Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Edukasi Biologi
Aristo Hardinata
Universitas Negeri Medan
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Design and Demonstration of the Use of Automatic Hand Washing Sink Technology in Covid-19 Pandemic Conditions Habib Satria; Mahliza Nasution; Moranain Mungkin; Yuan Anisa; Aristo Hardinata
International Journal of Education, Information Technology, and Others Vol 5 No 2 (2022): International Journal of Education, information technology and others
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.6408921

Abstract

The design of automatic hand washing technology tools to support blended learning in the COVID-19 pandemic is very much on order. In designing and demonstrating a hand washing device, an automatic faucet modification is needed which consists of an IR sensor component (Proximity Infrared Switch Sensor) as an automatic on and off switch, then to support the faucet to work with a good system, a transistor that has been modified with a modified dynamo integrated into the system. connected to a mini pump. Then the other supporting components consist of a leg rack made of elbow iron, gallons of water, a sink, a water vacuum, an adapter and a dirty water disposal bucket. Then a demonstration of the tool was carried out to students at MTs Parmiyatu Wassa'adah. In demonstrating the tool there is a percentage of students with a positive response where as many as 14 students state very good with a percentage of 66.67%, and as many as 4 people state good with a presentation of 19% and as many as 3 people state quite well with a percentage of 14%. That is, the proportion of success from the design of this tool runs smoothly and can understand its functions and uses.
The effect of digital literacy on student learning outcomes in chemistry learning Abdul Latip; Nursida Sutantri; Aristo Hardinata
Jurnal Inovasi Pendidikan IPA Vol 8, No 2: Oktober 2022
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v8i2.40567

Abstract

The study aims to determine the effect of digital literacy levels on learning outcomes of eleven-grade students in chemistry learning with a distance learning system during pandemic Covid-19. This study used a quantitative descriptive method with 74 students as a sample who took chemistry learning. The digital literacy level of students was determined through digital literacy instruments. Meanwhile, students' chemistry learning outcomes consisted of the results of daily tests on buffer solution and solubility product chapter. Based on the results, the digital literacy level of students consisted of 57% of students in the high category, 43% of students in the medium category, and no students in the low category. The results of the Mann-Whitney test between groups of students with high and medium category obtained the following results: 1) there is a significant difference in learning outcomes in the buffer solution chapter between students with high and medium digital literacy levels (p= 0.003), 2) there is a significant difference in learning outcomes in the solubility product chapter between students with high and medium digital literacy levels (p= 0.001). These results indicate that the students’ digital literacy level has a significant effect on students’ learning outcomes in chemistry distance learning.
Scientific Literacy and Climate Change Perceptions among Junior High School Students in Medan: Insights from the PISA Framework Widia Ningsih; Aristo Hardinata; Rahmi Nazliah; Muhammad Azhari
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13854

Abstract

Climate change is a global issue that requires scientific understanding and pro-environmental awareness, making scientific literacy and student perceptions important factors. This study analyzes the scientific literacy and perceptions of junior high school students in Medan City regarding climate change and the relationship between the two based on the PISA 2025 framework. The research design uses a quantitative descriptive approach with a correlational method, involving 130 students from five junior high schools selected through purposive sampling. The instruments included perception questionnaires (cognitive, affective, and conative dimensions) and scientific literacy tests (explaining phenomena, designing investigations, and evaluating information). The results showed that students' conceptual understanding and pro-environmental behavior were high, but their motivation and concern were moderate. Scientific literacy was strongest in evaluating and using information, while the ability to explain phenomena and design investigations still needed improvement. Correlation analysis showed a weak and non-significant positive relationship between perception and scientific literacy (r = 0.113; p = 0.201), indicating that perception alone was not a major factor in achieving scientific literacy. These findings emphasize the need for inquiry-based science learning, projects, problem-based learning, and the use of local contexts, which integrate the strengthening of knowledge, attitudes, and real practices. These strategies are expected to improve scientific literacy as a whole and shape students as agents of change in facing the challenges of climate change.
Exploring students’ conceptual understanding and cognitive processes in human anatomy learning in the Biology Education Program Universitas Negeri Medan Rahmad H. Gultom; Aristo Hardinata; Dina Handayani; Shofia Lubis; Nanda Pratiwi
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.28029

Abstract

Human anatomy learning in biology education often faces challenges, including difficulties with 3D spatial visualization, high cognitive load, and persistent misconceptions in topics such as the digestive, circulatory, and respiratory systems, which contribute to low conceptual understanding. Although previous studies have identified these learning difficulties, limited research has examined the relationship between students’ conceptual understanding and cognitive processes in anatomy learning, particularly in Biology Education programs in Indonesia. This preliminary study aims to analyze the conceptual understanding and cognitive processes of Biology Education students at Universitas Negeri Medan using an exploratory mixed-methods approach involving 60 students from semesters 4–6. Data were collected through a two-tier diagnostic test (reliability = 0.85), think-aloud protocols based on the revised Bloom’s Taxonomy, classroom observations, and semi-structured interviews, and analyzed using SPSS 26. The findings show that most students were in the moderate and low categories of conceptual understanding, with cognitive processes dominated by lower- to mid-level skills (remembering 22%, understanding 30%) and limited higher-order thinking skills (HOTS). Misconceptions were found, including viewing enzyme function only as a metabolic process. Observations and interviews also revealed students’ dependence on rote memorization and passive learning. These findings highlight the need for adaptive, AI-based, and visually interactive anatomy learning to foster deeper understanding and support curriculum innovation in biology education.
Co-Authors Abdul Latip Habib Satria HANDAYANI, DINA Mahliza Nasution Moranain Mungkin Muhammad Azhari Nanda Pratiwi Nursida Sutantri Rahmad H. Gultom Rahmi Nazliah Shofia Lubis Widia Ningsih Yuan Anisa