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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Contextual Science Education
Joni Rokhmat
Mataram University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics Other

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Dissemination of Kaffah Model of Learning through In House Training (IHT) Syahrial Ayub; Joni Rokhmat; Agus Ramdani; Aliefman Hakim; AA Sukarso; Endang P Handayani
International Journal of Contextual Science Education Vol. 1 No. 1 (2023): October - December 2023
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v1i1.523

Abstract

This study describes the responses of prospective teacher students to learning the Bernoulli principle. The research design used descriptive research with a sample of 38 prospective teacher students from PGMI State Islamic University of Mataram. Data was obtained from response questionnaires with 3 indicators, namely happy, easy to understand and useful. As a result, the response of prospective teacher students to Kaffah learning is very good and has a positive impact on them. Kaffah learning integrates religion, science, application and meaningfulness from a single concept. This learning is expected to contribute to the development of the ability of prospective teacher students in planning, implementing and evaluating learning.
A Systematic Literature Review at Integrating Ethnomedicine into Project-Based Learning: Enhancing Higher-Order Thinking Skills in Pharmaceutical Education Faizul Bayani; Joni Rokhmat; Aliefman Hakim; AA Sukarso
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.10065

Abstract

Project-Based Learning (PjBL) is an innovative pedagogical approach that fosters Higher-Order Thinking Skills (HOTS), including critical thinking, creativity, and problem-solving, essential for 21st-century education which are crucial for success in 21st-century education. This systematic literature review explores the integration of ethnomedicine into PjBL frameworks, focusing on pharmaceutical education. Using PRISMA guidelines and bibliometric analysis with VOSviewer, 6,499 documents from Scopus were screened, resulting in seven key studies. Findings reveal that combining ethnomedicine with PjBL enhances culturally relevant learning, bridging traditional medicinal practices with modern education. This interdisciplinary approach improves cognitive skills, contextual learning, and cultural preservation, but challenges such as institutional readiness and knowledge variability persist variability in knowledge remain. The study underscores the need for further research and policy support to optimize this promising educational model.
Analysis of Grade 10 High School Students’ Understanding of Renewable Energy Concepts Using the ANATES Application Munib; Wahab Jufri; Agus Abhi Purwoko; Muh. Makhrus; Joni Rokhmat; AA Sukarso
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.11954

Abstract

The purpose of this study is to evaluate how high school grade X students understand the concepts of renewable energy using the ANATES tool. This study uses a descriptive quantitative approach with a sample of 60 students from two Grade X classes at SMAS Darul Falah Pagutan Mataram. The instrument used was in the form of 20 multiple-choice questions developed based on indicators of understanding renewable energy concepts. The test results were analyzed using ANATES to measure the level of conceptual understanding, the level of difficulty, and the discriminating power. The results showed that 25% of students were in the medium understanding category, 46.7% were in the very low category, and 28.3% were in the low category. Most of the questions were in the medium difficulty category (45%) and had varying discriminating power, with 50% classified as good, 5% as sufficient, and 45% as poor. This study recommends the need to improve learning strategies that emphasize an inquiry-based approach, the contextual integration of ESD (Education for Sustainable Development), and the use of evaluation tools that can provide informative feedback to enhance students' conceptual understanding of renewable energy.
Co-Authors AA Sukarso Agus Abhi Purwoko Agus Ramdani Aliefman Hakim Endang P Handayani Faizul Bayani Muh. Makhrus Munib Syahrial Ayub Wahab Jufri