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All Journal Jurnal Pendidikan Indonesia Jurnal Pelangi Daya Saing : Jurnal Ilmu Manajemen Jurnal Zarah Journal of Teaching and Learning in Elementary Education Jurnal JUMPED (Jurnal Manajemen Pendidikan) Martabe : Jurnal Pengabdian Kepada Masyarakat JPF : JURNAL PENDIDIKAN FISIKA JURNAL PENDIDIKAN TAMBUSAI Atrium Pendidikan Biologi Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL PENDIDIKAN MIPA Community Development Journal: Jurnal Pengabdian Masyarakat JURNAL AKUNTANSI ARSY : Jurnal Aplikasi Riset kepada Masyarakat International Journal of Marketing and Human Resource Research Integrated Science Education Journal JagoMIPA: Jurnal Pendidikan Matematika dan IPA ALACRITY : Journal Of Education Journal Evaluation in Education (JEE) J-MIND (Jurnal Manajemen Indonesia) International Journal Software Engineering and Computer Science (IJSECS) Suloh : Jurnal Fakultas Hukum Universitas Malikussaleh Journal Of Human And Education (JAHE) PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Ilmiah Ilmu Terapan Universitas Jambi Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Applied Business and Technology Journal of Artificial Intelligence and Digital Business Indonesian Research Journal on Education Jurnal Pengabdian Kepada Masyarakat Ekonomi, Pendidikan, dan Sosial Humaniora Indonesian Journal of Education Research (IJoER) MEUSEURAYA : JURNAL PENGABDIAN MASYARAKAT Jurnal Pengabdian Masyarakat Pinang Masak Luxury: Landscape of Business Administration Nasuwakes : Jurnal Kesehatan Ilmiah Neraca Manajemen, Akuntansi, dan Ekonomi Jurnal Edukatif Journal of Educational Technology and Learning Creativity Interval: Indonesian Journal of Mathematical Education Smart Dedication: Jurnal Pengabdian Masyarakat Proceeding Of International Conference On Education, Society And Humanity Jurnal Pendidikan Progresif
Yusnidar Yusnidar
STKIP Bina Bangsa Getsempena Banda Aceh
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Smart Supervision: Leveraging ELISTA to Strengthen Student Motivation and Thesis Completion Kurniawan, Dwi Agus; Astalini, Astalini; Darmaji, Darmaji; Yusnidar, Yusnidar
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2446

Abstract

Purpose of the study: This study aims to examine how lecturer–student interactions within the ELISTA learning management system influence students’ motivation to complete their final research project, focusing specifically on how feedback quality, clarity, and communication frequency contribute to strengthening their academic persistence. Methodology: This study employed an explanatory sequential mixed-methods design using an ex post facto survey with Google Forms (Google LLC) and a Likert-scale questionnaire. Quantitative analysis used SPSS v.26 (IBM Corp.), while qualitative thematic analysis used NVivo 12 Plus (QSR International). Instruments included online surveys, ELISTA activity logs, and semi-structured interviews recorded using Zoom Cloud Meetings. Main Findings: The study found that lecturer–student interaction via ELISTA was high (mean = 4.12), with clarity of instructions and feedback quality as dominant factors. Student motivation for thesis completion was also high (mean = 4.08), driven by intrinsic motivation and extrinsic factors such as degree achievement and career prospects. Regression analysis showed interactions significantly predicted motivation (R² = 0.236), with clarity of instructions (β = 0.341) and feedback quality (β = 0.268) contributing substantially. Novelty/Originality of this study: This study uniquely integrates ELISTA-based thesis supervision with a mixed-methods approach, combining quantitative analysis of interaction metrics and qualitative NVivo analysis of student motivation. Unlike previous LMS studies focused on course engagement, it specifically examines how clarity of instructions and feedback quality influence both intrinsic and extrinsic motivation, providing new empirical insights for designing effective, technology-mediated academic supervision.
The Influence of PBL Model Based on Ethnomathematics on Critical Thinking Skills Reviewed from the Character of Love for the Country in Junior High Schools David, Guido; Yusnidar, Yusnidar; Laukanova, Roussanka; Kertesz, David Csaba; Koirala, Raj Kumar
jurnal matematika Vol 2 No 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i2.1355

Abstract

Purpose of the study: This study aims to analyze the effect of the Problem-Based Learning (PBL) model integrated with ethnomathematics on students' critical thinking skills, considering the mediating role of curiosity. Methodology: This study uses a quantitative approach using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to evaluate the relationship between variables. Indicators for the PBL model include understanding of ethnomathematics concepts, cultural relevance, student engagement, and effectiveness in learning. Critical thinking skills are assessed through basic clarification, inference, and strategy, while curiosity is measured by attention, questioning, and comparison. Main Findings: The results showed that the ethnomathematics-based PBL model significantly improved students' critical thinking skills, with a direct effect of 0.68 and a total effect of 0.92 when mediated by curiosity (indirect effect 0.24). This model explains 62% of the variance in critical thinking skills and 29% in curiosity. This study introduces a novel integration of cultural context into a PBL framework, showing that embedding local traditions enhances cognitive engagement and critical thinking in a meaningful way. Novelty/Originality of this study: The findings suggest that incorporating ethnomathematics into PBL not only enhances cognitive skills but also fosters curiosity, offering an effective and culturally responsive teaching strategy.
Analysis of Student Responses to Student Worksheets Based on Project Based Learning Models Yusnidar, Yusnidar; Epinur, Epinur; Nadila, Nila A’yun
Integrated Science Education Journal Vol 4 No 3 (2023): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v4i3.718

Abstract

Purpose of the study: This research aims to determine student responses to project-based learning in chemistry courses. Methodology: This research used mixed methods with a sequential explanatory design. The samples involved in this research were 90 students from the chemistry study program. The sampling technique is purposive sampling. The instrument used to collect quantitative data was a questionnaire sheet distributed to students to measure responses, while the instrument to collect qualitative data was interviews conducted with chemistry students. Data analysis was carried out to process quantitative data based on descriptive statistics, and qualitative data was analyzed based on Miles and Huberman's theory and supported by documentation studies. Main Findings: The results obtained from this research are that chemistry students' responses to project-based learning are classified as good. The importance of the Project Based Learning Model (PjBL) lies in its ability to inspire active involvement in solving real problems, thus facilitating the development of critical and analytical thinking skills. Novelty/Originality of this study: The latest research is that the research sample involved was from the chemistry education study program to measure the response to project-based learning. This research is limited by only measuring responses, so researchers do not know the truth of the project-based learning process. So, recommendations that can be given in further research are to directly implement the project-based learning process to strengthen the questionnaire results in this research.
Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects Ernawati, M. Dwi Wiwik; Haryanto, Haryanto; Harizon, Harizon; Yusnidar, Yusnidar; Qoidah, Nikma Nur; Udhiyah, Mitha
Integrated Science Education Journal Vol 4 No 3 (2023): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v4i3.733

Abstract

Purpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering. Methodology: The methodology used was descriptive quantitative research with a population of teachers in the school. The research sample consisted of 16 teachers selected by purposive sampling. Data were analyzed using descriptive statistics. Main Findings: The main finding of this study shows that most teachers (75%) in Junior High School Negeri Satu Atap Pematang Jering responded positively to the use of problem-based learning and scaffolding models in science learning. These results indicate that both learning models effectively improve the quality of teaching and students' understanding of science materials. Novelty/Originality of this study: The novelty of this research lies in its specific focus on analyzing teachers' responses to problem-based learning and scaffolding models. This research contributes to the existing literature in this field by providing a deeper understanding of how these two learning models can be applied in science learning in secondary schools. The results of this study can serve as a guideline for teachers and schools in selecting and implementing effective learning strategies to improve teacher competence and student learning outcomes in science subjects.
Socialization and Training on Making Instruments for Arguing Skills Students in Madrasah Aliyah School Yusnidar, Yusnidar; Harizon, Harizon; Haryanto, Haryanto; Astalini, Astalini; Darmaji, Darmaji; Suryati, Sri; Salsabilla Nurma Yahya, Gita
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1117

Abstract

Research objectives: The objectives of this study are to introduce and improve teachers' ability in designing student argumentation assessment instruments in measuring students' level of understanding in learning. Ultimately, it will help students develop good and correct argumentation skills during the learning process. Methodology: The method used in this study is a quantitative method. In using this method, the researcher uses a research design in the form of a questionnaire. By combining this method and design, the research results will be obtained in the form of numbers. The subjects in this study were teachers at Mtss Al-Hidayah. Kebon IX. The results of this study will later become a reference for how this research is conducted and what conclusions can be obtained from the implementation of this research. Main Findings: In the research related to the implementation and application of argumentation instruments, it was found that more than 50% of teachers agreed to implement this argumentation ability instrument. It is seen that teachers strongly agree with the existence of argumentation ability instruments. Teachers are interested and also want to try the argumentation skills instrument. Novelty/Originality of this study: This study is rarely conducted and this study is also quite interesting. From the discussion session, there are still many teachers who do not know about the existence of this argumentation ability instrument. Teachers are interested in implementing this argumentation ability instrument not only in science learning, but also in other subjects.
Diskaprod: Dissemination and Creation of Basic Process Skills Assessment Instruments in Science Learning Darmaji, Darmaji; Astalini, Astalini; Kurniawan, Dwi Agus; Yusnidar, Yusnidar; Harizon, Harizon; Pramitha, Sarah; Afrialdi, Raden Muhammad
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1118

Abstract

Purpose of the Study: This research aimed to identify and analyze the outcomes of the DISKAPROD program, specifically focusing on assessing the effectiveness and quality of instruments used to measure students' basic process skills in schools. The study also sought to determine teacher perceptions regarding the program's impact on improving student learning outcomes. Methodology: A descriptive quantitative method was applied. The study population consisted of all teachers at the Al-Hidayah Foundation Kebon IX Muaro Jambi, with 21 teachers selected via purposive sampling. Data collection was conducted using questionnaires and interviews, while data analysis involved descriptive statistical tests to evaluate the teachers’ perceptions and responses to the program. Main Findings: The findings revealed strong teacher support for the DISKAPROD program. A significant 57.1% of the teachers expressed agreement with its implementation, and 76.1% provided a positive response to the program’s impact. These results suggest widespread approval and recognition of the program’s effectiveness in enhancing the measurement of student process skills, indicating the potential for broader adoption. Novelty/Originality of this Study: This study introduces a fresh approach by highlighting the critical role of teacher-developed assessment tools in accurately measuring student learning outcomes. The integration of the DISKAPROD program into the curriculum is presented as a novel and effective method for improving science education, particularly at the Mts level. By emphasizing the practical application of assessment instruments, this research contributes to ongoing efforts to refine educational practices and foster student skill development in scientific inquiry.
A Study of the Problem Based Learning Model with the Scaffolding Model as Independent Learning Yusnidar, Yusnidar; Haryanto, Haryanto; Fuldiaratman, Fuldiaratman; Oktavia, Sri Wina; Marliya, Sinta
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.732

Abstract

Purpose of the Study: This study aims to investigate teachers’ perceptions of the application of the Problem-Based Learning model and the Scaffolding approach in supporting independent learning at Junior high school 1 Muaro Jambi. Understanding teacher responses is critical to optimizing instructional strategies aligned with the goals of the independent learning. Methodology: A descriptive quantitative research design was employed. The population consisted of all teachers at Junior high school 1 Muaro Jambi, with a sample of 19 respondents selected through a random sampling technique. Data were collected using validated questionnaires and analyzed using descriptive statistical methods to interpret the level of teacher response to both learning models. Main Findings: The results show that teachers expressed a positive response, with an average approval rating of 79.8% towards the implementation of both the Problem-Based Learning and Scaffolding models in promoting independent learning. Teachers acknowledged that these models enhanced student engagement, critical thinking skills, and autonomy in the learning process, although some highlighted the need for further training and resource support to maximize implementation. Novelty/Originality of this Study: This research offers a novelty contribution by providing empirical insights into teacher perceptions of combining PBL and Scaffolding approaches specifically within the framework of independent learning initiatives. Unlike previous studies that often focus solely on student outcomes, this study emphasizes the teacher’s role as a mediator in implementing innovative pedagogical models. The findings serve as a foundation for developing targeted professional development programs that empower teachers to foster more autonomous and student-centered classrooms.
Chemistry Learning Revolution: Problem Based Learning to Improve the Responsible Character Students in Atomic Structure Material Haryanto, Haryanto; Yusnidar, Yusnidar; Harizon, Harizon; Fuldiaratman, Fuldiaratman; Triani, Elza; Oktavia, Sri Wina; Kittiwutthisakdi, Kowit
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1228

Abstract

Purpose of the Study: This study aims to analyze the impact of the Problem-Based Learning (PBL) model on the development of students’ responsibility character in Chemistry education, with a specific focus on the challenging topic of atomic structure among 11th-grade high school students. Amid increasing concerns about character education in STEM subjects, this study seeks to fill the gap by exploring how active learning models influence affective outcomes alongside cognitive achievement. Methodology: A mixed-methods explanatory design was employed, incorporating a quasi-experimental approach with pretest-posttest control groups. Quantitative data were collected through self-assessment questionnaires, peer evaluations, and teacher observation sheets, while qualitative insights were gathered via semi-structured interviews and thematic analysis of student reflections. The triangulation of data sources provided a comprehensive view of how PBL implementation affects student responsibility. Main Findings: The findings revealed that students in the experimental group demonstrated significant improvements in their responsibility character compared to the control group. Higher posttest scores reflected positive behavioral changes in engagement, discipline, and task accountability during Chemistry learning activities. Qualitative data further supported that PBL encouraged students to take ownership of their learning process, collaborate effectively, and complete tasks with greater autonomy and diligence. Novelty/Originality of this Study: This research offers a novel perspective by applying PBL not only as a cognitive learning strategy but also as a tool for character development in complex Chemistry topics. It advances the understanding of integrative pedagogical models that simultaneously nurture academic proficiency and essential life skills, particularly responsibility, in secondary science education.
Development of Toulmin Argumentation E-Module to Improve Students’ Argumentation Ability on the Buffer Solution Concept Yusnidar, Yusnidar; Haryanto, Haryanto; Kurniawan, Dwi Agus; Salsabilah, Wanada Siti; Rizqiyah, Nabila Nur
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1232

Abstract

Purpose of the study: This study aims to develop and test the effectiveness of e-modules based on Toulmin argumentation patterns in improving students’ argumentation skills on buffer solution material. This study also aims to confirm that e-modules based on Toulmin argumentation patterns effectively improve students' critical thinking skills and engagement. Methodology: This study uses the Research and Development (R&D) method with the ADDIE development model. The research sample was grade XI MIPA students selected purposively, consisting of an experimental class using e-modules and a control class with printed modules. Main Findings: The e-module was considered very feasible to use, with an average score of 90% in content, learning design, and readability. The effectiveness test showed that the post-test score of the experimental group (85.3) was significantly higher than the control group (73.1), with p < 0.05. The Toulmin pattern component increased significantly, and 92% of students responded positively despite minor technical constraints. Novelty/Originality of this study: The novelty in applying the Toulmin argumentation pattern as the primary approach in developing E-Modules aims to improve students’ argumentation skills in learning buffer solutions. This study shows that e-modules based on Toulmin Argumentation Patterns effectively improve students’ logical argumentation skills, critical thinking, and conceptual understanding in chemistry learning. Integrating digital technology encourages active engagement and the development of higher-order thinking skills. These implications emphasize the importance of digital innovation for transforming 21st-century learning.
The Influence of Science Process Skills, Digital Literacy and Students' Critical Thinking Skills on Physics Learning: A Mixed Method Study Darmaji, Darmaji; Astalini, Astalini; Yusnidar, Yusnidar; Kurniawan, Dwi Agus; Oktavia, Sri Wina
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.1251

Abstract

Purpose of the study: This study aims to examine the effects of integrating digital literacy into optical instruments learning on students’ science process skills and critical thinking ability. Methodology: A mixed methods approach with an explanatory sequential design was employed. The quantitative phase involved 60 students in Senior High School Jambi, selected through purposive sampling. Data were collected using a digital literacy questionnaire, a science process skills observation sheet, and a critical thinking test, and analyzed using multiple linear regression. The qualitative phase was conducted through semi-structured interviews to support and explain the quantitative findings. Main Findings: The results indicate that digital literacy has a significant positive effect on science process skills and critical thinking ability in optical instruments learning. Qualitative findings reveal that digital simulations and digital-based inquiry activities enhance students’ engagement, analytical reasoning, and understanding of optical concepts. Novelty/Originality of this study: This study highlights the role of digital literacy as an integrative framework that supports scientific inquiry and higher-order thinking in physics education.
Co-Authors . Zulfan Adi Rahmat Afrialdi, Raden Muhammad Afrida Afrida Agus Kurniawan, Dwi Agusta, Muhammad Adrian Al Husein, Hizri Amanda, Dea Amrizal Amrizal Asmiyunda, Asmiyunda Asrial Astalini Astalini Astriya, NoviLiani Atika Atika Aulia Sanova Ayu Anora Azhar Azhar Azhari Azhari Baskara, Agus Chairunnisa, Widya Zahra Chaw, Ei Phyu Daeng Ayub Damanhu, Damanhur Darmaji, Darmaji David, Guido Destrinelli Destrinelli, Destrinelli Dudi Yudhakusuma Elza Triani Epinur Epinur Fachriansyah, Hafiz Fadlil, Anang Fahmi Ichwansyah Fazillah, Aidil Febbry Romundza Firdiawan Ekaputra Fitri Hijri Khana Fitriya Sari Fuadah, Luk Luk Fuadah, ⁠Lukluk Fuldiaratman Hagos, Habtamu Halisah, Nur Harbiyah, Harbiyah Harizon Harizon Haryanto Haryanto Hasnah, Andi Hijrah, Nurul Hsb, Mhd. Suleman Husseini, Monir Mohamed El Iis Marsithah Ilahi, Nur Indrastuti, Sri Irmawati, Dian Ismiani, Tria Isramiharti Isramiharti Jelita, Riva Juprizal, Juprizal Kartika, Eti Kertesz, David Csaba Khairuddin - Khan, Younas Kittiwutthisakdi, Kowit Koirala, Raj Kumar Kriswantoro Kriswantoro Kurniawan, Dwi Agus Laukanova, Roussanka Lestari, Desak Nyoman Lia M Raidil M. Dwi Wiwik Ernawati Mardatillah, Annisa Mardhotillah, Bunga Mardianty, Desy Marina , Marina Marliya, Sinta Maryawi, Denna Mayanti, Andi Minarni Minarni Muammar Khadafi Muhammad Abrar Muhammad Iqbal Muhammad Sofwan Mukhlis Mukhlis Mukhtaruddin Mukhtaruddin Mukson Mukson Multahadah, Cut Murniati . Mursyida, Rika Nadila, Nila A’yun Naswir, M. Nova, Nuria Nugrahani, Cantika Iva Nugroho, Gilang Nurmala Sari Nurwijayanti Oktavia, Sri Wina Pramitha, Sarah Putri, Nadila Aulya Qoidah, Nikma Nur Qurunul Syafiq Rahmadansah, Rahmadansah Rahman, Adriyan Ardi RAHMAT PERDANA Rahmawati, Rahmawati Rahmiatul Aula Ramadani, Yultari Ramli Ramli Rasulun Iman Rasyid, Suparta Raudhatinur Ray, M. Ravi Resmi, Fuji Dwi Citra Rista, Lia Rizqiyah, Nabila Nur Salsabilah, Wanada Siti Salsabilla Nurma Yahya, Gita Santoso, Rizki Agung Sarmada, Sarmada Sartika, Nurul Dwi Setiadi, Marwan Siregar, Amiruddin Siti Helmyati Solin, Kasidah Sri Wina Oktavia Srinita, Srinita Stefii Harkensia, Linur Sujatmoiko, Rides Sumardi Efendi Sumarno . Suryati, Sri Suryatunnisak, Suryatunnisak Sutrisna, Eka Syafitri, Elen Syafriana, Nur TRIANI, ELZA Udhiyah, Mitha Vitoekpon, Isaac Wahyudi, Tertiaro Wilda Syahri Wilda Syahri Yeyen, Yeyen Yulita, Rahma Yusnaini ., Yusnaini Yusnita, Riska Zulfitri Zulfitri, Zulfitri Zurweni Zurweni