Article Per Year (5 Year)
p-Index From 2021 - 2026
2.949
P-Index
This Author published in this journals
All Journal Bioma : Berkala Ilmiah Biologi Pro-Life Jurnal Penelitian Sains Jurnal Saintek Lahan Kering Spizaetus: Jurnal Biologi dan Pendidikan Biologi JIPB (Jurnal Inovasi Pembelajaran Biologi) Jurnal Abmas Negeri (JAGRI) Jurnal Nasional Holistic Science JUrnal Riset Ilmu Pendidikan Jurnal Pendidikan dan Ilmu Sosial Jurnal Riset Rumpun Ilmu Tanaman Bincang Sains dan Teknologi Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Buletin Edukasi Indonesia Lencana: Jurnal Inovasi Ilmu Pendidikan Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika BEGIBUNG: Jurnal Penelitian Multidisiplin Jurnal Penelitian Pendidikan Indonesia (JPPI) Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Pendidikan Kimia, Fisika dan Biologi
Mariana Sada
Program Studi Pendidikan Biologi Fakultas Pendidikan Matematika Dan Ilmu Pengetahuan Alam IKIP Muhammadiyah Maumere
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Transportation Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Optimalisasi Hasil Belajar Peserta Didik Dengan Memanfaatkan Lingkungan Sekolah Sebagai Sumber Belajar IPA Oprida, Maria Apriyanti; Yuli Mira Syafriati; Mariana Sada
Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 2 No. 3 (2024): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/algoritma.v2i3.97

Abstract

The learning process can use the surrounding environment as a learning resource with a view to optimizing student learning outcomes on ecosystem materials. This research is classroom action research (CAR) which is made in 2 cycles where each cycle consists of 4 stages, namely planning, action, observation and reflection. The materials used are class VII-B students with a total of 26 students. The results showed that from cycle I to cycle II, student learning outcomes increased. The percentage of passing learning outcomes in the first cycle is 65% and the average grade is 67, while in the second cycle it is 88% and the average grade is 87. learning increased by 20 points. Utilizing the environment as a learning medium can make teaching and learning activities more memorable, because students are faced with real situations. The lessons learned by students will be more concrete, more precise, and their authenticity will be accountable so that it can be concluded that learning by using the environment as a learning resource can improve student learning outcomes.
The Application of the Experimental Method on Science Learning Outcomes of Grade 4 Students at SDN Inpres Nebura, Sikka Hastrianti, Siti Serayu; Fitriah; Sada, Mariana
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 4 No. 03 (2025): Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/pbpsp.v4i03.1206

Abstract

This study investigates the effectiveness of the experimental method in enhancing science learning outcomes among grade 4 students at SDN Inpres Nebura, focusing on the topic of photosynthesis. Employing a descriptive quantitative design, the study involved all students at SDN Inpres Nebura, with a purposive sample of 14 grade 4 students. Data were gathered through questionnaires and documentation sheets. The findings reveal a notable improvement in learning achievement, as the mean score increased from 69.29 on the pre-test to 79.29 on the post-test. Additionally, the questionnaire results demonstrate that the majority of students expressed highly positive perceptions of the experimental method, with an average positive response rate of 99%. These results suggest that the experimental method is an effective pedagogical approach for improving student learning outcomes in elementary science education.
Enhancing Problem-Solving Skills in Science through STEM-Based Learning: A Case Study of Eighth-Grade Students at SMPN 1 Satap Wara, Indonesia Ernaningsih, Dian; Saduk, Trisnawati; Sada, Mariana
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 5 No. 01 (2026): Article in Press - Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.pbpsp.002006

Abstract

Developing students’ science problem-solving ability is a critical objective in contemporary STEM education. This study investigated the effect of STEM-based instruction integrated with Problem-Based Learning (PBL) on the science problem-solving abilities of eighth-grade students at SMPN 1 Satap Wara. A pre-experimental one-group pretest–posttest design was employed involving 22 students selected through total sampling. Data were collected using a validated science problem-solving test administered before and after the intervention. Descriptive statistics indicated a substantial increase in the mean score from 19.00 (SD = 8.429 in the pretest to 51.41 (SD = 8.534) in the posttest. Inferential analysis using a paired-samples t-test revealed a statistically significant improvement in students’ problem-solving abilities (p < 0.001), with a large effect size (ES = 0.785), indicating strong practical significance. The integration of STEM and PBL facilitated active engagement in authentic problem contexts, promoting critical thinking, creativity, and collaborative learning processes. Despite the overall improvement, some students did not achieve the minimum competency standard, suggesting the need for differentiated instructional support. These findings provide empirical evidence supporting the effectiveness of STEM-based instruction in enhancing science problem-solving abilities and contribute to the growing body of literature on pedagogical strategies that prepare students with essential competencies for 21st-century learning.
Co-Authors Afdal Afdal Chotimah, Nur Deru, Oktovianti Dian Ernaningsih Ernaningsih, Dian Fitrah, Afika Fitriah Fitriah Fitriah Fransiska Fintelsia Dua Wuli Hastrianti, Siti Serayu Jovanti, Maria Jumari Jumari, Jumari Lewar, Agustina Kiden Maria Elistina Vasmin Maria Yuniati Mitak, Marsalina Moa, Andreas Afriyanto Moi, Maria Yasinta Nasa, Rikardus Ndori, Vinsensius H Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurmawati Oprida, Maria Apriyanti Rofinus Galis Rosdewi, Maria Saduk, Trisnawati Sani, Yulimira Syafriati Y.M. Sanyati, Ine Sisilia Susanti Sitti Arafah Bahruddin Solo, Yuliana Dua SRI BULAN Syafriati, Yuli Mira Sya’bania, Nursina Tukan, Ludvina Jina Palma Vasmin, Maria Elistina winda pratiwi Yohanista Nona Bogar Yuli Mira Syafriati Yuli Mira Syafriati Yulimira Syafriati Y. M. Sani Yulimira Syafriati Y. M. Sani