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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of Science and Science Education (JoSSEd) Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Indonesian Journal of Teacher Education
Rindu Rahmatiah
Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Literature review: Philosophical Views on Ecotourism-Based Contextual Science Learning Hamidi Hamidi; Muhammad Sarjan; Sudirman Sudirman; Agus Muliadi; Iswari Fauzi; Muhammad Yamin; Asrorul Azizi; Muh. Zaini Hasanul Muttaqin; Mulia Rasyidi; Bakhtiar Ardiansyah; Yusran Khery; Rindu Rahmatiah
Journal of Science and Science Education Vol. 3 No. 2 (2022): October
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.168 KB) | DOI: 10.29303/jossed.v3i2.2288

Abstract

Ecotourism-based contextual science learning is one of the sciences about learning in the science field which is carried out with a contextual approach (CTL) and then associated with its meaning in the field of ecotourism. Science is studied in 3 (three) major aspects of philosophy, namely ontology, epistemology, and axiology. Ecotourism-based contextual science learning, ontologically, the discussion focuses on ecotourism-based contextual science learning. Does learning really exist? Or is it just a name? How is it different from other learning? So contextual science learning based on ecotourism ontologically tries to prove and examine that science can really be proven to exist. The epistemology of ecotourism-based contextual science learning basically talks about the basics, sources, characteristics, truths, and ways to gain knowledge about ecotourism-based contextual science learning. The most important aspects discussed in the epistemology of ecotourism-based contextual science learning are the sources and methods of that knowledge. So, when ecotourism-based contextual science learning is highlighted through epistemology, the discussion is focused on how the sources are used in developing the knowledge and what methods are used because each type of knowledge has different sources and methods of knowledge. When ecotourism-based contextual science learning was born, he actually had to or had carried out an axiological test
Praktik Penilaian Guru Pendidikan Sains antara Keyakinan atau Pengetahuan Guru? Perspektif Filsafat Sudirman Sudirman; Muhammad Sarjan; Joni Rokhmat; Hamidi Hamidi; Agus Muliadi; Asrorul Azizi; Iswari Fauzi; Muhammad Yamin; Muh. Zaini Hasanul Muttaqin; Mulia Rasyidi; Bakhtiar Ardiansyah; Yusran Khery; Rindu Rahmatiah
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.889

Abstract

Tujuan penulisan artikel ini adalah untuk mengetahui apakah penilaian pembelajaran sains (IPA) dipengaruhi oleh keyakinan atau pengetahuan guru ditinjau dari perspektif filsafat. Metode yang digunakan dalam penulisan artikel ini adalah kajian pustaka atau studi leratur.  Keyakinan dalam konteks pendidikan yaitu mengkaji praktik yang dianut oleh guru tentang pembelajaran dan penilaiannya, Keyakinan telah digambarkan sebagai konstruksi psikologis yang paling berharga bagi guru. Keyakinan membentuk nilai-nilai seseorang dan pada akhirnya menentukan perilaku, Keyakinan adalah kebenaran pribadi sedangkan pengetahuan dianggap lebih bersifat faktual karena dapat secara objektif dan diverifikasi secara independen. Keyakinan menciptakan sikap, sikap berubah menjadi tindakan yang memandu keputusan dan perilaku.  Dalam kaitannya dengan pendidikan sains berdasarkan hasil kajian literatur bahwa keyakinan guru berdampak pada persepsi dan penilaian pendidikan sains sehingga mempengaruhi perilaku, praktik, dan tindakan mereka dalam ruang kelas. keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan, oleh karena itu berdasarkan studi literatur dapat simpulkan bawa keyakinan lebih berperan daripada pengetahuan dalam menentukan keputusan praktik penilaian pendidikan sains/IP hal ini karena keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan dengan tugas kelas.
Etika Lingkungan dalam Pembelajaran IPA Berbasis Ekowisata Muh. Zaini Hasanul Muttaqin; Muhammad Sarjan; Joni Rokhmat; Agus Muliadi; Asrorul Azizi; Bachtiar Ardiansyah; Hamidi Hamidi; Iswari Pauzi; Muhammad Yamin; Mulia Rasyidi; Rindu Rahmatiah; Sudirman Sudirman; Yusran Khery
LAMBDA : Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 2 No. 3 (2022): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v2i3.296

Abstract

This article aims to examine the concept of environmental ethics in ecotourism-based science learning. In conventional education, the educational process only focuses on knowledge (cognitive) while the attitude aspect only gets a very small portion. Environmental ethics in ecotourism-based science learning is expected to integrate various science concepts and contextual science learning objectives with the ecotourism concept, so that the formation of environmental care characters in students and the implementation of ESD can be realized optimally. This research uses literature study method. The data used in this study were sourced from scientific articles (national and international, science textbooks (SD, SMP and SMK), reference books, and literature reviews related to the concepts studied. Based on the above reviews, it can be concluded that the concept of environmental ethics that mostly presented in science learning materials at all levels of primary and secondary education dominated by anthropocentrism theory, while the concept of ecotourism is mostly presented at the vocational level with the Tourism Expertise Program.
PEMBELAJARAN IPA BERVISI SETS UNTUK PEMBANGUNAN BERKELANJUTAN DALAM TINJAUAN FILSAFAT Mulia Rasyidi; Muhammad Sarjan; Agus Muliadi; Asrorul Azizi; Hamidi Hamidi; Iswari Fauzi; Muhammad Yamin; Muh. Zaini Hasanul Muttaqin; Bakhtiar Ardiansyah; Rindu Rahmatiah; Sudirman Sudirman; Yusran Khery
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 2 No. 3 (2022): September : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (65.187 KB) | DOI: 10.55606/khatulistiwa.v2i3.588

Abstract

. Perkembangan dunia di era globalisasi atau di abad dua puluh satu ditandai dengan adanya pemanfaatan teknologi informasi dan komunikasi dalam berbagai aktivitas kehidupan Teknologi mampu menghubungkan daerah daerah di berbagai belahan dunia yang melampaui sekat-sekat geografis sehingga pola dunia menjadi tanpa batas. Perkembangan di abad ini juga tentunya akan berdampak pada dunia pendidikan. Proses pembelajaran tentunya harus beradaptasi dengan perubahan. Kehadiran ICT (Information, Communication, and Technology) dalam dunia pendidikan, menuntut siswa untuk kreatif, inovatif, berfikir kritis serta metakognitif sehingga siswa memiliki kemampuan berkomunikasi dan bekerja kolaborasi (berkelompok) dengan harapan bahwa pengetahuan dan keterampilan yang diperoleh dapat dijadikan bekal hidup di masyarakat yang memiliki karakter baik lokal maupun global dan dapat dipertanggung jawabkan secara personal maupun sosial masyarakat.
Praktik Penilaian Guru Pendidikan Sains antara Keyakinan atau Pengetahuan Guru? Perspektif Filsafat Sudirman Sudirman; Muhammad Sarjan; Joni Rokhmat; Hamidi Hamidi; Agus Muliadi; Asrorul Azizi; Iswari Fauzi; Muhammad Yamin; Muh. Zaini Hasanul Muttaqin; Mulia Rasyidi; Bakhtiar Ardiansyah; Yusran Khery; Rindu Rahmatiah
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.889

Abstract

Tujuan penulisan artikel ini adalah untuk mengetahui apakah penilaian pembelajaran sains (IPA) dipengaruhi oleh keyakinan atau pengetahuan guru ditinjau dari perspektif filsafat. Metode yang digunakan dalam penulisan artikel ini adalah kajian pustaka atau studi leratur.  Keyakinan dalam konteks pendidikan yaitu mengkaji praktik yang dianut oleh guru tentang pembelajaran dan penilaiannya, Keyakinan telah digambarkan sebagai konstruksi psikologis yang paling berharga bagi guru. Keyakinan membentuk nilai-nilai seseorang dan pada akhirnya menentukan perilaku, Keyakinan adalah kebenaran pribadi sedangkan pengetahuan dianggap lebih bersifat faktual karena dapat secara objektif dan diverifikasi secara independen. Keyakinan menciptakan sikap, sikap berubah menjadi tindakan yang memandu keputusan dan perilaku.  Dalam kaitannya dengan pendidikan sains berdasarkan hasil kajian literatur bahwa keyakinan guru berdampak pada persepsi dan penilaian pendidikan sains sehingga mempengaruhi perilaku, praktik, dan tindakan mereka dalam ruang kelas. keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan, oleh karena itu berdasarkan studi literatur dapat simpulkan bawa keyakinan lebih berperan daripada pengetahuan dalam menentukan keputusan praktik penilaian pendidikan sains/IP hal ini karena keyakinan guru memainkan peran utama dalam mendefinisikan tugas mengajar dan mengatur pengetahuan dan informasi yang relevan dengan tugas kelas.
Etika Lingkungan dalam Pembelajaran IPA Berbasis Ekowisata Muh. Zaini Hasanul Muttaqin; Muhammad Sarjan; Joni Rokhmat; Agus Muliadi; Asrorul Azizi; Bachtiar Ardiansyah; Hamidi Hamidi; Iswari Pauzi; Muhammad Yamin; Mulia Rasyidi; Rindu Rahmatiah; Sudirman Sudirman; Yusran Khery
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 2 No. 3 (2022): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v2i3.296

Abstract

This article aims to examine the concept of environmental ethics in ecotourism-based science learning. In conventional education, the educational process only focuses on knowledge (cognitive) while the attitude aspect only gets a very small portion. Environmental ethics in ecotourism-based science learning is expected to integrate various science concepts and contextual science learning objectives with the ecotourism concept, so that the formation of environmental care characters in students and the implementation of ESD can be realized optimally. This research uses literature study method. The data used in this study were sourced from scientific articles (national and international, science textbooks (SD, SMP and SMK), reference books, and literature reviews related to the concepts studied. Based on the above reviews, it can be concluded that the concept of environmental ethics that mostly presented in science learning materials at all levels of primary and secondary education dominated by anthropocentrism theory, while the concept of ecotourism is mostly presented at the vocational level with the Tourism Expertise Program.
Exploring Elementary School Teachers’ Views About Gamification as Learning Media in Their Science Classroom Rindu Rahmatiah; Joni Rokhmat; A. Wahab Jufri; Gunawan Gunawan; A A Sukarso
Indonesian Journal of Teacher Education Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

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

Abstract

Gamification is a relatively new concept in education that is often discussed in current research. This research aims to understand elementary science teachers' perspectives on gamification as a learning medium in their science classrooms. This research is survey research. There are 18 open questions in the questionnaire, which was distributed via Google Forms and voluntarily completed by 70 science teachers from elementary schools in Mataram, Indonesia. The teacher respondents in this research have 1 to 40 years of experience teaching science. The results show that almost 70% of teacher respondents are unfamiliar with and have never used gamification in their science classes. Even among those already familiar with gamification, very few understand its elements and how to apply them effectively. These results showed that gamification is a relatively new concept for the teacher respondents in this survey. It also illustrates that introducing gamification to them is appropriate.
Connecting Gamified Contextual Learning with Educational Outcomes: The Case of The Adventure of Rinjani Rindu Rahmatiah; Joni Rokhmat; A. Wahab Jufri; Gunawan Gunawan; A A Sukarso
Indonesian Journal of Teacher Education Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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

Abstract

This article investigates the pedagogical potential of the Adventure of Rinjani. These gamified contextualized science learning media are intentionally created to support the development of students' science literacy, creativity, achievement motivation, and scientific attitude. In response to the growing demand for meaningful and engaging science education, this article presents a framework developed through a comprehensive literature review and an instructional design process guided by the Dick and Carey model, which informs the game's creation. The Adventure of Rinjani game incorporates a contextual learning model, utilizing the REACT (Relating, Experiencing, Applying, Cooperating, Transferring) approach within its gameplay. The game features seven levels, each representing a distinct real ecosystem on Mount Rinjani. Before further testing and focusing on empirical implementation, this article emphasizes the design rationale, development process, and theoretical mapping of the game elements adopted in Adventure of Rinjani to the four targeted educational outcome variables. A narrative literature review is conducted to identify how gamification and contextualized learning influence each variable. The article concludes with a conceptual mind map that visually depicts the relationship between specific features of the Adventure of Rinjani and the four expected learning outcomes. This framework can serve as a foundation for future empirical research and as a reference for educators and developers who adopt or adapt contextualized learning media integrated with gamification for 21st-century science education.
Co-Authors A A Sukarso A. Wahab Jufri Agus Muliadi Agus Muliadi Agus Muliadi Asrorul Makmur Azizi Bachtiar Ardiansyah Bakhtiar Ardiansyah Bakhtiar Ardiansyah G. Gunawan Hamidi Hamidi Iswari Fauzi Iswari Fauzi Iswari Pauzi Joni Rokhmat Muh. Zaini Hasanul Muttaqin Muhammad Sarjan Muhammad Yamin Muhammad Yamin MULIA RASYIDI Sudirman Sudirman Sudirman Sudirman Yusran Khery Yusran Khery Yusran Khery