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All Journal Jurnal Pendidikan Indonesia Lembaran Ilmu Kependidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA Edumatsains JIPF (Jurnal Ilmu Pendidikan Fisika) SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA BIOEDUKASI Journal of Natural Science and Integration Natural: Jurnal Ilmiah Pendidikan IPA Journal of Innovation in Educational and Cultural Research JPMP (Jurnal Pendidikan MIPA Pancasakti) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA PSEJ (Pancasakti Science Education Journal) Journal of Environmental and Science Education JURNAL HUTAN TROPIS Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Jurnal Pemberdayaan Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Proceeding Seminar Nasional IPA Prosiding Seminar Nasional Biologi Jurnal Dharma Indonesia Unnes Science Education Journal Journal of Biology Education Journal of Innovative Science Education Jurnal Abdimas Jurnal Dharma Indonesia
Dewi, Novi Ratna
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Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Early Mapping of Student Science Literacy: A Preliminary Study for Tidal Flood Mitigation Learning Innovation Based on Deep Learning and Local Wisdom Azimatul Khusniah; Andin Irsadi; Sudarmin Sudarmin; Novi Ratna Dewi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1406

Abstract

This study aims to provide an initial quantitative mapping of coastal students’ science literacy related to tidal flood mitigation, addressing the limited contextual understanding of disaster adaptation in schools. Using a quantitative descriptive survey design, the study involved 360 students from three coastal vocational high schools selected through proportional stratified random sampling. Data were collected through a PISA-based science literacy test and disaster mitigation perception questionnaires, then analyzed using descriptive statistics, One-Way ANOVA, and Pearson correlation tests. The findings showed that students’ overall science literacy was at a moderate level (mean = 68.61). Students demonstrated relatively good data interpretation skills (mean = 76.83), while their ability to explain natural phenomena scientifically remained lower (mean = 62.15). The ANOVA test indicated no significant difference in science literacy among the three schools (p = 0.946). In addition, a very strong positive correlation (r = 0.82) was observed between science literacy and students’ perceptions of disaster resilience. The novelty of this study lies in its integration of coastal disaster literacy mapping with a deep-learning pedagogical approach grounded in local wisdom. These findings provide empirical evidence that science literacy in coastal schools remains insufficiently connected to students’ environmental realities, highlighting the importance of contextual and culturally responsive science learning for disaster mitigation education.
Analysis of the Need for the Development of E-LKPD Biotechnology for Junior High Schools Based on the Local Wisdom of Subang Pineapple to Improve Understanding of Concepts and Creativity Hamdiyah Hamdiyah; Dyah Rini Indriyanti; Sudarmin Sudarmin; Novi Ratna Dewi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1590

Abstract

Biotechnology learning in junior high schools still faces challenges, including limited interactive teaching materials, teacher-centered instruction, and inadequate laboratory facilities, which hinder students' conceptual understanding and creativity. This study aimed to analyze the need to develop an ethnoscience-based biotechnology E-LKPD integrated with Project-Based Learning (PjBL) using the local wisdom of Subang pineapple (Ananas comosus (L.) Merr.). The study employed a convergent mixed-methods design involving 58 ninth-grade students and one science teacher at SMPN 2 Tambakdahan, selected through purposive sampling. Quantitative data were collected via Likert-scale questionnaires measuring understanding of the concept, creativity, and the need for interactive teaching materials, while qualitative data were collected through semi-structured interviews. Data were analyzed using descriptive statistics and thematic analysis through triangulation. The results showed that interactive E-LKPD had never been used (0%), while the need for digital teaching materials reached 95%, local wisdom integration 92%, and PjBL-based creativity features 96%. Students' initial scores of conceptual understanding and creativity were also relatively low. The study highlights the novelty of integrating ethnoscience and local wisdom into biotechnology E-LKPD as a contextual learning innovation and an alternative "virtual laboratory" solution for schools with limited infrastructure.
Teams Games Tournament for Collaboration and Learning Motivation in Junior High Science: A Systematic Review Mohammad Zuly Zulfan Arif; Novi Ratna Dewi; Arif Widiyatmoko; Wiyanto Wiyanto
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1751

Abstract

The development of 21st-century education requires learning strategies that not only improve academic achievement but also foster essential competencies such as collaboration and learning motivation. However, science learning at the junior high school level is often still dominated by teacher-centered approaches, which limit students’ active participation. Therefore, innovative learning models are needed to create more interactive and engaging learning environments. This study aims to analyze the effectiveness of the Teams Games Tournament (TGT) learning model in improving students’ collaboration skills and learning motivation in junior high school science learning. This research employed a systematic literature review approach using articles obtained from Scopus, Google Scholar, and ERIC databases. The article selection process followed the PRISMA 2020 framework. From an initial identification of 140 articles, 13 relevant studies were selected based on predetermined inclusion and exclusion criteria. The findings suggest that TGT tends to be associated with positive outcomes related to students’ collaboration skills and learning motivation. The integration of cooperative learning and game-based tournament activities encourages active participation, interaction, and engagement in the learning process. Therefore, the TGT model can be considered an effective strategy to support collaborative and motivating science learning at the junior high school level.
Comparing TPACK-Based E-LKPD and Conventional Instruction in Science: Impacts on Digital Literacy and Higher-Order Thinking Skills Novi Ratna Dewi; Putri Ulyatun Niswah; Sukimin Sukimin; Kuntoro Adi Juwanda
Journal of Innovation in Educational and Cultural Research Vol 7, No 3 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i3.3110

Abstract

This study examines the effectiveness of a TPACK-based Electronic Student Worksheet (E-LKPD) on the digital literacy and higher-order thinking skills (HOTS) of eighth-grade students in science learning. A quasi-experimental non-equivalent control group design was employed, involving an experimental class (n=27) that used the TPACK-based E-LKPD and a control class (n=27) that received conventional instruction using printed LKPD. Data were collected through validated digital literacy questionnaires, HOTS assessments, and student perception questionnaires. Mann-Whitney U tests indicated statistically significant differences in both digital literacy (p=0.014) and HOTS (p=0.004), favoring the experimental group, with moderate effect sizes (0.4390). Spearman's correlation showed a strong positive relationship between digital literacy and HOTS (? = 0.686; p 0.001; 95% CI [0.519; 0.801]). Partial Least Squares Structural Equation Modeling (PLS-SEM) indicated that students' positive perceptions of the TPACK E-LKPD predicted their digital literacy (?=0.635;p=0.004), which in turn was associated with higher HOTS scores (?=0.218; p=0.0216). These findings show that TPACK-based E-LKPD is effective not only in improving two key 21st-century skills simultaneously, but also in revealing a mechanism in which positive student perceptions support digital literacy development and, in turn, higher-order thinking. The study provides empirical evidence for using TPACK as a design framework for digital science worksheets to support digital literacy and higher-order thinking in secondary science education.
Penggunaan Model Problem Based Learning Berbantuan Google Sites Pada Pembelajaran IPA untuk Melatih Kemampuan Berpikir Kritis dan Keterampilan Literasi Digital Peserta Didik SMP Nasiroh, Naimatun; Dewi, Novi Ratna
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 3 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i3.102984

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan model Problem Based Learning (PBL) berbantuan Google Sites dalam pembelajaran IPA terhadap peningkatan kemampuan berpikir kritis dan keterampilan literasi digital peserta didik SMP. Penelitian menggunakan desain quasi experimental dengan nonequivalent control group design. Subjek penelitian adalah siswa kelas VIII SMP Al-Uswah Semarang tahun ajaran 2024/2025, dengan pembagian 21 siswa sebagai kelas eksperimen dan 22 siswa sebagai kelas kontrol. Instrumen yang digunakan meliputi tes uraian untuk berpikir kritis serta angket literasi digital berdasarkan indikator Kemendikbud. Data dianalisis menggunakan uji normalitas Shapiro-Wilk, uji homogenitas, uji-t, uji Mann-Whitney, Wilcoxon, serta gain score. Hasil menunjukkan bahwa penerapan model PBL berbantuan Google Sites secara signifikan meningkatkan kemampuan berpikir kritis (N-Gain = 0,60) dan literasi digital siswa (rerata > 3,25; kategori baik). Penelitian ini menunjukkan bahwa integrasi media digital dalam model pembelajaran berbasis masalah efektif dalam mendukung keterampilan abad ke-21.This study aims to analyze the effectiveness of using the Problem Based Learning (PBL) model assisted by Google Sites in learning science on improving critical thinking skills and digital literacy skills of junior high school students. The research used a quasi experimental design with nonequivalent control group design. The research subjects were VIII grade students of Al-Uswah Semarang Junior High School in the 2024/2025 school year, with 21 students as the experimental class and 22 students as the control class. The instruments used included a description test for critical thinking and a digital literacy questionnaire based on Kemendikbud indicators. Data were analyzed using Shapiro-Wilk normality test, homogeneity test, t-test, Mann-Whitney test, Wilcoxon, and gain score. The results showed that the application of the PBL model assisted by Google Sites significantly improved students' critical thinking skills (N-Gain = 0.60) and digital literacy (mean > 3.25; good category). This study shows that the integration of digital media in a problem-based learning model is effective in supporting 21st century skills.
Modul Ajar Bermuatan TPACK: Tinjauan Literatur pada Kompetensi Calon Guru IPA Sulfanjanti, Anggi Paramitha; Dewi, Novi Ratna; Aji, Septiko
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 3 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i3.103705

Abstract

Penelitian ini bertujuan untuk menganalisis tren dan karakteristik publikasi ilmiah mengenai modul ajar bermuatan TPACK (Technological Pedagogical Content Knowledge) dengan fokus pada pengembangan kompetensi calon guru. Menggunakan metode bibliometrik terhadap 27 artikel dari basis data Scopus, analisis ini mengungkap peningkatan signifikan publikasi sejak tahun 2020, dengan puncaknya pada 2023, sebagai respons terhadap transformasi digital dalam Pendidikan. Indonesia menjadi kontributor publikasi terbanyak, sementara Schmid M sebagai penulis paling berpengaruh berdasarkan sitasi. Hasil visualisasi menunjukkan bahwa topik TPACK terfokus pada tiga klaster utama: perencanaan pembelajaran, pendidikan guru prajabatan, dan pendidikan sains. Temuan dari artikel-artikel dengan sitasi tertinggi menyoroti pentingnya pelatihan berbasis pengalaman, integrasi praktik reflektif, dan desain modul ajar yang kontekstual untuk mendukung calon guru dalam mengimplementasikan TPACK secara efektif dalam pembelajaran.This paper aims to analyze the trends and characteristics of scientific publications on teaching modules containing TPACK (Technological Pedagogical Content Knowledge) with a focus on developing prospective teachers' competencies. Using a bibliometric methods to 27 articles from the Scopus database, this analysis reveals a significant increase in publications since 2020, with a peak in 2023, in response to digital transformation in education. Indonesia contributed the most publications, while Schmid M was the most influential author based on citations. Visualization results showed that TPACK topics focused on three main clusters: lesson planning, pre-service teacher education, and science education. Findings from the highest-cited articles highlight the importance of experiential training, integration of reflective practice, and contextualized teaching module design to support pre-service teachers in effectively implementing TPACK in learning.
Peningkatan Kemampuan Pemecahan Masalah IPA dan Kreativitas Siswa melalui Model Creative Problem Solving (CPS) Berbantuan E-LKPD Pendekatan TPACK Meidina, Zahra Yonisa; Dewi, Novi Ratna
INKUIRI: Jurnal Pendidikan IPA Vol 15, No 1 (2026): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v15i1.106067

Abstract

Model pembelajaran Creative Problem Solving (CPS) difokuskan pada pengembangan kemampuan pemecahan masalah dan kemampuan berpikir kreatif peserta didik. Tujuan penelitian ini adalah untuk menguji keefektifan model pembelajaran CPS yang diterapkan dengan bantuan E-LKPD pendekatan TPACK terhadap kemampuan pemecahan masalah dan peningkatan kreativitas siswa dalam pembelajaran IPA di jenjang SMP. Penelitian ini merupakan penelitian kunatitatif yang menggunakan metode pengumpulan data berupa pretest-posttest dan observasi. Hasil pretest-posttest yang mengukur kemampuan pemecahan masalah antara kelas eksperimen dan kontrol mendapatkan hasil N-gain 0,6 pada kelas ekperimen dan 0,1 untuk kelas kontrol. Sedangkan hasil N-gain observasi untuk mengukur kreativitas mendapatkan 0,4 kelas eksperimen dan 0,1 untuk kelas kontrol. Hasil dari penelitian tersebut menunjukkan bahwa model Creative Problem Solving dengan bantuan E-LKPD pendekatan TPACK efektif untuk meningkatkan kemampuan pemecahan masalah IPA dan kreativitas.The Creative Problem Solving (CPS) learning model is focused on developing students' problem-solving skills and creative thinking skills. The purpose of this study is to test the effectiveness of the CPS learning model applied with the help of the E-LKPD TPACK approach on problem-solving skills and increasing student creativity in learning Natural Sciences at the junior high school level. This study is a qualitative research that uses data collection methods in the form of pretest-posttest and observation. The results of the pretest-posttest measuring the problem-solving ability between the experimental and control classes obtained an N-gain of 0.6 in the experimental class and 0.1 for the control class. Meanwhile, the results of the N-gain observation to measure creativity were 0.4 for the experimental class and 0.1 for the control class. The results of the study show that the Creative Problem Solving model with the help of the E-LKPD TPACK approach is effective in improving science problem-solving skills and creativity.
Evaluation of the Effectiveness of Ethnoscience-Based Project-Based Learning Model in Improving Understanding of Biotechnology Concepts through a Systematic Literature Review Hamdiyah Hamdiyah; Dyah Rini Indriyanti; Novi Ratna Dewi
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.957

Abstract

This study aims to evaluate the effectiveness of the Ethnoscience-based PjBL model in improving the understanding of Biotechnology concepts through a systematic literature review. The research method uses a Systematic Literature Review (SLR) that follows the PRISMA standard, with data sources obtained from the Scopus and Google Scholar databases for the period 2013–2025. A total of 15 articles that met the inclusion criteria were analyzed using a bibliometric approach and qualitative thematic synthesis. The results of the study show that PjBL-Ethnosains consistently provides a significant improvement in the mastery of Biotechnology concepts across cognitive, affective, and psychomotor domains. Adaptive models such as CEL-BaDiS and CEL-BaDiS Up resulted in increased high-level thinking skills, including creativity and problem-solving, with gains reaching the medium-high category. In conclusion, Ethnoscience-based PjBL effectively strengthens understanding of Biotechnology concepts by integrating local cultural context into the scientific inquiry process. This study suggests developing a PjBL-Ethnoscience model with a more explicit syntax and rigorous experimental testing to produce a more comprehensive quantitative effect measure.
Needs Analysis for Developing an Ethno-STEM PjBL Module on Keumamah Processing to Enhance Elementary Students’ Science Literacy Agustina Agustina; Woro Sumarni; Sudarmin Sudarmin; Novi Ratna Dewi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1376

Abstract

This study aims to examine the need for developing an Ethno-STEM Project-Based Learning (PjBL) teaching module based on Keumamah processing to enhance elementary students’ scientific literacy. The research is motivated by students’ difficulties in understanding abstract science concepts due to decontextualized learning that lacks connection to their sociocultural environment. A quantitative descriptive method with a needs assessment design was employed, involving 120 fifth-grade students and 12 science teachers in coastal areas of Aceh selected through purposive sampling. Data were collected using questionnaires, supported by observation and documentation. The findings indicate that from the teachers’ perspective, there is a high level of urgency to develop the proposed module (89.1%), largely driven by the limited availability of locally contextualized teaching materials (85.6%). From the students’ perspective, most reported difficulties in understanding abstract concepts (78.4%), while a large proportion expressed strong interest in contextual learning (85.0%). Additionally, the availability of scientific literacy assessment instruments remains low (21.5%). This study concludes that there is a critical need to develop an Ethno-STEM-based PjBL module that integrates local wisdom, such as Keumamah processing. This study provides an empirical basis for designing culturally relevant and scientifically meaningful learning tools to support 21st-century literacy skills.
Co-Authors ACENG RUYANI Aditya Marianti Adriyani, Resti Agung Tri Prasetya Agustina Agustina Ainul Izzah Ai’syah, Arih Andin Irsadi Andin Vita Amalia, Andin Vita Anggreini, Ramadhani Kasih Ani Rusilowati Anisa Vita Vela Aras, Avila Ardhani, Nadia Eka Arif Widiyatmoko, Arif Atmaja, Bagus Dwi Auliya, Helmi Azimatul Khusniah Bambang Prayogo, Bambang Bayu Widiyanto BHAKTI KARYADI Brendyani Eka Setyowati, Brendyani Eka Bunaya Hanif Wintribrata Chaetsunnajah, Chaetsunnajah Dewi Mustikaningtyas Dyah Rini Indrayanti Dyah Rini Indriyanti Erna Noor Savitri, Erna Noor Faiq Hisyam Hartanto Fatkhomi, Fahmi Fidia Fibriana Gyebi, Eric Nketia Hamdiyah Hamdiyah Haryono, M. Hasna, Nisa Nur Heriyanti, Andhina Putri Hidayati, Selvie Nur Ika Susilowati, Ika Indah Urwatin Wusqo Indriyani, Serafica Iqbal Fathurrohman Isatunada, Aulia Ismida Rahmawati Jannah, Anindita Firdatul Kholil, Putri Alifa Krismiyanti, Lufia Kuntoro Adi Juwanda Kustiarini, Kustiarini Lestari, Astuti Budi Listiaji , Prasetyo Listiaji, Prasetyo Luthfi Hanum Saputri Maskhanah, Dinik Trisiani Siti Matsna, Maratul Maulida, Iftita Meidina, Zahra Yonisa Melati, Elia Ling Ling Meutia Salwa Aisy Nabilla Mia Novita Ningrum Miranita Khusniati Mohammad Zuly Zulfan Arif Muhamad Taufiq Muhammad Gibran Alif Prasetya Muriani Nur Hayati Nabilla, Meutia Salwa Aisy Nasiroh, Naimatun Nisa Nur Hasna Ni’mah, Siti Nur Novian Fitri Nurani, Novian Fitri Nurwijayanti Oktaviana, Catur Parlindungan, Deni Parmin Parmin Pranggajati Ningrat PRASETYONINGSIH, DWI Prihestiyani*, Rini Purwadi, Cintiya Egi Purwo susongko Putri Ulyatun Niswah Putri Ulyatun Niswah Putrianingtyas, Sinta Rahman, Nor Farahwahidah Abdul Ravy, Hun Rizki Nor Amelia Rohaeti, Ai Rohmatul Khasanah, Rohmatul Safaroh, Rose Saiful Ridlo Sajidi, Imam Salma, Ummi Zakia Saputri, Wahyu Dina Sarwi - Septiko Aji Shoba, Tafuz Mahabatis Sigit Priatmoko Sigit Saptono Siti Alimah Siti Fatimah Sri Haryani Sri Muryani, Sri Sri Sukaesih Sri Sukaesih Sriyanti, Mur Stephani Diah Pamelasari, Stephani Diah Sudarmin Sudarmin Sudarmin Sudarmin Suharto Linuwih Sukimin Sukimin Sukimin Sulfanjanti, Anggi Paramitha Sulistyorini Sulistyorini, Rr Supriyati, Titien Sutarno Sutarno Tifani, Aizah Trida Ridho Fariz Ulfa, Saidatul Ulfiatun Ulfiatun Ulil Albab Virgayantie, D. Anna Mulia Wahyu Hidayati Wardana, Irfan Ihza Wicaksono, Maulana Malik Widianingrum, Risti Ayu Widyatama, Angga Sofyana Winda Mandasari Wiwi Isnaeni Wiyanto - Wiyanto Wiyanto Woro Sumarni Wulandari, Tiara Dwi Wulansari, Fitria Wahyu Yonisa, Zahra Zulfa, Kamilia