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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) JURNAL KIMIA SAINS DAN APLIKASI Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Sosial Humaniora Jurnal Engine: Energi, Manufaktur, dan Material Indonesian Journal of Social Research (IJSR) Jurnal Energi Baru dan Terbarukan Journal of Mathematics Science and Computer Education Jurnal Pengabdian Isola Jurnal Riset dan Praktik Pendidikan Kimia JOURNAL OF EDUCATION AND LEARNING RESEARCH al Kimiya : Jurnal Ilmu Kimia dan Terapan Gawi: Journal of Action Research CHEMVIRO : Jurnal Kimia dan Ilmu Lingkungan Jurnal Abmas
Omay Sumarna
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Indikator Keterampilan Berpikir Kreatif dalam Lembar Kerja Siswa Laju Reaksi berbasis PjBL Aisyah Tiara Kusumaningtyas; Omay Sumarna; Sjaeful Anwar
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4347

Abstract

This study aims to dig up informations about the suitability of creative thinking skill indicators in PjBL student worksheets on reaction rate material in the context of making liquid organic fertilizer from banana peels. The method used in this study is design research at the preliminary research stage and the development or prototyping stage. The preliminary research consisted of analysis of the literature review about project-based learning, creative thinking skills, and liquid organic fertilizer from banana peels. The development of prototyping stage consisted designing project-based student worksheets that designs to develop creative thinking skills and validation process or expert judgement by the validator about the designed worksheets. The results showed that there was a very good suitability (100%) bertween project-based stages and creative thinking skill indicators. There are three indicators of creative thinking skills that can be found in this worksheets, which is fluency thinking, flexibility thinking, and elaboration thinking. This shows that creative thinking skill indicators can be well formulated into project-based student worksheets on reaction rate material
Where Tradition Meets Innovation: Ethnoscience, Creativity, and the Future of Project-Based Learning in Higher Education Muhammad Fuad Sya'ban; Adi Rahmat; Siti Sriyati; Omay Sumarna
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18260

Abstract

Indigenous knowledge systems hold untapped potential for fostering creativity in higher education, yet their integration with project-based learning remains systematically unexplored. This study aimed to examine the effectiveness of ethnoscience-integrated project-based learning in developing creativity among higher education students and to map the current research landscape to identify thematic clusters, temporal patterns, and future directions. We employed systematic literature network analysis, combining systematic review with bibliometric analysis. Following PRISMA 2020 guidelines, a total of 49 articles were retrieved and subjected to keyword co-occurrence analysis using VOSviewer, of which six met full inclusion criteria and were systematically reviewed for empirical effectiveness. All six studies demonstrated positive creativity effects (100% directional consistency, p < 0.001) with moderate-to-large effect sizes (d = 0.4–0.6). Three mechanisms emerged: cultural relevance enhancing engagement, traditional knowledge providing novel perspectives, and community connections fostering applied creativity. Bibliometric analysis identified five major research clusters, revealing that ethnoscience integration shows near-complete absence from mainstream literature despite strong empirical support. These findings conclude that ethnoscience-integrated PBL consistently outperforms conventional approaches in both creativity quality and depth of applied problem-solving, suggesting its strong potential as a decolonizing and equity-driven pedagogy for higher education. The implications point toward the urgent need for curriculum redesign that embeds indigenous epistemologies, faculty development in cultural competency, and co-designed, culturally responsive assessment instruments. Looking ahead, the future of ethnoscience, creativity, and PBL in higher education lies in large-scale cross-cultural trials; technology-enhanced ethnoscience learning respecting indigenous data sovereignty; and community-led participatory research that positions indigenous knowledge holders as co-educators and co-researchers.
Analysis of The Need for Applied Science Teaching Materials in Chemical Materials in Vocational School, Department of Culinary, Tangerang District Bella Nur Afinda; Sjaeful Anwar; Omay Sumarna
Journal of Education and Learning Research Vol. 1 No. 1 (2023): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.1.1.p.30-36

Abstract

This study aims to explain the need for teaching materials in the culinary arts vocational school which will be developed using the 4S TMD method. This research is based on the problem of not integrating chemistry subjects in supporting vocational subjects with culinary skills competence. So there are no teaching materials that are relevant to the competence of culinary expertise. The data collection instrument used was the relevance format between chemical content and vocational content. This type of research is descriptive with a qualitative approach. The subjects in this study were two lecturers of chemistry education, two teachers of applied science, and three teachers of productive culinary arts who acted as validators. The results of this study became the basis for researchers in developing chemistry books using the 4S TMD method on applied science teaching materials for chemistry relevant to vocational skills in culinary skills.
Sustainability Consciousness and Creativity in Education: Evidence, Gaps, and a Research Agenda, with Implications for Science Education Muhammad Fuad Sya'ban; Adi Rahmat; Siti Sriyati; Omay Sumarna
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.333

Abstract

Education for sustainability requires learners who are both conscious of sustainability and able to generate creative responses to complex socio-ecological problems, yet how these two capacities relate remain unclear and scattered across disconnected studies. This systematic review synthesized empirical research on the relationship between sustainability consciousness and student creativity in formal secondary-to-tertiary education. Following PRISMA 2020, Scopus and Web of Science were searched (2015–2026); records were screened in two stages, appraised with the Mixed Methods Appraisal Tool, and combined through thematic synthesis. Eleven studies met the criteria. Across diverse subjects and countries, the two constructs were consistently and positively associated, although the reported direction varied sustainability consciousness predicting creativity, creativity predicting sustainability consciousness, and the two co-developing under shared interventions. However, sustainability was operationalized inconsistently, no study employed the full tripartite sustainability-consciousness construct, and cross-sectional designs precluded causal inference. The review exposes a fragmented evidence base and the absence of an integrative framework. It calls for mechanism-based, longitudinal designs that align comprehensive sustainability-consciousness and creativity measures, and recommends active, integrative pedagogies for cultivating both capacities across diverse subjects, with particular relevance for science education.
Co-Authors A. Mudzakir Abraham Mora Adi Rahmat Aisyah Tiara Kusumaningtyas Albaiti Albaiti, Albaiti Ali Kusrijadi amaliah, syara Andi Mulyadi Anna Permanasari Arrizal Abdul Aziz Asep Kadarohman Ayu Ashari Aziz, Hafiz Aji Azkiya, Andi Aryanti Nurul Bella Nur Afinda Cahyani, Popi Dewi Miftahurrahmah Egi Permana Fathonah, Annisa Rizki Gun Gun Gumilar Hani Halimah Fauzani Hasbi, Ramiz Hayat Sholihin Heli Siti Halimatul HERNANI - Hufaidatul Azfa Nurusyifa Ibrahim, Farda Hamidah Ida Farida Ijang Rohman Indah Sawitri Intan Farhani Ira Kamilia Siti Huwaidah Joyodilogo, Erya Kamajaya Sang Adil Suryo Illahi Liliasari , Mauliza, Cut Taqiyya Mora, Abraham Mr Sjaeful Anwar Mr Sumar Hendayana Muhamad Nurul Hana Muhammad Fuad Sya&#039;ban Muhammad Fuad Sya'ban Munawaroh, Heli S.H Nababan, Merrysa Citra Lestari Nais, Miarti Khikmatun Najmia Fajri Astuti Nurazizah, Tean Pramita Desi Hariningsih Puspanitresna, Puspanitresna Qoyyima Husna Rahayu, Iqlima Rahmat Setiadi Ramdaniah, Hudaifatul A. N Ruci Aditya Rushiana Sheren Hana Elia Siti Sriyati Siti Sriyati Sjaeful Anwar Sjaeful Anwar Sjaeful Anwar Sjaeful Anwar Soja Siti Fatimah Soja Siti Fatimah Sri Mulyani Sukisman Purtadi Topik Hidayat Tuszie Widhiyanti Wahyu Sopandi Wati Sukmawati Wiji Wiji Wilman Rahmat Nugraha Wiworo Retnadi Rias Hayu, Wiworo Retnadi Rias Wulandari, Sarah Ayu Yaya Sonjaya