Articles
<![CDATA[Ethnobotanical study of medicinal plants utilized by the Baduy tribe used as a learning resource ]]>
<![CDATA[Khastini, Rida Oktorida]]>;
<![CDATA[Wahyuni, Indria Wahyuni]]>;
<![CDATA[Saraswati, Irma]]>;
<![CDATA[Alimuddin, A.]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 2 (2019): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v5i2.7219
<![CDATA[The existence of contextual learning resources has been known to be able to improve the meaningful learning, particularly biology learning. This research provides the information about the medicinal plant utilized by the Baduy tribe as well as its endeavour in developing the results obtained as a contextual-based module. This research and development was designed using Thiagarajans’ model, which was limited in three phases (define, design, and development). The data was collected using interview guideline, validation sheets, and students' response questionnaires. The research findings inform that there were 67 species utilized by the Baduy tribe as the medicinal plants. These species belong to Spermatophyte and divided into 31 families. Furthermore, the validation results showed that the media developed was valid; in which the best component of module, based on students' response, was its presentation (the mean value was 89.5%). It can be concluded that the media developed is feasible to use as a learning resource.]]>
<![CDATA[Developing Tenth-Grade Students' Problem-Solving Skills in Chemistry through Deductive Learning with the DAPIC Approach ]]>
<![CDATA[Duangsopa, Haruethai]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ Online Learning In Educational Research (OLER) Vol 4, No 1 (2024): Online Learning in Educational Research ]]>
Publisher : <![CDATA[CV FOUNDAE ]]>
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DOI: 10.58524/oler.v4i1.360
<![CDATA[The authentic science classroom requires students to think and solve problems through hands-on activity. This research aims to enhance problem-solving skills in chemistry of grade 10 students through deductive learning with the DAPIC approach, with a passing criterion of 70% or higher of the total score. This research employed action research. The target group consists of 22 students from the model school of Mahasarakham University in the second semester of the academic year 2023. The data collection instruments included nine lesson plans, three sets of essay-type problem-solving tests (each comprising three questions), student interview questionnaires regarding their opinions on learning management, and observational data on problem-solving behavior in chemistry. The research findings indicated that the target group improved their problem-solving skills after learning through deductive learning with the DAPIC approach. In the first cycle, 50% of students (11 out of 22) met the passing criterion of 70%. In the second cycle, 81.82% of students (18 out of 22) passed, and in the third cycle, 95.45% of students (21 out of 22) achieved the passing criterion. It can be concluded that deductive learning with the DAPIC approach can also enhance students' problem-solving in the science classroom.]]>
<![CDATA[AI-Driven Learning Analytics in STEM Education ]]>
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijrse.v5i2.1596
<![CDATA[In recent years, the integration approach of Artificial Intelligence (AI) is called for many disciplines, it also STEM education has paved the way for transformative advancements. This paper provides an example of AI-driven learning analytics within the context of STEM education. It provides a thorough analysis of the AI-driven STEM curriculum and its associated paradigm. Additionally, it highlights the obstacles and possible threats that educators and institutions face when implementing technological innovations in the classroom. The serves as a valuable resource for educators, researchers, and policymakers seeking to harness the power of AI-driven learning analytics to enhance STEM education. The transformative potential of AI is now shaping the future of STEM learning environments while advocating for a responsible and ethical approach to data-driven education. Ethical concerns and moral considerations should be discussed in school AI and STEM education.]]>
<![CDATA[Promoting Students about Sustainable Development in Primary School Science ]]>
<![CDATA[Nuangchalerm, Prasart]]>;
<![CDATA[Matchimo, Puchong]]>;
<![CDATA[Polyiem, Titiworada]]>
<![CDATA[ Pedagogi: Jurnal Ilmu Pendidikan Vol 24 No 2 (2024): Pedagogi: Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Padang ]]>
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DOI: 10.24036/pedagogi.v24i2.2075
<![CDATA[It is imperative that notions of sustainable development be incorporated into the teaching that is provided in elementary schools in order to cultivate a generation that is capable of comprehending sustainable practices and actively participating in them. This article investigates how teaching science in elementary schools might contribute to the promotion of sustainable development. It studies the significance of implementing sustainable development ideas into scientific curricula and classroom activities, such as environmental awareness, resource conservation, and social responsibility. The purpose of this work is to show the benefits of incorporating teaching about sustainable development into primary school science In addition, it highlights the significance of sustainable science in primary school, which enable students to become active contributors to the development of sustainable practices.]]>
<![CDATA[Exploring the Relationship between Prophetic Leadership and Job Satisfaction of Madrasah Ibtidaiyah Teachers in Indonesia ]]>
<![CDATA[Juhji, Juhji]]>;
<![CDATA[Rahmatullah, Mamat]]>;
<![CDATA[Noor, Wahyudin]]>;
<![CDATA[Zuhri, Saefudin]]>;
<![CDATA[Mansur, Mansur]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 6 No. 1 (2025): Progressive Management of Islamic Education ]]>
Publisher : <![CDATA[Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto ]]>
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DOI: 10.31538/munaddhomah.v6i1.1462
<![CDATA[This study examined the relationship between prophetic leadership and job satisfaction among Madrasah Ibtidaiyah teachers in Indonesia. The research method used a quantitative research design with survey techniques. Data were collected from 179 facilitator teachers in 27 provinces using a validated Likert scale questionnaire. Data analysis used regression tests to assess the effect of prophetic leadership on job satisfaction. Findings showed a significant positive correlation, indicating that a 1% increase in prophetic leadership was associated with a 0.514 increase in job satisfaction. It suggests that enhancing the principles of prophetic leadership within an education management framework can significantly improve teachers' well-being and the overall quality of education in Madrasah Ibtidaiyah. This study underscores the importance of integrating moral and spiritual dimensions into Islamic education, encouraging a more inclusive and dignified work environment for educators. The implications of the findings advocate a shift towards a leadership model that prioritizes ethical considerations, potentially leading to sustainable improvements in educational practices and outcomes.]]>
<![CDATA[Enhancing Students' Critical Thinking Skills in Madrasah Ibtidaiyah through Problem-Solving Learning ]]>
<![CDATA[Juhji, Juhji]]>;
<![CDATA[Rismawati , Nita]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 16 No. 2 (2024): Mudarrisa: Jurnal Kajian Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Salatiga ]]>
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DOI: 10.18326/mudarrisa.v16i2.1612
<![CDATA[This study analyzes the impact of problem-solving learning on the critical thinking skills students. A quasi-experimental method with a pretest-posttest control group design was used. The sample consisted of 5th-grade students from Madrasah Ibtidaiyah Negeri 2 Serang, with 27 in the experimental class and 27 in the control class. Data collection involved observation and tests using a validated multiple-choice instrument. Normality and homogeneity tests preceded data analysis using the t-test. Results showed significant improvements in both classes, with the experimental class implementing the problem-solving model outperforming the control class using conventional methods. The t-test significance (2-tailed) was 0.007, indicating a significant difference in critical thinking skills between the groups. This finding supports the effectiveness of active learning approaches in fostering higher-order thinking skills where developing critical thinking is essential to fulfilling human responsibilities in living a meaningful life.]]>
<![CDATA[Students' Understanding of Nature of Science in Islamic Private School ]]>
<![CDATA[Safkolam, Roswanna]]>;
<![CDATA[Nuangchalerm, Prasart]]>;
<![CDATA[Zaky El Islami, R. Ahmad]]>;
<![CDATA[Saleah, Phurkhonni]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 9 No 1 (2023): Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v0i0.21308
<![CDATA[The objective of this study is to explore Muslim students’ level of understanding regarding the nature of science (NoS)and compare their understanding between genders in private Islamic schools in Thailand.Descriptive statistics and t-test independent was used to analyze the data.The results revealed that a majority of the participants held a transitional perspective on NoS. Furthermore, there were no statistically significant differences in NoS comprehension between genders at the .05 level. To enhance students' understanding of NoS in all domains, it is recommended that learning activities in private Islamic schools promote a reflective attitude towards NoS]]>
<![CDATA[Implementing Inquiry-Based Science Learning on the Topic World and its Changing of Grade 8 Students ]]>
<![CDATA[Duanphol, Natnicha]]>;
<![CDATA[Nuangchalerm, Prasart]]>;
<![CDATA[Safkolam, Roswanna]]>
<![CDATA[ Journal of Education and Teacher Training Innovation Vol. 2 No. 2 (2024): Journal of Education and Teacher Training Innovation (JETTI) ]]>
Publisher : <![CDATA[PT. Pusmedia Group Indonesia ]]>
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DOI: 10.61227/jetti.v2i2.141
<![CDATA[Although Thailand's 2008 primary education curriculum emphasizes the importance of developing critical thinking and science competencies, there is still a gap between the theory and implementation of inquiry-based learning, particularly in science learning for grade 8 students in Thailand. The objectives of this study were 1) to improve academic achievement on the topic of the world and change using the inquiry-based learning management of grade 8 students to meet the criteria of 70% of the full score, and 2) to study the satisfaction of learning management by using inquiry-based learning management. The research method used is a quantitative research method. The research tools used in the study were: 5 learning management plans with a total of 10 hours, 4 multiple-choice achievement tests with 20 questions, and satisfaction questionnaire on learning management by using inquiry-based learning as a 5-level estimation of 10 items. The descriptive statistics were used by percentage, mean, and standard deviation. The results showed that the academic achievement of grade 8 students was 15.94 or 88.89% of full score, and the students who did not pass accounted for 11.11%. Also, they had highest level of satisfaction towards learning management. The study can be used and implied to science classroom for promoting science lessons and instructional practices. The implication of the results of this study is that this approach can be an effective strategy to bridge the gap between theory and practice in the Thai science education system and can be applied to other subjects to achieve educational goals in accordance with the 2008 Basic Education Curriculum. The recommendation for the results of this study is the need for further research to explore the effectiveness of inquiry-based learning in other subjects and different grade levels in order to maximize its potential in meeting the objectives of the 2008 Thai Basic Education Curriculum.]]>
<![CDATA[The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students ]]>
<![CDATA[Listiana, Listiana]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Suyatna, Agus]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 8 No 1 (2019): Jurnal Ilmiah pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v8i1.2536
<![CDATA[This research aimed to examine Sains, Technology, Engineering, Mathematics (STEM) learning approach effectivity in increasing scientific literacy of senior high school students. The research involved 67Senior High School 5 students Bandar Lampung in Lampung Province, Indonesia. The research design used was the-Equivalent Control Group Pretest and Posttest Design. The experimental class used STEM Learning Approach, and the control class used a scientific approach. The data was collected using pretest and posttest score of scientific literacy inventory. The Effectiveness analysis was done using the Normalized Gain (N–Gain) and Effect Size. Based on the research, the average score of the scientific literacy skill with N-gain of experimental classes was 0.55 and control class was 0.49, both classes were in medium category achievement. The result of effect size test showed that STEM learning approach has an effect size in the medium category of 0.24. Furthermore, based on an analysis of T-test results, there was a difference between the N-gain average score of the students' scientific literacy skill between experimental class and control class. The students who learned with STEM learning approach has a significantly higher degree of scientific literacy skill than those who learned with the scientific approach. So the conclusion in this research is that the students taught using the STEM approach are in the "conceptual" category which is better in explaining the concept, able to describe the relationship between these concepts, and able to analyze alternative solutions and procedural skills and understanding of the process of discovering science and technology.]]>
<![CDATA[Torrance's future problem-solving instruction: Developing students' problem-solving ability ]]>
<![CDATA[Duangrawa, Asanlaya]]>;
<![CDATA[Nuangchalerm, Prasart]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 9 No 2 (2020): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v9i2.6308
<![CDATA[The purpose of this research was to develop the problem-solving ability of grade 10th students by using Torrance’s future problem-solving instruction. The researchers used action research in this study. The target group consisted of fifteen 10th-grade students of the second semester in the 2019 academic year. Students who had problem-solving ability scores in low criteria showed lower than 70% of the full score. This study's research instruments were four lesson plans in the topic energy, problem-solving ability tests, observation form of problem-solving ability during lesson plans implementation, and students’ interviewing form in problem-solving ability. Data were collected and analyzed by descriptive statistics. The finding showed that the problem-solving ability score of the target group increased in each action cycle. At the end of the fourth cycle, the problem-solving ability score of all students was above 70%. According to the results, Torrance's future problem-solving instructional model can help students improve their problem-solving ability.]]>
