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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Inovasi Pendidikan Kimia Jurnal Zarah International Journal of Pedagogy and Teacher Education JPM : Jurnal Pendidikan Matematika Journal Evaluation in Education (JEE) Kresna: Jurnal Riset dan Pengabdian Masyarakat Penamas: Journal of Community Service Journal of Pedagogy and Education Science International Journal of Instructions and Language Studies Journal of Multidisciplinary Academic Business Studies
Henie Poerwandar Asmaningrum, Henie Poerwandar
Jurusan Pendidikan Kimia, FKIP, Universitas Musamus, Jalan Kamizaun Mopah Lama, Merauke, 99611, Indonesia
Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN CTL BERBANTUAN TTS TERHADAP HASIL BELAJAR KIMIA ASMANINGRUM, HENIE POERWANDAR
Jurnal Zarah Vol. 7 No. 2 (2019): October, 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v7i2.1339

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan model pembelajaran Contextual Teaching and Learning (CTL) berbantuan Teka-Teki Silang (TTS) terhadap hasil belajar kimia. Jenis penelitian ini adalah penelitian eksperimen dengan one group pretest posttest design. Populasi penelitian ini adalah seluruh mahasiswa Jurusan Pendidikan Kimia Semester 3 yang terdiri dari 13 orang. Analisis data menggunakan independent sample t-test. Hasil penelitian diperoleh thit = 7,27 lebih besar dari nilai ttabel = 1,78 yang berarti bahwa H0 ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran CTL berbantuan TTS terhadap hasil belajar kimia.
HOW SOCIAL MEDIA ENHANCES STEM LEARNING: A SYSTEMATIC REVIEW OF IMPLEMENTATION STRATEGIES AND OUTCOMES (2020–2025) Asmaningrum, Henie Poerwandar; Chien Tiew Mee; Law Hui Nong
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This systematic literature review examines social media implementation strategies and learning outcomes in STEM education through analysis of 133 empirical studies published between 2020 and 2025, sourced exclusively from the Web of Science database following PRISMA 2020 guidelines. From an initial pool of 1,810 records, 100 duplicates were removed, and subsequent title-abstract screening, full-text eligibility assessment, and inclusion criteria evaluation yielded the final sample of 133 studies. Studies were systematically categorized by platform type, STEM discipline, and educational level. Among the analytical approaches employed across included studies, social network analysis was most frequently used (30.8%); among social media platforms, YouTube-based implementations were most prevalent (18.8%). Mathematics education showed the strongest disciplinary representation (24.8%), with higher education dominating across all platform categories (58.6%). Synthesis of learning outcomes revealed generally positive effects across cognitive, affective, social, and behavioral dimensions. Social outcomes showed the most consistent positive findings, with 78–91% of studies employing each implementation strategy reporting improvements in peer relationships and learning community formation — though this reflects the proportion of studies reporting positive findings rather than a pooled effect estimate. Implementation challenges centered on technical infrastructure limitations, digital literacy disparities, and institutional resistance, while successful implementations required comprehensive institutional support, professional development, and clear pedagogical frameworks. These findings suggest that social media integration can enhance STEM education effectiveness when implemented systematically within supportive contexts, though future research addressing long-term sustainability and cultural diversity remains essential.
Indigenous Musical Instruments as Ethno-STEM Catalysts for Enhancing Scientific Literacy Through Cultural Integration Asmaningrum, Henie Poerwandar; Gleko, Anastasia Elvi; Sathasivam, Renuka V; Sumanik, Novike Bela
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1744

Abstract

Purpose of the study: Investigated the effectiveness of a Tifa drum-based Ethno-STEM instructional approach on enhancing scientific literacy among secondary school students, specifically examining how indigenous cultural artifacts can serve as bridges between traditional knowledge systems and Western scientific understanding. Methodology: A true experimental design with pretest-posttest control group was employed with 40 eighth-grade students randomly assigned to experimental (n=20) or control (n=20) groups. The experimental group received nine weeks of instruction using the HENIE syntax (Highlighting, Exploring, Narrating, Implementing, Evaluating) to integrate Tifa drum knowledge with vibration, waves, and sound concepts. The control group received conventional instruction. Scientific literacy was measured across three dimensions: content, procedural, and epistemic knowledge using a validated 25-item assessment instrument. Main Findings: The Tifa-based Ethno-STEM approach demonstrated significantly superior outcomes compared to traditional instruction. The experimental group achieved higher normalized learning gains (0.48 vs. 0.31) with a large effect size (Cohen's d = 0.84, p < 0.001). Most notably, the epistemic dimension showed the largest improvement differential (77% vs. 60%), while content and procedural dimensions improved from low to moderate proficiency levels. Student responses indicated high engagement, cultural pride, and enhanced conceptual accessibility. The HENIE model successfully bridges indigenous and scientific knowledge systems, particularly strengthening epistemic understanding—a critical yet often neglected component of scientific literacy. Novelty/Originality of this study: This study pioneers the quantitative validation of indigenous musical instruments as effective STEM learning tools, introducing the transferable HENIE pedagogical syntax that demonstrates how cultural artifacts can specifically enhance epistemic scientific literacy development.
Rethinking Intention in STEM Education: Cross-Cultural Insights from the Theory of Planned Behavior Asmaningrum, Henie Poerwandar; Sathasivam, Renuka V; Shahali, Edy Hafizan Mohd
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2449

Abstract

Purpose of the study: This systematic literature review aims to synthesize current knowledge about attitude-intention relationships in STEM education through the Theory of Planned Behavior framework and identify key factors that moderate these relationships across diverse cultural and educational contexts. Methodology: Systematic literature review following PRISMA 2020 guidelines using Scopus database. Comprehensive search strategy with Boolean operators covering Theory of Planned Behavior, attitudes, intentions, and STEM education contexts from 2015-2025. Data extraction using standardized forms, quality assessment with Mixed Methods Appraisal Tool (MMAT), and narrative synthesis with bibliometric analysis using VOSviewer software for thematic clustering and temporal trend analysis. Main Findings: Twenty-six studies from 15 countries revealed robust TPB applicability in STEM contexts with significant cross-cultural variations. Collectivistic cultures demonstrated stronger subjective norms effects (β = 0.28-0.48) while individualistic cultures showed stronger attitude effects (β = 0.41-0.58). Cultural intelligence emerged in 38.5% of studies as critical moderator. Extended TPB models incorporating self-efficacy, environmental support, and readiness factors provided enhanced explanatory power beyond core components. Novelty/Originality of this study: First comprehensive systematic review examining TPB in STEM education with explicit cross-cultural analysis and cultural intelligence integration. Advances existing knowledge by identifying systematic cultural variations in TPB component strength and providing evidence-based framework for culturally responsive STEM education interventions targeting diverse global populations.
The Influence of AI Knowledge and Business Ethics Understanding on Student Perceptions and Acceptance of Sustainable Business Transformation Irianto, Okto; Asmaningrum, Henie Poerwandar
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.98840

Abstract

This study examines how students' understanding of Artificial Intelligence and business ethics influences their perceptions and acceptance of AI in sustainable business transformation. Using a quantitative approach with stratified random sampling, data were collected from 450 undergraduate students in the Faculty of Economics and Business, representing Management (40%), Accounting (35%), and Development Economics (25%). Multiple regression analysis revealed significant positive relationships between AI understanding and both perception (β = 0.485, p < 0.001) and acceptance (β = 0.423, p < 0.001) of AI in sustainable business. Similarly, business ethics understanding significantly influenced perception (β = 0.372, p < 0.001) and acceptance (β = 0.356, p < 0.001). The research model explained 64.3% of variance in perceptions and 58.7% in acceptance of AI for business sustainability. Management students demonstrated higher understanding (mean = 3.95) compared to other majors. These findings highlight a critical gap in contemporary business education: the need to integrate technological knowledge with ethical frameworks and sustainability principles. Educational institutions must develop comprehensive curricula that prepare future business leaders for ethical digital transformation. This research contributes valuable insights for curriculum developers and policymakers seeking to align business education with the evolving demands of AI-driven sustainable business landscapes.
Co-Authors Adi Maulana Rachman Bano, Rafly Parenta Basilius Redan Werang Chien Tiew Mee Gelong, Marsel Aguansi Gleko, Anastasia Elvi Hapsara, Cendana Murti Nuryana Sri JAROT BUDIASTO John Yoro Parlindungan Jua, Selestina Kostaria Law Hui Nong Natsir, Irmawaty Nenny Indrawati, Nenny Noer, Elly Novike Bela Sumanik Noviyanti, Mila Anggita Nurhayati Nurhidayah Okto Irianto, Okto Pratama, Rian Ade Rettob, Abraham Laurens Ruslau, Maria F V SATHASIVAM, RENUKA V Shahali, Edy Hafizan Mohd Siregar, Lamtiar Ferawaty Sokheh, Habib Sumanik, Ermy Dikta Susanto Susanto Tini Adiatma Uspayanti, Rezky