher education and its potential implications for the careers of doctoral graduates is growing. This research aims to analyze the motivation profiles of doctoral students in a Science Education program. Survey data was collected from students enrolled in the Science Education Doctoral Program at Universitas Negeri Yogyakarta in the 2024/2025 academic year. Ten question surveys with qualitative open-ended questions were developed in this research. Findings highlight intrinsic, integrated, and identified motivational factors and their potential implications for educational practices in doctoral programs in science education. The recommendations provided institutions to design more effective support strategies to ensure the academic success and contribution of doctoral students to the advancement of science education in Indonesia.
Co-Authors Allesius Maryanto Anantanukulwong, Roseleena Anisa Dwi Putri Aprilia, Ananda Aprina Defianti Ariffianti, Indah Arti, Yuli Asri Widowati Astri Novitasari Baiq Desthania Prathama Bastian, Norma Biyan Munita Dewi Dadan Rosana Dewi, Kurnia Diva Reviola Dwi Purbowati Eko Widodo Ekosari Roektiningrum, Astuti Himmatul Hasanah Faneisya Anggita Rahmah Fatmawati, Fatmawati hanifah hanifah Hedayati, Hannik Ilma, Arina Zaida Insih Wilujeng Iwan Setiawan Joko Sudomo Kurniawati, Hesti Laila Katriani M. Lutfi Firdaus, M. Lutfi Maryanto, Allesus Meidiana Armiyanti, Wahyu Natadiwijaya , Ismail Fikri Natadiwijaya, Ismail Fikri Nesya Pramitasari Nofita Sari, Astri Purwanti Widhy Hastuti Putri Chandra Haryanto Putri, Siti Meizhuri Aulia Rita Bekti Utami Rizki Arumning Tyas Rotami, Ladya Sabar Nurohman Safitri, Irma Yulianti Budi Sofyan Dwi, Nugroho Sri Yamtinah Susdarwati, Susdarwati Sutarno, M Suyoso Suyoso Toni Hasmedi Umah, Dian Nur Afifah Wardana, Rendy Wikrama Wibowo, Widodo Setiyo Widodo Setiyo Wibowo Widodo Setyo Wibowo Wipsar Sunu Brams Dwandaru Wita Setianingsih Wita Setianingsih Yatma, Aisyah Ary Yonanda, Ide Engga Zuhdan Kun Prasetyo