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Lovy Herayanti
IKIP Mataram Jl. Pemuda No. 59A
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pembelajaraan Contextual Teaching and Learning Berbantuan PhET Simulation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Nabila, Putri; Herayanti, Lovy; Habibi, Habibi; Yanti, Fitri April
Empiricism Journal Vol. 5 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i1.1340

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa dengan pembelajaran Contextual Teaching and Learning berbantuan PhET Simulation. Jenis penelitian yang digunakan adalah penelitian quasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas X IPA di MA Dakwah Islamiyah Putri Nurul Hakim Kediri yang terdiri dari empat kelas. Sampel dalam penelitian ini adalah siswa kelas X IPA 1 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol. Teknik pemilihan sampel yaitu porposive sampling yang jumlahnya 31 orang untuk kelas eksperimen dan 30 orang untuk kelas control. Instrumen yang digunakan untuk pengumpulan data berupa lembar observasi, soal pre-test dan post-test, serta dokumentasi. Hasil uji hipotesis diperoleh nilai sig.= 0,00 (sig.< 0,05), sehingga keputusan didapatkan bahwa Ha diterima dan Ho ditolak. Hasil uji selanjutnya menunjukkan adanya peningkatan kemampuan berpikir kritis siswa di kelas eksperimen dan control. Berdasarkan analisis hasil N-Gain dari Kelas eksperimen sebesar 0,75 dengan kriteria tinggi, sedangkan pada kelas kontrol mendapatkan hasil sebesar 0,64 dengan kriteria sedang. Berdasrkan hasil yang diperoleh dapat disimpulkan bahwa pembelajaran Contextual Teaching and Learning Berbantuan PhET Simulation berpengaruh positip terhadap peningkatan Kemampuan Berpikir Kritis Siswa. Contextual Teaching and Learning Assisted PhET Simulation to Improve Critical Thinking Ability of Students Abstract This study aims to improve students' critical thinking skills through Contextual Teaching and Learning assisted by PhET Simulation. The research design used is a quasi-experimental study. The population in this study includes all tenth-grade science students at MA Dakwah Islamiyah Putri Nurul Hakim Kediri, consisting of four classes. The sample in this study includes students from class X IPA 1 as the experimental group and X IPA 2 as the control group. The sampling technique used is purposive sampling, with 31 students in the experimental class and 30 students in the control class. The instruments used for data collection include observation sheets, pre-test and post-test questions, and documentation. The hypothesis testing results obtained a significance value of 0.00 (sig.< 0.05), leading to the conclusion that Ha is accepted and Ho is rejected. Further tests show an increase in critical thinking skills among students in both the experimental and control classes. Based on the N-Gain analysis, the experimental class showed a high criterion increase of 0.75, while the control class showed a moderate criterion increase of 0.64. Based on these results, it can be concluded that Contextual Teaching and Learning assisted by PhET Simulation positively affects the improvement of Students' Critical Thinking Skills.
Writing Clinic Program Untuk Meningkatkan Writing Skills Siswa Dalam Ajang Olimpiade Penelitian Siswa Indonesia (OPSI) Sukroyanti, Baiq Azmi; Herayanti, Lovy; Prayogi, Saiful; Habibi, H; Pangga, Dwi; Nayla, Elma Syafira
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 4 (2023): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v8i4.1398

Abstract

Writing skills dalam mengikuti ajang OPSI sangat penting karena kompetisi ini melibatkan berbagai tahapan yang memerlukan kemampuan menulis yang baik. Mulai dari penyusunan proposal penelitian, laporan penelitian, hingga presentasi hasil penelitian, semua tahap tersebut memerlukan kemampuan menyampaikan informasi secara jelas, terstruktur, dan persuasif. Pengabdian kepada masyarakat ini bertujuan untuk  membantu siswa dalam meningkatkan skil menulis melalui program Writing Clinic. Metode yang digunakan yakni pelatihan yang terdiri dari tahapan penyampaian materi offline terkait dengan tips dan trik yang efektif penulisan karya ilmiah, diskusi offline, konsultasi online, dan evaluasi. Program ini di ikuti oleh 42 siswa pilihan yang berasal dari sekolah mitra yakni SMPN 1 Skara, Lombok Timur. Hasil kegiatan ini secara keseluruhan menunjukkan bahwa siswa merespon positip (65% siswa sangat puas dan 35% puas) dan menjadi lebih termotivasi untuk mencoba menulis karya ilmiah. Satu kelompok karya ilmiah yang telah lulus tingkat provinsi semakin optimis menjadi juara di tingkat nasional. Implikasi kegiatan ini menghasilkan adanya MoA sebagai dukungan tertulis dari sekolah dalam hal pembimbingan karya tulis ilmiah. Kedepannya, teknis pelaksanaan kerjasama ini dapat menjadi acuan dalam mengintensifkan ajang lomba olimpiade lainnya yang sejenis. Writing Clinic Program to Improve Students' Writing Skills in the Indonesian Student Research Olympiad (OPSI) Writing skills in participating in OPSI are crucial because this competition involves various stages that require good writing abilities. Starting from the preparation of research proposals, research reports, and research presentations, all of these stages demand the ability to convey information clearly, coherently, and persuasively. This community service aims to assist students in enhancing their writing skills through the Writing Clinic program. The method used includes training consisting of offline material delivery on effective tips and tricks for academic writing, offline discussions, online consultations, and evaluations. This program was attended by 42 selected students from partner schools, namely SMPN 1 Skara, East Lombok. The results of this activity show that students responded positively (95% of students were very satisfied, and 5% were satisfied) and became more motivated to attempt writing academic papers. One academic paper group that has advanced to the provincial level is now more optimistic about becoming champions at the national level. The implication of this activity is the establishment of a Memorandum of Agreement (MoA) as written support from the school regarding the guidance of academic writing. In the future, the technical implementation of this collaboration can serve as a reference for intensifying similar Olympiad competitions.
The Impact of the Problem-Based Learning Model with a Scientific Approach on Students' Creative Thinking and Design Thinking Azizah, Lathifatul Muwafiq; Prayogi, Saiful; Gummah, Syifa’ul; Herayanti, Lovy; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol 12, No 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.11933

Abstract

This study investigates the impact of integrating the scientific approach within the problem-based learning (PBL) model on students' creative thinking and design thinking skills, specifically in the context of physics education. The primary objective is to evaluate whether this combined approach significantly enhances these higher-order thinking skills compared to conventional teaching methods. A quasi-experimental design was employed with non-equivalent control groups, comprising two eighth-grade classes: an experimental group receiving the PBL model with a scientific approach, and a control group taught using traditional methods. Pretests and posttests were administered to assess the students’ creative and design thinking abilities. Data were analyzed using parametric statistical methods, including normality and homogeneity tests, followed by a paired t-test to evaluate the hypothesis. The results indicated that students in the experimental group showed significantly higher improvements in both creative and design thinking skills compared to the control group. Key dimensions such as comfort with uncertainty, attention to process, and confidence in creativity were notably enhanced in the experimental group. The findings suggest that integrating the scientific approach within PBL fosters an engaging and effective learning environment, promoting not only cognitive development but also collaboration, communication, and problem-solving skills. These results have important implications for educational practices, highlighting the value of adopting student-centered learning models to equip students with the critical skills needed for future challenges.
Pelatihan dan Pendampingan Pembuatan Perangkat Pembelajaran Sains Sederhana Guru TK Gugus 4 Kecamatan Sekarbela Gummah, Syifaul; herayanti, Lovy; Sukroyanti, Baiq Azmi; Prayogi, Saiful; Habiburrahman, Lalu
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 9 No. 4 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v9i4.2450

Abstract

Pelatihan dan pendampingan pembuatan perangkat pembelajaran sains sederhana bagi guru TK Gugus 4 Kecamatan Sekarbela bertujuan untuk meningkatkan kompetensi guru dalam merancang dan mengimplementasikan pembelajaran sains yang menarik dan relevan bagi anak usia dini. Kegiatan ini dilakukan dengan metode In Service Training (IST) di TK Semai Harapan Bangsa, Mataram, pada 22 Agustus 2024, dengan melibatkan 21 guru TK. Pelatihan dirancang melalui tiga tahapan, yaitu persiapan, pelaksanaan, dan evaluasi. Dalam pelaksanaannya, peserta mengikuti sesi teori, praktik langsung, dan diskusi interaktif yang difasilitasi oleh para ahli di bidang pendidikan anak usia dini. Evaluasi kegiatan dilakukan menggunakan angket untuk menilai peningkatan motivasi, dan kepercayaan diri peserta. Hasil pelatihan menunjukkan dampak positif yang signifikan, dimana guru menjadi lebih paham tentang konsep dan strategi pembelajaran sains, keterampilan dalam merancang perangkat pembelajaran seperti RPP, LKPD, dan media pembelajaran sederhana, serta motivasi tinggi untuk mengadopsi pendekatan kreatif dalam pembelajaran sains. Selain itu, kepercayaan diri guru dalam mengajarkan sains meningkat secara signifikan, dengan 71% peserta menyatakan sangat setuju untuk menerapkan hasil pelatihan di kelas masing-masing. Implikasi dari kegiatan ini menunjukkan bahwa pelatihan berbasis IST efektif dalam meningkatkan kompetensi guru dan memiliki potensi untuk dikembangkan lebih lanjut melalui program lanjutan seperti pendampingan kelas dan pelatihan integrasi teknologi. Dengan keberlanjutan program, diharapkan pembelajaran sains di tingkat TK dapat menjadi lebih inovatif dan relevan, mendukung perkembangan kognitif, sosial, dan emosional anak usia dini secara optimal. Training And Mentoring on The Development of Simple Science Learning Tools for Kindergarten Teachers in Cluster 4, Sekarbela Sub-District Abstract The training and mentoring program on developing simple science learning tools for kindergarten teachers in Cluster 4, Sekarbela Sub-district, aims to enhance teachers' competence in designing and implementing engaging and relevant science lessons for early childhood students. The activity was conducted using the In-Service Training (IST) method at TK Semai Harapan Bangsa, Mataram, on August 22, 2024, involving 21 kindergarten teachers. The training was designed in three stages: preparation, implementation, and evaluation. During the program, participants attended theory sessions, hands-on practice, and interactive discussions facilitated by experts in early childhood education. The evaluation was conducted through questionnaires to assess participants' increased motivation and confidence. The training results showed a significant positive impact, with teachers gaining a better understanding of science concepts and strategies, skills in designing learning tools such as lesson plans (RPP), student worksheets (LKPD), and simple teaching media, as well as high motivation to adopt creative approaches in science teaching. Additionally, teachers’ confidence in teaching science improved significantly, with 71% of participants strongly agreeing to implement the training outcomes in their classrooms. The implications of this activity indicate that IST-based training effectively improves teacher competencies and holds potential for further development through follow-up programs such as classroom mentoring and technology integration training. With the program's continuity, it is hoped that science learning at the kindergarten level can become more innovative and relevant, supporting the optimal cognitive, social, and emotional development of early childhood students.
Integration of Ethnoscience in Science Learning: An Ethnoscience Study on the Palm Sugar Production Process Rayis, Widuri Permata Anggarbini; Herayanti, Lovy; Prayogi, Saiful; Kurnia, Nova
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.14455

Abstract

Development and Evaluation of a Cognitive Conflict-Based Physics Learning Module in a Blended Learning Model Gunawan, G.; Kosim, K.; Larasafitri, Martina Nur; Herayanti, Lovy
Journal of Applied Science, Engineering, Technology, and Education Vol. 6 No. 2 (2024)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3766

Abstract

This study developed and evaluated the effectiveness of a cognitive conflict-based physics learning module within a blended learning environment. The module was designed to enhance high school students' critical thinking skills, which are essential for effective problem-solving and decision-making. The research employed the Research and Development (R&D) method with the 4-D model. The module was tested on two experimental classes, and student performance was assessed through a 5-item essay test and analysis of student worksheets. Results showed significant improvement in all aspects of critical thinking, particularly in basic clarification and inference. This improvement is attributed to the cognitive conflict approach, the blended learning model, and the engaging design of the module. The study concludes that this learning module is effective in fostering critical thinking skills and recommends further testing in other materials and contexts, additional module development, and teacher training.
PELATIHAN DAN PENDAMPINGAN MEDIA PEMBELAJARAN POWERPOINT BASED ON ANDROID PADA MAHASISWA CALON GURU Sukroyanti, Baiq Azmi; Habibi, Habibi; Herayanti, Lovy; Putrayadi, Wirawan
Jurnal Pengabdian kepada Masyarakat Cahaya Mandalika (Abdimandalika) Vol. 3 No. 2 (2022): Desember
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/abdimandalika.v3i2.1190

Abstract

The policy of learning activities in the midst of technological advances based on Android requires teachers to create interactive and effective learning. One of the learning components that teachers must have is mastery of interesting, interactive, and effective learning media that can be applied in the classroom both offline and online. Therefore, the purpose of service is to help and facilitate prospective teachers in mastering learning media by utilizing android applications so that they can be applied to students. The method applied is training and mentoring in creating and applying Android-based Pawerpoint learning media. These results are expected to provide information in varying the use of interactive learning media that can be implemented in the classroom. In addition, this PowerPoint based on Android learning media is expected to be able to assist teachers in creating interactive and fun learning activities so that students are able to achieve the desired learning competencies.
Analysis of Science Education Students' Self-Efficacy in Developing Learning Products Through the Project-Based Learning Model Gunawan, Gunawan; Herayanti, Lovy; Tamami, Fuad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.9545

Abstract

Developing innovative learning products demands high self-efficacy from prospective educators. The Project-Based Learning (PjBL) model offers the potential to develop this competency, yet its impact on the self-efficacy of postgraduate students requires in-depth analysis. This study aims to analyze the self-efficacy levels of Master's students in Science Education in developing learning products (presentations, videos, and a book chapter) implemented through the PjBL model. This study employed a descriptive method with a mixed-methods approach. Data were collected from 11 students through a Likert-scale self-efficacy questionnaire and open-ended responses, then analyzed using descriptive statistics and thematic analysis. The results show that students' overall self-efficacy is high (mean score > 4.18), with slightly higher confidence in asynchronous tasks such as video production (4.24) and writing a book chapter (4.25). The main finding identifies a gap between the very high motivation and growth mindset and the lower self-efficacy in higher-order thinking skills, particularly in data analysis and applying theory to practice (lowest score 3.82). It is concluded that PjBL is effective in building self-efficacy and motivation, while also successfully identifying crucial areas for professional development. Therefore, it is recommended that future PjBL implementation be enriched with more focused guidance on strengthening analytical and synthesis skills to optimize the competencies of future science educators.
Development of Ethnoscience-Based Physics Teaching Materials on the Topic of Motion Dynamics to Enhance Students’ Critical Thinking Skills Rodiah, Siti; Herayanti, Lovy; Sukroyanti, Baiq Azmi; Gummah, Syifa'ul; Habibi, Habibi; Joselevich, María
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.16997

Abstract

This study developed and tested the effectiveness of ethnoscience-based physics teaching materials on the topic of motion dynamics to enhance students’ critical thinking skills. A Research & Development approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was employed. In the Analyze phase, surveys and interviews identified that over 70% of students struggled to understand the concepts of force and acceleration and that the existing materials lacked local contextual relevance. The Design phase produced a framework that integrated the theory of motion dynamics with the Cidomo phenomenon, experimental worksheets, reflective questions, and a critical thinking assessment rubric. All components were produced and validated by two experts in physics ethnoscience, yielding an average S-CVI score of 86% (rating “Highly Feasible”) and strong internal reliability (Cronbach’s α = 0.88). During the Implement phase, 95% of students actively conducted field experiments, 80% posed critical questions, and 70% were able to justify their results based on physics theory. Formative and summative evaluations showed that the average pre-test score increased from 17.75 to 78.75 in the post-test (p < 0.001; Cohen’s d = 5.50). All students achieved a high n-gain category (average g = 0.84). Qualitative data supported the quantitative findings, revealing themes of “Increased Self-Confidence,” “Deep Critical Reflection,” and “Relevance of Local Context.” These results confirm that integrating local cultural context through ethnoscience-based physics teaching materials significantly facilitates the enhancement of students’ critical thinking skills in motion dynamics.
Development of a Project-Based Learning Module Grounded in Ethnoscience to Enhance Students' Scientific Literacy and Collaboration Skills Rayis, Widuri Permata Anggarbini; Herayanti, Lovy; Prayogi, Saiful; Kurnia, Nova; Muhali , Muhali
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 3 (2025): September
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i3.16879

Abstract

This study aims to develop a Project-Based Learning (PjBL) module integrated with ethnoscience in the Pancasila Student Profile (P5) program, which focuses on strengthening students’ scientific literacy and collaboration skills. Using the 4D development model (Define, Design, Develop, Disseminate), the module was validated by experts, tested for practicality, and implemented in a rural junior secondary school in West Lombok, Indonesia. The validation results indicated high feasibility, with scores of 87.3% for the module, 88.3% for student worksheets, and 97.2% for assessment instruments. Furthermore, the practicality test reached 92.97%, categorized as highly practical. The classroom implementation of the project “The Sweetness of Science in Palm Sugar” notably increased student participation, contextual understanding of scientific concepts, and teamwork. These findings demonstrate that the developed module is both valid and practical for P5 learning, offering a culturally relevant approach to support 21st-century skills. Moreover, this study contributes by showing how ethnoscience can be systematically embedded into PjBL to improve learning quality and provides implications for adapting this model across diverse Indonesian school contexts.
Co-Authors Ahmad Harjono Ahzan, Sukainil Anafitriani, Anafitriani Anak Agung Gede Sugianthara Anak Agung Istri Sri Wiadnyani Apriyanti, Nurvilia Azizah, Lathifatul Muwafiq Azmi, Irham Baiq Rina Amalia Safitri Bakti, Agus Mulia Dwi Pangga ENDANG SUSANTINI Fathoroni, F Fitri April Yanti, Fitri April Fuaddunnazmi, Fuaddunnazmi Fuadunnazmi, M. G. Gunawan, G. Gummah, Syifa'ul Gummah, Syifa?ul Gummah, Syifa’ul Gummah, Syifaul Gummah, Syifa’ul Gummah, Syifa’ul Gunawan Gunawan Habibi Habibi Habibi, H habiburrahman, Lalu Hikmawati Hikmawati Iman, Syatanul Joselevich, María KETUT SUKARMA . Khairil Amri Kosim Kosim Kosim, K. Kurnia, Nova Larasafitri, Martina Nur Muhali , Muhali Nabila, Putri Nayla, Elma Syafira Nisrina, Nina Nurul Hikmah Pangga, Dwi Pour, Agustina Novitasari Prasetya, Dwi Sabda Budi Prayogi, Saiful Qothrunnada, Qothrunnada Rahmatullah Rahmatullah Rayis, Widuri Permata Anggarbini Sadam Husein Sariadi Sariadi siti rodiah Sukroyanti, Baiq Azmi Tamami, Fuad Triyani Triyani Wahono Widodo Wijaya, Agus Budi Darma Wirawan Putrayadi, Wirawan Zainuri, Baiq Nabila Saufika