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All Journal Chemistry Education Practice Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan International Journal of Learning Reformation in Elementary Education
Miftahul Jannah
Universitas Negeri Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Efektivitas Bahan Ajar Kesetimbangan Kimia Berbasis Kerja Ilmiah dan Pendekatan Scientific Terhadap Hasil Belajar Syamyafiya Afiyanti; Habiddin Habiddin; Miftahul Jannah
Chemistry Education Practice Vol. 5 No. 1 (2022): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v5i1.2862

Abstract

Penelitian ini bertujuan untuk menguji keefektivitasan penggunaan bahan ajar kesetimbangan kimia dengan mengeksplisitkan kerja ilmiah berbasis pendekatan scientific terhadap hasil belajar siswa. Penelitian ini dilaksanakan secara daring (online) dan melibatkan 70 siswa pada salah satu SMA Negeri di Kabupaten Sampang, Jawa Timur. Instrumen yang digunakan untuk pengumpulan data berupa 10 soal pilihan ganda yang telah divalidasi secara empirik. Analisis data dilakukan menggunakan uji Anacova. Hasil penelitian ini menunjukan bahwa terdapat perbedaan hasil belajar pada materi kesetimbangan kimia terhadap siswa yang dibelajarkan menggunakan bahan ajar kesetimbangan kimia berbasis kerja dan pendekatan ilmiah (kelas eksperimen) dibandingkan siswa yang menggunakan bahan ajar regular (kelas kontrol). Perbedaan ini ditunjukan oleh hasil belajar kelas eksperimen (81,40) yang lebih tinggi dibandingkan hasil belajar kelas kontrol (67,48). Perbedaan ini selanjutnya dikonfirmasi oleh uji anacova dengan nilai signifikansi 0,000 < 0,05 yang mengindikasikan bahwa Bahan Ajar Kesetimbangan Kimia Berbasis Kerja dan Pendekatan Ilmiah (BA-KK-KPI) efektif dalam meningkatkan hasil belajar siswa.
Analysis of Multicultural Counseling and Social Justice Competencies Framework amid Cultural Diversity for Counselor Professionalism in Indonesia Moch. Syihabudin Nuha; Muhammad Ali Najich; Miftahul Jannah; Moch. Syihabudin Nuha; Muhammad Ali Najich; Miftahul Jannah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 3 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i3.2026.4

Abstract

The increasing cultural diversity in social life necessitates that counselors possess adequate multicultural competencies to effectively serve clients from various backgrounds. Considering a client's cultural context is essential to prevent bias and stereotypes, thereby enhancing counselor professionalism when addressing the diversity inherent in each student. This study aims to explore and analyze the importance of multicultural counseling competencies for counselors by reviewing existing literature. The primary objective is to synthesize findings from previous research to highlight key competency frameworks relevant to contemporary practice. This research employs a Systematic Literature Review (SLR) method. The study analyzed 30 journal articles, consisting of 14 international and 16 national journals from the 2013-2023 period. Literature was obtained through a systematic Google Scholar search using the keyword "Multicultural Counseling Competence." Data analysis involved qualitative synthesis of findings from selected articles. The findings consistently emphasize the critical importance of Multicultural Counseling Competencies (MCC) and the Multicultural and Social Justice Counseling Competencies (MSJCC). These frameworks are identified as essential, comprehensive packages of multicultural competencies that professional counselors need to work effectively in diverse settings. This study confirms that MCC and MSJCC are fundamental to ethical and effective counseling practice in multicultural contexts. The results serve as a crucial reference for policymakers to formulate evidence-based policies addressing students' needs from diverse backgrounds. Furthermore, the findings provide a valuable foundation for designing counselor training programs, particularly in culturally rich nations like Indonesia, to strengthen professional competence in multicultural counseling.
Students' Use and Coordination of Symbolic and Number-Line Representations in Fraction Comparison: A Qualitative Multiple-Case Study Miftahul Jannah; Rustanto Rahardi; Dahliatul Hasanah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002408

Abstract

Using more than one representation in fraction comparison does not, by itself, indicate that students have coordinated the mathematical relationships across representations. This study aimed to analyze the use and functions of symbolic and number-line representations, shifts and coordination across representations, and the final basis on which students accepted their answers as correct when comparing fractions. A qualitative multiple-case study design was employed. Twenty-four seventh-grade students completed an open-ended task comparing and . Based on variation in written representational patterns, four focal cases (S7, S11, S17, and S24) were purposively selected and participated in two rounds of task-based interviews. Data were analyzed using a hybrid deductive–inductive thematic analysis integrating written work, interview data, and cross-case comparison. The findings showed that the number line served different functions across cases, including initial solution search, visualization, explanation, and verification, whereas symbolic procedures were used to obtain, clarify, and justify results. Conversion, cross-representational consistency, and conceptual coordination also showed distinct patterns: evidence of coordination was partial for S7, could not be established for S11, was stronger within the task context for S17, and could not be assessed across representations for S24. For S7, S11, and S17, symbolic procedures carried greater justificatory weight than the number line, whereas for S24, the symbolic procedure was the only observable procedural basis. These findings highlight the importance of distinguishing representational form from function, conversion and cross-representational consistency from conceptual coordination, and representational function from justificatory function when analyzing students’ reasoning in fraction-comparison tasks.
Co-Authors Dahliatul Hasanah Habiddin Miftahul Jannah Moch Syihabudin Nuha Muhammad Ali Najich Rustanto Rahardi Syamyafiya Afiyanti