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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 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 Lencana: Jurnal Inovasi Ilmu Pendidikan Chimica Didactica Acta : Journal of Chemistry and Chemistry Education Jurnal Pengabdian Masyarakat Pinang Masak Community Empowerment Journal Bhinneka: Jurnal Bintang Pendidikan dan Bahasa JUPEMA Jurnal Penelitian Pendidikan Indonesia Journal of The Indonesian Society of Integrated Chemistry Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Jurnal Pendidikan IPA Indonesia Joong-Ki Asian Journal of Science Education Jurnal Pendidikan dan Sosial Humaniora Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Didaktik Matematika International Journal of Educational Narratives
Muhammad Haris Effendi Hasibuan
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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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.
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.
Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Literasi Sains dan Hasil Belajar Murid pada Materi Termokimia Rahmawati Fajri; Muhammd Naswir; Yusnaidar Yusnaidar; Muhammad Haris Effendi Hasibuan; Firdiawan Ekaputra
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.v16i2.4209

Abstract

Penelitian ini muncul karena masalah rendahnya kemampuan membaca dan memahami ilmu pengetahuan (literasi sains) serta hasil belajar siswa di topik termokimia. Hal ini disebabkan pembelajaran yang masih banyak bergantung pada guru sebagai pusatnya. Sebagai solusi, salah satu cara yang bisa dicoba adalah pendekatan belajar inkuiri terbimbing, di mana siswa lebih aktif ikut serta mencari tahu konsep sendiri lewat proses penelusuran seperti ilmuwan sungguhan.Tujuan utama penelitian ini adalah mengukur dampak penggunaan model inkuiri terbimbing terhadap literasi sains dan hasil belajar siswa di materi termokimia. Penelitian dilakukan dengan pendekatan kuantitatif, pakai metode quasi-eksperimen bentuk only posttest control group (tanpa pretest). Populasi penelitian adalah semua siswa kelas XI Fase F di SMA Negeri 17 Muaro Jambi pada tahun ajaran 2025/2026. Sampel diambil pakai teknik purposive sampling, lalu dibagi dua kelompok: kelas eksperimen dan kelas kontrol, masing-masing berisi 26 siswa. Instrumen yang dipakai meliputi tes literasi sains dan ujian hasil belajar. Data diolah lewat uji normalitas, uji keseragaman, serta uji hipotesis menggunakan independent sample t-test. Hasilnya, kelas eksperimen unggul dengan skor rata-rata literasi sains 69,23, lebih tinggi dari kelas kontrol yang 62,05 (nilai signifikansi 0,037 < 0,05). Begitu juga hasil belajar: kelas eksperimen rata-rata 64,39, lawan kelas kontrol 59,83 (signifikansi 0,044 < 0,05). Dengan demikian, model inkuiri terbimbing ini berdampak positif dan nyata pada kemampuan literasi sains serta hasil belajar siswa di termokimia.
Developing a Problem-Based Learning Model Integrated with Socio-Scientific Issues to Enhance Pre-Service Primary Teachers’ Argumentation Skills: A Need Analysis Issaura Sherly Pamela; M. Rusdi; Asrial Asrial; Muhammad Haris Effendi Hasibuan
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3893

Abstract

Background. Argumentation skills are essential competencies in 21st-century science education, particularly for pre-service primary school teachers. However, students’ scientific argumentation skills remain relatively low, especially in constructing claims, using evidence, and providing scientific reasoning. Innovative learning models that integrate contextual and argumentative learning experiences are therefore needed in higher education. Purpose. This study analyzed the need for developing a Problem-Based Learning (PBL) model integrated with Socio-Scientific Issues (SSI) to enhance the argumentation skills of pre-service primary school teachers. Method. A descriptive survey design was employed involving 35 pre-service primary school teachers from Universitas Jambi and 5 lecturers teaching science education courses at several Indonesian universities. Data were collected using open-ended and close-ended questionnaires and analyzed through descriptive statistical analysis and qualitative categorization techniques. Results. Students perceived the current condition of science learning at a moderate level (M = 3.40), while lecturers reported a higher perception (M = 4.35), indicating that although science learning has provided discussion opportunities, it has not yet systematically supported students’ scientific argumentation skills. The integration of PBL and SSI in current instructional practices received high ratings from both groups (students: M = 4.18; lecturers: M = 4.48). Notably, the strongest agreement was found regarding the need to develop a PBL-SSI integrated model (students: M = 4.61; lecturers: M = 4.82), confirming a strong demand for a structured learning model to better support scientific argumentation among pre-service teachers. Conclusion. Developing a PBL-SSI integrated learning model is necessary to support the improvement of argumentation skills among pre-service primary school teachers. These findings serve as a foundation for designing innovative science learning models that promote scientific argumentation, critical thinking, and contextual learning in Indonesian higher education.
Supporting Sustainable Development Goal 4 Through Scientific Argumentation: A Mixed-Methods Study of High School Students' Argumentation Skills on Acid–Base Concepts Shella Befi Wahyuning; Muhammad Haris Effendi; Wilda Syahri; Kriswantoro
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.16032

Abstract

Scientific argumentation is an essential competency in 21st-century science education because it enables students to construct claims supported by evidence and scientific reasoning. This study aimed to analyze the scientific argumentation skills of senior high school students on acid–base concepts and identify the factors influencing these skills. A mixed-methods approach with a sequential explanatory design was employed involving 216 Grade XI students from SMA Negeri 1 and SMA Negeri 5 Jambi City, Indonesia. Quantitative data were collected using an essay test based on Toulmin's Argumentation Pattern (TAP), while qualitative data were obtained through classroom observations, questionnaires, and interviews with teachers and students. Quantitative data were analyzed using descriptive statistics, one-way ANOVA, and Tukey HSD tests, whereas qualitative data were analyzed using the Miles and Huberman interactive model. The findings revealed significant differences in students' argumentation skills among the six classes (F = 21.63, p < 0.001). Students from SMA Negeri 1 generally demonstrated higher levels of argumentation, predominantly at Levels 4 and 5 of the Toulmin framework, whereas students from SMA Negeri 5 were distributed across Levels 1 to 5, indicating greater variation in argumentation quality. The qualitative findings showed that conceptual understanding, active participation in classroom discussions, critical thinking skills, and a learning environment that encourages scientific dialogue were the primary factors influencing students' argumentation skills. These findings highlight the importance of integrating learning activities that explicitly foster claim–evidence–reasoning construction to strengthen students' scientific argumentation and support quality science education.
The Development of Interactive Multimedia Based on An Integrated Mini Research Project on Socio-Scientific Issues (SSI) as A Means Of Improving Science Literacy Isni Rama Apriyanti; Evita Anggereini; Muhammad Haris Effendi Hasibuan
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 4 No. 2 (2026): Jurnal Inovasi Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

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

Abstract

The declining quality of science education in Indonesia, reflected by the drop in national PISA science literacy scores from 396 in 2018 to 383 in 2022, signals a persistent structural gap in instructional practice. This condition is further confirmed at the local level by three consecutive years of stagnant literacy achievement at SMP Negeri 28 Batanghari, where students consistently remain in the "moderate" competency category. A preliminary needs analysis also revealed that 57.1% of students struggled to comprehend environmental issues through conventional verbal instruction, while 90.4% believed that visual and simulation-based media would substantially enhance their understanding. This study therefore aims to develop, validate, and examine the effectiveness of interactive multimedia based on Mini Research Project (MRP) integrated with Socio-Scientific Issues (SSI) to improve science literacy and problem-solving skills among Grade IX students on the topic of Environmental Issues. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through expert validation sheets from content and media specialists, practitioner assessment instruments, student response questionnaires, a PISA-aligned science literacy test, and a problem-solving skill test constructed at cognitive levels C4–C6 based on Polya's framework. Expert validation confirmed that the developed multimedia fulfilled feasibility criteria across dimensions of curriculum alignment, conceptual accuracy, SSI contextual relevance, and technical design. Student response data from small-group and large-group trials demonstrated positive reception toward the medium's usability and interactivity. Effectiveness was measured using normalized gain (N-gain) scores derived from pre-test and post-test results. The findings suggest that integrating Mini Research Project with SSI-based interactive multimedia constitutes a pedagogically sound intervention capable of bridging the gap between theoretical science knowledge and real-world critical inquiry, offering a replicable model for enhancing 21st-century competencies in junior secondary science education.
Pendekatan Etnosains dalam Pendidikan Fisika: Meningkatkan Pemahaman Konsep melalui Tradisi Lokal Lompat Batu Nias Mayang Dela Kesumah; Bambang Hariyadi; Haerul Pathoni; Muhammad Haris Effendi Hasibuan
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 1 (2025): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i1.5798

Abstract

Physics education is not only aimed at conveying abstract scientific concepts to students, but also to foster an understanding that science is rooted in and relevant to everyday life. One approach that can bridge physics education and everyday life is the ethnoscience approach. The ethnoscience approach in education is a strategy for creating a learning environment and designing learning experiences that integrate culture into learning. This study aims to examine the values ​​of physics in the Nias Stone Jump tradition as an opportunity for physics learning media for students at the secondary school level. By using descriptive qualitative methods and narrative literature review analysis, this study identified various journals and papers that show that local traditions in learning. The results of this study indicate that the Nias Stone Jump tradition has the potential to be an effective learning media to improve students' understanding of physics concepts and analysis in the learning process.  
Co-Authors -, Maison Abdul Ma&#039;arif Abrar, Mukhlas Affrida Affrida Afreni Hamidah Afrida Afrida Agustiningsih Agustiningsih Ali Sadikin Ali Sadikin Ali, Raden Muhammad Anggel Hardi Yanto Anisa Puspita Sari Asmiyunda 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 Emika Br Ginting Ernawati, Dwi Wiwik Esa Witri Evita Anggereini Evita Anggereni Fatria Dewi Febrry Romundza Feronica Purba Firdiawan Ekaputra Freddy Tua Musa Panggabean Fuldiaratman Haerul Pathoni, Haerul Harizon Harizon Harizon Harizon Harizon Harizon Harizon Harizon Hartono, Rudi Haryanto Haryanto Haryanto Haryanto Helty, Helty Idkhom Kholid Ilham Falani Intan Lestari Isnaini Isni Rama Apriyanti Isramiharti Isramiharti istiqomah istiqomah Jamalum Purba Javed, Muhammad Ahmad Jefri Marzal Jodion Siburian Kamid, Kamid Kholid, Idkhom Krisbiantoro, Philip Anggo Kristiyono, Santo Kriswantoro Kriswantoro Kriswantoro Lailatul Hairi Lativa Sari, Luluk Lestari, Neneng Luluk Lativa Sari M Fadhil Riyansah M Rusdi 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 Muhammd Naswir Mukhlash Abrar Mutiara Siska Nazurty Nazurty Neilul Isra Pratama Nessa Satriani Ngatijo Ngatijo Nissa Sahanoya Nizlel Huda Nofyta Arlianti, Nofyta Novti Lastri Nur Zaharah Nurlela Nofrida Nurtanti Yutia Nurul Hafidzah Nurul Hasanah Nurul Rahmiah Fitri Nurwijayanti Pamela, Issaura Sherly Petri Priyatni Pinta Murni Prastika Istiqomah Priyatni, Petri Putri Roudhoh Rahadian Zainul Rahayu Rahayu Rahmah Widiastiningsih Rahmawati Fajri 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 Harianti Safitri, Rosanda Zuly Samsiaromah Samsiaromah Saprizal Hadisaputra Shella Befi Wahyuning 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 Windy Kartika YANTO YANTO Yusnaidar Yusnaidar Yusnaidar Yusnaidar, Yusnaidar Yusnelti Yusnelti Yusnelti Yusnelti yusnidar Zurweni Zurweni