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All Journal Cakrawala Pendidikan Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Indonesia Jurnal Didaktik Matematika Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) AKSIOMA: Jurnal Program Studi Pendidikan Matematika SEMIRATA 2015 Jurnal Pendidikan Biologi Indonesia Edufisika: Jurnal Pendidikan Fisika Jurnal Pendidikan Kimia Universitas Riau Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Educational Research (IJER) Jurnal Penelitian Pendidikan IPA (JPPIPA) PRISMA Biosfer: Jurnal Pendidikan Biologi Jurnal Pendidikan Kimia (JPKim) Tarbawi : Jurnal Ilmu Pendidikan PENDIPA Journal of Science Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Cendekia : Jurnal Pendidikan Matematika JKPK (Jurnal Kimia dan Pendidikan Kimia) Delta: Jurnal Ilmiah Pendidikan Matematika JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan UTAMAX : Journal of Ultimate Research and Trends in Education Bioscientist : Jurnal Ilmiah Biologi Integrated Science Education Journal ALACRITY : Journal Of Education Proceedings of International Conference on Multidiciplinary Research Journal of Education Technology Information Social Sciences and Health Chimica Didactica Acta : Journal of Chemistry and Chemistry Education Jurnal Pengabdian Masyarakat Pinang Masak Community Empowerment Journal JUPEMA Jurnal Penelitian Pendidikan Indonesia Journal of The Indonesian Society of Integrated Chemistry Joong-Ki Asian Journal of Science Education Jurnal Pendidikan dan Sosial Humaniora Jurnal Ilmiah Pendidikan Citra Bakti
Muhammad Haris Effendi Hasibuan
Universitas Jambi
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Theoretical construction of the microteaching model-based PjBL and blended learning for prospective biology teachers Sadikin, Ali; Rusdi, Muhammad; Hasibuan, Muhammad Haris Effendi; Siburian, Jodion
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 6, No 2 (2024): June 2024
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v6i2.19337

Abstract

Microteaching as a learning model must be updated for the future, especially in preparing prospective biology teachers with the 4C skills required in the 21st century. This study aims to develop a microteaching model-based Project-based Learning (PjBL) and blended learning to enhance the 4C skills of prospective biology teachers. The research method uses a Research & Development approach with the ADDIE framework. The research subjects are the Biology Education Study Program students who take the microteaching course. This model integrates PjBL and blended learning, including the following stages: (1) Project orientation (synchronous), (2) Module development (asynchronous), (3) Peer review (asynchronous), (4) Presentation of peer review results (synchronous), (5) First teaching practice and peer review (asynchronous), (6) Presentation of first teaching practice results (synchronous), (7) Second teaching practice and peer review (asynchronous), (8) Presentation of second teaching practice results (synchronous), (9) Collection of project videos (synchronous), and (10) Project evaluation (synchronous). Data collection techniques include questionnaires, validation sheets, observation sheets, and tests, with data analysis using a t-test. The results show that model enhances the 4C skills of prospective biology teachers. In conclusion, this model effectively improves 4C skills with the guidance of a logbook and LMS. Still, lecturers must encourage and facilitate student learning activities through direct communication or instant messaging. This research impacts the quality of education for prospective biology teachers in the future.Abstrak. Microteaching sebagai model pembelajaran perlu diperbaharui untuk masa depan, khususnya dalam menyiapkan calon guru biologi dengan keterampilan 4C yang dibutuhkan pada abad 21. Penelitian ini bertujuan mengembangkan model microteaching berbasis project-based learning (PjBL) dan blended learning bagi calon guru biologi. Metode penelitian ini menggunakan pendekatan Research & Development dengan kerangka ADDIE. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Biologi yang mengambil mata kuliah microteaching. Model microteaching yang dikembangkan mengintegrasikan PjBL dan blended learning, meliputi tahapan: (1) Orientasi proyek (sinkronus), (2) Pengembangan modul (asinkronus), (3) Peer review (asinkronus), (4) Presentasi hasil peer review (sinkronus), (5) Praktik mengajar pertama dan peer review (asinkronus), (6) Presentasi hasil praktik mengajar pertama (sinkronus), (7) Praktik mengajar kedua dan peer review (asinkronus), (8) Presentasi hasil praktik mengajar kedua (sinkronus), (9) Pengumpulan video proyek pembelajaran (sinkronus), dan (10) Evaluasi dan penilaian proyek (sinkronus). Teknik pengumpulan data menggunakan angket, lembar validasi, lembar observasi, dan tes. Teknik analisis data menggunakan t-test.  Hasil menunjukkan bahwa model ini meningkatkan keterampilan 4C pada calon guru biologi. Kesimpulannya, moel ini efektif meningkatkan keterampilan 4C dengan panduan logbook dan LMS, Namun, dosen perlu mendorong dan menfasilitasi kegiatan belajar mahasiswa melalui komunikasi langsung atau pesan instan. Penelitian ini berdampak pada peningkatan kualitas pendidikan calon guru biologi di masa depan.
The influence of the ability to understand mathematics concepts based on van hiele's level of thinking on the learning outcomes of mathematics education students Arlianti, Nofyta; Kamid, Kamid; Marzal, Jefri; Hasibuan, Muhammad Haris Effendi
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244022

Abstract

The aim of this research is to find out whether there is an influence on the ability to understand mathematical concepts based on Van Hiele theory on the learning outcomes of STKIP Muhammadiyah Sungai Penuh students. The research method that will be carried out is associative (correlational) research. Sample determination was carried out using random sampling technique or determining samples randomly after carrying out a normality test, test homogeneity and equality of means tests. The results of the calculations carried out obtained the calculated r value = 0.5 46 and r table = 0.444, apparently r count > r table , then it can be concluded that H 1 accepted , so it can be concluded that there is a significant relationship between learning interactions and results learn mathematics with interpretation Enough. Coefficient of determination (r)2 = 0.2981 . So the magnitude of the relationship between variable X and variable Y is 29.81 %. This means that the relationship between the ability to understand mathematical concepts and the learning outcomes of transformation geometry is 29.81 %.
Development of Flipbook Learning Media Based on Problem Based Learning (PBL) on Acid Base Material to Increase Students Digital Literacy Ramadhan, Sarah Afillah; Haryanto, Haryanto; Hasibuan, Muhammad Haris Effendi
ALACRITY : Journal of Education Volume 5 Nomor 1 Februari 2025
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v5i1.613

Abstract

This research is part of research into the development of flipbook learning media based on problem-based learning on acid-base material to increase students' digital literacy. The aim of this research is to determine the process of developing learning media in the form of flipbooks based on Problem Based Learning (PBL) in learning acid-base material. Students' digital literacy is the main focus in this development. This research uses a Research and Development (R&D) approach with a 4D model consisting of definition, design, development and deployment. The trial was carried out at SMA Negeri 13 Jambi City. The results of this research obtained an average score from media experts of 4.75 "very appropriate" and material experts of 4.64 "very appropriate". Furthermore, based on the teacher's responses and assessments, an average score of 4.75 "very adequate" was obtained. Then it also received a very good response from students on a scale of 5 with an average score of 88.6% "very good". And for students' digital literacy skills on a scale of 5 it reached 84.4% "very good".
Pre-Service Biology Teacher : An Analysis of The Learning Style and Interest Sadikin, Ali; Rusdi, Muhammad; Hasibuan, Muhammad Haris Effendi; Siburian, Jodion
Asian Journal of Science Education Vol 6, No 2: October, 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v6i2.38530

Abstract

The purpose of this study was to determine the learning style and interest of prospective biology teacher students who will take microteaching lectures. The research method used descriptive quantitative. Samples were obtained through purposive sampling. Data were collected using questionnaires and analyzed descriptively (collection, reduction, and conclusion). The results showed that the most dominant learning style was visual learning style. Meanwhile, the most dominant learning interest among prospective biology teacher students at Jambi University is related to music. Therefore, the recommendation from this study is to organize microteaching with visual and music-based media.
The development of a project-based multimedia and its effectiveness in improving students’ higher order thinking skills about chemistry bonding concept Idkhom Kholid; Harizon Harizon; Muhammad Haris Effendi Hasibuan
Jurnal Pendidikan Kimia Vol. 16 No. 3 (2024): J. Pendidik. Kim : December 2024
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i3.65171

Abstract

This study aimed to develop a learning multimedia which is based on project-based learning (PjBL) and to investigate its effectiveness in improving students’ higher order thinking skills (HOTS) in the concept of chemistry bonding. This study used a research and development (R&D) design involving the method of Lee and Owen which consisted of five stages namely analysis, design, development, implementation, and evaluation (ADDIE) to develop the intended multimedia. The effect of the developed multimedia use on students’ HOTS was investigated using a one group pretest-posttest experimental design with a class of secondary high school students in Jambi city Indonesia. The research of analysis towards the development process showed that the project-based multimedia learning was successfully developed using the ADDIE method. This involved some validation results from some experts that include the chemistry expert and media learning expert who declared that it was valid and feasible to use. The results of experiments showed that the implemented multimedia was effective in increasing the participant students' HOTS after the learning process. The effectiveness was affirmed by the paired t-test (p-value = 0.000<0.05) indicating that there was a significant difference between the students’ HOTS pretest and posttest. This effectiveness was confirmed by the N-gain value of 0.58 which means that the students had experienced 58% HOTS improvement. This can thus be concluded that the developed project-based multimedia was valid and effective in improving students’ HOTS in the concept of chemistry bonding.
The development of a project-based multimedia and its effectiveness in improving students’ higher order thinking skills about chemistry bonding concept Kholid, Idkhom; Harizon, Harizon; Hasibuan, Muhammad Haris Effendi
Jurnal Pendidikan Kimia Vol. 16 No. 3 (2024): J. Pendidik. Kim : December 2024
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i3.65171

Abstract

This study aimed to develop a learning multimedia which is based on project-based learning (PjBL) and to investigate its effectiveness in improving students’ higher order thinking skills (HOTS) in the concept of chemistry bonding. This study used a research and development (R&D) design involving the method of Lee and Owen which consisted of five stages namely analysis, design, development, implementation, and evaluation (ADDIE) to develop the intended multimedia. The effect of the developed multimedia use on students’ HOTS was investigated using a one group pretest-posttest experimental design with a class of secondary high school students in Jambi city Indonesia. The research of analysis towards the development process showed that the project-based multimedia learning was successfully developed using the ADDIE method. This involved some validation results from some experts that include the chemistry expert and media learning expert who declared that it was valid and feasible to use. The results of experiments showed that the implemented multimedia was effective in increasing the participant students' HOTS after the learning process. The effectiveness was affirmed by the paired t-test (p-value = 0.000<0.05) indicating that there was a significant difference between the students’ HOTS pretest and posttest. This effectiveness was confirmed by the N-gain value of 0.58 which means that the students had experienced 58% HOTS improvement. This can thus be concluded that the developed project-based multimedia was valid and effective in improving students’ HOTS in the concept of chemistry bonding.
Pelatihan Penerapan Model Membelajaran 4-Step-Jigsaw Untuk Meningkatkan Profesionalisme Guru Kimia Effendi Hasibuan, Muhammad Haris; Haryanto, Haryanto; Sadikin , Ali
Jurnal JUPEMA Vol. 4 No. 1 (2025): May 2025
Publisher : Laboratorium Pembelajaran FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jupema.v4i1.38245

Abstract

Indonesian government has recommended chemistry teachers to implement active learning models such as Jigsaw when teaching. Jigsaw learning model provides many benefits for students including the improvement of learning outcomes and the reduction of anxiety in learning science. However, the facts in the field show that the adoption of the Jigsaw learning is still minimal. Two constraints are the lack of knowledge and skills of chemistry teachers in using the learning model and the absence of training. Therefore, a training is needed to help chemistry teachers to be able to apply the Jigsaw learning model. The training has been carried out at SMAN 2 Muaro Jambi in 4 stages. Stage I is face-to-face lectures, stage II involves teaching practice, stage III is mentoring for the revision of the Learning Plan (RPP) based on the jigsaw model, and stage IV is evaluation. The evaluation results show that this training has been successful in improving teachers' knowledge and skills in applying the jigsaw model. Teachers are expected to continue using the jigsaw learning model when teaching chemistry. Abstrak. Pemerintah Indonesia telah merekomendasikan agar guru-guru kimia menerapkan model-model pembelajaran aktif seperti Jigsaw saat mengajar. Model pembelajaran jigsaw banyak memberikan manfaat bagi siswa meliputi peningkatan hasil belajar bahkan membantu siswa menurunkan kecemasan dalam belajar sains. Namun fakta dilapangan  menunjukkan penerapan model pembelajaran Jigsaw masih minim. Dua masalah penyebabnya adalah kurangnya pengetahuan dan keterampilan guru kimia dalam menggunakan model pembelajaran tersebut serta tiadanya pelatihan. Oleh karena itu, perlu dilakukan pelatihan untuk membantu guru-guru kimia agar mampu menerapkan model pembelajaran Jigsaw. Pelatihan tersebut telah dilaksanakan di SMAN 2 Muaro Jambi dalam 4 tahap. Tahap I adalah kuliah tatap muka, tahap II melibatkan praktek mengajar, tahap III adalah mentoring untuk revisi Rencana Pelaksanaan Pembelajaran (RPP) berbasis model pembelajaran jigsaw, dan tahap IV adalah evaluasi. Hasil evaluasi menunjukkan bahwa  pelatihan ini telah berhasil meningkatkan pengetahuan dan keterampilan guru dalam menerapkan model jigsaw. Guru diharapkan akan terus menggunakan model pembelajaran jigsaw saat mengajar kimia
THE EFFECT OF SCAFFOLDING GUIDANCE PROMPTING TECHNIQUE IN GUIDED-INQUIRY LEARNING ON STUDENTS' SCIENCE PROCESS SKILLS IN BUFFER SOLUTION CONCEPTS Marini, Cintia; Hasibuan, Muhammad Haris Effendi; Sanova, Aulia
Chimica Didactica Acta Vol 13, No 1: June 2025
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v13i1.46039

Abstract

The purpose of this study is to determine the influence of applying scaffolding Guidance prompting strategy in guided-inquiry learning model on students' science process skills (SPS) in buffer solution concepts of senior high school students. This study also addressed how the prompting technique caused the effect on the SPS. Hence, the study used A mixed method research methodology with a sequential explanatory approach, integrating the quantitative and the qualitative data to answer the aims. A SPS-related observational sheet was used to collect data about two classes students skills in doing practicum. A SPS-oriented test was used to collect data about the students understanding of SPS. In addition, a field notes observational sheet was used to collect data about factors causing the development of students SPS. The results showed the experiment groups SPS score was higher than the control groups SPS score (77.57 and 82.50) in observing skill, and this was the same with the experiment groups SPS who had higher classifying skill compared to the control groups SPS (64.70 and 70.33). The t-test results verified that there was a difference between the two groups' test indicated by the p-value (sig) 0.05. This means the use of prompting technique was effective in nurturing the experiment groups SPS. Based on field observation, it was clear that the use of the prompting technique was very helpful for the experiment group to conduct the experiment.
Pengaruh Scaffolding Teknik Cueing Terhadap KPS Siswa Pada Pembelajaran Inkuiri Terbimbing Materi Larutan Penyangga Hafidzah, Nurul; Hasibuan, Muhammad Haris Effendi; Miharti, Isra
Journal of Education Technology Information Social Sciences and Health Vol 4, No 2 (2025): September 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v4i2.6119

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh kebijakan bimbingan teknik scaffolding terhadap keterampilan proses sains (KPS) siswa pada indikator mengamati dan mengelompokkan serta mengidentifikasi faktor-faktor penyebab peningkatannya. Penelitian dilakukan di SMA Negeri 2 Kota Jambi menggunakan metode campuran ( mix method ) dengan desain eksperimen semu ( quasi eksperimen ) tipe non-equivalent control group design . Sampel terdiri atas dua kelas XI: fase F1 sebagai kelas eksperimen dan fase F2 sebagai kelas kontrol, masing-masing berjumlah 30 siswa. Teknik pengumpulan data kuantitatif meliputi pretest , posttest , dan lembar observasi KPS, sedangkan data kualitatif diperoleh melalui lembar observasi ( catatan lapangan ). Hasil penelitian menunjukkan bahwa KPS siswa pada materi larutan penyangga di kelas eksperimen mengalami peningkatan yang signifikan dibandingkan dengan kelas kontrol. Berdasarkan uji statistik t-test independen dan dependen, disimpulkan bahwa terdapat perbedaan signifikan antara penggunaan teknik scaffolding cueing terhadap peningkatan KPS siswa, dan peningkatan tersebut dipengaruhi oleh penggunaan cueing yang terstruktur dalam proses pembelajaran.
Navigating geometric thought: A classroom-based intervention using discovery-contextual strategies aligned with van Hiele’s cognitive framework Arlianti, Nofyta; Kamid; Marzal, Jefri; Hasibuan, Muhammad Haris Effendi
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.27845

Abstract

Purpose: This study aims to investigate the enhancement of students’ geometric thinking through the integration of Discovery–Contextual learning strategies with van Hiele’s levels of reasoning. In addition, it examines the contribution of logical–mathematical intelligence to mathematics learning outcomes by synthesizing findings from prior research. Method: The research employed a classroom action research design implemented in three iterative cycles involving 13 fifth-semester mathematics education students. Data were collected through geometry thinking tests, observation notes, and the van Hiele-based assessment tool, then analyzed descriptively to track cognitive development across cycles. Complementing this, a meta-analysis of 41 empirical studies was conducted using a random-effects model to evaluate the consistency of logical–mathematical intelligence on students’ mathematics achievement. Findings: The results indicate steady improvement in students’ geometric reasoning, particularly at the deduction and rigor levels, with mean performance rising from 78.4% in the first cycle to 92.8% in the third. Reflection across cycles also revealed stronger engagement, reflective thinking, and collaborative learning. The meta-analysis further confirmed that logical–mathematical intelligence consistently exerts a strong and stable influence on mathematical performance across different educational stages and contexts. Significance: Findings highlight the pedagogical value of combining Discovery–Contextual learning with van Hiele’s framework to cultivate higher-order geometric thinking. At the same time, the evidence underscores the necessity of integrating logical reasoning into curriculum design and instructional strategies. Together, these contributions provide both theoretical insights and practical guidance for advancing mathematics education, especially in preparing prospective teachers to meet diverse cognitive needs.
Co-Authors -, Maison A. Asrial Abdul Ma&#039;arif Abrar, Mukhlas Afreni Hamidah Agustiningsih Agustiningsih Ali Sadikin Ali Sadikin Ali, Raden Muhammad Anisa Puspita Sari Asni Johari Asrial Aulia Sanova Bambang Hariyadi Bambang Hariyadi Bambang Hariyadi Cahayu, Sri Anika Damris Muhammad Daniel Happy Putra Diah Riski Gusti Dian Indah Lestari Dwiki Prasetya Subakti Ebiati Ebiati Edi Yuversa Efriana Jon, Efriana Eltati Tri Aldianisa Ernawati, Dwi Wiwik Esa Witri Evita Anggereni Fatria Dewi Feronica Purba Fuldiaratman Haerul Pathoni, Haerul Hafidzah, Nurul Harizon Harizon Harizon Harizon Harizon Harizon Harizon Harizon Hartono, Rudi HARYANTO Haryanto Haryanto helty, helty Idkhom Kholid Intan Lestari Isnaini Isramiharti Isramiharti istiqomah istiqomah Javed, Muhammad Ahmad Jefri Marzal Jodion Siburian Kamid Kamid Kholid, Idkhom Kristiyono, Santo Kriswantoro Kriswantoro Lailatul Hairi Lativa Sari, Luluk Lestari, Neneng Luluk Lativa Sari M Rusdi M Rusdi M. Rusdi MARIA BINTANG Marini, Cintia Mayang Dela Kesumah Melfiza Minarni Minarni Muhaimin Muhammad Akhir Muhammad Damris Muhammad Rusdi Muhammad Rusdi Muhammad Rusdi Mukhlash Abrar Mutiara Siska Nazurty Nazurty Neilul Isra Pratama Ngatijo Ngatijo Nizlel Huda Nofyta Arlianti, Nofyta Novti Lastri Nur Zaharah Nurul Hasanah Nurul Rahmiah Fitri Nurwijayanti Petri Priyatni Pinta Murni Prastika Istiqomah Priyatni, Petri Rahadian Zainul Rahayu Rahayu Rahmah Widiastiningsih Ramadhan, Sarah Afillah Ranti Erfiana Rayandra Asyhar Rhamadan, Fany Fachri Rifka Annisa Riska Fitriani Romundza, Febbry Sadikin , Ali Safitri, Rosanda Zuly Samsiaromah Samsiaromah Saprizal Hadisaputra Sri Purwaningsih Sriliah Suzanti Sugiarti Sugiarti Sulistiyo, Urip Susi Hindarti Suwaji Suwaji Syafira Tiaradipa Syaiful Syaiful Syaiful Syaiful Syaiful Syaiful T., Friscillawulan Titin Masturoh Tri Haryati Tri Haryati Wahyu Herma Wati Wida Syahri Windy Kartika Yanto Sugiyanto YANTO YANTO Yusnaidar Yusnaidar Yusnaidar Yusnaidar, Yusnaidar Yusnelti Yusnelti Yusnelti Yusnelti Yutia, Nurtanti