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All Journal Jurnal Pendidikan dan Pengajaran Edu Sains: Jurnal Pendidikan Sains dan Matematika JCER (Journal of Chemistry Education Research) Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Journal of Education and Learning Mathematics Research (JELMaR) Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Jurnal ABM Mengabdi LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Asian Journal of Community Services (AJCS) International Journal of Trends in Mathematics Education Research (IJTMER) Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Babakti: Journal of Community Engangement
Eko Yuniarto
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Wisnuwardhana, Malang
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ANALISIS MENDALAM KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH RELASI DAN FUNGSI BERBASIS DISCOVERY LEARNING: STUDI KUALITATIF DI SMP Clarissa Dwi Setya; Rahma Wahyu; Eko Yuniarto Eko Yuniarto
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v5i4.11334

Abstract

This study aims to analyze in-depth the types of student errors and their causal factors in solving relation and function problems using the discovery learning model. This study was conducted in 2025 using a qualitative descriptive approach. The subjects were eighth-grade students of SMP PGRI 8 Malang, with four students selected purposively based on error variations. The research instruments were essay tests and unstructured interviews. The results showed that student errors included conceptual errors, principle errors, and operational errors. Conceptual errors were the dominant errors caused by a weak understanding of relation and function representations. Principle errors occurred due to inaccuracies in using solution procedures, while operational errors were related to the accuracy of symbol use and calculations. These findings indicate that even though discovery learning has been implemented, students still experience difficulties without adequate scaffolding. ABSTRAK Penelitian ini bertujuan untuk menganalisis secara mendalam jenis kesalahan siswa dan faktor penyebabnya dalam menyelesaikan soal relasi dan fungsi melalui model discovery learning. Penelitian ini dilaksanakan pada tahun 2025 dengan pendekatan deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII SMP PGRI 8 Malang, dengan empat siswa dipilih secara purposif berdasarkan variasi kesalahan. Instrumen penelitian berupa tes uraian dan wawancara tidak terstruktur. Hasil penelitian menunjukkan bahwa kesalahan siswa meliputi kesalahan konsep, kesalahan prinsip, dan kesalahan operasi. Kesalahan konsep merupakan kesalahan dominan yang disebabkan oleh lemahnya pemahaman terhadap representasi relasi dan fungsi. Kesalahan prinsip terjadi akibat ketidaktepatan dalam menggunakan prosedur penyelesaian, sedangkan kesalahan operasi berkaitan dengan ketelitian dalam penggunaan simbol dan perhitungan. Temuan ini mengindikasikan bahwa meskipun discovery learning telah diterapkan, siswa masih mengalami kesulitan jika tidak didukung oleh scaffolding yang memadai.  
INTEGRATING LEARNING STYLES AND MULTIPLE INTELLIGENCES WITHIN THE 5E LEARNING CYCLE TO IMPROVE STUDENTS’ HIGHER-ORDER THINKING IN CHEMISTRY Febi Dwi Widayanti; Eko Yuniarto; Nurin Fitriana; Endang Prihatiningsih
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p53-63

Abstract

This study aims to analyze the effects of grouping strategies based on students’ learning styles and levels of Multiple Intelligences (MI) on their Higher-Order Thinking Skills (HOTS) in chemistry learning within the 5E Learning Cycle model. A 2×3 factorial experimental design was employed, involving senior high school students in East Java who were categorized according to learning style (homogeneous or heterogeneous groups) and MI levels (high, moderate, or low). Research instruments included an MI questionnaire, a HOTS test developed from the revised Bloom’s taxonomy indicators, and observation sheets for learning activities. Data were analyzed using two-way ANOVA and interaction tests. The findings revealed that both grouping strategies and MI levels had a significant effect on students’ HOTS, with a meaningful interaction between the two factors. Students with higher MI levels who participated in homogeneous learning-style groups demonstrated the greatest improvement in HOTS, particularly in the analyzing and creating dimensions. Integrating learning styles and MI within the 5E model was proven to enhance the effectiveness of each learning phase by activating exploratory and reflective cognitive processes. Theoretically, this study extends the 5E model into a Differentiated Learning Cycle (DLC)—an adaptive constructivist approach that integrates students’ learning profiles into the chemistry learning process. The findings contribute empirically to the development of differentiated instructional strategies aimed at enhancing students’ HOTS and twenty-first-century scientific literacy.
Sosialisasi Pembuatan Pupuk Organik Limbah Rumah Tangga pada Masyarakat Desa Ngawonggo, Tajinan, Kabupaten Malang Yunita Oktavia Wulandari; Cynthia Tri Octavianti; Fitria Khasanah; Eko Yuniarto; Ruvita Iffahtur Pertiwi; M. Baidawi; Eny Wahyu Suryanti
Babakti: Journal of Community Engangement Vol 2 No 2 (2025): October
Publisher : Fakultas Teknik, Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/babakti.v2i2.13082

Abstract

Pupuk organik merupakan alternatif yang ramah lingkungan dan berkelanjutan dalam mendukung keberhasilan pertanian. Namun, banyak petani dan masyarakat yang masih bergantung pada pupuk kimia yang dapat merusak kualitas tanah dan lingkungan. Oleh karena itu, tujuan dari pengabdian masyarakat ini adalah untuk memberikan pelatihan pembuatan pupuk organik yang berbasis sampah rumah tangga kepada masyarakat. Pelatihan ini dilaksanakan di Desa Ngawonggo, Tajinan, Kabupaten Malang, yang melibatkan peserta dari kelompok tani, bank sampah Anggur dan ibu rumah tangga. Metode yang digunakan yaitu ceramah, peragaan, serta praktik langsung dalam pembuatan pupuk organik. Materi yang diberikan mencakup teori dasar tentang pupuk organik dari cangkang telur, kulit pisang, dan air cucian beras beserta manfaatnya, serta cara pembuatan dan aplikasi yang tepat. Hasil pelatihan menunjukkan bahwa peserta dapat memahami konsep dasar pupuk organik dan berhasil membuat pupuk organik dengan bahan-bahan yang mudah ditemukan di sekitar mereka. Sosialisasi pelatihan ini diharapkan dapat meningkatkan kesadaran akan pentingnya penggunaan pupuk organik serta memberikan alternatif solusi dalam meningkatkan kesuburan tanah secara berkelanjutan.
Questioning Skills of Prospective Teachers in Collaborative Microteaching Sri Rahayuningsih; Febi Dwi Widayanti; Nukhan Wicaksana Pribadi; Eko Yuniarto; Steven Christian; Yunasa Pinkan Sahara; Sikky El Walida; Retno Marsitin; Isbadar Nursit
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.105791

Abstract

Prospective teachers' questioning skills tend to be dominated by low-level thinking questions. This condition indicates that the learning practices carried out have not optimally encouraged students' critical thinking skills. This study aims to analyze the questioning skills of prospective teachers through the implementation of collaborative microteaching. This study used a mixed-methods approach with a case study design involving students of the Mathematics Education Study Program participating in the Microteaching course. The research subjects were selected purposively based on their involvement in the entire microteaching cycle. Data were collected through observations of teaching practices using observation sheets based on the revised Bloom's Taxonomy with instruments in the form of a questioning skills assessment rubric and structured observation guidelines, then analyzed descriptively qualitatively and quantitatively. The main results of the study indicate that the majority of students are in the category of good and very good questioning skills (72.7%), with advantages in question clarity and appropriateness to learning objectives, but the use of higher-level questions and the utilization of feedback are still limited. The implications of this study indicate that collaborative microteaching is effective as a reflective and collaborative learning environment in improving the quality of pedagogical questions, so that its integration in teacher education contributes to strengthening pedagogical competence and the quality of learning interactions.
Co-Authors Ayu Agus Tya Ningsih Bambang Winarto Clarissa Dwi Setya Cynthia Tri Octavianti, Cynthia Tri Dian Rokhmawati Endang Prihatiningsih Eny Wahyu Suryanti Febi Dwi Widayanti Fitria Khasanah Fitria Khasanah, Fitria Gazali, Zulkarnain Isbadar Nursit Kornelis Jaha Loli Lukas Loghe Tanggu M. Baidawi M. Taufiq Noor Rokhman Nukhan Wicaksono Pribadi, Nukhan Wicaksono Nurin Fitriana Purwanto, Kriesna Kharisma Rahma Wahyu Rahmani, Atika Zulfa Ratnawati Retno Marsitin Ruvita Iffahtur Pertiwi Setya, Clarissa Dwi Sikky El Walida Sri Rahayuningsih Sri Rahayuningsih Steven Christian Umul Khayati Wijayadi Yayuk Ngesti Rahayu Yuliana, Rachma Yunasa Pinkan Sahara Yunita Oktavia Wulandari Zuliatin, Qonik