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The effectiveness of problem-based learning in improving creative thinking skills, collaborative skills and environmental literacy of Muhammadiyah secondary school students N. Nurwidodo; Sri Wahyuni; Iin Hindun; Nur Fauziah
Research and Development in Education (RaDEn) Vol. 4 No. 1 (2024): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i1.32123

This research aimed to analyze the effectiveness of the problem-based learning (PBL) model in improving creative thinking skills, collaborative skills and environmental literacy of Muhammadiyah secondary school (Senior High School and Vocational School) students. The type of research is quasi-experimental. The research design uses Pretest-Posttest Non-equivalent Control Group Design. The experimental research was preceded by a survey regarding the independent and dependent variables, followed by the development of learning tools consisting of a syllabus, student worksheets, creative thinking skills instrument, collaborative skills instrument and environmental literacy instrument. The research sample consisted of 150 grade 10 students taken by total sampling. Data was obtained through observation, questionnaires and tests. The research was conducted from September to December 2023. Analysis of covariance (ANCOVA) was used to verify the data against the proposed hypothesis. The research results show that PBL is effective in improving creative thinking skills, collaborative skills and environmental literacy of Muhammadiyah secondary school students in Batu City. PBL can be implemented widely in an effort to develop creative thinking skills, collaborative skills and environmental literacy.

Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students Iin Hindun; N. Nurwidodo; Sri Wahyuni; Nur Fauziah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 1 (2024): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i1.31628

Science literacy abilities and collaborative skills are part of the life skills demands of the 21st century. This research aims to analyze the effectiveness of the PjBL learning model in improving the Science literacy and collaborative skills of students at Muhammadiyah 2 Middle School, Batu City and Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest Control Group Design. The research sample consisted of 60 class VIII students taken by total sampling. Data was obtained through observation, questionnaires and tests. Data analysis uses covariance analysis (ANCOVA) to verify the data against the proposed hypothesis. The research results show that the average Science literacy and collaboration in PjBL learning is higher than conventional learning. The results of the analysis can be concluded that the implementation of PjBL effectively influences students' Science literacy and students' collaboration skills. Thus, the PjBL model is recommended to be implemented to support the implementation of the Independent Curriculum at the junior high school level as an effort to develop students' 21st century life skills.

Development of problem orientation model and work organization in problem-based learning at Muhammadiyah Senior High School of Batu city N. Nurwidodo; Siti Zaenab; Iin Hindun; Sri Wahyuni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.40190

The problem-based learning (PBL) model consists of five steps: orienting students to the problem, organizing work, guiding investigations, compiling work and presenting it, and evaluating the process and results. However, many teachers have not implemented the first and second steps properly, so that the goal of developing students' critical and creative thinking is not achieved. This study aims to develop a problem orientation and work organization model in PBL. This study uses the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The results of the analysis show that teachers still have difficulty in implementing PBL steps and need more operational guidance. The model developed includes systematic steps to formulate problems and organize student work to be more effective. The validation results show that this model is valid and has been tested practically, with positive responses from teachers to its implementation. This guide can improve the effectiveness of PBL teaching, ensure its implementation is in accordance with the correct concept, and minimize errors in learning practices.

Developing “REPROKOPIKREATIF” model to enhance collaborative skills and creative thinking of junior high school students in natural science-biology learning Sri Wahyuni; Iin Hindun; N. Nurwidodo
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40842

The 21st-century competencies—particularly creative thinking and collaborative skills—among junior high school students in Indonesia was underdevelopment. Science-Biology learning is still dominated by conventional, teacher-centered methods that limit student engagement and higher-order thinking. Although the Kurikulum Merdeka promotes the use of Project-Based Learning (PjBL), many teachers lack sufficient training and face challenges in aligning learning objectives with real-world contexts. These obstacles result in students showing fair to below-average levels in collaboration and creativity. To address this gap, this study aims to develop and validate the “REPROKOPIKREATIF” model to enhance collaborative skills and creative thinking in Natural Science-Biology education through a structured PjBL approach. Grounded in the ADDIE framework, the model focuses on improving the planning stage of PjBL by offering systematic procedures for formulating essential questions and designing project plans. It integrates concept maps, group heterogeneity, and scaffolding strategies as practical tools for teachers and learners. The implementation results demonstrate high model validity, improved teacher performance, and increased student engagement. Quantitative data from pretest and posttest comparisons show significant gains in students’ creative dimensions—fluency, originality, elaboration—and collaborative aspects like respect and responsibility. The REPROKOPIKREATIF model provides a validated, practical solution to strengthen key competencies in line with Kurikulum Merdeka.

Fundamental question determination procedures and project planning in PjBL at Muhammadiyah high schools Iin Hindun; Sri Wahyuni; N. Nurwidodo
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.40029

Project-Based Learning (PjBL) is a learning model that aims to improve students' critical and creative thinking skills. However, the implementation of PjBL in the field still experiences obstacles, especially in the stages of determining basic questions and planning projects. This study aims to develop a procedural model for both stages and analyze teacher performance in implementing it. This study uses a development method (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results of the needs analysis show that teachers still do not understand the steps of PjBL and require comprehensive procedural guidance and adequate training. The model developed consists of systematic procedures in determining basic questions and planning projects. The results of the development are stated in a guidebook that is validated by learning experts. The implementation of the model is carried out through teacher training and trials on a small and large scale. Evaluation is carried out by testing the consistency of implementation. The results of the study show that this model can improve teacher understanding and performance in implementing PjBL effectively. Student responses to the developed model were also positive, indicating that this approach supports more meaningful learning.

Assisting science teachers in developing augmented reality media to improve students’ critical and creative thinking Sri Wahyuni; Iin Hindun; N. Nurwidodo
Journal of Community Service and Empowerment Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v6i2.40822

Augmented Reality (AR) is a cutting-edge educational tool that effectively visualizes invisible or abstract objects, such as internal human organs or plant anatomy. However, developing AR media requires specific skills and knowledge, which many teachers lack. This community service project aimed to assist science teachers at SMA Muhammadiyah 3 Kota Batu in designing and utilizing AR media to enhance students' critical and creative thinking. The method involved a series of activities including awareness sessions, workshops, mentoring, implementation, and evaluation. As a result, participating teachers gained knowledge and skills in AR development, produced simple AR media, and successfully integrated it into the learning process. The project significantly contributed to the teachers’ professional development and supported the digital school program. The main outputs include AR media prototypes, published articles, and broader media dissemination.

Mitigating teacher professionalism problem in Indonesia: What Scopus AI tell us? H. Husamah; Jazilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 6 No. 2 (2025): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i2.37934

Teacher professionalism in Indonesia remains a central concern in educational reform, impacting the overall quality of education. Despite significant efforts through government initiatives, certification programs, and professional development schemes such as PPG and the Competence Test for Teachers, challenges persist. Limited access to training, inadequate workplace culture, and political resistance hinder effective reform. This study aims to analyze the current efforts, policy initiatives, contributing factors, and best practices addressing teacher professionalism in Indonesia. A comprehensive literature review, utilizing Scopus AI’s advanced search tools, was conducted to identify prevailing themes, challenges, and emerging trends. Key findings suggest that while initiatives like "kampus mengajar" and heutagogy-informed education models show promise, the success of these programs depends heavily on improved access to training, better school infrastructure, and overcoming bureaucratic barriers. The study concludes that a holistic approach integrating training, workplace culture reform, and technological tools is essential for enhancing teacher professionalism.

Promoting environmental literacy for prospective teacher: How does Scopus AI illustrate valuable lessons from Indonesia? H. Husamah; Jalilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun; Roimil Latifa
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43569

Environmental literacy is increasingly critical for prospective teachers, yet teacher-education initiatives remain fragmented. Using Scopus AI as an analytic lens, this study synthesizes Scopus-indexed evidence to identify how Indonesia promotes environmental literacy in pre-service teacher preparation. We conducted a natural-language search and a complementary keyword strategy covering environmental/eco literacy, sustainability education, teacher education, curriculum, pedagogy, and outcomes, and analyzed the retrieved summaries and visual outputs through qualitative thematic synthesis and critical policy analysis. Results highlight recurring strategies: integrating critical thinking and ecoliteracy, using validated instruments (e.g., spirituality-based environmental literacy measures), strengthening school programs such as Adiwiyata, applying EESD-oriented materials, and implementing guided inquiry, project-based/STEAM approaches, and STEM integrated with local wisdom. The derived concept map shows four reinforcing pathways—community engagement, curriculum integration, teacher development, and HEI-led educational strategies—linked by critical reflection toward responsible behavior. These insights support more coherent program design and scalable policy alignment in teacher education across contexts.

Improving elementary students’ HOTS and learning activeness through process skills–based problem-based learning Wildah Afniar Nabila; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43575

Most learning processes in Indonesian elementary schools still do not sufficiently foster higher-order thinking skills (HOTS) and active student participation. This classroom action research aimed to improve fourth-grade students’ HOTS and learning activeness in the IPAS (Science and Social Studies) subject through Problem-Based Learning (PBL) integrated with process skills. The study was conducted at SDN Beji 01 Batu (East Java) and involved 25 Grade IV-A students. The intervention was implemented in two cycles (planning, action, observation, reflection), each consisting of two meetings. HOTS were measured using a HOTS-oriented test, while student activeness was assessed through structured observation of process-skill behaviors. From Cycle 1 to Cycle 2, HOTS indicators improved substantially: analyzing (C4) increased from 42% to 81%, evaluating (C5) from 32% to 84%, and psychomotor naturalization (P5) from 44% to 92%. Students’ activeness also increased, with the overall average rising from 42.8% to 72.7%. These findings indicate that integrating PBL with process skills can effectively enhance elementary students’ HOTS and engagement, supporting the implementation of student-centered learning aligned with the Merdeka Curriculum.

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