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Acep Musliman
Universitas Indraprasta PGRI
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Analysis of Game-Based Learning Models in Mathematics Education at SDN Segara Makmur 01 Suprihatin, Suprihatin; Mukhlis, Mukhlis; Syukur, Abdul; Komariah, Euis; Arizona, Herbeta; Suntari, Susi; Musliman, Acep; Munali, Munali
ATTA`DIB Vol. 9 No. 3 (2025): DESEMBER
Publisher : Program Studi PGMI

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Abstract

This study aims to analyze the application of the game-based learning model in mathematics lessons in grade V at SDN Segara Makmur 01, Bekasi Regency. This study uses a qualitative approach and data collection through interviews, observations, and documentation. The results of the study show that the implementation of the game-based learning (GBL) model was carried out in several stages, namely the preparation stage for game-based mathematics learning, the implementation stage, and the evaluation stage. This model has been proven to be effective in increasing learning creativity. The increase in student creativity can be seen in their curiosity, fluency, flexibility, and originality.
Integration of Innovative Learning Methods in 21st Century Skills Development: A Systematic Review Fitriyani, Riska; Nurlela, Nurlela; Aqil, Nur; Marba'i, Marba'i; Amelliyah, Rizqi; Khairani, Deby Rahma; Musliman, Acep; Rifai, Dede Syukrillah
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16192

Abstract

The rapid advancement of technology and the evolving demands of the global workforce have underscored the importance of integrating 21st-century skills into education. Science, Mathematics, and Technology Education (MIPA) plays a pivotal role in developing the technical, cognitive, and interpersonal skills essential for students to thrive in a knowledge-driven economy. This systematic review aims to explore the integration of innovative learning methods to foster critical 21st-century competencies, such as digital literacy, critical thinking, collaboration, communication, and creativity, within MIPA education. A comprehensive analysis of peer-reviewed studies published between 2018 and 2025 was conducted to identify key pedagogical approaches that effectively enhance these skills. Methods such as Project-Based Learning (PBL), Inquiry-Based Learning (IBL), and Technology-Enhanced Learning (TEL) were identified as prominent strategies for promoting student engagement and developing transversal skills alongside domain-specific knowledge. Despite the promising outcomes, the review also highlights challenges related to curriculum integration, teacher preparedness, and resource allocation. It is concluded that a holistic approach, involving curriculum reforms, continuous professional development for educators, and cross-disciplinary collaboration, is essential to successfully embed 21st-century skills within MIPA education. This review provides valuable insights into the role of contemporary learning methods in shaping future-ready students equipped with the competencies needed to navigate an increasingly complex and technology-driven world.
Tinjauan Kritis Pembelajaran Kontekstual: Analisis terhadap Riset Riset Pembelajaran IPA Musliman, Acep; Damayanti, Fitri
SCIENING : Science Learning Journal Vol. 5 No. 1: Juni 2024
Publisher : Jurusan Pendidikan IPA FMIPAK Universitas Negeri Manado

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Abstract

Dilakukan kajian literatur pada hasil riset pembelajaran IPA yang menerapkan pendekatan pembelajaran kontekstual dalam meningkatkan mutu hasil belajar Penelitan dilakukan untuk mengetahui tingkat efektivitas pendekatan pembelajaran kontekstual yang dilakukan guru dalam menyelesaikan permasalahan permasalahan dalam pembelajaran Rendahnya capaian hasil pembelajaran IPA yang disebabkan peserta didik kurang berminat kurang aktif dalam belajar serta rendahnya minat dan motivasi peserta didik menjadi masalah yang paling umum dalam pembelajaran IPA Sebanyak 70 artikel yang dikelompokan pada katagori jenis penelitian dan tingkat satuan pendidikan dianalisis pada bagian latar belakang penelitian penggunaan pembelajaran kontekstual dan hasil penelitian Kajian ini menggunakan metode campuran kuantitatif kualitatif explanatory sequential mixed methods dengan mendeskripsikan hasil analisis data artikel penelitian Hasil analisis berdasarkan kelompok penelitian PTK dan Eksperimen Semu menunjukkan bahwa pembelajaran kontekstual berhasil menyelesaikan permasalahan pembelajaran yang ditunjukkan pada capaian hasil belajar peserta didik yang mengalami peningkatan secara signifikankan < p>
Meta-analytical model of the relationship between learning motivation, self-efficacy, and academic achievement in online learning Hermawan Setiawan; Widodo Widodo; Merry Lapasau; Sunar Abdul Wahid; Acep Musliman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187600

Abstract

The transformation of global education towards e-learning poses challenges to students' motivation and self-efficacy, impacting inequalities in academic achievement. A number of studies indicate that the relationship between motivation, self-confidence, and achievement remains complex and warrants further investigation. This study conducted a meta-analysis to assess the strength of the relationship between motivation, self-efficacy, and academic achievement in the context of digital learning. By analyzing 52  recent studies (2004–2025), we used a randomized effects model to account for heterogeneity between studies. The correlation coefficient reported in each study was converted to Fisher's Z to normalize the distribution of effects. Subsequently, the meta-analytic SEM was performed to test the self-efficacy mediation model. The results of the meta-analysis showed that the combined correlation between motivation and self-efficacy (r = 0.52) and motivation and academic achievement (r = 0.44) exhibited a moderate to strong ffect. The meta- structural equation modelling (SEM) analysis confirmed that self-efficacy mediates a partial influence of motivation on Academic Achievement (β indirect = 0.355, 36% of the total influence). Theoretically, these results strengthen social cognitive theory (Bandura) and self-determination theory (Deci & Ryan) in the field of e-learning. Practically, the results suggest that teachers and institutions should develop interventions that increase students' intrinsic motivation and self-confidence (e.g., through autonomy-supporting learning) and support educational policies that incorporate non-cognitive psychological indicators into the curriculum. This study provides a more accurate estimate of average effects and supports the development of the theory and practice of digital education based on cross-cultural evidence.
OPTIMASI ZAT PENGATUR TUMBUH TERHADAP REGENERASI TALAS KETAN MERAH SECARA IN VITRO Damayanti, Fitri; Musliman, Acep
JURNAL BIOSENSE Vol 9 No 2 (2026): Edisi April 2026
Publisher : Universitas PGRI Banyuwangi, Jalan Ikan Tongkol No 01, Telp (0333) 421593, 428592 Banyuwangi 68416

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/biosense.v9i2.7648

Abstract

Talas (Colocasia esculenta L. Schott) merupakan salah satu tanaman pangan tropis dengan nilai gizi tinggi yang berperan penting dalam ketahanan pangan lokal maupun global. Namun, produktivitas tanaman ini sering terhambat oleh keterbatasan bibit berkualitas, rentan terhadap serangan patogen, serta siklus perbanyakan vegetatif yang relatif lambat. Teknik kultur jaringan, khususnya melalui induksi dan regenerasi secara in vitro, menawarkan solusi untuk menghasilkan planlet talas dalam jumlah besar dan seragam. Zat pengatur tumbuh (ZPT) berperan krusial dalam mengarahkan proses morfogenesis, baik pada tahap induksi kalus maupun regenerasi planlet. Penelitian ini bertujuan untuk mengkaji efektivitas berbagai kombinasi ZPT, yaitu NAA, BAP, dan kinetin dalam menginduksi tunas dan regenerasi planlet talas. Metode penelitian melibatkan kultur eksplan talas pada media Murashige dan Skoog (MS) dengan variasi konsentrasi ZPT. Kombinasi ZPT terbaik adalah BAP 1,0 mg/L + NAA 0,5 mg/L menghasilkan waktu induksi tunas tercepat dan jumlah tunas terbanyak. Perlakuan media MS yang hanya diberi NAA tunggal terbukti paling efektif untuk induksi perakaran, dengan konsentrasi terbaik untuk induksi perakaran adalah 1,0 mg/L. Penelitian ini diharapkan memberikan kontribusi terhadap pengembangan teknik perbanyakan massal talas yang efisien, mendukung konservasi plasma nutfah, serta meningkatkan produktivitas pertanian.
Exploration of students' perceptions of science practicals as a bridge to meaningful learning Sidawati, Asriyani Nurro; Susilowati, Ari; Astuti, Dina; Rahmayanti, Dinia Ika; Yulianti, Yuli; Musliman, Acep
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6205

Abstract

Twenty-first-century science education requires not only conceptual mastery but also the development of scientific process skills and critical thinking. Laboratory work plays a central role in achieving these goals; however, its effectiveness is often limited by “cookbook-style” procedures that fail to promote deep cognitive engagement. This study aimed to explore students’ perceptions of science practicums as indicators of Meaningful Learning (Pembelajaran Bermakna/PBM). Using a qualitative approach with an exploratory case study design, this research involved twelve purposively selected Grade VIII students. Data were collected through in-depth interviews, non-participant observation, and documentation, and were analyzed using thematic analysis. The findings indicate that students perceive meaningful learning as conceptual understanding that can be applied to everyday life rather than mere memorization. Science practicums were viewed as an effective means of achieving PBM, particularly due to the quality of teacher guidance, clear instructions, and opportunities for group collaboration. Although limited laboratory equipment and materials were identified as the main constraints, these limitations did not substantially hinder students’ conceptual understanding. The study concludes that strong pedagogical interactions can bridge hands-on and minds-on learning and support the implementation of competency-based curricula.
Co-Authors Aan Risdiana Abdul Syukur Ahla Safira Maulida Amelliyah, Rizqi Andri Suryana Ani Interdiana Candra Sari Aqil, Nur ARI SUSILOWATI Arini Bhakti Renaldy Arizona, Herbeta Atu Solihah A’ini, Zakiyah Fithah Chandra S. Haratua dina Astuti Efri Gresinta Fitri Damayanti Fitri Damayanti Fitri Damayanti Fitri Damayanti Fitriyani, Riska Giry Marhento Hasanudin, Januar Muhamad Hasbullah Hasbullah Hasbullah Hasbullah Hermansyah Hermansyah Hermawan Setiawan Ida Hamidah Intan Afrianti Ira Miranti Jupriadi, Jupriadi Khairani, Deby Rahma Kinanti Fadillah Kusuma Komariah, Euis LESTARI, WITRI Luqmanul, Hilman Mamik Suendarti Marba'i, Marba'i Martahan Bostanglaut Togatorop Merry Lapasau Mukhlis Mukhlis Munali, Munali N. Nurjanah Nia Rahmasari Nugroho, Drajat Agung Nur Rizkiyah Nurlela Nurlela Nurrahmah, Arfatin Nurul Hikmah Oom Rohmah Syamsudin Pratama, Rodeo Bagus Prayoga, Muhammad Reyza Rahmayanti, Dinia Ika Rifai, Dede Syukrillah Rina Hidayati Pratiwi Sarah Imsakiah Harahap Sefudin, Akhmad Setiawati, Luhur Sidawati, Asriyani Nurro Sunar Abdul Wahid Suntari, Susi Suprihatin Suprihatin Suratno Suratno Surwiti, Surwiti Usep Kasman Usep Kasman Virgana Widodo Widodo Widodo Widodo Yahya, Aliya Izet Begovic Yulianti, Yuli