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Wati Sukmawati
Universitas Muhammadiyah Prof Dr Hamka
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Bahasa Inggris Nurrika Febriyanti Kusnadi; Wati Sukmawati
Jurnal Penelitian Pendidikan IPA Vol. 9 No. SpecialIssue (2023): UNRAM journals and research based on science education, science appl
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4036

Abstract

Utilizing the RADEC learning paradigm (Read, Answer, Discuss, Explain, Create) to help students comprehend the concept of energy transformation through Rasch model analysis is the goal of this study. From the get-go in 2023, 32 students filled in as the example for this quantitative spellbinding exploration project. The Pre-Test and Post-Test data were examined with the help of the Rasch Stacking Analysis model. The results showed that when the RADEC learning approach (Read, Reply, Talk about, Make sense of, Make) was utilized, the two understudies with low and high capacity levels worked on in their ability to figure out subjects. RADEC represents Read, Reply, Examine, Make sense of, and Make. trains understudies for autonomous and bunch learning. Students are expected to solve problems on their own after reading and responding. Then, at that point, understudies work as dynamo fans following the idea of energy change material. The group then presents an explanation of their work or discussion to the other groups. In the wake of following the punctuations as seen from the aftereffects of the pretest and posttest, which are handled utilizing the Rasch stacking examination modelin the RADEC learning model, understudies can deliver logit values that are generally excellent at 37.5% and great at 62.5%.
Bahasa Inggris Nurrika Febriyanti Kusnadi; Wati Sukmawati
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4036

Abstract

Utilizing the RADEC learning paradigm (Read, Answer, Discuss, Explain, Create) to help students comprehend the concept of energy transformation through Rasch model analysis is the goal of this study. From the get-go in 2023, 32 students filled in as the example for this quantitative spellbinding exploration project. The Pre-Test and Post-Test data were examined with the help of the Rasch Stacking Analysis model. The results showed that when the RADEC learning approach (Read, Reply, Talk about, Make sense of, Make) was utilized, the two understudies with low and high capacity levels worked on in their ability to figure out subjects. RADEC represents Read, Reply, Examine, Make sense of, and Make. trains understudies for autonomous and bunch learning. Students are expected to solve problems on their own after reading and responding. Then, at that point, understudies work as dynamo fans following the idea of energy change material. The group then presents an explanation of their work or discussion to the other groups. In the wake of following the punctuations as seen from the aftereffects of the pretest and posttest, which are handled utilizing the Rasch stacking examination modelin the RADEC learning model, understudies can deliver logit values that are generally excellent at 37.5% and great at 62.5%.
Bahasa Inggris Firda Ruhul Aflah; Wati Sukmawati
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15863

Abstract

This study aimed to examine the effectiveness of the PAREPIA teaching aid in enhancing fifth-grade students' conceptual understanding of the human respiratory system. A quantitative approach employing a quasi-experimental nonequivalent control group design was conducted with 64 fifth-grade students, comprising 32 students in the experimental class and 32 students in the control class. Data were collected using a 25-item multiple-choice test administered as a pretest and posttest. The data were analyzed using the Rasch Model with stacking analysis through Winsteps 4.8.2 to evaluate changes in students' conceptual understanding. The results showed that the experimental class achieved greater conceptual gains than the control class. The mean measure increased from 0.28 to 1.70 logits (+1.42 logits) in the experimental class, whereas the control class increased from 0.24 to 1.19 logits (+0.95 logits). These findings indicate that the PAREPIA teaching aid effectively facilitates students' conceptual understanding by providing interactive, hands-on learning experiences that help transform abstract concepts into concrete understanding. Therefore, the PAREPIA teaching aid is effective in improving fifth-grade students' conceptual understanding of the human respiratory system and contributes to enhancing the quality of elementary science education.
Integrating Local Ecological Knowledge into Elementary Science Learning for Sustainable Development: Enhancing Frog Metamorphosis Understanding and Environmental Literacy in Urban Areas Dina Selviana; Wati Sukmawati
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.v12i7.15901

Abstract

This study aims to analyze the influence of the integration of Local Ecological Knowledge (LEK) in science learning on the understanding of the concept of frog metamorphosis and environmental literacy of elementary school students in urban areas. This study uses a quantitative approach with a pre-experimental design of a one-group pretest-posttest involving 30 elementary school students. Data were collected through concept comprehension tests and environmental literacy questionnaires, then analyzed using the N-Gain and ANCOVA tests. The results showed that the average score of concept understanding increased from 56.20 in the pretest to 82.10 in the posttest (N-Gain = 0.59), while the environmental literacy score increased from 60.35 to 85.40 (N-Gain = 0.63). The results of the ANCOVA test showed that the integration of LEK had a significant effect on concept understanding (F = 18.42; p < 0.001; η² = 0.39) and environmental literacy (F = 21.17; p < 0.001; η² = 0.42). These findings show that LEK-based learning is able to improve conceptual understanding and environmental literacy through the association of science materials with the local environmental context. Thus, the integration of LEK is an effective approach to support contextual and sustainable science learning in primary schools.
Co-Authors Dina Selviana Firda Ruhul Aflah Nurrika Febriyanti Kusnadi