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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan IPA Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) MUST: Journal of Mathematics Education, Science and Technology PERDULI: Jurnal Pengabdian kepada Masyarakat Journal of Computer for Science and Mathematics Learning Journal of Research in Education and Pedagogy ASEAN Journal of Educational Research and Technology
Irwanto Irwanto
Department Of Chemistry Education, Universitas Negeri Jakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers Irwanto, I.; Redhana, I. W.; Wahono, B.
Jurnal Pendidikan IPA Indonesia Vol 11, No 1 (2022): March 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i1.32366

Abstract

Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.
WHICH IS MORE EFFECTIVE, A MIND MAP OR A CONCEPT MAP LEARNING STRATEGY? I Wayan Redhana; Kadek Widiastari; Achmad Samsudin; Irwanto Irwanto
Jurnal Cakrawala Pendidikan Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i2.33031

Abstract

A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.
THE EVALUATION INSTRUMENT OF ANALYTICAL THINKING AND SCIENCE PROCESS SKILL IN CHEMISTRY SUBJECT Endang W. Laksono; Eli Rohaeti; - Suyanta; - Irwanto
Jurnal Kependidikan Vol. 1, No.1 (2017)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v1i1.8205

Abstract

This study was aimed at developing and describing the feasibility of analytical thinking and science process skill instrument for Senior High School chemistry in the material of reaction rates. The study was conducted in five senior high schools in Yogyakarta. The instrument development used the 4-D model including defining, designing, developing, and disseminating. Analytical Thinking and Science Process Skill (ATSPS) instrument was validated by expert judgement and chemistry teachers. The data obtained were analyzed using the descriptive, qualitative, and quantitative methods. Findings show that evaluation of the the developed ATSPS instrument has a validity index of 0.95. Product evaluation of the instrument done by the Senior High School chemistry teachers obtained a score of 530 within the good category. The percentage of teachers’ responses to the chemistry assessment instrument is 88.33%. Therefore, ATSPS instrument is feasible to be used for measuring the knowledge and skills of the Senior High School students integrativelyINSTRUMEN PENILAIAN KEMAMPUAN BERPIKIR ANALITIS DAN KETERAMPILAN PROSES SAINS KIMIAPenelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik SMA/MA pada materi laju reaksi. Penelitian dilakukan di lima SMA/MA di Kota Yogyakarta. Pengembangan instrumen menggunakan model 4-D (Four-D Model) yang meliputi tahap pendefinisian, perancangan, pengembangan, dan penyebaran produk. Instrumen Analytical Thinking and Science Process Skill (ATSPS) yang telah dikembangkan divalidasi oleh expert judgement dan guru kimia. Data yang diperoleh dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa instrumen ATSPS yang telah dikembangkan memiliki rata-rata indeks validitas isi sebesar 0,95. Berdasarkan hasil penilaian produk yang telah dilakukan oleh guru kimia SMA/MA diperoleh skor sebesar 530 dengan kategori sangat baik. Persentase respons guru terhadap instrumen penilaian kimia sebesar 88,33%. Oleh karena itu, instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia layak digunakan untuk mengukur kompetensi pengetahuan dan keterampilan peserta didik SMA/MA secara terintegrasi
Pelatihan penyusunan soal interaktif menggunakan wondershare quiz creator pada proses pembelajaran daring bagi guru-guru smp di wilayah kecamatan tarumajaya bekasi Afrizal Afrizal; Irwan Syahputra; Irwanto Irwanto
PERDULI: Jurnal Pengabdian kepada Masyarakat Vol 3 No 01 (2022): PERDULI: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.481 KB) | DOI: 10.21009/perduli.v3i01.28057

Abstract

Kegiatan pengabdian pada masyarakat (PPM) ini dilaksanakan untuk guru-guru IPA di Wilayah Kacamatan Tarumajaya Bekasi. Adapun capaian yang diharapkan setelah mengikuti pelatihan adalah terjadinya peningkatan kualitas penilaian guru-guru IPA dalam mengonstruksi soal-soal interaktif menggunakan program Wondershare Quiz Creator. Program pelatihan dilakukan melalui tiga tahapan, yaitu pendahuluan, pelaksanaan, dan evaluasi kegiatan. Pada tahap pendahuluan, dilakukan analisis kebutuhan berupa pengumpulan data mengenai perlunya mengonstruksi alat penilaian interaktif selama pandemi COVD-19 bagi guru-guru di Wilayah Kecamatan Tarumajaya Bekasi. Tahap kedua, tahap Pelaksanaan, dimana program pelatihan yang ditawarkan berupa online training menggunakan metode ceramah, tanya jawab, simulasi, penugasan, dan pengamatan terhadap keterampilan peserta pelatihan. Pada tahap ketiga atau disebut tahap evaluasi. Evaluasi program pelatihan dilakukan secara menyeluruh terhadap unsur materi, pelatih, dan peserta pelatihan. Jumlah peserta yang hadir sebanyak 20 guru. Secara umum hasil pengamatan dan evaluasi dari peserta, kegiatan ini mendapat respon yang positif dari peserta
Pelatihan penyusunan soal interaktif menggunakan platform e-ujian bagi guru-guru kimia di mgmp jakarta timur Irwanto Irwanto; Afrizal Afrizal
PERDULI: Jurnal Pengabdian kepada Masyarakat Vol 3 No 02 (2022): PERDULI: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.635 KB) | DOI: 10.21009/perduli.v3i02.29797

Abstract

Perkembangan teknologi digital telah berdampak positif terhadap cara baru untuk mengevaluasi pembelajaran dan memberikan umpan balik kepada siswa melalui e-assessment. Namun, penyusunan e-assessment yang efisien di level sekolah menenah atas membutuhkan pelatihan. Dengan demikian, pengabdian ini bertujuan untuk memberikan pelatihan penyusunan soal interaktif menggunakan platform e-ujian bagi guru-guru kimia di Jakarta Timur, DKI Jakarta. Peserta adalah 61 guru kimia dari 10 SMA di Jakarta Timur. Pelatihan diselenggarakan pada tanggal 8 September 2022 secara hybrid. Keberhasilan pelatihan dievaluasi menggunakan survey dan dibagikan diakhir kegiatan. Hasilnya menunjukkan bahwa ada peningkatan keterampilan guru dalam mengonstruksi soal-soal dengan bantuan teknologi. Kegiatan ini telah memberikan alternatif solusi bagi guru kimia untuk memudahkan mereka dalam melakukan penilaian. Mitra mengharapkan adanya keberlanjutan program ini.
Evaluation of Differentiated Learning in Chemistry by Using the CIPP Evaluation Model Sukro Muhab; Tatik Dian Setyo Rini; Erdawati Erdawati; Irwanto Irwanto
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.5985

Abstract

Differentiated learning is important in the world of education, because of the diversity of students’ learning methods and students’ different knowledge backgrounds. The aim of this research is that differentiated learning in chemistry material and the teaching and learning process can run effectively and efficiently. Differentiated learning can eliminate students’ fear of material they don’t like, especially chemistry. This research is qualitative research, to see the effectiveness of differentiated learning, the CIPP research model is used. This CIPP model includes context, input, process and product, so it is said to be more comprehensive than other evaluation models. The research data sources are Chemistry Teachers, curriculum representatives, and students at three high schools in Jakarta. Primary data was collected using observation instruments while secondary data was obtained through questionnaires and interviews. The research results show that what happens in the field is that not all teachers apply differentiated learning during the teaching and learning process in the classroom. Through differentiated learning, students tend to be more active and enthusiastic about learning because classroom learning is carried out according to each student’s interests, readiness, and learning style. So, learning activities with a differentiation system are stated to be quite effective
Assessing Sustainable Awareness of Madrasah Ibtidaiyah Students Within the Education for Supporting Sustainable Development Goals (SDGs) Framework Sheryl Mutiara Putri; Agung Purwanto; Irwanto Irwanto
ASEAN Journal of Educational Research and Technology Vol 5, No 2 (2026): AJERT: VOLUME 5, ISSUE 2, September 2026
Publisher : Bumi Publikasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to analyze the level of sustainability awareness and commitment to the goals of education for sustainable development (ESD) among students in madrasah ibtidaiyah. A descriptive survey was conducted with 327 students in Sukabumi Regency using self-administered questionnaires that considered gender and grade level. Data were analyzed using descriptive statistics and one-way ANOVA. The results indicated that students demonstrated a moderate level of sustainability awareness, with an average score of 2.95. No significant differences were found across grade levels (p = 0.158), while female students showed significantly higher awareness than males (p = 0.001) in grades 3, 4, and 5. These findings suggest that gender is a more influential factor than grade level in shaping students’ sustainability awareness. The results highlight the need for gender-responsive approaches in designing effective ESD programs in primary education.
Analysis of Students’ Critical Thinking Abilities Through the Numbered Heads Together (NHT) Cooperative Learning Model on the Topic of Buffer Solutions Ghea Paki Agustin; Afrizal Afrizal; Irwanto Irwanto
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/zfd29e68

Abstract

The purpose of this study was to analyze the indicators of students’ critical thinking skills through the NHT type cooperative learning model on the buffer solution material. The research subjects were 36 students of class XI MIA 2 academic year 2019/2020 at SMAN 45 Jakarta. The research was conducted using qualitative analysis methods by collecting data through observation, discussion sheets, critical thinking skills analysis tests, reflective journals, and student interviews. The research was carried out by applying the NHT cooperative learning model in four meetings through 5 stages of learning, namely conveying goals and motivating students, presenting information, organizing students into groups, guiding study groups, evaluating and giving awards. The results showed that the critical thinking skills of students mostly showed satisfactory criteria. This is evidenced by the achievement of satisfactory criteria on aspects of problem identification in questions, aspects of conceptual understanding, aspects of the ideas connection, aspects of assumptions and aspects of drawing conclusions. The application of the NHT type of cooperative learning model has a positive impact on the development of students’ critical thinking skills through group discussion activities. The conclusion of the study shows that the critical thinking skills of students who achieve satisfactory criteria include three aspects including identification of the problem in question, conceptual understanding and drawing conclusions. Meanwhile, indicators that reach very good criteria contain aspects of the ideas connection and indicators that achieve unsatisfactory criteria contain aspects of assumption.
Identifying Students’ Misconceptions about Chemical Bonding Using a Four-Tier Diagnostic Test Darius Agung; Sukro Muhab; Irwanto Irwanto
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/nky2hc92

Abstract

Chemical bonding is an abstract topic that students rarely encounter in their daily lives. Because of the many misconceptions that can arise regarding chemical bonds, it is not surprising that chemical bonds are a topic that has been widely researched. Thus, this study aims to explore students’ understanding of chemical bonding. This research is quantitative research using a survey design. The participants were 101 tenth-grade students at a public high school in Indonesia. In this study, the sample was determined using convenience sampling techniques. To collect the required data, the Four-Tier Diagnostic Test for Chemical Bonding (FTDT-CB) was administered. The results indicated that students’ understanding of chemical bonding concepts was relatively low with an average score of 18 (out of 100). In addition, 23 misconceptions were identified, of which 20 were genuine misconceptions while the other 3 were spurious misconceptions. It is recommended for future studies to conduct quasi-experimental research to prevent misconceptions that emerged in the current research and also to reveal misconceptions on chemical bonding that may be experienced by pre-service chemistry teachers by using a four-tier diagnostic test.
Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction Tasya Fatacharmita; Tritiyatma Hadinugrahaningsih; Irwanto Irwanto
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/thnvb502

Abstract

This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.
Co-Authors Achmad Samsudin Afrizal Afrizal Afrizal Afrizal Afrizal Afrizal Agung Purwanto Ahmad Susilo Darius Agung Eli Rohaeti Endang W. Laksono Erdawati Erdawati Ghea Paki Agustin I Wayan Redhana Irwan Syahputra Kadek Widiastari Sheryl Mutiara Putri Sukro Muhab Sukro Muhab Suyanta Suyanta Tasya Fatacharmita Tatik Dian Setyo Rini Tritiyatma Hadinugrahaningsih Ucu Cahyana Wahono, B.