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All Journal Cakrawala Pendidikan Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Indonesia 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) JURNAL PENDIDIKAN MIPA Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan UTAMAX : Journal of Ultimate Research and Trends in Education Didaktika: Jurnal Kependidikan 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 Jurnal Pendidikan IPA Indonesia Joong-Ki Asian Journal of Science Education Jurnal Pendidikan dan Sosial Humaniora Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Didaktik Matematika
Muhammad Haris Effendi Hasibuan
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Enhancing Higher-order Thinking Skills in Chemistry Education: A Validated Canva-IBL-STEM Model for Stoichiometry Learning Panggabean, Freddy Tua Musa; Sutiani, Ani; Purba, Jamalum; Dibyantini, Ratu Evina; Hasibuan, Muhammad Haris Effendi; Krisbiantoro, Philip Anggo
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 4 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i4.33559

Abstract

Developing Higher Order Thinking Skills (HOTS) remains a major obstacle in the global drive for STEM education in the twenty-first century, especially in complex subjects like stoichiometry. Although Inquiry-Based Learning with STEM (IBL-STEM) fosters critical thinking and Canva is frequently used for educational design, no previous study has combined these strategies to solve the conceptual challenges of stoichiometry. This study aimed to create and verify a Canva-based stoichiometry teaching resource and examine its effectiveness in improving chemistry students' HOTS. We created interactive Canva modules with guided inquiry tasks, molecular visualization, and HOTS assessment using the ADDIE paradigm (Analysis, Design, Development, Implementation, Evaluation). The materials were tested with 62 students using pre-test/post-test comparisons and validated by three chemistry education specialists (mean feasibility scores: 4.71 for content and 4.74 for media). With post-test scores (76.94 ± 6.61) significantly surpassing pre-test findings (35.71 ± 6.36), the intervention significantly improved HOTS (mean gain: 41.23 ± 9.33, p < 0.001). The results of this study indicate that the Canva-IBL-STEM model is valid for implementation in stoichiometry learning and has been shown to improve students' HOTS abilities. The findings provide educators with a model for inquiry-driven, technology-enhanced learning that connects design tools with profound conceptual knowledge.
Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa Abdul Ma&#039;arif; Syaiful Syaiful; Muhammad Haris Effendi Hasibuan
Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i1.15390

Abstract

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E. This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.
Theoretical construction of the microteaching model-based PjBL and blended learning for prospective biology teachers Ali Sadikin; Muhammad Rusdi; Muhammad Haris Effendi Hasibuan; Jodion Siburian
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 Nofyta Arlianti; Kamid Kamid; Jefri Marzal; Muhammad Haris Effendi Hasibuan
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 %.
Improving geometry transformation thinking skills using student activity sheets based on discovery-contextual learning based on Van Hiele's theory Nofyta Arlianti; Kamid Kamid; Jefri Marzal; Muhammad Haris Effendi Hasibuan
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): 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: 10.29210/020254836

Abstract

Geometry thinking ability is the ability of students in terms of observing objects, building definitions based on the characteristics inherent in the object, recognizing the relationship between one object with other objects, and applying it in solving geometry problems. However, the ability to think geometry students are still low. This is because students are still dependent on lecturers in receiving information and learning that occurs in the classroom has not facilitated the ability to think geometry, especially geometry transformation. For this reason, a student activity sheet based on Discovery- Contextual Learning based on van hiele theory was developed which is effective in improving the geometry thinking ability of mathematics education students of STKIP Muhammadiyah Sungai Penuh. The subjects of this study were 5th semester students of mathematics education. The development model used is adapted from the Plomp model. There are three stages in this model, namely preliminary research, prototype phase, and assessment. This study focused on seeing the effectiveness of the product at the assessment stage. The assessment phase was carried out on a field test consisting of 13 students for 9 meetings. The syntax of this learning model includes: 1) Stimulation, 2) Constructivism, 3) Problem Statement, 4) Data Collection, 5) Learning Community, 6) Modeling, 7) Data Processing, 8) Verification, 9) Reflection, and 10) Authentic Assessment.
Pengembangan e-Modul Materi Kimia Hijau Berbasis Problem Based Learning (PBL) Berbantuan Heyzine Flipbook Berorientasi Kemampuan Berpikir Kritis Putri Roudhoh; Wilda Syahri; Afrida, Afrida; Muhammad Haris Effendi Hasibuan; Febbry Romundza
JURNAL PENDIDIKAN MIPA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i2.4141

Abstract

Pembelajaran kimia dalam kursus mandiri menekankan pentingnya keterampilan berpikir kritis, bertujuan untuk membantu siswa memahami konsep secara mendalam dan menghubungkannya dengan masalah dunia nyata. Namun, pengamatan menunjukkan bahwa pemahaman siswa tentang kimia hijau masih kurang memadai, dan media pembelajaran yang ada tidak dapat mendukung pengembangan keterampilan ini secara memadai. Studi ini bertujuan untuk merancang modul elektronik kimia hijau berdasarkan pembelajaran berbasis masalah (PBL) dan buku flip Heyzine, serta mengevaluasi kelayakan, kepraktisan, dan umpan balik siswa. Studi ini menggunakan model penelitian dan pengembangan Lee & Owens, yang mencakup lima fase: analisis, desain, pengembangan, implementasi, dan evaluasi. Pengumpulan data dilakukan melalui wawancara dan kuesioner dengan pakar bidang studi, pakar media, guru, dan siswa. Modul elektronik tersebut menerima peringkat yang sangat tinggi dari pakar bidang studi (4,75 poin, 94%) dan pakar media (4,36 poin, 87,1%). Para guru menilai kepraktisan e-modul ini setinggi 97%, dan umpan balik siswa juga sangat positif, dengan 97% dinilai untuk bimbingan individu dan 98% untuk bimbingan kelompok. Berdasarkan hasil ini, kami merekomendasikan penggunaan e-modul pembelajaran berbasis proyek (PBL) yang didukung oleh Heyzine Flipbook sebagai media pembelajaran yang efektif untuk mendukung pengembangan keterampilan berpikir kritis siswa.
Actualizing Ethnoscience in Physics Education: A New Pathway to Foster Academic Creativity through Local Traditions Mayang Dela Kesumah; Ilham Falani; Haerul Pathoni; Muhammad Haris Effendi Hasibuan
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3240

Abstract

Strengthening academic creativity is an urgent need in 21st-century physics education, which is characterized by complex challenges and global changes. This study aims to actualize ethnoscience as a contextual approach that can enhance student creativity through the integration of local cultural values into physics learning. Using a combined framework of Systematic Literature Review (SLR) and field surveys, this study analyzed 10 relevant articles and collected quantitative data from 50 high school students. Descriptive and inferential analysis results show that positive perceptions of ethnoscience-based learning (r = 0.472) and appreciation of local culture (r = 0.352) are significantly related to high levels of student academic creativity. In addition, linear regression results reveal that these two variables together explain 31.3% of the variance in student creativity. These findings indicate that physics learning based on local wisdom is not only culturally relevant but also pedagogically effective in encouraging creative, reflective, and contextual thinking. Therefore, future educational strategies need to consider ethnoscience as a core approach in the design of culture-based curricula.
Pengembangan e-Modul Interaktif Berbasis Problem Based Learning (PBL) Berbantuan Augmented Reality (Ar) Berorientasi Minat Belajar Murid Materi Ikatan Kimia Risma Junita Amriani; Rayandra Asyhar; Muhammad Haris Effendi Hasibuan; Wilda Syahri; Isra Miharti
JURNAL PENDIDIKAN MIPA Vol. 16 No. 2 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i2.4169

Abstract

Penelitian ini dimaksudkan agar dapat mengembangkan materi e-modul interaktif pembelajaran berbasis masalah (PBL) dan augmented reality (AR) untuk meningkatkan minat siswa terhadap ikatan kimia. Latar belakang penelitian ini adalah rendahnya minat siswa dan kesulitan memahami konsep abstrak ikatan kimia, serta penggunaan media pembelajaran non-interaktif. Metodologi penelitian dan pengembangan (R&D) yang digunakan mengacu pada model pengembangan Lee & Owens, yakni tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Studi percontohan terbatas dilakukan menggunakan instruksi individual dan eksperimen kelompok kecil dengan siswa kelas XI di SMA Negeri 8 Kota Jambi. Instrumen survei yang dipakai meliputi wawancara, kuesioner penilaian kebutuhan, lembar validasi oleh ahli ilmu material dan media, lembar evaluasi guru, dan kuesioner siswa. Hasil memperlihatkan bahwa e-modul yang dikembangkan memenuhi kriteria berdasarkan validasi ahli dan evaluasi guru. Respons siswa terhadap produk yang dikembangkan sangat positif. Integrasi sintaks PBL dan representasi visual 3D menggunakan AR memungkinkan siswa untuk memahami konsep secara lebih realistis, meningkatkan perhatian, keterlibatan, relevansi, dan kenikmatan dalam proses pembelajaran.
Co-Authors -, Maison Abdul Ma&#039;arif Abrar, Mukhlas Afreni Hamidah Afrida Afrida Agustiningsih Agustiningsih Ali Sadikin Ali Sadikin Ali, Raden Muhammad Anggel Hardi Yanto Anisa Puspita Sari Asni Johari Asrial 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 Febbry Romundza Feronica Purba Freddy Tua Musa Panggabean Fuldiaratman Haerul Pathoni, Haerul Hafidzah, Nurul Harizon Harizon Harizon Harizon Harizon Harizon Harizon Harizon Hartono, Rudi Haryanto Haryanto helty, helty Idkhom Kholid Ilham Falani Intan Lestari Isnaini Isramiharti Isramiharti istiqomah istiqomah Jamalum Purba Javed, Muhammad Ahmad Jefri Marzal Jodion Siburian Kamid, Kamid Kholid, Idkhom Krisbiantoro, Philip Anggo Kristiyono, Santo Lailatul Hairi Lativa Sari, Luluk Lestari, Neneng Luluk Lativa Sari M Rusdi M Rusdi M. Rusdi M. Yogi Riyantama Isjoni MARIA BINTANG Marini, Cintia Mayang Dela Kesumah Mayang Dela Kesumah 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 Putri Roudhoh Rahadian Zainul Rahayu Rahayu Rahmah Widiastiningsih Ramadhan, Sarah Afillah Ranti Erfiana Ratu Evina Dibyantini Rayandra Asyhar Rhamadan, Fany Fachri Rifka Annisa Riska Fitriani Risma Junita Amriani Romundza, Febbry Sadikin , Ali Safitri, Rosanda Zuly Samsiaromah Samsiaromah Saprizal Hadisaputra Sri Purwaningsih Sriliah Suzanti Sugiarti Sugiarti Sulistiyo, Urip Susi Hindarti Sutiani, Ani Suwaji Suwaji Syafira Tiaradipa Syaiful Syaiful Syaiful Syaiful T., Friscillawulan Titin Masturoh Tri Haryati Tri Haryati Wahyu Herma Wati Wida Syahri Wilda Syahri Wilda Syahri Windy Kartika YANTO YANTO Yusnaidar Yusnaidar Yusnaidar Yusnaidar, Yusnaidar Yusnelti Yusnelti Yusnelti Yusnelti Yutia, Nurtanti