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Revolutionizing Science Learning: A CRT Based E-Module Integrating Javanese Gamelan to Foster Critical Thinking Safutri, Safutri; Agnafia, Desi Nuzul; Zahrotin, Anis
Integrated Science Education Journal Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i2.1763

Purpose of the study: Developing an e-module based on Culturally Responsive Teaching integrated with Javanese gamelan on the material of wave vibrations for grade eight junior high school, to train students’ critical thinking skills and increase the relevance of learning to local culture. Based on the low level of students’ critical thinking skills, it can be seen in the 2022 PISA results with an average score of 383. Methodology: Research and Development with a 4-D development model (define, design, develop, disseminate). The study involved expert validation, limited trials, and field trials on students of Junior high school 6 Ngawi. Data were collected through critical thinking ability tests, student and teacher response questionnaires, and statistical tests using SPSS and Microsoft Excel. Main Findings: The e-module is feasible and effective for training students' critical thinking skills. Independent sample t-test revealed significant differences between the experimental and control groups, with the percentage of the practicality questionnaire reaching 90%, indicating a positive response from students and teachers to the e-module. Novelty/Originality of this study: The uniqueness of this research lies in the integration of physics concepts with local wisdom of Javanese gamelan in an interactive e-module. The Culturally Responsive Teaching model allows learning to be more contextual, interesting, and relevant for students, while contributing to cultural preservation through science education.

The Effectiveness of CFL Learning Model to Improve Junior High School Students' Problem-Solving Skills Zahrotin, Anis; Wasis, Wasis; Widodo, Wahono; Saphira, Hanandita Veda
International Journal of Current Educational Research Vol. 4 No. 1 (2025): June
Publisher : Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/ijocer.v4i1.535

Objective: Problem-solving skills are essential for students because they help develop logical, critical, and systematic thinking necessary for addressing challenges in both academic and real-life situations. These abilities involve several cognitive processes, including identifying problems, analyzing situations, exploring possible solutions, making informed decisions, and evaluating outcomes. Enhancing these skills is essential to prepare students to face complex situations independently and confidently. This study aims to describe the effectiveness of the CFL (Collaborative Flipped Learning) learning model in improving students' problem-solving skills. Method: This research employed a quantitative experimental approach using a one-group pretest-posttest design. Students were assessed before and after the implementation of the CFL model to measure the improvement in their problem-solving skills. Result: The findings from the experiments indicated that the CFL learning model significantly enhanced students’ problem-solving skills. The results show that students marked an improvement in recognizing and resolving problems more efficiently after participating in learning activities based on the CFL model. Novelty: The novelty of this research lies in the application of the CFL learning model specifically to the topic of temperature and heat at the junior high school level to enhance problem-solving skills. This focus has not been widely explored and offers new insights into effective science education strategies to enhance students’ problem-solving skills.

Efektivitas Model Pembelajaran QODE dan Discovery Learning untuk Meningkatkan Berpikir Kritis Siswa SMP dalam Pelajaran IPA Rizkia, Anisa; Zahrotin, Anis; Agnafia, Desi Nuzul
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 3 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i3-12

Purpose – The purpose of this research is to find out how well students' critical thinking skills are in learning science, especially in mixed materials, by using the QODE (Questioning, Organizing, Doing, and Evaluating) and Discovery Learning models.Method – This research method applies quantitative methods. This study involved 49 students from class VIII A and VIII B as subjects with details of 25 students of class VIII A and 24 students of VIII B from SMP Negeri 2 Paron. The data analysis technique used prerequisite test analysis. The data analysis technique uses prerequisite analysis in the form of validity, reliability, normality, and homogeneity tests, while the hypothesis test uses an independent sample t-test.Findings – The QODE learning model is more effective in improving critical thinking skills compared to the Discovery Learning learning model on mixed materials at SMP Negeri 2 Paron with an average posttest value of 81.96> 78.00. The results of the hypothesis test of the posttest value proved that the tcount> ttable (1.677) while the tcount (QODE) was 2.138 and the tcount (Discovery Learning) was 2.128. This indicates a significant difference in the post-test results, which leads to the rejection of H0 and acceptance of H1 which indicates the effectiveness of the model. The result of the t-test value of QODE > Discovery Learning is 2.138 > 2.128 so it can be concluded that the QODE learning model is more effective than Discovery Learning in improving critical thinking in science lessons, especially mixed material for students of SMP Negeri 2 Paron. Research Implications – Students' critical thinking skills can be improved with QODE and Discovery Learning when learning science, especially mixed materials at SMP Negeri 2 Paron where the QODE model is more effective than Discovery Learning.

Pre-Service Teacher’s Perceptions of Disainary for Learning English Scientific Vocabulary: A Qualitative Study Lucky Amatur Rohmani Rohmani; Luthfi Awwalia; Anis Zahrotin
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.331

The globalization of science has reinforced English as the dominant language of scientific communication, requiring pre-service science teachers to acquire sufficient mastery of English scientific terminology for academic and professional success. However, many pre-service teachers in Indonesia face persistent challenges, including limited vocabulary, low confidence, and insufficient access to effective learning media. To address these issues, digital tools such as Disainary, a multimodal web-based dictionary designed for scientific terms, have been introduced as innovative learning resources. This study aims to explore pre-service science teachers’ perceptions and experiences of using Disainary in vocabulary learning. Employing a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations with 30 participants across several universities in Indonesia. This used purposive sampling technique to employ the participants. The findings indicate three major themes: (1) vocabulary acquisition through repetition and multimodality, (2) increased motivation and engagement, and (3) challenges and limitations. Participants highlighted that Disainary facilitated repeated encounters with scientific terms through definitions, contextual examples, and pronunciation features, which enhanced comprehension and retention. Moreover, the tool’s accessibility and scientific contextualization motivated learners to engage with vocabulary more actively. Despite these benefits, participants emphasized the need for expanded lexical coverage, additional exercises, and the visual elements to optimize learning. The study concludes that Disainary holds strong potential as a digital learning tool to bridge the gap between English vocabulary acquisition and science literacy in teacher education. Implications suggest that integrating multimodal digital tools can not only enhance pre-service teachers’ language proficiency but also prepare them for effective knowledge transmission in globalized science classrooms.

Revolutionizing Science Learning: A CRT Based E-Module Integrating Javanese Gamelan to Foster Critical Thinking Safutri Safutri; Desi Nuzul Agnafia; Anis Zahrotin
Integrated Science Education Journal Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i2.1763

Purpose of the study: Developing an e-module based on Culturally Responsive Teaching integrated with Javanese gamelan on the material of wave vibrations for grade eight junior high school, to train students’ critical thinking skills and increase the relevance of learning to local culture. Based on the low level of students’ critical thinking skills, it can be seen in the 2022 PISA results with an average score of 383. Methodology: Research and Development with a 4-D development model (define, design, develop, disseminate). The study involved expert validation, limited trials, and field trials on students of Junior high school 6 Ngawi. Data were collected through critical thinking ability tests, student and teacher response questionnaires, and statistical tests using SPSS and Microsoft Excel. Main Findings: The e-module is feasible and effective for training students' critical thinking skills. Independent sample t-test revealed significant differences between the experimental and control groups, with the percentage of the practicality questionnaire reaching 90%, indicating a positive response from students and teachers to the e-module. Novelty/Originality of this study: The uniqueness of this research lies in the integration of physics concepts with local wisdom of Javanese gamelan in an interactive e-module. The Culturally Responsive Teaching model allows learning to be more contextual, interesting, and relevant for students, while contributing to cultural preservation through science education.

Pemanfaatan Disainary sebagai Learning Tool pada Mahasiswa IPA Lucky Amatur Rohmani; Anis Zahrotin; Army Al Islami Ali Putra
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2028

Advances in digital technology require innovation in efficient learning media, especially for Natural Sciences (IPA) learning. One of the challenges faced by science students is their limited understanding of scientific terms, which typically use English and scientific terminology. This community service activity aims to introduce the use of Disainary (Digital Science Dictionary) as a learning tool for science students. The approach implemented included outreach, training, and mentoring in using the Disainary application. The results of the activity showed an increase in students' understanding of scientific terms, increased digital literacy, and enhanced student learning independence. Disainary has proven effective as a digital learning medium that supports independent and contextual learning.

The Implementation of CFL Learning Model Integrated with Ethnoscience to Enhance Students’ Critical Thinking Skills Anis Zahrotin
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 8, No 2 (2025): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v8i2.34657

This research aims to implement an integrated Collaborative Flipped Learning (CFL) model with ethno science to improve students' critical thinking skills. The background of this research is the low critical thinking skills of Indonesian students, particularly in science learning, necessitating more contextual and meaningful learning innovations. The CFL model combines flipped learning, which promotes independent learning, with collaborative learning, which emphasizes group interaction, while ethno science connects scientific concepts with local wisdom. The research method uses a quasi-experimental design. The research subjects are 15 students from three universities. Data was collected thru the Ennis indicator-based critical thinking test, response questionnaires, learning implementation observations, and documentation. The analysis was conducted descriptively, supplemented by N-Gain calculations, normality tests, homogeneity tests, and ANOVA. The research results indicate that learning with the ethno science-based CFL model significantly improved critical thinking skills. This model has proven effective as an innovative 21st-century learning strategy relevant to the local cultural context.

Pengembangan Media Brosur Kebutuhan Gizi Sebagai Dasar Referensi Untuk Meningkatkan Gaya Hidup Sehat Pada Siswa Laila, Alfa; Ndayisenga , Japhet; Bin Haji Mohd , Mohad Anizu; Munir, Ali; Rahmawati, Arum Dwi; Agnafia , Desi Nuzul; Zahrotin, Anis
Jurnal Pendidikan Modern Vol. 11 No. 3 (2026): Edisi Mei
Publisher : STKIP Modern Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37471/jpm.v11i3.1402

Pengetahuan mengenai kebutuhan gizi merupakan salah satu aspek penting dalam mendukung pembentukan gaya hidup sehat pada siswa. Namun, informasi gizi yang tersedia belum selalu disajikan dalam bentuk yang sederhana, praktis, dan mudah dipahami oleh siswa. Oleh karena itu, diperlukan media pendidikan kesehatan yang mampu menyajikan informasi kebutuhan gizi secara sistematis dan komunikatif sehingga dapat digunakan sebagai dasar referensi dalam mendukung gaya hidup sehat. Penelitian ini bertujuan untuk mengembangkan media brosur kebutuhan gizi yang layak dan praktis digunakan sebagai media referensi untuk meningkatkan gaya hidup sehat pada siswa. Penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) dengan model 4-D, yang meliputi Define, Design, Develop, dan Disseminate. Pengumpulan data dilakukan menggunakan metode non-tes melalui kuesioner yang digunakan untuk menilai validitas dan kepraktisan produk. Validasi produk melibatkan design expert dan ahli material, sedangkan uji coba dilakukan kepada siswa dan guru sebagai pengguna. Hasil penelitian menunjukkan bahwa validasi design expert memperoleh skor rata-rata 4,17 dengan kategori baik dan valid, sedangkan validasi ahli material memperoleh skor rata-rata 4,22 dengan kategori baik dan valid. Hasil uji coba kepada siswa memperoleh skor rata-rata 4,20 dengan persentase kepraktisan sebesar 84% dan kategori praktis. Sementara itu, tanggapan guru memperoleh skor rata-rata 4,18 dengan persentase kepraktisan sebesar 83,6% dan kategori praktis. Berdasarkan hasil tersebut, media brosur kebutuhan gizi yang dikembangkan dinyatakan valid dan praktis untuk digunakan sebagai media pendukung pendidikan kesehatan siswa. Produk ini dapat menjadi sumber referensi yang ringkas, mudah dipahami, dan mudah digunakan dalam memberikan informasi mengenai kebutuhan gizi sebagai bagian dari upaya mendukung gaya hidup sehat. Penelitian selanjutnya perlu melakukan uji efektivitas untuk mengetahui pengaruh penggunaan brosur terhadap peningkatan pengetahuan, sikap, dan perilaku gaya hidup sehat siswa

Pre-Service Teacher’s Perceptions of Disainary for Learning English Scientific Vocabulary: A Qualitative Study Lucky Amatur Rohmani Rohmani; Luthfi Awwalia; Anis Zahrotin
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.331

The globalization of science has reinforced English as the dominant language of scientific communication, requiring pre-service science teachers to acquire sufficient mastery of English scientific terminology for academic and professional success. However, many pre-service teachers in Indonesia face persistent challenges, including limited vocabulary, low confidence, and insufficient access to effective learning media. To address these issues, digital tools such as Disainary, a multimodal web-based dictionary designed for scientific terms, have been introduced as innovative learning resources. This study aims to explore pre-service science teachers’ perceptions and experiences of using Disainary in vocabulary learning. Employing a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations with 30 participants across several universities in Indonesia. This used purposive sampling technique to employ the participants. The findings indicate three major themes: (1) vocabulary acquisition through repetition and multimodality, (2) increased motivation and engagement, and (3) challenges and limitations. Participants highlighted that Disainary facilitated repeated encounters with scientific terms through definitions, contextual examples, and pronunciation features, which enhanced comprehension and retention. Moreover, the tool’s accessibility and scientific contextualization motivated learners to engage with vocabulary more actively. Despite these benefits, participants emphasized the need for expanded lexical coverage, additional exercises, and the visual elements to optimize learning. The study concludes that Disainary holds strong potential as a digital learning tool to bridge the gap between English vocabulary acquisition and science literacy in teacher education. Implications suggest that integrating multimodal digital tools can not only enhance pre-service teachers’ language proficiency but also prepare them for effective knowledge transmission in globalized science classrooms.

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