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All Journal Jurnal Pengajaran MIPA JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Edukasi Matematika dan Sains Jurnal Pendidikan Informatika dan Sains Jurnal Pendidikan (Teori dan Praktik) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Pada Masyarakat Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Jurnal Basicedu VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Surya Abdimas JETL (Journal Of Education, Teaching and Learning) JURNAL PENDIDIKAN SAINS DAN APLIKASINYA GERVASI: Jurnal Pengabdian kepada Masyarakat Kappa Journal Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Journal On Teacher Education (Jote) Akrab Juara : Jurnal Ilmu-ilmu Sosial PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Pengabdian Masyarakat Bangsa Journal of Educational Studies International Journal of Educational Narratives
Nurussaniah
Universitas PGRI Pontianak
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Integrating Vernacular Architecture into Science Education: Ethnoscience Analysis of Dayak Traditional Houses for Context-Based Learning Nurussaniah Nurussaniah
JURNAL PENDIDIKAN SAINS DAN APLIKASINYA Vol. 8 No. 2 (2025): Jurnal Pendidikan Sains Dan Aplikasinya (JPSA)
Publisher : Program Studi Pendidikan Fisika, Fakultas Pendidikan MIPA & Teknologi, Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpsa.v8i2.10911

Abstract

Ethnoscience-based approaches offer a promising pathway for making science education more culturally relevant and effective in diverse Indonesian school contexts. This paper presents a systematic ethnoscience analysis of Dayak traditional houses (rumah betang) from West and Central Kalimantan and maps the embedded scientific knowledge to Indonesian national science curriculum standards (Kurikulum Merdeka, 2022) for Grades 4–9. Using a qualitative research design combining ethnographic observation, documentary analysis, and curriculum mapping, the study identified 23 distinct scientific concepts across six thematic domains material science, thermal physics, biodiversity and ecology, hydrology, structural mechanics, and sustainability embedded in the design, construction materials, and spatial logic of the rumah betang. Six context-based learning (CBL) scenarios are developed from these findings to provide actionable pedagogical guidance for science teachers in Kalimantan. The paper argues that vernacular architecture constitutes a 'master context' for ethnoscience-based science education: a single, culturally resonant real-world situation capable of anchoring learning across multiple science topics and grade levels. Implications for teacher professional development and curriculum policy in Indonesia are discussed.
Contextual Physics Learning through Ethnoscience: Enhancing Students' Analytical Thinking in Local Culture-Based Education Nurussaniah Nurussaniah
JURNAL PENDIDIKAN SAINS DAN APLIKASINYA Vol. 7 No. 1 (2024)
Publisher : Program Studi Pendidikan Fisika, Fakultas Pendidikan MIPA & Teknologi, Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpsa.v7i1.10912

Abstract

This study investigates the integration of ethnoscience into contextual physics learning as a strategy for enhancing students’ analytical thinking skills within a local culture-based educational framework. The rapid shift toward standardized curricula in science education has progressively marginalized indigenous knowledge systems, creating a disconnect between students’ sociocultural backgrounds and formal scientific learning. Drawing on a quasi-experimental design involving 68 senior secondary school students in West Kalimantan, Indonesia, this research examines whether ethnoscience-integrated physics instruction produces measurable gains in analytical thinking compared to conventional teaching methods. Pre-test and post-test analytical thinking assessments were administered, and qualitative data were collected through classroom observations and reflective journals. Results indicate that students in the ethnoscience-integrated group demonstrated significantly higher analytical thinking scores (p < 0.05) and reported greater motivation and contextual relevance in learning. The findings affirm that embedding local cultural knowledge including traditional architecture, weaving patterns, and agricultural practices into physics instruction creates authentic learning contexts that promote deeper conceptual understanding. This study contributes to the growing body of literature on culturally responsive science education and provides practical implications for curriculum developers and educators in multicultural and indigenous communities.
The Effectiveness of Using an Arduino Uno Microcontroller-Based Radioactivity Detector as a Physics Learning Medium to Improve Students’ Scientific Literacy Boisandi Boisandi; Nurussaniah Nurussaniah; Matsun Matsun
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v15i1.18370

Abstract

This study aims to analyze the effectiveness of using an Arduino Uno–based radioactive detector as a physics learning medium to improve students’ scientific literacy. The study employed a quasi-experimental method with a one-group pretest–posttest design, involving 30 students from the Physics Education Study Program, Faculty of Mathematics, Science, and Technology, Universitas PGRI Pontianak. The research instrument was a scientific literacy test consisting of five main indicators: explaining scientific phenomena, designing scientific inquiry, interpreting data and evidence, applying scientific concepts, and demonstrating scientific attitudes. Data were analyzed using the N-Gain score to measure improvement and a paired sample t-test to determine the significance of the difference between pretest and posttest results. The findings revealed an average N-Gain score of 0.366, categorized as moderate, indicating a noticeable improvement in students’ scientific literacy after learning with the Arduino Uno–based detector. The t-test results showed t = 14.97 and p = 0,356 × 10-15 (< 0.05), suggesting a statistically significant difference between pretest and posttest scores. These results demonstrate that the use of the Arduino Uno–based radioactive detector is effective in enhancing students’ scientific literacy, particularly in explaining scientific phenomena and interpreting experimental data.
Teaching with Tech or Text? A Meta-Analysis for Evidence-Based Reading Instruction Muhammad Iqbal Ripo Putra; Dedi Irwan; Aunurrahman Aunurrahman; Sulaiman Sulaiman; Nurussaniah Nurussaniah
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3762

Abstract

Background. The rapid integration of digital reading in higher education has changed how students engage with academic texts. Conflicting evidence remains on whether digital formats support reading comprehension as well as print. This gap matters given the growing reliance on screen-based learning and the cognitive demands of academic reading.. Purpose. This meta-analysis examined whether technology-enhanced reading improves comprehension compared to print among undergraduate students. The study addressed three aspects: (1) overall differences in comprehension between digital and print formats, (2) variations across pre-, during-, and post-COVID periods, and (3) the moderating role of text modality (text-only vs. multimodal). Method. Following PRISMA guidelines, this study synthesised data from 13 empirical studies published between 2017 and 2025, involving 1,029 undergraduate students across L1, L2, and EFL contexts. Effect sizes were calculated using Hedges' g within a random-effects model. Subgroup and meta-regression analyses were conducted to examine moderating variables. Results. The findings showed a small but statistically significant advantage for print reading over digital formats (g = 0.265, p < .001). This advantage was more pronounced in post-pandemic studies (g = 0.333) and in text-only materials (g = 0.291), while multimodal texts showed greater variability. Meta-regression indicated no significant change in effect size over time, and publication bias was minimal. Print reading consistently supported deeper comprehension, particularly for cognitively demanding academic texts. Conclusion. Print yields stronger comprehension than digital formats in undergraduate reading, especially for complex academic texts. This meta-analysis informs teaching practice by recommending print for high-stakes reading and metacognitive scaffolding when digital formats are used.
Co-Authors - Anita, - Adi Pramuda Adi Pramuda Afina Afina Agus Supriyanto Anita Anita Ardian Arifin Ardian Arifin Aunurrahman Badaun, Maryland Batita, Maurish Sofie Rahmi Batita, Maurish Sofie Rahmi Boisandi Cari, Cari Chandra Lesmana Dedeh Kurniasih Dedi Irwan Dewi Liesnoor Setyowati Dwi Fajar Saputri Eka Trisianawati Eti Sukadi Fahrul Jatannur Handi Darmawan Handy Ferdiansyah Hartin, Alvionica Hendra Sulistiawan Henry Praherdhiono Ira Nofita Sari Ira Novita Sari Khaerus Syahidi Lia Angraeni Lukman Hakim Lukman Hakim Assegaf Magdalena Simanjuntak margaretha kurniati pati Maryland Badaun Matsun Misbah Misbah Muhammad Iqbal Ripo Putra Nabila Alhilma Nindy Debbytha Adystifanny Novi Sri Hidayati Nurhayati Pingkan, Laura Vera Pusaka, Semerdanta Reo Ramandha Risa Suryana Saida Ulfa Sarah Ashari Siswahyudianto Siti Umaya Sari Sofyan Soka Hadiati Sulaiman Sulaiman Syarif Lukman Hakim Alsagaf Syarifah Fadilah Tomo Djudin Wahyudi Wahyudi Yohanes Kurniawan