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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Profesi Pendidikan Indonesian Journal of Teacher Education
A A Sukarso
Universitas Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Mengembangkan Keterampilan Berpikir Kreatif, Sikap dan Kemampuan Bekerja Ilmiah Melalui Pembelajaran Praktikum Proyek Riset Otentik A A Sukarso; Muslihatun Muslihatun
Jurnal Ilmiah Profesi Pendidikan Vol. 6 No. 3 (2021): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v6i3.268

Abstract

Penelitian ini bertujuan untuk mengungkap efektivitas praktikum yang dilakukan melalui proyek penelitian otentik dalam mengembangkan keterampilan berpikir kreatif, sikap ilmiah dan kemampuan bekerja ilmiah siswa pada pembelajaran Biologi SMA. Sebanyak 34 orang siswa kelas X MIPA dari salah satu SMA Negeri di Mataram, NTB melakukan kegiatan praktikum proyek riset otentik dan 33 orang siswa lainnya dengan praktikum verifikatif. Keterampilan berpikir kreatif dinilai dengan menggunakan tes keterampilan berpikir kreatif yang disusun peneliti.  Tes diberikan sebelum dan setelah intervensi. Sikap ilmiah dinilai dengan menggunakan metode observasi dan kemampuan bekerja ilmiah dinilai dengan menggunakan instrumen self dan peer assessment. Hasil penelitian menunjukkan bahwa praktikum proyek riset otentik mendorong keterampilan berpikir kreatif, menstimulasi sikap ilmiah dan kemampuan bekerja ilmiah siswa. Dari studi ini disimpulkan bahwa praktikum proyek riset otentik memberikan wawasan tentang bagaimana praktikum proyek riset otentik mendorong berpikir kreatif, menunjukkan manfaat dalam menanamkan sikap ilmiah, meningkatkan kemampuan bekerja ilmiah siswa dan keterbatasan pendekatan dalam studi ini. 
Mengembangkan Keterampilan Berpikir Kreatif, Sikap dan Kemampuan Bekerja Ilmiah Melalui Pembelajaran Praktikum Proyek Riset Otentik A A Sukarso; Muslihatun Muslihatun
Jurnal Ilmiah Profesi Pendidikan Vol. 6 No. 3 (2021): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v6i3.268

Abstract

Penelitian ini bertujuan untuk mengungkap efektivitas praktikum yang dilakukan melalui proyek penelitian otentik dalam mengembangkan keterampilan berpikir kreatif, sikap ilmiah dan kemampuan bekerja ilmiah siswa pada pembelajaran Biologi SMA. Sebanyak 34 orang siswa kelas X MIPA dari salah satu SMA Negeri di Mataram, NTB melakukan kegiatan praktikum proyek riset otentik dan 33 orang siswa lainnya dengan praktikum verifikatif. Keterampilan berpikir kreatif dinilai dengan menggunakan tes keterampilan berpikir kreatif yang disusun peneliti.  Tes diberikan sebelum dan setelah intervensi. Sikap ilmiah dinilai dengan menggunakan metode observasi dan kemampuan bekerja ilmiah dinilai dengan menggunakan instrumen self dan peer assessment. Hasil penelitian menunjukkan bahwa praktikum proyek riset otentik mendorong keterampilan berpikir kreatif, menstimulasi sikap ilmiah dan kemampuan bekerja ilmiah siswa. Dari studi ini disimpulkan bahwa praktikum proyek riset otentik memberikan wawasan tentang bagaimana praktikum proyek riset otentik mendorong berpikir kreatif, menunjukkan manfaat dalam menanamkan sikap ilmiah, meningkatkan kemampuan bekerja ilmiah siswa dan keterbatasan pendekatan dalam studi ini. 
Effectiveness of Science E-Module Using Argument-Driven Inquiry Models to Improve Students' Generic Science, Critical Thinking and Scientific Argumentation Abilities A A Sukarso; Amalia Syuzita; Susilawati
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6279

Abstract

This research aims to determine the effectiveness of e-module teaching materials with the Argument-Driven Inquiry model to improve students' generic science, critical thinking and scientific argumentation abilities. The development model design used is 4D which consists of the define, design, develop and disseminate stages. The e-module which was declared valid was then carried out on a limited scale trial on 27 students. Analysis of increasing generic skills in science, critical thinking and scientific argumentation using the n-Gain (g) test. The research results show that there is an increase in ability after the e-module is implemented into learning. The n-Gain value for generic science abilities is 68.70, critical thinking 62.25 and scientific argumentation 67.11. The n-Gain value for each variable is in the medium category so that the Argument-Driven Inquiry based science e-module is quite effective for use in science learning
Exploring Elementary School Teachers’ Views About Gamification as Learning Media in Their Science Classroom Rindu Rahmatiah; Joni Rokhmat; A. Wahab Jufri; Gunawan Gunawan; A A Sukarso
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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Abstract

Gamification is a relatively new concept in education that is often discussed in current research. This research aims to understand elementary science teachers' perspectives on gamification as a learning medium in their science classrooms. This research is survey research. There are 18 open questions in the questionnaire, which was distributed via Google Forms and voluntarily completed by 70 science teachers from elementary schools in Mataram, Indonesia. The teacher respondents in this research have 1 to 40 years of experience teaching science. The results show that almost 70% of teacher respondents are unfamiliar with and have never used gamification in their science classes. Even among those already familiar with gamification, very few understand its elements and how to apply them effectively. These results showed that gamification is a relatively new concept for the teacher respondents in this survey. It also illustrates that introducing gamification to them is appropriate.
Connecting Gamified Contextual Learning with Educational Outcomes: The Case of The Adventure of Rinjani Rindu Rahmatiah; Joni Rokhmat; A. Wahab Jufri; Gunawan Gunawan; A A Sukarso
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

This article investigates the pedagogical potential of the Adventure of Rinjani. These gamified contextualized science learning media are intentionally created to support the development of students' science literacy, creativity, achievement motivation, and scientific attitude. In response to the growing demand for meaningful and engaging science education, this article presents a framework developed through a comprehensive literature review and an instructional design process guided by the Dick and Carey model, which informs the game's creation. The Adventure of Rinjani game incorporates a contextual learning model, utilizing the REACT (Relating, Experiencing, Applying, Cooperating, Transferring) approach within its gameplay. The game features seven levels, each representing a distinct real ecosystem on Mount Rinjani. Before further testing and focusing on empirical implementation, this article emphasizes the design rationale, development process, and theoretical mapping of the game elements adopted in Adventure of Rinjani to the four targeted educational outcome variables. A narrative literature review is conducted to identify how gamification and contextualized learning influence each variable. The article concludes with a conceptual mind map that visually depicts the relationship between specific features of the Adventure of Rinjani and the four expected learning outcomes. This framework can serve as a foundation for future empirical research and as a reference for educators and developers who adopt or adapt contextualized learning media integrated with gamification for 21st-century science education.
Global Trends and Emerging Perspectives In Cooperative Learning: A Systematic Literature Review and Bibliometric Analysis Kurniawan Arizona; Joni Rokhmat; Agus Ramdani; Gunawan Gunawan; A A Sukarso; Ramdhani Sucilestari
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the evolution of cooperative learning research by employing a systematic literature review (SLR) combined with bibliometric analysis. The method involves analyzing published articles, identifying trends, influential authors, key institutions, and the geographical distribution of research. The results reveal a significant increase in the number of publications on cooperative learning, especially since 2007, with major contributions from countries like the United States, China, and Spain. The study also highlights the integration of educational technology and cultural considerations in cooperative learning practices. The discussion emphasizes the role of collaboration in improving educational outcomes and addresses the adaptation of cooperative learning strategies across various cultural contexts. In conclusion, cooperative learning remains a vital pedagogical approach, and future research should focus on exploring its intersection with technology and its adaptability in diverse educational environments.
Co-Authors A. Wahab Jufri Agus Ramdani Amalia Syuzita G. Gunawan Joni Rokhmat Kurniawan Arizona Muslihatun Muslihatun Ramdhani Sucilestari Rindu Rahmatiah Susilawati -