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All Journal Jurnal Sains dan Pendidikan Fisika Journal of Education and Learning (EduLearn) Jurnal Pendidikan Biologi Indonesia Pedagogia: Jurnal Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Scientiae Educatia: Jurnal Pendidikan Sains Script Journal: Journal of Linguistic and English Teaching SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal IPA Terpadu MODELING: Jurnal Program Studi PGMI JPM (Jurnal Pemberdayaan Masyarakat) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of Cultural and Community Development Studies in Learning and Teaching Eduproxima : Jurnal Ilmiah Pendidikan IPA JURNAL PENDIDIKAN DASAR FLOBAMORATA MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JURNAL PENGABDIAN KEPADA MASYARAKAT CAHAYA MANDALIKA (ABDIMANDALIKA) IJORER : International Journal of Recent Educational Research APPLICATION: Applied science in Learning Research Indonesian Journal of Education Methods Development Inovasi Pendidikan Fisika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Inquest Journal International Journal of Research and Community Empowerment International Conference on Education for All Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Academic Journal Research Jurnal Biologi Prosiding Seminar Nasional Unimus Journal of Social Science Jurnal Pendidikan Progresif Edu Komputika Journal Journal of Research and Educational Research Evaluation Proceeding of International Conference on Biology Education, Natural Science, and Technology Jurnal Pendidikan Fisika Indonesia IJIS Edu : Indonesian Journal of Integrated Science Education Jurnal Pengabdian Masyarakat Inovasi Indonesia Academia Open Proceeding UMSurabaya Scientiae Educatia: Jurnal Pendidikan Sains
Noly Shofiyah
Pendidikan IPA, Fakultas Psikologi Dan Ilmu Pendidikan, Universitas Muhammadiyah Sidoarjo, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : academia open

 1 
The relationship between students perceptions of the science learning environment on the learning outcomes: Hubungan Persepsi Siswa Tentang Lingkungan Belajar IPA Terhadap Hasil Belajar Siswa Ihsan Anwari; Noly Shofiyah
Academia Open Vol. 3 (2020): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.3.2020.503

Abstract

The purpose of this study was to describe students` perceptions of the science learning environment in class VII SMP Sepuluh Nopember, to describe student learning outcomes in class VII SMP Sepuluh Nopember, and whether there was a relationship between students` perceptions of the science learning environment and student learning outcomes in class VII SMP Sepuluh Nopember Sidoarjo. This type of research includes quantitative research with comparative causal types with correlation analysis techniques. Data collection was obtained through questionnaires and documentation of students cognitive learning outcomes,the sample used was 29 students. The object of the research was the seventh grade students at SMP Sepuluh Nopember Sidoarjo. The results showed that the students` perceptions of the science learning environment in the high category were 6 students, 18 students in the medium category and 5 students in the low category. And the cognitive learning outcomes of students with complete categories of 15 students and incomplete categories of 14 students. Then the calculation was carried out through the correlation hypothesis test, the results of this calculation obtained significant results, namely 0,237< 0,05 and significant 0,216< 0,05, so this indicated that there was a positive relationship between students` perceptions of the science learning environment and student cognitive learning outcomes.
Empowering Learning: Simple Tool Practicum-Based POE Model for Student Outcomes: Meningkatkan Hasil Belajar Siswa melalui Model Pembelajaran POE Berbasis Praktikum Alat Sederhana Mega Resida; Noly Shofiyah
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.5216

Abstract

This pre-experimental quantitative study aimed to investigate the impact of a POE (Predict, Observe, Explain) learning model based on a simple tool practicum on student learning outcomes. The research was conducted at SMP Negeri 2 Gedangan, with one experimental class and two replication classes. Non-probability random sampling was employed to select the participants. The assessment instrument consisted of multiple-choice questions to measure learning outcomes. Data analysis included the N-Gain test and paired sample t-test. The findings revealed that the N-Gain scores for all three classes were in the moderate category, and the paired sample t-test showed a significant increase in learning outcomes (p < 0.05) in each class. The results suggest that implementing the simple tool practicum-based POE learning model positively influences student learning outcomes. This study contributes to the field of education by highlighting an effective approach to enhance student learning through hands-on experiences and the application of the POE model. Highlights: The study focuses on enhancing student learning outcomes through a POE learning model and a simple tool practicum. The research employs a quantitative approach, utilizing the N-Gain test to assess the effectiveness of the intervention. The findings demonstrate a significant improvement in student learning outcomes, highlighting the potential of the simple tool practicum-based POE learning model. Keywords: Student learning outcomes, POE learning model, Simple tool practicum, Quantitative research, N-Gain test.
Creative Thinking Boost: Discovery Learning and STS Approach for Middle School: Meningkatkan Kemampuan Berpikir Kreatif pada Siswa SMP Melalui Pembelajaran Penemuan dan Pendekatan Sains-Teknologi-Masyarakat Fitria Eka Wulandari; Fitria Febrianti; Noly Shofiyah
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.6453

Abstract

This research aimed to analyze the impact of Discovery Learning model implementation through a Science-Technology-Society (STS) approach on creative thinking skills among middle school students. A quantitative pre-experimental design with a one-group pretest-posttest method was utilized. The study was conducted on a sample of 14 students from Muhammadiyah 4 Porong Middle School, with the instrument being a test of creative thinking skills. Data were gathered through pretest and posttest scores, analyzed using N-Gain test. The result, an N-Gain score of 0.38, indicated a moderate effect of the Discovery Learning model via the STS approach on the students' creative thinking skills. The skills were divided into four indicators: fluency, flexibility, originality, and elaboration. Post-intervention, fluency exhibited the highest improvement, followed by flexibility and elaboration, while originality showed the least progress. Despite certain limitations in originality and detail-oriented thinking, the study still provided strong evidence for the efficacy of the combined Discovery Learning and STS approach in enhancing students' creative thinking abilities, endorsing its broader application in education settings to foster creativity. Highlights: Discovery Learning model coupled with the Science-Technology-Society (STS) approach moderately improves students' creative thinking skills. Among the four assessed creative thinking indicators, fluency and flexibility displayed significant improvement. Despite the less notable progress in originality, the combined model's overall positive impact endorses its broader application in education settings. Keywords: Discovery Learning, Science-Technology-Society Approach, Creative Thinking Skills, Middle School Education, N-Gain Score
Interactive Learning Resources for the Digital Age: A Needs Analysis of Digital Textbook Development: Sumber Belajar Interaktif untuk Era Digital: Analisis Kebutuhan Pengembangan Buku Ajar Digital Ria Wulandari; Noly Shofiyah; Machful Indra Kurniawan; Rikhatul Jannah; Kofifah Silfanah
Academia Open Vol. 9 No. 1 (2024): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.9127

Abstract

The purpose of this research is to analyze the need for developing digital textbooks as interactive learning aids in the digital era. A survey with a research instrument in the form of a questionnaire was utilized as the research method. The questionnaire was distributed to 40 class VII pupils. Data analysis techniques employ descriptive statistics to identify the primary needs of students, as well as the design and desired interactive elements in digital textbooks. According to the requirements analysis, digital textbooks must have practice questions and answer keys, video and audio, student activity sheets, and relevant pictures. Furthermore, digital textbooks are simple to use, with Indonesian, colorful, easy-to-understand content and easy-to-read font kinds and sizes. These findings will serve as the foundation for the creation of digital textbooks that will improve the efficacy of learning in the digital age. Highlights : Interactive Elements: Digital textbooks should include practice questions, answer keys, multimedia (video and audio), activity sheets, and relevant images. User-Friendly Design: Textbooks need to be easy to use with clear, colorful content, and easy-to-read fonts in the Indonesian language. Educational Impact: The development of digital textbooks based on these findings aims to enhance the effectiveness of learning in the digital age. Keywords : digital era; digital textbook; interactive learning resources; needs analysisv
Project Based Learning Improves Elementary Science Cognitive Achievement: Pembelajaran Berbasis Proyek Meningkatkan Prestasi Kognitif Ilmu Pengetahuan Alam pada Tingkat Sekolah Dasar Halimatus Sadafiyah Widiarto; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12309

Abstract

General Background: Cognitive learning outcomes in elementary science are a key indicator of educational success and students’ conceptual understanding. Specific Background: In many classrooms, science instruction still relies on conventional teacher-centered approaches, resulting in passive participation, low motivation, and superficial comprehension, particularly in abstract topics such as energy transformation. Knowledge Gap: Empirical evidence from controlled classroom implementation regarding how project-based approaches relate to measurable cognitive outcomes in elementary science contexts remains limited. Aims: This study aims to determine the effect of the Project Based Learning (PjBL) model on fourth-grade students’ cognitive learning outcomes in science. Results: Using a quantitative pre-experimental one-group pretest–posttest design with 27 students, the mean score increased from 78 to 88 after treatment, surpassing the minimum competency criterion of 75; paired t-test analysis showed statistical significance (p = 0.001; t = 8.832 > 2.045). Students also demonstrated high enthusiasm and active participation during project activities. Novelty: The study provides classroom-based empirical evidence linking PjBL implementation to measurable gains in cognitive achievement on the topic of energy transformation in an Indonesian elementary school setting. Implications: The findings support the use of project-centered inquiry as an instructional alternative to conventional methods for improving science learning outcomes and fostering meaningful learning experiences at the primary level. Highlights: Mean test performance rose from pre-instruction to post-instruction levels above the competency threshold. Statistical testing confirmed a significant difference between initial and final measurements. Learners displayed strong engagement and active involvement during project activities. Keywords: Project Based Learning; Cognitive Learning Outcomes; Elementary Science Education; Energy Transformation; Pre-Experimental Study
5E Learning Cycle Debate Model Improves Scientific Argumentation Skills: Model Debat Siklus Pembelajaran 5E Meningkatkan Keterampilan Berargumen Ilmiah Janatul Firdausi Nuzula; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12328

Abstract

General Background: Scientific argumentation skills are essential competencies in twenty-first-century science education, integrating communication and critical thinking abilities required for informed decision-making. Specific Background: However, junior high school students often struggle to construct evidence-based arguments, as many can state claims but fail to provide supporting data, warrants, or rebuttals. Knowledge Gap: Despite the recognized value of student-centered models, limited empirical evidence exists regarding the integration of the 5E Learning Cycle with structured classroom debate to address low argumentation performance. Aims: This study aims to analyze the application of the 5E Learning Cycle model integrated with the debate method on students’ scientific argumentation skills in junior high school science. Results: Using a quantitative one-group pretest-posttest design with 96 students, findings revealed substantial score increases across three classes, with N-Gain values of 0.83 and 0.80 (high) and 0.68 (moderate); paired t-tests showed significant pretest–posttest differences (p < 0.05), and one-way ANOVA indicated significant variation among classes (p = 0.039). Novelty: The study demonstrates that embedding structured debate within the explanation phase of the 5E cycle provides a systematic approach to fostering evidence-based reasoning and multidimensional argument construction. Implications: These findings suggest that science teachers can adopt this integrated model to promote active participation, confidence in expressing ideas, and stronger scientific reasoning in classroom learning. Highlights: Students demonstrated marked gains in constructing evidence-supported claims across all observed groups. Statistical testing confirmed meaningful differences between initial and final assessments. Performance patterns varied among classes despite consistently positive progress. Keywords: 5E Learning Cycle; Debate Method; Scientific Argumentation; Science Education; Junior High School
The Application of the Teams Games Tournament (TGT) Cooperative Learning Model Assisted by Blindbox Media on the Science Learning Outcomes of Junior High School Students: Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Berbantuan Media Blindbox terhadap Hasil Belajar IPA Siswa SMP Erlinda Ayu Indrastuti; Noly Shofiyah
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12353

Abstract

This study aims to determine the effect of applying the Teams Games Tournament (TGT) cooperative learning model assisted by blind box media on students' science learning outcomes. This quantitative research, using a nonequivalent control group design, involved 64 students from two classes: an experimental class using the TGT cooperative learning model with blind box media and a control class using a direct instruction model with quiz media. The research instruments consisted of a 20-item multiple-choice cognitive test (C1–C4) that was proven valid and reliable. The data were analyzed using N-gain tests, normality tests, homogeneity tests, and an Independent Samples T-Test. The results showed a significant increase in students' cognitive learning outcomes in the experimental class, with an N-gain score of 0.89 in class VIII-F, which was higher than class VIII-G's score of 0.57. The normality and homogeneity tests showed that the data were normally distributed and homogeneous. A T-test value of 0.022 proved that the application of the TGT cooperative learning model with blind box media significantly affected students' science learning outcomes. The implementation of the TGT model assisted by blind box media has a major impact. For students, this model makes them excited and more knowledgeable about science material because they are motivated to master it to improve their learning outcomes. The surprise element from the blind box makes learning fun and not boring. For teachers, this model provides an opportunity to be more creative in their teaching. Teachers can also feel satisfied seeing their students more enthusiastic and their science learning outcomes improve. For future research, this model opens up many new ideas. For example, researchers can find out if this model is suitable for other subjects like math, or if different types of surprises in the blind box yield better results. In short, this model makes the learning process more enjoyable and effective for everyone involved.
Co-Authors ., BINAR AYU DEWANTI AA Sudharmawan, AA Abdullah Makhrus Adi Jufriansah Agustin, Lely Dwi Ahmad Fauzi Hendratmoko Ahmad Iqbal Hidayat Ainun Jariah Akbar Wiguna Akhtim Wahyuni Alfania Citra, Aulia Anggun Wulandari Anwari, Ihsan Atira Diyah Pangesti Baehaqi Budi Jatmiko Budi Jatmiko Budi Jatmiko Budi Jatmiko Cheng, Tsung-Hui Choirun Nisak Aulina Devi Laili Aulia Rizky Dinda Diansah Fatmawati Djauharoh, Ainin Dwi Prastyo Eka Lestari Enik Setiyawati Erlinda Ayu Indrastuti Faizah, Nova Auliyatul Faridhotul Khoiriroh Fika Megawati Fitri Eka Wulandari Fitri Umardiyah Fitria Eka Wulandari Fitria Eka Wulandari Fitria Febrianti Fitria Febrianti, Fitria Fitria Nur Hasanah Halimatus Sadafiyah Widiarto Handayani, Nuri Fitri Heny Ekawati Haryono Hidayatulloh Ihsan Anwari Iin Baroroh Ma'arif Indradewa, Rhian Indrakurniawan, Machful Ino Angga Putra istiqomah istiqomah Janatul Firdausi Nuzula Jannah, Sabrina Firdatul Khoirotin, Alvi KIKI SEPTARIA Kofifah Silfanah LAILATUL MAGHFIROH Lailatul Maghfiroh Lailya Ika Ardiya Larasati, Faninda Latif, Ahmad Adil Luluk Iffatur Rocmah Machful Indra Kurniawan Mahmud, Randy Saputra Maratus, Fitri Maulana, Mahesa Mega Resida Metatia Intan Mauliana Miftahul Jannah Miluningtias, Siti Mucharommah Sartika Ami Muhammad Sahrul Hamid Mutrofin Rozaq Nadi Suprapto Nisa', Khoirun Nisa’, Khurotun Nisa’, Khoirun Nisful Laili Nurjanah NUR EFENDI Nur Efendi Nuzula, Janatul Firdausi Pasya Rahma Tamara Pravita Agustin, Sofyanora Puspitasari Putri Pambayun Puspitasari Putri Pambayun Rahmania Sri Untari Rahmawati Antinie Ramadhani, Mifta Aulia Ratih, Elin Salina Regina Atya Gading Balgis Solikha Ria Wulandari Ria Wulandari Rikhatul Jannah Rindiani Rindiani Rizkika Zakka Agustin Rizky Habibur Rohman Saltanat Meiramova Saputra, Yofanka Eko Ardian Sari, Mita Merinda Septi Budi Sartika Sholikhah, Ulfiyatus Siti Hamidah Siti Miluningtias Sitti Rahma Yunus Suci Prihatiningtyas Ummah, Munfiathul Vidya Mandarani Wachidah, Nafa Amalia Wijaya , M. Rizal Setia Yuli Astutik Yunianita R Yunita, Oktamira Yunus, Sitti Rahma Z. A. Imam Supardi Z. A. Imam Supardi