Article Per Year (5 Year)
p-Index From 2021 - 2026
1.671
P-Index
This Author published in this journals
All Journal Indonesian Journal of Science and Mathematics Education Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School JURNAL PENDIDIKAN TAMBUSAI PHI: Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Al-Alam : Islamic Natural Science Education Journal Bahana Pendidikan: Jurnal Pendidikan Sains U-Teach: Journal of Young Physics Education Teacher
Isnania Isnania
Universitas Jambi
Education Energy Environmental Science Mathematics Physics Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
Scaffolding on Student Construction Errors in Mathematics Problem Solving Isnania, Isnania; Huda, Nizlel; Hariyanto, Hariyanto
Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v4i3.10173

Abstract

The Purpose of this study is to find out what forms of conceptual construction errors experienced by students in solving mathematical problems and the appropriate form of scaffolding for each concept construction error experienced. This type of research is descriptive qualitative research. In determining the subject of this study using purposive sampling technique. The research subjects were students of class XII, the subjects of this study were 6 people which were then reduced to 2 people representing medium and low abilities. The instruments used in this study were test questions and interview sheets. The data obtained were analyzed by the steps (1) Reducing the data. (2) presenting data and (3) drawing conclusions. The results of this study are that S1 experienced more “correct” pseudo construction errors and mis-logical construction with the scaffolding provided, namely level 2 (reviewing, explaining and restructuring) while S2 experienced four types of errors with the scaffolding provided, level 2 scaffolding. each individual will be different because it must be adjusted to the actual development zone of each.
PENGEMBANGAN E-MODUL BERBASIS REALISTIC MATHEMATICS EDUCATION (RME) MENGGUNAKAN 3D PAGEFLIP PROFESSIONAL PADA MATERI TEOREMA PYTHAGORAS Isnania, Isnania; Marzal, Jefri; Pasaribu, Feri Tiona
PHI: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): EDISI OKTOBER, 2025
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v9i2.572

Abstract

Penelitian ini bertujuan untuk mengembangkan e-modul pembelajaran materi teorema Pythagoras yang mengintegrasikan pendekatan Realistic Mathematics Education (RME) dan memanfaatkan perangkat lunak 3D Pageflip Professional. Pengembangan e-modul ini dirancang untuk meningkatkan kualitas pembelajaran matematika, khususnya pada topik teorema Pythagoras yang seringkali dianggap abstrak oleh siswa. Pendekatan RME dipilih karena kemampuannya menjembatani konsep matematika abstrak dengan dunia nyata siswa, sehingga meningkatkan pemahaman dan relevansi materi. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Data yang dikumpulkan bersifat kualitatif dan kuantitatif, dengan subjek penelitian siswa kelas VIII A SMP N 10 Muaro Jambi. Hasil penelitian menunjukkan bahwa e-modul yang dikembangkan memiliki kualitas yang sangat valid dari segi materi (95,7%) dan desain (89%). Aspek kepraktisan terbukti melalui penilaian guru (91,4%), uji coba kelompok kecil (87,9%), dan uji coba lapangan (83%). Keefektifan e-modul terefleksi pada hasil belajar siswa, di mana rata-rata siswa yang mencapai ketuntasan belajar adalah 80,9%. Temuan ini menegaskan potensi e-modul berbasis RME dengan teknologi visualisasi 3D dalam meningkatkan hasil belajar siswa pada materi geometri.
STEM-PBL Based E-Module with Jambi Context: Development Research to Improve Students’ 4C Skills Pasaribu, Feri Tiona; Gustiningsi, Tria; Isnania, Isnania; Concepcion, Leizel P. Ariem
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3529

Abstract

Penelitian ini bertujuan untuk merancang dan mengevaluasi modul e-learning berbasis STEM-PBL yang terintegrasi dengan konteks budaya Jambi guna meningkatkan keterampilan 4C siswa. Penelitian ini menggunakan jenis penelitian research and development (R&D) dengan model ADDIE. Peserta penelitian terdiri dari 26 siswa dan 1 guru matematika dari kelas VII.1 MTs N 3 Batang Hari. Alat penelitian meliputi tes keterampilan 4C, lembar validasi ahli, kuesioner tanggapan guru dan siswa, serta lembar observasi. Validasi materi dan desain oleh ahli menghasilkan skor 92% dan 94%, masing-masing, dengan skor validitas keseluruhan 93%, menunjukkan bahwa e-module memenuhi standar kualitas akademik dan pedagogis. Dalam hal kepraktisan, uji coba individu memperoleh skor 92%, sementara uji coba kelompok kecil mendapatkan 89%, dengan skor kepraktisan rata-rata 90,5%, menunjukkan bahwa e-modul mudah digunakan dan mendukung pembelajaran yang efektif. Pengamatan di kelas menunjukkan skor 88,6%, menunjukkan bahwa implementasi e-modul sesuai dengan sintaks pembelajaran STEM-PBL. Selain itu, siswa mencapai skor n-gain rata-rata 0,78 pada tes keterampilan 4C. Secara keseluruhan, hasil penelitian menunjukkan bahwa e-module yang dikembangkan valid dan praktis sebagai sumber belajar. Integrasi STEM-PBL dengan pedagogi yang relevan secara budaya dalam konteks pendidikan Indonesia menawarkan pendekatan yang menjanjikan untuk meningkatkan keterampilan 4C siswa. This study aimed to design and evaluate a STEM-PBL-based e-module integrated with the cultural context of Jambi to improve students’ 4C skills. The study employed a research and development (R&D) approach using the ADDIE model. The participants consisted of 26 students and 1 mathematics teachers from class VII.1 MTs N 3 Batang Hari. The research instruments included a 4C skills test, expert validation sheets, teacher and student response questionnaire, and observation sheets. The material and design expert validations yielded scores of 92% and 94%, respectively, resulting in an overall validity score of 93%, indicating that the e-module meets academic and pedagogical quality standards. In terms of practicality, the individual trial achieved a score of 92%, while the small-group trial obtained 89%, with an average practicality score of 90.5%, suggesting that the e-module is easy to use and supports effective learning. Classroom observations showed a score of 88.6%, indicating that the implementation of the e-module aligns well with the STEM-PBL learning syntax. Furthermore, students achieved an average n-gain score of 0.78 on the 4C skills test. Overall, the findings indicate that the developed e-module is valid and practical as a learning resource. Integrating STEM-PBL with culturally relevant pedagogy in the Indonesian educational context offers a promising approach to enhancing students’ 4C skills.
An Evaluation of Critical Thinking Assessment Instruments Based On Science Process Skills AJ, Suharli; Isnania, Isnania; Kriswantoro, Kriswantoro
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37135

Abstract

Pengembangan instrumen asesmen masih cenderung mengukur keterampilan kognitif tingkat rendah dan belum secara optimal mengintegrasikan keterampilan berpikir kritis dan proses ilmiah. Kedua aspek tersebut sangat penting untuk mengembangkan kemampuan berpikir tingkat tinggi dalam pembelajaran abad ke-21. Studi ini bertujuan untuk menganalisis validitas dan reliabilitas instrumen asesmen pembelajaran fisika. Penelitian ini menggunakan pendekatan Riset dan Pengembangan (R&D) awal berdasarkan model Wilson, Oriondo, dan Antonio. Instrumen yang dikembangkan terdiri dari lima pertanyaan deskriptif tentang materi Fisika Inti yang dirancang menggunakan indikator keterampilan berpikir kritis dan proses ilmiah. Validasi isi dilakukan oleh tiga dosen ahli di bidang asesmen dan pendidikan fisika. Pengujian reliabilitas melibatkan 30 mahasiswa Pendidikan Fisika di Universitas Jambi. Analisis data menggunakan Aiken’s V untuk validitas dan Cronbach’s Alpha untuk reliabilitas. Hasil menunjukkan koefisien validitas 0,91 (tinggi) dan reliabilitas 0,90 (sangat tinggi), yang menunjukkan instrumen tersebut sesuai untuk asesmen pembelajaran fisika.
MENINGKATKAN KEAKTIFAN SISWA PADA MATERI PENGUKURAN PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL PBL DI KELAS V SDN 186/I SRIDADI Aisyah, Siti; Destrinelli; Isnania
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43399

Abstract

This study aims to improve students’ learning activeness in mathematics measurement material through the implementation of the Problem Based Learning (PBL) model in Grade V of SDN 186/I Sridadi. This research employed Classroom Action Research (CAR) using both qualitative and quantitative approaches. Data were collected through observation, interviews, and documentation techniques. The study adopted the Kemmis and McTaggart model consisting of four stages: planning, implementation, observation, and reflection. The results indicated that the implementation of the PBL model was effective in improving students’ learning activeness. This improvement was reflected in the increasing percentage of students’ activeness from one cycle to the next. Initially, students’ activeness in Cycle I was categorized as low, reaching 47.36%. In Cycle II, the first meeting showed an increase to 76.47%, and further improvement occurred in the second meeting, reaching 83.33%. The percentage of students’ activeness exceeded the success indicator of 70%, indicating that the learning objectives had been achieved. Therefore, the action cycle was terminated after achieving the predetermined targets. The findings demonstrate that the application of the Problem Based Learning model significantly enhances students’ learning activities and activeness in mathematics learning. It can be concluded that the implementation of Problem Based Learning in mathematics instruction effectively improves the learning activeness of Grade V students.
The Use of Cassy Lab in Calorimeter Experiment with Different Material as Learning Media AJ Suharli; Isnania Isnania
U-Teach: Journal Education of Young Physics Teacher Vol. 7 No. 1 (2026): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/bq75sd80

Abstract

This study examined the effectiveness of Cassy Lab–based practicum activities in improving students’ understanding of temperature and heat concepts. A quantitative quasi-experimental method with a non-equivalent control group design was applied to 30 second-semester Physics Education students at Jambi University. Data were collected using pre-test and post-test instruments adapted from the Thermal and Transport Concept Inventory (TTCI). Analysis using IBM SPSS Statistics 26 included normality, N-gain, and independent t-test. Results showed that both groups improved, but the Cassy Lab group achieved a higher N-gain. The T-test indicated a significant difference between groups. These findings suggest that Cassy Lab–based practicum is effective in enhancing conceptual understanding and serves as an innovative technology-based learning medium. Further research should explore its impact on scientific process skills, critical thinking, and motivation with broader samples
Eksplorasi Pengalaman Siswa dan Guru dalam Pemanfaatan Pojok Baca di Sekolah Dasar Fajarudin Fajarudin; Maryono Maryono; Isnania Isnania
Pedagogik Journal of Islamic Elementary School Vol. 9 No. 1 (2026): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v9i1.10334

Abstract

Penelitian ini mengeksplorasi pengalaman siswa dan guru dalam pemanfaatan pojok baca di sekolah dasar. Peneliti menggunakan pendekatan kualitatif fenomenologi. Peneliti mengumpulkan data melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi. Peneliti memilih siswa kelas IV dan guru wali kelas di SDN 56/I Desa Aro, Jambi sebagai partisipan menggunakan teknik purposive sampling. Hasil penelitian mengungkapkan tiga temuan utama. Pertama, siswa memiliki pengalaman kognitif dan afektif yang parsial dan kondisional. Kedua, guru aktif mengelola pojok baca namun guru belum mendampingi siswa secara konsisten. Ketiga, guru dan siswa menghadapi tantangan struktural berupa keterbatasan jumlah dan variasi bahan bacaan. Secara teoretis, kajian ini memperluas pemahaman literasi sekolah dasar melalui kerangka holistik yang mengintegrasikan dimensi kognitif, afektif, dan sosial. Secara praktis, sekolah wajib merotasi koleksi buku secara berkala dan menjadwalkan pendampingan membaca harian yang terstruktur. Pemerintah harus memperkuat kebijakan literasi melalui dukungan pengadaan buku secara berkelanjutan. Peneliti selanjutnya perlu melibatkan orang tua dan kepala sekolah, serta melakukan studi komparatif untuk mengembangkan model pojok baca yang optimal.
Motivasi Belajar Siswa Terhadap Kegiatan Praktikum Berdasarkan Model ARCS (Attention, Relevance, Confidence, and Satisfaction) AJ Suharli; Isnania Isnania
Bahana Pendidikan: Jurnal Pendidikan Sains Vol. 8 No. 1 (2026): Bahana Pendidikan: Jurnal Pendidikan Sains
Publisher : Pendidikan Fisika FKIP UPR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/bpjps.v8i1.25911

Abstract

Penelitian ini bertujuan untuk mengkaji motivasi belajar siswa dalam kegiatan praktikum fisika dengan menggunakan model ARCS. Metode yang diterapkan adalah penelitian deskriptif kuantitatif dengan subjek sebanyak 36 siswa di SMA Negeri 1 Muaro Jambi. Pengambilan sampel dilakukan melalui teknik purposive sampling, sedangkan pengumpulan data dilakukan dengan menyebarkan angket. Instrumen angket disusun berdasarkan indikator pada setiap aspek model ARCS. Data yang diperoleh dianalisis menggunakan software IBM SPSS Statistics 26 untuk menentukan kategori motivasi belajar siswa serta nilai pada masing-masing aspek model ARCS. Hasil penelitian menunjukkan bahwa motivasi belajar siswa terhadap kegiatan praktikum berada pada kategori sedang. Untuk hasil tiap model ARCS, Satisfaction sebesar 72,89%, Attention sebesar 68,33%, Relevance sebesar 68%, Confidence sebesar 65,89%. Hasil tersebut menunjukkan bahwa kegiatan praktikum fisika memberikan pengaruh positif terhadap motivasi belajar siswa. Namun, aspek confidence perlu ditingkatkan agar menciptakan suasana pembelajaran yang aktif, memberikan kesempatan untuk lebih mengeksplorasi praktikum dan meningkatkan keingintahuan siswa.
Comparative Analysis of Direct Instruction and Practicum-Based Learning on Students’ Learning Outcomes Suharli AJ; Isnania Isnania; Susan Meiliasari; Nilam Cahyati
Al-Alam: Islamic Science Education Journal Vol 5 No 2 (2026): (Edisi Juli) Science learning integrated with Islamic values
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v5i2.14050

Abstract

Physics learning plays an important role in developing logical and analytical thinking skills, but still faces obstacles due to its abstract nature, dominant theory, and minimal experimental activities. On the other hand, the Direct Instruction model offers systematic and structured material delivery, while practicum-based learning provides more concrete empirical experiences. This study aims to compare the effectiveness of the two approaches on student learning outcomes. The method used is quantitative descriptive with a Quasi-Experimental Non-Equivalent Control Group Design. The sample was selected through a purposive sampling technique involving 16 students each in the experimental and control classes. The research instruments were a pre-test and a post-test consisting of 10 multiple-choice questions on the material of density and hydrostatic pressure. Data analysis was carried out through normality tests, N-Gain calculations, and Mann–Whitney U tests using the IBM SPSS Statistics 26 application. The results showed a significant difference, where practicum learning was more effective in improving student learning outcomes than direct learning. Therefore, practical-based learning helps students understand concepts better and involves student activities.
STEM-PBL Based E-Module with Jambi Context: Development Research to Improve Students’ 4C Skills Feri Tiona Pasaribu; Tria Gustiningsi; Isnania Isnania; Leizel P. Ariem Concepcion
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3529

Abstract

Penelitian ini bertujuan untuk merancang dan mengevaluasi modul e-learning berbasis STEM-PBL yang terintegrasi dengan konteks budaya Jambi guna meningkatkan keterampilan 4C siswa. Penelitian ini menggunakan jenis penelitian research and development (R&D) dengan model ADDIE. Peserta penelitian terdiri dari 26 siswa dan 1 guru matematika dari kelas VII.1 MTs N 3 Batang Hari. Alat penelitian meliputi tes keterampilan 4C, lembar validasi ahli, kuesioner tanggapan guru dan siswa, serta lembar observasi. Validasi materi dan desain oleh ahli menghasilkan skor 92% dan 94%, masing-masing, dengan skor validitas keseluruhan 93%, menunjukkan bahwa e-module memenuhi standar kualitas akademik dan pedagogis. Dalam hal kepraktisan, uji coba individu memperoleh skor 92%, sementara uji coba kelompok kecil mendapatkan 89%, dengan skor kepraktisan rata-rata 90,5%, menunjukkan bahwa e-modul mudah digunakan dan mendukung pembelajaran yang efektif. Pengamatan di kelas menunjukkan skor 88,6%, menunjukkan bahwa implementasi e-modul sesuai dengan sintaks pembelajaran STEM-PBL. Selain itu, siswa mencapai skor n-gain rata-rata 0,78 pada tes keterampilan 4C. Secara keseluruhan, hasil penelitian menunjukkan bahwa e-module yang dikembangkan valid dan praktis sebagai sumber belajar. Integrasi STEM-PBL dengan pedagogi yang relevan secara budaya dalam konteks pendidikan Indonesia menawarkan pendekatan yang menjanjikan untuk meningkatkan keterampilan 4C siswa. This study aimed to design and evaluate a STEM-PBL-based e-module integrated with the cultural context of Jambi to improve students’ 4C skills. The study employed a research and development (R&D) approach using the ADDIE model. The participants consisted of 26 students and 1 mathematics teachers from class VII.1 MTs N 3 Batang Hari. The research instruments included a 4C skills test, expert validation sheets, teacher and student response questionnaire, and observation sheets. The material and design expert validations yielded scores of 92% and 94%, respectively, resulting in an overall validity score of 93%, indicating that the e-module meets academic and pedagogical quality standards. In terms of practicality, the individual trial achieved a score of 92%, while the small-group trial obtained 89%, with an average practicality score of 90.5%, suggesting that the e-module is easy to use and supports effective learning. Classroom observations showed a score of 88.6%, indicating that the implementation of the e-module aligns well with the STEM-PBL learning syntax. Furthermore, students achieved an average n-gain score of 0.78 on the 4C skills test. Overall, the findings indicate that the developed e-module is valid and practical as a learning resource. Integrating STEM-PBL with culturally relevant pedagogy in the Indonesian educational context offers a promising approach to enhancing students’ 4C skills.
Co-Authors AJ, Suharli Concepcion, Leizel P. Ariem Destrinelli Fajarudin Fajarudin Feri Tiona Pasaribu HARIYANTO HARIYANTO Hariyanto Hariyanto Jefri Marzal Kriswantoro Kriswantoro Leizel P. Ariem Concepcion Maryono Maryono Nilam Cahyati Nizlel Huda Siti Aisyah Susan Meiliasari Tria Gustiningsi