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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Inovasi Pendidikan Kimia Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Dampak JPS Unimus Phenomenon : Jurnal Pendidikan MIPA Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Sains & Teknologi Lingkungan Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Jurnal Riset Fisika Edukasi dan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Orbital: Jurnal Pendidikan Kimia Justek : Jurnal Sains Dan Teknologi Abdimasku : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat (ABDIRA) PSEJ (Pancasakti Science Education Journal) International Journal of Education and Teaching Zone Abdimas Mandalika Indonesian Journal of Science and Education
Riva Ismawati, Riva
Jurusan Kimia FMIPA Universitas Negeri Semarang Gedung D6 lantai 2, Kampus Sekaran Gunungpati, Semarang, 50229, Telp. (024)8508035
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Physics Social Sciences Other

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Kajian Pustaka Teknologi Pembelajaran Daring Pada Kegiatan Lab Kimia Ismawati, Riva; Widiyatmoko, Arif; Cahyono, Adi Nur
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3635

Abstract

Chemistry learning is inseparable from lab activities. Strengthening scientific concepts, skills and attitudes go through some experiments. Online learning is a consequence of the Covid 19 pandemic. It is a must option to make sure that students do not lose knowledge and skills causing academic setbacks. Online learning technology does not only aim to convey theoretical materials but also facilitates lab activities. This article tries to identify online learning technology applied to support activities in chemical laboratories and identify the advantages and disadvantages of their applications. This researcher writes this paper based on a review of the literature collected using the ERIC search. There are 17 selected readings reviewed manually. The analysis results show that Zoom meetings, video conferencing platforms, and the DryLab20 network technology are useful for synchronous laboratory learning. Video experiments, simulations, online modules, web-assign, Schoology, formative, Canva, and learning management systems can be used for asynchronous laboratory learning. There is a possibility of combining synchronous-asynchronous laboratory learning programs. Online laboratory learning has advantages in visualizing laboratory activities even though it cannot yet practice the skills acquired in real laboratories. There should be deep considerations regarding the use of online learning technology in laboratories after the pandemic regarding its advantages and disadvantages
Development of Case Based Learning Based E-Modules For Improving Junior High School Science Problem-Solving Skills Setianingsih, Dina Ragilia; Ismawati, Riva; Rahayu, Rina
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 2 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.2.22535

Abstract

The 21st century requires students to have problem-solving skills as the ability to solve problems from previous activities to obtain new, more meaningful knowledge. PISA results in 2022 show Indonesia's science skills are low, especially in solving problems. The low problem solving ability is also experienced by SMPN 3 Mertoyudan students as evidenced by the analysis of ASAS 2023 results and interview results. The purpose of the research is to develop Case Based Learning-based e-modules that are valid, effective and practical to improve the KPM of junior high school students. This research method uses the Research and Development method with the ADDIE development model. The results of the research on the validity of the e-module showed an average assessment of 4.43 very valid with a feasibility percentage of 88.5% in the very feasible category. The effectiveness of e-modules based on the results of the t-test obtained sig 0.000, namely there is a significant difference and the magnitude of the increase in pretest and posttest results is high with a value of 0.70 in the N-Gain test. The practicality of e-modules is in the feasible category with a percentage of 81%. The conclusion of this study is that e-modules based on Case Based Learning are valid, effective and practical in improving problem solving skills. Suggestions from this study are expected to develop better e-modules with more complete, detailed material and clarity of instructions on e-modules.
DEVELOPMENT OF AN SCIENCE LEARNING MODULE BASED ON THE ERP (ENGAGE, RESEARCH, AND PRESENT) LEARNING MODEL TO ENHANCE STUDENTS’ METACOGNITIVE SKILLS Rondias, Najwa Salsabila; Ismawati, Riva; Muhlisin, Ahmad
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.96773

Abstract

This study aims to develop a valid, effective, and practical science learning module based on the ERP (Engage, Research, and Present) model to improve students' metacognitive skills. The background of the study was the low metacognitive skills of students at SMP Negeri 5 Magelang, the lack of supporting teaching materials, and learning that does not support independent learning. The study used a Research and Development (R&D) method with the ADDIE development model. The subjects were 31 eighth-grade students. The instruments used included an expert validation sheet, a metacognitive skills test, the Metacognitive Awareness Inventory (MAI) questionnaire, and a student response questionnaire. The results of the study showed that: (1) the learning module was declared valid based on expert validation results with an Aiken’s V score of 0.85; (2) the module was effective in improving students' metacognitive skills, as indicated by the increase in pretest and posttest scores and an N-Gain score of 0.72, categorized as high; and (3) the module was considered practical based on student response questionnaires, with a practicality score of 84.7%, categorized as very practical. The findings indicate that the science learning module based on the ERP model is valid and feasible to be used as teaching material, and it is effective and practical in improving students’ metacognitive skills. The limitations of this study lie in the research design, which did not employ a control group. Therefore, the findings of this study require further investigation.
Implementation of dbus-based animal structure and function e-modules using book-creator to improve students' critical thinking skills Rahayu, Rina; Ismawati, Riva; Winarto, Winarto
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 13 No 2 (2025): VOLUME 13 NUMBER 2 DECEMBER 2025
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/yzkfj662

Abstract

This study aims to implement a DBUS (Discovery-Based Unity of Science) based animal structure and function e-module using the Book-Creator platform. The research method used is a quantitative method with a one-group pretest-posttest design and sampling determined through a purposive sampling technique. The subjects of this study were 2nd-semester students of the Science Education study program at Tidar University. Data were obtained using critical thinking test instruments, which were then analyzed using the normality test, t-paired test, and N-Gain test. The results showed that the implementation of DBUS-based e-modules was effective in improving students' critical thinking skills, with an average N-Gain score in the experimental class of 0.63 with a medium category and 0.17 for the control class with a low category
Enhancing Science Concept Mastery through a Structured Inquiry Learning Model Integrated with Electronic Teaching Materials Wahyu Wulansari, Fitria; Ismawati, Riva
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.487

Abstract

Mastery of science concepts among eighth-grade students at SMPN 4 Magelang remains relatively low, as indicated by limited engagement in learning activities and assessment results below expected competency standards. This issue requires pedagogical intervention. This study aimed to enhance science concept mastery through a structured inquiry learning model integrated with electronic teaching materials. Collaborative classroom action research was conducted over three cycles with 32 students participating for six weeks. Concept-mastery tests based on Bloom’s revised taxonomy were used as instruments, and data were analyzed using mean scores, achievement rates, and N-gain. Findings showed consistent improvement from Cycle I to Cycle III, with posttest scores increasing from 68 to 81, N-gain values rising from .44 to .69, and completion rates improving from 44% to 81%. The structured inquiry model facilitated students’ conceptual understanding through systematic scientific procedures, while electronic teaching materials enhanced visualization and interactivity. These results demonstrate the effectiveness of combining structured inquiry with digital learning resources to strengthen students’ comprehension and application of scientific concepts
Co-Authors Adi Nur Cahyono Afifah, Nidya ul Ahmad Muhlisin Arif Widiyatmoko, Arif Arifah, Tutik Dewantari, Nuryunita Din Azwar Uswatun Eli Trisnowati Fadilah, Arum Maharsi Muna, Lutfi Kaedzorotul Nanik Wijayati Puspitarini, Rizqa R. Sapto Hendri Boedi Soesatyo Rahayu, Zuninda Rina Rahayu Rina Rahayu, Rina Rizqa Puspitarini Rizqa Puspitarini Rondias, Najwa Salsabila S Siswanto Sakinah, Amanda Saptorini - Setianingsih, Dina Ragilia Setianingsih, Irma Sholihah, Fahridhotul Singgih, Suwito Utami, Tika Wahyu Wahyu Wulansari, Fitria Wicaksono, Tegar Sindu Winarto Winarto