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All Journal Mimbar Sekolah Dasar Edufisika: Jurnal Pendidikan Fisika Al-Jabar : Jurnal Pendidikan Matematika JPF : JURNAL PENDIDIKAN FISIKA Social, Humanities, and Educational Studies (SHEs): Conference Series ULIN: Jurnal Hutan Tropis Bioscientist : Jurnal Ilmiah Biologi Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Penelitian Inovatif DIKSAINS : Jurnal Ilmiah Pendidikan Sains Mamangan Social Science Journal Kajian Pendidikan Dasar (KAPEDAS) TOFEDU: The Future of Education Journal Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Irwan Koto, Irwan
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School Koto, Irwan
Mimbar Sekolah Dasar Vol 7, No 1 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v7i1.22504

Abstract

This research aims at comparing the changes in factual, conceptual, and procedural knowledge of heat transfer in learning science using YouTube videos accompanied by discovery learning among fifth graders. A pre-and post-test experimental design was conducted by two different groups. One of the groups was randomly assigned to conduct discovery learning and YouTube videos (n = 21) and the others were to conduct discovery learning and hands-on activities (n = 21). Students in the experimental group used YouTube videos to do the assignments, whereas those in the control group used hands-on activities. Before conducting the treatment, all the students carried out the pre-test. Pre-test analyses showed that there was no significant difference between the two groups in terms of factual, conceptual, and procedural knowledge of heat transfer. The post-test was conducted by students in two groups after completing four weeks throughout the fall semester of the 2018-2019 Academic Year. The research results revealed that both groups showed various effects on the acquisition of factual, conceptual, and procedural knowledge. Well-selected and related video material could enhance student knowledge related to the concept of heat transfer.
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERORIENTASI PREDICT-OBSERVE-EXPLAIN (POE) PADA TEKANAN FLUIDA STATIS Fadhila, Annisa; Koto, Irwan; Nirwana, Nirwana; Sakti, Indra; Sutarno, M
Kumparan Fisika Vol 3 No 2: Amplitudo : Jurnal Ilmu dan Pembelajaran Fisika Edisi Maret 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ajipf.3.2.77-86

Abstract

ABSTRAK Pandemi COVID-19 yang menyebar ke seluruh dunia termasuk Indonesia. Untuk mengatasi penularan virus COVID-19, pemerintah mengeluarkan kebijakan untuk menjaga jarak. Melalui angket yang diisi oleh siswa di SMP Negeri 17 Kota Bengkulu diketahui bahwa siswa mengalami kesulitan untuk memahami materi pelajaran pada saat pembelajaran daring. Tujuan penelitian ini adalah untuk mengembangkan LKPD berorientasi POE dengan mengadaptasi penelitian Research and Development dengan model 4D. Pengembangan yang terdiri dari 4 tahap: define (analisis kurikulum dan perangkat pembelajaran serta analisis kebutuhan pengembangan LKPD), design (merancang produk LKPD), development (validasi dan revisi produk), dan disseminate (uji coba pada pengguna). Namun, pada penelitian ini dibatasi sampai pada tahap pengembangan produk. Hasil validasi yang telah dilakukan oleh ahli pada LKPD berorientasi POE diperoleh validitas sebesar 0,93 (validitas tinggi). Sehingga LKPD berorientasi POE pada materi tekanan fluida statis layak untuk uji lapangan. Respon keterbacaan oleh 21 siswa pada aspek tampilan LKPD, penyajian materi LKPD, dan LKPD dilakukan kepada 21 siswa di SMP Negeri 17 Kota Bengkulu. Pada aspek materi pada materi tekanan fluida statis yang sudah dikembangkan memiliki persentase sebesar 86,73% (sangat baik). Pada aspek bahasa memiliki persentase sebesar 84,05% (sangat baik). Pada aspek ketertarikan memiliki persentase sebesar 82,74 % (sangat baik). Sehingga respon siswa terhadap uji keterbacaan produk LKPD berorientasi POE pada materi tekanan fluida statis yang telah dikembangkan didapatkan hasil setiap aspek memiliki persentase 84,89% (sangat baik). Kata Kunci : Research and Development, model 4D, LKPD, POE ABSTRACT The COVID-19 pandemic has spread throughout the world, including Indonesia. To overcome the spread of the COVID-19 virus, the government issued a policy to maintain social distance. Through a questionnaire filled out by students at SMP Negeri 17 Bengkulu City, it was found that students had difficulty understanding the subject matter during online learning. The purpose of this research is to develop LKPD POE oriented by adapting Research and Development research with a 4D model. The development consists of 4 stages: define (analysis of curriculum, learning tools and needs analysis of LKPD development), design (design LKPD products), development (validation and revision of products), and disseminate (test on users). However, this research is limited to the product development stage. The results of the validation that have been carried out by experts on LKPD POE oriented obtained a validity of 0.93 (high validity). So that the LKPD POE oriented on static fluid pressure material is feasible for field testing. Readability responses by 21 students on the aspect of LKPD display, presentation of LKPD material, and LKPD were carried out to 21 students at SMP Negeri 17 Bengkulu City. In the material aspect, the static fluid pressure material that has been developed has a percentage of 86.73% (very good). In the language aspect, it has a percentage of 84.05% (very good). In the aspect of interest has a percentage of 82.74% (very good). So that the student response to the readability test of POE-oriented LKPD products on the static fluid pressure material that has been developed shows that each aspect has a percentage of 84.89% (very good). Keywords: Research and Development, 4D model, LKPD, POE
The Effect of Static Fluid Pressure Learning with Predict-Observe-Explain (POE)-Oriented Student Worksheets on Science Process Skills Nengsih, Desti Purnama; Koto, Irwan; Defianti, Aprina; Nirwana, Nirwana; Johan, Henny
Jurnal Pendidikan Fisika Vol 11, No 3 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i3.11842

Abstract

The purpose of this study was to investigate the effect of static fluid pressure learning with Predict, Observe, Explain (POE)-oriented student worksheets on the eighth-grade students' science process skills. This research employed a non-equivalent control group design. A total of 166 students from five classes in class VIII at State Junior High School 03 in Bengkulu City represented the research population. Students in class VIII-1 (control group) and class VIII-2 (experimental group), for a total of 58 students, were selected as subjects using non-probability sampling and the convenience sampling method. By applying non-parametric inferential statistics, particularly the Mann-Whitney U test, the hypothesis was examined. The results confirm that the use of POE-oriented worksheets in learning the concept of pressure in static fluids has a statistically positive effect at the significance level (0.05) with a p-value (0.003) on science process skills, and the effect size (r=0.39) is in the medium category. The availability of worksheets that rely on scaffolding strategies such as POE may enable students in secondary schools to construct their own knowledge during the learning process.The provision of worksheets that employ scaffolding techniques, such as the Predict-Observe-Explain (POE) approach, has the potential to facilitate the development of students' knowledge construction and science process abilities in secondary school settings.
Pengaruh E-Modul Berbasis Guided Discovery Terhadap Pengetahuan Faktual, Konseptual, dan Prosedural pada Pembelajaran IPA Kelas V Rahayu, Anisa; Widi Winarni, Endang; Koto, Irwan
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 7 No 2 (2024): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v7i2.35753

Abstract

This study aims to analyze the effect of guided discovery-based e-modules on the mastery of factual, contextual and procedural knowledge of "digestive organs" in fifth grade elementary school students. This research is quantitative research. The subjects of this research were 23 students of SDN 04 Bengkulu Selatan class VB and 23 VC students. This research uses pretest and posttest questions on factual, context and procedural knowledge. The research results showed that the N-Gain value for factual knowledge was 65.5 in the medium category, the N-Gain value for conceptual knowledge was 59.5 in the medium category, the N-Gain value for procedural knowledge was 52 in the medium category. Based on the research results, it can be concluded that there is a significant influence of learning using science guided discovery-based e-modules on the mastery of factual, conceptual and procedural knowledge.
PENGARUH MODEL DISCOVERY LEARNING BERBANTUAN MEDIA AUDIO VISUAL TERHADAP PENGETAHUAN FAKTUAL DAN KONSEPTUAL SISWA KELAS V SD Listiani, Oetary; Widi Winarni, Endang; Koto, Irwan
Jurnal Kajian Pendidikan Dasar Vol. 4 No. 1 (2025): Maret
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/kapedas.v4i1.37471

Abstract

The aim of this research is to analyze the effect of science learning using the Discovery Learning model assisted by audio-visual media on factual and conceptual knowledge. The type of research used is quasi-experimental research using a pretest-posttest control group design. The type of data used is quantitative data, namely using question instruments and expert validation sheets. Based on the results of the hypothesis test, it was found that the application of science learning using the Discovery Learning model assisted by audio-visual media had a significant effect on factual and conceptual knowledge. The N-Gain test on the factual knowledge of the experimental class was 93% in the effective category, while in the control class it was 34% in the ineffective category. Knowledge of the concept of the N-Gain test in the experimental class was 86% in the effective category and 26% in the control class in the ineffective category. The correlation test shows there is no significant relationship between factual and conceptual knowledge. The application of science learning using the Discovery Learning model assisted by audio-visual learning media has a significant effect on context knowledge. This is demonstrated by the posttest average of conceptual knowledge in the control class being 54. Meanwhile for the experimental class the average result is 91. Furthermore, there is no relationship between the dimensions of factual knowledge and conceptual knowledge in science learning using the Discovery Learning model assisted by audio-visual media.
Perbandingan Paradigma Kurikulum Sains di Indonesia dan Spanyol: Struktur, Pendekatan, dan Inovasi Pembelajaran Abad Ke-21 Saputra, Deki; Simanjuntak, Riva Enjel; Sinulingga, Wika Aryani; Koto, Irwan
Jurnal Penelitian Inovatif Vol 5 No 2 (2025): JUPIN Mei 2025
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jupin.1451

Abstract

Pembelajaran sains menjadi aspek penting dalam membekali siswa menghadapi tantangan abad ke-21 yang menuntut kemampuan berpikir kritis, pemecahan masalah, dan literasi teknologi. Untuk menjawab tantangan tersebut, kurikulum harus mampu mendorong siswa untuk aktif, kreatif, dan menerapkan konsep sains dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengkaji perbedaan kurikulum pembelajaran sains antara Indonesia dan Spanyol, serta mengidentifikasi praktik yang relevan untuk diadaptasi dalam rangka meningkatkan mutu pembelajaran sains di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka melalui analisis dokumen kurikulum, artikel ilmiah, dan kebijakan pendidikan dari kedua negara. Hasil analisis menunjukkan bahwa kurikulum di Indonesia masih dominan bersifat teoritis dan belum sepenuhnya mengintegrasikan praktik serta inovasi dalam pembelajaran. Sebaliknya, kurikulum di Spanyol lebih menekankan pendekatan berbasis proyek, kolaboratif, dan interdisipliner, serta memanfaatkan teknologi digital secara aktif. Meskipun Kurikulum Merdeka memberikan ruang untuk pembaruan, pelaksanaannya masih terkendala oleh keterbatasan pelatihan guru dan sarana pendukung. Oleh sebab itu, reformasi kurikulum yang adaptif terhadap pendekatan global dan relevan dengan kebutuhan siswa sangat diperlukan untuk mengoptimalkan pembelajaran sains di Indonesia.
The Scientific Literacy Competence of Students in Indonesia and Mexico Based on PISA 2022: An International Comparative Study Ayu, Giska Naura; Putri, Chintiya Andini; Riyanto, Aliph Rifky; Koto, Irwan
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.525

Abstract

This study utilizes data from the 2022 Program for International Student Assessment (PISA) to analyze the determinants affecting the science literacy performance of Indonesian and Mexican students from Indonesia and Mexico. A descriptive qualitative methodology employing a comparative study method was utilized to assess secondary data from the OECD 2022 report, pertinent scientific publications, and closely linked educational documents through content analysis and document study approaches. The findings indicated that Indonesian students' science literacy achievement was below the OECD average, with Indonesian students scoring 383 compared to 399 for Mexican students; 34% of Indonesian students demonstrated mastery of basic concept understanding (level 2), while 49% of Mexican students did so. Notable disparities exist in educational infrastructure (70% of schools in Mexico possess laboratories compared to 35% in Indonesia), budgetary allocation for education (4.3% of Mexico's GDP versus 3.6% of Indonesia's GDP), and the incorporation of the STEM education system in Mexico relative to the implementation of the Merdeka Curriculum in Indonesia, which is limited by inadequate facilities. The determinants influencing the attainment of scientific literacy include the percentage of pupils from low-income households (43% of Indonesian students compared to 27% of Mexican students) and the level of students' interest in science (18% of Indonesian students against 35% of Mexican students). Enhancement of scientific literacy can be achieved by augmented training for educators in science and the expansion of technological resources for scientific activities in schools.
EKSPLORASI IMPLEMENTASI KURIKULUM DI INDONESIA DAN INGGRIS: TINJAUAN PADA ASPEK PEMBELAJARAN SAINS Syafitri, Indriani; Wahyuni, Aditiya; Tianita, Tianita; Koto, Irwan
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i2.4802

Abstract

ABSTRACT Curriculum is a learning plan that is prepared in accordance with national education policies and objectives to be the main guideline in the education process. This study analyzes the curriculum and implementation of science learning in Indonesia and the United Kingdom. This study uses a qualitative method with a comparative approach based on literature review. The results show that Indonesia uses the more flexible Merdeka Curriculum, but the UK uses a more structured National Curriculum with a Key Stages system. Science learning in Indonesia is still theory-oriented with limited experimental activities in the laboratory, while the UK emphasizes experimentation and problem solving. The advantage of the Indonesian curriculum system is its flexibility, but the main challenge in implementing the curriculum is the availability of supporting infrastructure for science learning and the willingness of educators. In contrast, the UK system has strict academic standards, so academic guidance becomes a challenge for students. To improve the quality of science learning in Indonesia, it is necessary to align the requirements of the curriculum documents with their implementation, improve the competence of teachers, and strengthen laboratory facilities to support experiment-based learning. ABSTRAK Kurikulum adalah rancangan pembelajaran yang disusun sesuai kebijakan dan tujuan pendidikan nasional untuk menjadi pedoman utama dalam proses pendidikan. Penelitian ini menganalisis kurikulum dan implementasi pembelajaran sains di Indonesia dan Inggris. Studi ini menggunakan metode kualitatif dengan pendekatan komparatif berbasis studi literatur. Hasil penelitian menunjukkan bahwa Indonesia menerapkan Kurikulum Merdeka yang lebih fleksibel, namun Inggris menggunakan National Curriculum yang lebih terstruktur dengan sistem Key Stages. Pembelajaran sains di Indonesia masih berorientasi pada teori dengan keterbatasan kegiatan eksperimen di laboratorium, sedangkan Inggris lebih menekankan eksperimen dan pemecahan masalah. Keunggulan sistem kurukulum di Indonesia adalah fleksibilitasnya tetapi tantangan utamanya untuk mengimplementasi kurikulum adalah ketersedian infrastruktur pendukung pembelajaran sain dan kesiapan tenaga pendidik. Sebaliknya, sistem Inggris memiliki standar akademik yang ketat sehingga tuntanta akademik menjadi tantangan bagi siswa. Untuk meningkatkan kualitas pembelajaran sains di Indonesia, diperlukan kesesuian tuntutan dokumen kurikulum dengan implementasinya, peningkatan kompetensi guru, serta penguatan fasilitas laboratorium untuk mendukung pembelajaran berbasis eksperimen.
ANALISIS KOMPARATIF IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DALAM SISTEM PENDIDIKAN INDONESIA DAN KANADA Rosalia, Rosalia; Putri, Patra Rahmayani; Fitriah, Laely Nurul; Koto, Irwan
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i2.4845

Abstract

ABSTRACT This study seeks to provide a comparative analysis of the implementation of multicultural education within the educational systems of Indonesia and Canada. This study emphasizes the significance of intercultural education in cultivating an inclusive and tolerant society, particularly in the context of the cultural, ethnic, and religious variety present in both nations. The employed methodology is a literature review utilizing a qualitative approach and comparative examination of policy documents, curriculum, and pertinent research findings. National research findings indicate that Canada has intentionally incorporated multicultural education into its educational framework via curriculum, legislation, teacher training, and community engagement. Conversely, in Indonesia, multicultural principles are implicitly integrated into several disciplines and largely rely on teacher activities and the educational atmosphere. While both are dedicated to diversity, Canada excels in systemic support and lacks a formal policy. This study advocates for Indonesia to establish a more systematic multicultural education strategy, enhance teacher training, and contextually incorporate local cultural values into the curriculum. This study aims to serve as a reference for advancing a more inclusive and responsive educational system that addresses diversity in the context of globalization. ABSTRAK Penelitian ini bertujuan untuk menganalisis secara komparatif implementasi pendidikan multikultural dalam sistem pendidikan di Indonesia dan Kanada. Latar belakang kajian ini didasari oleh pentingnya pendidikan multikultural dalam membentuk masyarakat yang inklusif dan toleran, terutama di tengah keberagaman budaya, etnis, dan agama yang dimiliki oleh kedua negara. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif dan analisis komparatif terhadap dokumen kebijakan, kurikulum, serta hasil-hasil penelitian yang relevan. Hasil penelitian menunjukkan bahwa Kanada telah mengintegrasikan pendidikan multikultural secara eksplisit dalam sistem pendidikannya melalui kurikulum, kebijakan, pelatihan guru, dan keterlibatan komunitas. Sebaliknya, di Indonesia, nilai-nilai multikultural masih diimplementasikan secara implisit dalam beberapa mata pelajaran dan bergantung pada inisiatif guru serta lingkungan sekolah. Meskipun keduanya memiliki komitmen terhadap keberagaman, Kanada lebih unggul dalam hal dukungan sistemik dan adanya kebijakan. Penelitian ini merekomendasikan agar Indonesia mengembangkan pendidikan multikultural yang terstruktur, memperkuat pelatihan guru, dan mengintegrasikan nilai-nilai budaya lokal secara kontekstual dalam pembelajaran. Kajian ini diharapkan dapat menjadi referensi sebagai upaya pengembangan sistem pendidikan yang inklusif dan responsif terhadap keberagaman di era globalisasi.
Kualitas Briket Arang Berbahan Baku Cangkang Kemiri (Aleurites mollucanus) dan Serbuk Kayu Jati (Tectona grandis) Wulandari, Fenni Krisna; Wardana, Rendy Wikrama; Setiawan, Iwan; Koto, Irwan; Parlindungan, Deni
ULIN: Jurnal Hutan Tropis Vol 9, No 2 (2025)
Publisher : Fakultas Kehutanan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32522/ujht.v9i2.19630

Abstract

Penelitian Bertujuan adalah mengevaluasi mutu briket melalui pengukuran nilai kalor, kandungan air, dan kadar abu pada enam sampel berbeda. Dari hasil analisis, sampel K-A1, yang mengandung 77% kulit kemiri dan 3% bahan perekat, mencatatkan nilai kalor tertinggi, yaitu 6562 kkal/kg. Seluruh sampel yang diuji menunjukkan nilai kalor di atas 5000 kkal/kg, melampaui ketentuan standar nasional (SNI). Selain itu, kadar abu pada sampel K-A1 sebesar 6,78%, masih dalam batas toleransi SNI yang memperbolehkan kadar abu hingga 8%. Dalam aspek kadar air, sampel K-A3 (97% kulit kemiri dan 3% perekat) mencatat angka 5,78%, sedangkan sampel C-A3 dan K-A2 masing-masing memiliki kadar air 6,46% dan 7,59% — semuanya memenuhi syarat kadar air di bawah 8% menurut SNI. Berdasarkan keseluruhan parameter, briket dari sampel K-A1 dinilai sebagai yang terbaik, dengan kombinasi nilai kalor 6562 kkal/kg, kadar abu 6,78%, dan kadar air 9,07%.
Co-Authors Abdul Muktadir, Abdul ACENG RUYANI Amin, Ahmad Andik Purwanto Ariefa Primair Yani Ayu, Giska Naura Badeni Badeni, Badeni BHAKTI KARYADI Cholivatus Sa'diah Dedy Hamdani Defianti, Aprina Endang Widi Winarni Fadhila, Annisa Fatrima Santri Syafri Fira Pratiwi Fitriah, Laely Nurul Henny Johan Herwanti, Marisha Indra Sakti Iwan Setiawan Listiani, Oetary MARSILA, SINTA Nengsih, Desti Purnama Nirwana, Nirwana Parlindungan, Deni Putri, Chintiya Andini Putri, Patra Rahmayani Qolbin, Albu Raden Mohamad Herdian Bhakti Rahayu, Anisa RAHAYU, PUTRI WIJI Riyanto, Aliph Rifky rosalia rosalia SAPUTRA, DEKI Sari, Nurma Yunita Simanjuntak, Riva Enjel Sindi, Sindi Nova Eliza Sinulingga, Wika Aryani SOSRI, LEXA Susanta, Agus Sutarno Sutarno Sutarno, M Syafitri, Indriani Tianita, Tianita Uliyandari, Mellyta Utami, Gita Nita Utami, Ricke Leosita VRETICIA, ENJEL Wahyuni, Aditiya Wardana, Rendy Wikrama Widi Winarni, Endang Wulandari, Fenni Krisna Yusnia, Yusnia