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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 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 Academia Open
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 Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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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
Implementing RIAS Model with SSI Approach to Improve Argumentation Skills: Penerapan Model RIAS dengan Pendekatan SSI untuk Meningkatkan Kemampuan Argumentasi Ramadhani, Adista Enggar Putri; Ismawati, Riva; Dewantari, Nuryunita
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14153

Abstract

General Background: Argumentation skills are crucial in science education but remain underdeveloped due to traditional teacher-centered learning methods. Specific Background: Current science instruction often lacks opportunities for evidence-based reasoning and does not engage students in real-life contextual issues. Knowledge Gap: Although various models exist, there is a lack of research on the integration of structured models like RIAS with real-world issues for improving argumentation skills. Aims: This study aims to assess the effectiveness of the RIAS model, combined with the Socio-Scientific Issues (SSI) approach, in enhancing middle school students' argumentation skills. Results: The findings indicate that the RIAS-SSI model significantly improved students' argumentation skills, with the experimental group showing a substantial increase in their argumentation scores, particularly in the use of evidence and logical reasoning. Novelty: This study is novel in its combination of RIAS and SSI, creating an integrative learning model that systematically enhances students' argumentation through contextual issues. Implications: The results suggest that incorporating RIAS with SSI in science education can foster critical thinking and argumentation skills, aligning with 21st-century educational goals. HIGHLIGHTS Integration of RIAS with SSI significantly improved students' argumentation. The experimental group demonstrated stronger skills in evidence and reasoning. The RIAS-SSI approach offers a systematic and contextual method for science learning KEYWORDS RIAS Model; Socio-Scientific Issues; Argumentation Skills; Science Education; Critical Thinking
Penerapan Model Pembelajaran Project-Based Learning pada Pembelajaran IPA: Tinjauan Literatur Sistematis Publikasi antara 2019-2024 Afifah, Umi Hanik Nur; Ismawati, Riva; Singgih, Suwito
INKUIRI: Jurnal Pendidikan IPA Vol 13, No 2 (2024): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v13i2.86701

Abstract

Ilmu Pengetahuan Alam adalah cabang ilmu yang mencakup pengetahuan fisika, kimia, dan biologi yang diajarkan pada jenjang SMP. Namun, dalam pembelajaran siswa seringkali kesulitan mempelajari materi IPA karena konsep dan teorinya yang abstrak. Penggunaan model pembelajaran yang tepat dapat mendukung transfer ilmu kepada siswa salah satunya dengan penerapan model project-based learning. Studi ini dilakukan dengan tujuan utama yaitu mengetahui apa saja yang telah diteliti terkait topik penerapan model project-based learning mulai dari tahun 2019 hingga 2024, dengan begitu akan diketahui hal-hal yang belum diteliti pada topik tersebut. Penelitian dilakukan menggunakan metode studi literatur review dari jurnal nasional biasa yang dan jurnal nasional terakreditasi. Proses pencarian jurnal dilakukan dengan bantuan software Publish or Perish yang dapat menyediakan referensi relevan yang terhubung dengan database Google Schoolar. Hasil analisis topik penerapan model project-based learning paling banyak diteliti pada jenjang SD sedangkan pada jenjang SMP masih belum banyak diterapkan. Topik penerapan model project-based learning yang diteliti paling banyak mengangkat materi pencemaran lingkungan dan juga paling banyak digunakan dalam mengukur hasil belajar. Berdasarkan kajian pustaka dan analisis ini, diharapkan dapat mempermudah peneliti yang tertarik menerapkan model project-based learning dalam konteks pembelajaran IPA. Analisis dan kajian pustaka ini diharapkan dapat membantu peneliti dalam menemukan referensi atau panduan yang tepat untuk merumuskan topik penelitian selanjutnya, khususnya dalam mengatasi permasalahan yang muncul dalam pembelajaran IPA.Natural Science is a branch of science that includes knowledge of physics, chemistry, and biology taught at the junior high school level. However, in learning, students often have difficulty learning science material because of its abstract concepts and theories. The use of appropriate learning models can support the transfer of knowledge to students, one of which is the application of project-based learning models. This study was conducted with the main objective of knowing what has been researched related to the topic of applying project-based learning models from 2019 to 2024, so that things that have not been researched on the topic will be known. The research was conducted using the literature review method from regular national journals and accredited national journals. The journal search process was carried out with the help of Publish or Perish software which can provide relevant references connected to the Google Schoolar database. The results of the analysis of the topic of the application of project-based learning model are mostly researched at the elementary level while at the junior high school level it is still not widely applied. The topic of project-based learning model application that was researched the most raised environmental pollution material and was also the most used in measuring learning outcomes. Based on this literature review and analysis, it is expected to facilitate researchers who are interested in applying project-based learning models in the context of science learning. This analysis and literature review are expected to help researchers find the right reference or guide to formulate further research topics, especially in overcoming problems that arise in science learning.
PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA PEMBELAJARAN IPA SMP Wicaksana, Gilar Cesear; Khoirina, Sabila; Salsabila, Qonita Amelia; Ismawati, Riva
INKUIRI: Jurnal Pendidikan IPA Vol 11, No 2 (2022): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v11i2.57111

Abstract

Permasalahan dalam pembelajaran IPA adalah rendahnya hasil belajar IPA. Beberapa faktor yang memengaruhi hasil belajar yakni seperti faktor internal serta faktor eksternal. Agar permasalahan tersebut dapat terselesaikan guru dituntut harus dapat menerapkan suatu pendekatan, model, metode, strategi, dan media pembelajaran yang akan digunakan dalam pembelajaran. Penerapan model pembelajaran inkuiri ini bertujuan agar siswa mampu berfikir kritis dan juga analitis dalam menyelesaikan masalah yang ada. Penelitian ini dilakukan dengan tujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran inkuiri terhadap keterampilan proses sains siswa SMP, yang mana mencakup pengaruh model pembelajaran inkuiri terhadap kemampuan metakognisi IPA, dan keterampilan berfikir kritis. Metode yang digunakan dalam pelaksanaan penelitian ini yakni studi literatur. Data diperoleh dari hasil kompilasi, analisis, dan disimpulkan. Studi literatur ini dilakukan dengan mencari sumber referensi penelitian yang dapat dijadikan sebagai acuan untuk menyelesaikan persoalan mengenai penerapan model pembelajaran inkuiri.The problem in learning science is the low learning outcomes of science. Several factors that influence learning outcomes, such as internal factors and external factors. In order for these problems to be resolved, teachers are required to be able to apply an approach, model, method, strategy, and learning media that will be used in learning. The application of this inquiry learning model aims to enable students to think critically and analytically in solving existing problems. This study was conducted with the aim of knowing whether there is an influence of the inquiry learning model on the science process skills of junior high school students, which includes the influence of the inquiry learning model on science metacognition and critical thinking skills. The method used in the implementation of this research is literature study. Data obtained from the results of compilation, analysis, and conclusion. This literature study was conducted by looking for research reference sources that can be used as a reference to solve problems regarding the application of the inquiry learning model.
Co-Authors Afifah, Nidya ul Afifah, Umi Hanik Nur Ahmad Muhlisin Arifah, Tutik Dewantari, Nuryunita Din Azwar Uswatun Eli Trisnowati Fadilah, Arum Maharsi Khoirina, Sabila Muna, Lutfi Kaedzorotul Nanik Wijayati Puspitarini, Rizqa R. Sapto Hendri Boedi Soesatyo Rahayu, Zuninda Ramadhani, Adista Enggar Putri Rina Rahayu Rina Rahayu, Rina Rizqa Puspitarini Rizqa Puspitarini Rondias, Najwa Salsabila S Siswanto Sakinah, Amanda Salsabila, Qonita Amelia Saptorini - Setianingsih, Dina Ragilia Setianingsih, Irma Sholihah, Fahridhotul Singgih, Suwito Utami, Tika Wahyu Wahyu Wulansari, Fitria Wicaksana, Gilar Cesear Wicaksono, Tegar Sindu Winarto Winarto