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All Journal Physics and Science Education Journal (PSEJ) IJELaSS: International Journal of Education, Language and Social Scince Tunjuk Ajar: Journal of Education and Culture
Boby Yasman Purnama
UIN Sulthan Thaha Saifuddin Jambi
Religion Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP IPA PADA MATERI TEKANAN ZAT DI MTs NUR MA'ARIF KOTA JAMBI Padmi Adika Juvi; Sukarno Sukarno; Boby Yasman Purnama
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 3, December 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/63tnkw54

Abstract

Observation Results Show that student learning outcomes in science lessons on substance pressure material are still low. Many teachers use conventional methods. Students only listen and take notes. Therefore, the use of appropriate and varied learning models is expected to help students in lessons. The purpose of this study was to determine the extent to which the Problem Based Learning (PBL) learning model influences critical thinking skills and mastery of Science concepts on substance pressure material for class VIII C students, odd semester at MTs Nur Ma'arif, Jambi City, 2024/2025 academic year. Sampling was carried out using the Cluster Random Sapling technique. The study population was all class VIII students of MTs Nur Ma'arif, Jambi City. The sample used was class VIII C students, The variables in this study were critical thinking and student concept mastery in science learning on substance pressure material, design (one group pretest-posttest) taking through pretest before treatment and posttest after treatment was given based on the comparison, there was an increase as evidenced by the Ngain test obtaining a value (0) then it was stated that there was a high increase. and the "T" test has been carried out with a significance of less than 0.05%, then the independent variable has a significant effect on the dependent variable, then it obtains a value of 0/03. Finally, the correlation obtains a value (0) which states that there is a significant difference. So it can be stated that there is an influence of the Problem Based Learning (PBL) learning model on critical thinking skills and mastery of science on the material of substance pressure at MTs Nur Ma'arif, Jambi City.
Reconstructing the Role of Logic and Reasoning in Scientific Inquiry: An Epistemological Perspective Boby Yasman Purnama; Ahmad Syukri; Badarussyamsi; Wardatul Jannah
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.41

Abstract

Logic and reasoning constitute the fundamental intellectual instruments through which scientific knowledge is generated, evaluated, and justified. Despite their central role in the philosophy of science, contemporary scientific discourse is increasingly characterized by complex patterns of inquiry shaped by digital technologies, interdisciplinary collaboration, and evidence-based decision-making. These developments necessitate a renewed examination of the epistemological functions of logic and reasoning within scientific inquiry. This study aims to reconstruct the conceptual relationship between logic, reasoning, and scientific knowledge by examining their philosophical foundations and their relevance to contemporary scientific practice. Employing a qualitative library research approach, this study critically analyzes classical and contemporary literature in philosophy, logic, and the philosophy of science. The findings demonstrate that logic provides the normative framework for valid thinking, while reasoning functions as the cognitive process through which evidence, arguments, and observations are systematically interpreted to construct scientific knowledge. Furthermore, the analysis reveals that the interaction between logic and reasoning underpins hypothesis formulation, theory development, scientific verification, and critical evaluation, making both indispensable components of scientific inquiry. This study contributes to the philosophy of science by offering an integrated epistemological interpretation that positions logic and reasoning as complementary foundations for the development of reliable, rational, and evidence-based scientific knowledge in the twenty-first century.
Reconstructing John Dewey's Educational Philosophy: Its Relevance to Democratic and Experiential Learning in Contemporary Education Wardatul; Ahmad Syukri; Badarussyamsi; Boby Yasman Purnama
International Journal of Education, Language, and Social Science Vol. 3 No. 1 (2025): IJELaSS: International Journal of Education, Language and Social Science
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v3i1.47

Abstract

John Dewey remains one of the most influential figures in modern educational philosophy, particularly through his ideas on democracy, experiential learning, and the active role of learners in the educational process. Nevertheless, rapid developments in educational systems, digital learning environments, and increasingly complex social challenges require a renewed interpretation of Dewey's educational philosophy. This study aims to analyze the fundamental principles of John Dewey's educational thought and examine their relevance to contemporary educational practices. Employing a qualitative library research approach, this study critically analyzes Dewey's major works alongside relevant scholarly literature to construct a comprehensive understanding of his educational philosophy. The findings reveal that Dewey viewed education as a continuous process of reconstructing experience through active participation, reflective inquiry, and democratic interaction. He rejected traditional teacher-centered instruction that positions learners as passive recipients of knowledge and instead advocated learning through meaningful experiences, collaborative problem-solving, and critical thinking. The analysis further demonstrates that Dewey's educational philosophy remains highly relevant for addressing contemporary educational challenges, particularly in fostering student-centered learning, democratic school culture, creativity, and lifelong learning. This study contributes to the ongoing discourse on educational philosophy by providing a contextual reinterpretation of Dewey's ideas and highlighting their significance for developing more inclusive, participatory, and experience-based educational practices in the twenty-first century.
Building Brand Image through Innovative Principal Leadership: A Case Study of State Junior High School 35, Tebo, Indonesia Rizky Amelia Hasibuan; Boby Yasman Purnama
Tunjuk Ajar: Journal of Education and Culture Vol. 1 No. 1 (2025): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i1.20

Abstract

Increasing competition among junior high schools necessitates that principals employ innovative strategies to establish a positive brand image State Junior High School 35 in Tebo Regency faces persistent challenges, including declining new student enrollment over the past three years, limited facilities and infrastructure, and a less strategic location. This study analyzes the principal’s innovative leadership in enhancing brand image, examines supporting and inhibiting factors, and evaluates innovation effectiveness. Using a qualitative descriptive method, data were gathered through observation, interviews with the principal, vice principals, and teachers, and document analysis, followed by thematic analysis to identify innovation patterns and influencing factors. Findings indicate that innovations include improving academic and non-academic achievements, upgrading facilities and infrastructure, implementing a Green School program, promoting active–creative–enjoyable learning, integrating educational technology, digitalizing school promotion, and fostering alumni development to secure admission to prestigious higher-level schools. These initiatives have positively influenced the school’s image but remain constrained by budget limitations, inadequate internet connectivity, and modest student numbers. Supporting factors comprise the principal’s commitment and active participation from the school community, while obstacles involve limited resources, suboptimal facilities, and location disadvantages. Overall, innovative leadership strengthens brand image but has not fully reversed declining enrollment. The study recommends enhanced local government support through improved infrastructure, expanded digital promotion, and leadership innovation training for schools in rural or remote areas. This innovation model offers a practical framework for other schools confronting similar contextual constraints in building a competitive brand image.
DEVELOPMENT OF CANVA-BASED E-MODULE ON TEMPERATURE, HEAT, AND THERMAL EXPANSION FOR JUNIOR HIGH SCHOOL STUDENTS Popy Anggraini; Nova Kafrita; Boby Yasman Purnama
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 6 Number 1, April 2026
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/psej.6.1.%f

Abstract

This study aimed to develop a Canva-based e-module on temperature, heat, and thermal expansion for junior high school science learning. The study employed a Research and Development (R&D) approach using the ADDIE development model, which comprises five stages: analysis, design, development, implementation, and evaluation. The developed e-module was validated by media, language, and subject matter experts. Its practicality was evaluated through a small-group trial involving four eighth-grade students at MTsN 3 Muaro Jambi and a large-group trial involving 23 seventh-grade students. Data were collected using Likert-scale questionnaires to assess the validity and practicality of the developed e-module. The expert validation results yielded an average score of 81.62%, indicating a very valid category. The small-group trial resulted in a practicality score of 74.26%, indicating that the e-module was practical and providing a basis for subsequent product revision. Following revision, the large-group trial yielded a practicality score of 82.18%, categorized as very practical. Furthermore, the teacher response questionnaire yielded a score of 93.75%, indicating a very high level of practicality. Overall, the findings demonstrate that the Canva-based e-module is valid, practical, and feasible for supporting science learning on temperature, heat, and thermal expansion at the junior high school level.
Co-Authors Ahmad Syukri Ahmad Syukri Badarussyamsi Badarussyamsi Nova Kafrita Padmi Adika Juvi Popy Anggraini Rizky Amelia Hasibuan Wardatul Wardatul Jannah