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All Journal Tarbawi : Jurnal Ilmu Pendidikan Pendekar : Jurnal Pendidikan Berkarakter JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Math-UMB.EDU Innovative: Journal Of Social Science Research
Al Ikhlas
STKIP Muhammadiyah Sungai Penuh
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Integrasi Model Project Based Learning (PjBL) dan Etnobiologi dalam Meningkatkan Literasi Sains Mahasiswa Dina Aulial Husna; Efriana Jon; Nana Sutrisna; Novita Amri; Al Ikhlas; Abdi Sakti Walenta
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6471

Abstract

Science literacy is an important ability that must be possessed by students in the 21st century. However, several studies show that the science literacy of students in Indonesia still needs to be improved. One approach that is considered effective is through the integration of Project Based Learning (PjBL) and ethnobiology models. This study aims to examine the effectiveness of the integration of PjBL and ethnobiology models in improving students' science literacy. The research method used was a pseudo-experiment with a pretest-posttest control group design. The sample consisted of two classes of students, one class as an experimental group that applied the integration of PjBL and ethnobiology, and one class as a control group that applied conventional learning. The results showed that the experimental group that applied the integration of PjBL and ethnobiology had a higher increase in science literacy compared to the control group. Further analysis revealed that the integration of PjBL and ethnobiology had a significant effect on improving students' science literacy, both in the aspects of knowledge, thinking skills, and scientific attitudes. The findings of this study imply that the integration of PjBL and ethnobiology can be an effective learning strategy to improve students' science literacy. The implication of the results of this study is the need for the implementation of innovative learning approaches that connect science with local wisdom and contextual problems in order to improve the quality of science education in higher education.
Analisis Keberhasilan Implementasi Model Pembelajaran Discovery Learning dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Nur Fajrin Maulana Yusuf; Al Ikhlas; Unan Yusmaniar Oktiawati; Singgih Prastawa; Roni Chandra; Joni Wilson Sitopu
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6518

Abstract

This research aims to analyse the successful implementation of the discovery learning model in mathematics learning at the tertiary level. Discovery learning is one of the innovative learning models that encourages students to be actively involved in the learning process by discovering mathematical concepts by themselves. actively in the learning process by discovering mathematical concepts independently. independently. The research method used is a case study on a mathematics study programme in a university. study programme in a university. Data were collected through classroom observation, interviews with classroom observation, interviews with lecturers and students, and document analysis. The results The results showed that the implementation of discovery learning in mathematics learning in higher education is generally successful in improving students' conceptual understanding, critical thinking skills, and motivation to learn. learning. However, there are some challenges such as the lack of skills students' skills in independent learning, limited time allocation for learning, and lecturers' readiness in designing and managing discovery learning, and lecturers' readiness in designing and managing discovery learning. Research This research provides practical implications for lecturers and higher education institutions in developing and implementing discovery learning in developing and implementing an effective discovery learning model in mathematics courses. learning model in mathematics courses. Recommendations for future research is to explore student mentoring strategies and professional development of lecturers in the implementation of innovative learning models.
Implementasi Model Pembelajaran Project Based Learning dalam Pembelajaran Matematika Tingkat Perguruan Tinggi Masli Nurcahya Zoraida; Unan Yusmaniar Oktiawati; Al Ikhlas; Gusnidar Gusnidar; Nur Fitriani Sahamony; Joni Wilson Sitopu
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6519

Abstract

Project-based learning (PjBL) is one of the student-centred learning models that can be effectively applied in mathematics learning in higher education. This study aims to analyse the implementation of PjBL in mathematics learning in higher education. The research method used is a literature study by collecting and reviewing research articles related to the implementation of PJBL in mathematics learning in higher education. The results showed that the implementation of PjBL in mathematics learning in higher education can improve students' concept understanding, problem solving ability, creativity, and learning motivation. PjBL encourages students to be actively involved in the learning process through project activities that are relevant to real life. Lecturers act as facilitators who guide students in planning, implementing and evaluating projects. Challenges in implementing PjBL include the availability of learning resources, time allocation, and project assessment. The implication of this study is the need for training for lecturers in designing and implementing PjBL effectively to achieve mathematics learning objectives in higher education.
Co-Authors Aat Ruchiat Nugraha Abd Mannan Abubakar Dabet Ageng Satria Pamungkas Agus Faisal Asyha Ahmad. Aziz Masyhadi Antoni Antoni Antonius Rino Vanchapo Ardah Ardah Aria Mulyapradana Ariyanto M Bakri Bambang Eko Prayetno Cindy Sandra Lumingkewas Devin Mahendika Dikwan Moeis Dina Aulial Husna Efriana Jon, Efriana Franchitika, Rizky Gusnidar Gusnidar H. Mardiah Hetty Elfina Ira Wulan Sari Joni Wilson Sitopu Karsim Karsim Karsim Karsim Lilik Huriyah Loria Wahyuni M Aufa Muis M. Rusdi Masli Nurcahya Zoraida Meilinda Ade Prastiwi Melda Agnes Manuhutu Melinda Yusri Rizki MS Viktor Purhanudin Muhajir Musa Muhamad Syafii Muhammad Ihsan Dacholfany Muhdar HM Muqarramah Sulaiman Kurdi Mursyidi A Jalil Murthada Murthada Najdah Thalib Nana Sutrisna Nila Mayasari Nila Tria Nengsih Novita Amri Nur Azizah Nur Fajrin Maulana Yusuf Nur Fitriani Sahamony Nur Sapta Riskiawati Paulina Maria Ekasari Wahyuningrum Pera Sri Wulandari Rendi Hadian A. Tamagola Rendika Vhalery Ria Agustina Rismar Julia Utami Roni Chandra Sasmita Rusnaini Sepryanus Rano Putra Singgih Prastawa Solissa, Everhard Markiano Sonya Heswari Sri Haryanto Sugiarti Sugiarti Supriyono Supriyono sutriningsih sutriningsih Trisna Rukhm Trisna Rukhmana Unan Yusmaniar Oktiawati Vanchapo Vanchapo Walenta, Abdi Sakti Yenny Anggreini Sarumaha Yosep Heristyo Endro Baruno Yuliah Yuliah Yusuf Hamzah