Garuda - Garba Rujukan Digital

Perbandingan Profil Hakikat Sains pada Buku Teks IPA SMP Indonesia, Malaysia, dan Singapura: Kasus Materi Kelistrikan Putra Habib Dhitareka; Arif Hidayat; Parsaoran Siahaan
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 5 (2022): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i5.1878

Nature of Science is a significant element in science education, especially for the linkages to scientific literacy. As one of an educational support for both teachers and students, textbooks become crucial for teaching and learning. Textbooks may elicit NOS understanding for students and guide teacher to deliver NOS understanding. The way to make better process and outcome, integration of NOS into the textbooks comprehensively is crucial. To get a better understanding of NOS within the diverse framework, an inclusive framework is needed to get better understanding, thus, Family Resemblance Approach is chosen. This study aims to identify the profile of NOS integration and NOS quality in secondary science textbooks by comparing different textbook from three neighboring countries (Indonesia, Malaysia, and Singapore). Descriptive research design with content analysis method conducted to identify the documents using the Family Resemblance Approach to NOS as the analytical framework. The results show that Indonesian textbooks presenting most abundance of NOS, but contain most materials delivered and the quality is mainly at low level. Malaysian textbooks contain the least representation but contain well proportion for the quality and materials presented. Singapore textbooks is least materials with abundance of NOS and consist of high-level quality of NOS. This may lead the conformity of the significance of textbooks elicited students understanding of NOS

LINKING STUDENTS"™ SCIENCE LITERACY AND SCIENTIFIC ATTITUDE THROUGH ENVIRONMENTAL LEARNING APPROACH Utami, Amaira; Dhitareka, Putra Habib; Nurismawati, Riana
Jurnal Pendidikan Matematika dan IPA Vol 16, No 1 (2025): January 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i1.87675

In this modern era, where environmental challenges are becoming an urgent issue society faces, the need to foster students"™ science literacy and scientific attitude is becoming crucial. Science literacy empowers individuals to make informed decisions, understand the complexities of the natural world, and solve environmental issues. In practical life, a scientific attitude is the tendency to act and behave in a predetermined way when solving challenges. The Environmental learning approach addresses the challenge by connecting scientific concepts to real-world environmental issues, allowing students to explore environmental challenges and equipping them with practical skills. This research focuses on seeking information about students"™ profile of science literacy and scientific attitude through implementing the environmental learning approach and identifies the correlation between them. This research implements a correlation research design. The purposive sampling method is carried out to define the participants of this research, which are 27 students (12 male and 15 female). The data is collected through an observation sheet and ten short answer questions which was analyzed through descriptive statistics and Pearson"™s Correlation Coefficient. The correlation coefficient result show the number of 0.806 and a significance level (p-value) of 0.000 means a positive and strong correlation between students"™ science literacy and scientific attitude. In conclusion, the connection highlights students"™ capability to grasp phenomena and apply scientific concepts when facing environmental problems.

Exploring Indonesian Students’ Views on Solar Panels and Fossil Fuels: Education for Sustainable Development Perspective Rusmana, Ai Nurlaelasari; Dhitareka, Putra Habib; Aini, Rahmi Qurota; Sya'bandari, Yustika
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15963

Understanding how young people perceive renewable and non-renewable energy sources is essential for aligning education with Sustainable Development Goals (SDGs). This study explores the perspectives of 748 Indonesian high school students on solar panel versus fossil fuels through an open-ended question. Different from previous studies, this work uses semantic network analysis to map the conceptual connections in students’ understanding, which provides us a structural perspective on students’ perceptions. Using semantic network analysis with NetMiner, 748 Indonesian students’ responses were categorized into five ideas: Fossil fuels formation (G1), Solar panel role in sustainability (G2), Practical benefits of solar panels (G3), Non-renewable resource concern (G4), and Unsustainable fossil fuels use (G5). The findings indicate that students have a basic understanding of environmental and resource-related issues. Most responses remain surface level with limited demonstration of critical thinking. Furthermore, students’ ideas primarily address the environmental and economic pillars of Education for Sustainable Development (ESD) while the social pillar is rarely discussed. These results highlight the need to improve ESD practices in Indonesia by explicitly integrating social dimensions into sustainability education. Empowering students to consider who is affected by sustainability decisions, and how they can contribute to fairer, more inclusive solutions can help to increase not only environmental awareness but also foster civic responsibility and empathy.

Exploring the effectiveness of project-based learning on students’ motivation in science: An action research study Dhitareka, Putra Habib; Nuraeni, Selvi; Winarno, Nanang; Sriyati, Siti; Supriyatin, Titin
Jurnal Kajian Pendidikan IPA Vol 5 No 1 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i1.42597

This study aims to examine the effect of project-based learning (PjBL) on students’ motivation in science learning. The participants consisted of 31 eighth-grade students from a public school in Bandung, West Java, comprising 16 male and 15 female students. The research employed a classroom action research design, with data collected through questionnaires and classroom observations. Specifically, students’ motivation was measured using the Students’ Motivation Toward Science Learning (SMTSL) questionnaire, which encompasses six dimensions: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The findings revealed that students’ motivation levels in science learning during Cycle 1 and Cycle 2 were 69% and 68%, respectively, both categorized as “good.” However, the data also indicated a lack of significant improvement in motivation despite the implementation of the PjBL approach. This stagnation suggests that further exploration is needed to understand the underlying factors contributing to the limited impact of PjBL on students' motivational development. Potential areas of inquiry include the quality of project implementation, student engagement dynamics, and contextual factors within the learning environment that may have influenced the outcomes. Key word: Action Research, Project-Based Learning, Students’ Motivation, Science Learning

Exploring Indonesian Students’ Views on Solar Panels and Fossil Fuels: Education for Sustainable Development Perspective Rusmana, Ai Nurlaelasari; Dhitareka, Putra Habib; Aini, Rahmi Qurota; Sya'bandari, Yustika
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15963

Understanding how young people perceive renewable and non-renewable energy sources is essential for aligning education with Sustainable Development Goals (SDGs). This study explores the perspectives of 748 Indonesian high school students on solar panel versus fossil fuels through an open-ended question. Different from previous studies, this work uses semantic network analysis to map the conceptual connections in students’ understanding, which provides us a structural perspective on students’ perceptions. Using semantic network analysis with NetMiner, 748 Indonesian students’ responses were categorized into five ideas: Fossil fuels formation (G1), Solar panel role in sustainability (G2), Practical benefits of solar panels (G3), Non-renewable resource concern (G4), and Unsustainable fossil fuels use (G5). The findings indicate that students have a basic understanding of environmental and resource-related issues. Most responses remain surface level with limited demonstration of critical thinking. Furthermore, students’ ideas primarily address the environmental and economic pillars of Education for Sustainable Development (ESD) while the social pillar is rarely discussed. These results highlight the need to improve ESD practices in Indonesia by explicitly integrating social dimensions into sustainability education. Empowering students to consider who is affected by sustainability decisions, and how they can contribute to fairer, more inclusive solutions can help to increase not only environmental awareness but also foster civic responsibility and empathy.

Pre-Coding in Early Childhood Education: Equipping Teachers for the Digital Age Utami, Amaira; Nurismawati, Riana; Husna, Hanna Nurul; Rusmana, Ai Nurlaelasari; Dhitareka, Putra Habib
Jurnal Mandala Pengabdian Masyarakat Vol. 6 No. 2 (2025): Jurnal Mandala Pengabdian Masyarakat
Publisher : Progran Studi Farmasi Universitas Mandala Waluya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35311/jmpm.v6i2.880

In the digital world, technology is an important part of human life, driving demand for technology-literate human resources. As technology becomes an integral part of human life, introducing it to young children will benefit them. One approach is to bring the pre-coding concept into the classroom. This community service was held in Bandung, West Java, in partnership with Sekolah Karakter RA SBB Hidayatul Musthafa. The workshop consisted of three stages: an initial phase including socialization, a workshop day, and an evaluation phase. In the main phase, the workshop discussed the need to introduce pre-coding to preschool students, followed by the installation of Gcompris software. In the second session, the teachers are assisted in using Code.org and Scratch Jr as tools to introduce pre-coding concepts to preschool students. At the end, teachers’ interest and self-efficacy regarding teaching the pre-coding concept to early childhood students were assessed. The data indicate that teachers’ interest and self-efficacy are moderate. Therefore, it can be concluded that future training and workshops related to pre-coding will be highly valuable for early childhood teachers.

Design-Based Learning Activity and Self-Regulation in Education: A Review Putra Habib Dhitareka; Riana Nurismawati; Amaira Utami
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.6946

Design-based learning has been widely recognized for its impact on the cognitive domain within educational settings. However, limited research has explored the interaction between design processes and students' self-regulation. This paper reviews 15 relevant studies to investigate the relationship between these two constructs. Findings suggest that design-based learning implemented through activities, projects, or problem-based tasks, fosters a complex, dynamic, and mutually reinforcing relationship with self-regulation. This interaction appears particularly robust in both science-oriented and art-related educational contexts. The review highlights overlapping cognitive and metacognitive elements that may influence this relationship. Further empirical research is needed to examine how self-regulation and design processes operate in practical pedagogical environments.

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search