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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Edunity: Kajian Ilmu Sosial dan Pendidikan
Muhammad Risal Rhomadan
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences

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Implementation Of Problem-Based Learning In Sar Education And Training: A Narrative Study At Basarnas Euis Nurmiati; Sugeng Bayu Wahyono; Muhammad Risal Rhomadan
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 3 No. 8 (2024): Edunity : Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v3i8.298

Abstract

The purpose of this study is to conduct an in-depth examination of the implementation of the problem-based learning (PBL) process through SAR (Search and Rescue education and training) experienced by Basarnas Yogyakarta members. The PBL model, which is relevant to the needs of SAR personnel, helps them face emergency situations and prepares them through realistic and learner-centered education. This research used a qualitative method with a narrative approach. The subjects of this study are 10 SAR personnel. Data were collected using observation techniques, in-depth interviews, documentation, and triangulation. The data analysis technique follows the qualitative descriptive analysis model of Matthew B. Miles, A. Michael Huberman, & Johnny Saldana, which includes data condensation, data presentation, and conclusion drawing. The findings indicate that the learning process using the PBL model through SAR training is oriented toward student-centered learning. The extensive opportunities provided by the PBL model offer direct experience that aligns with the goals of SAR training, fostering the development of problem-solving skills, teamwork, motivation, and independent learning among SAR personnel. The results of this study are expected to make a significant contribution to SAR education literature, offer practical recommendations for developing more effective and responsive SAR training curricula, and provide practical guidelines for other training institutions. The results of this research can be a basis for developing SAR training policies and curricula that are more problem-solving oriented. Basarnas may consider adopting PBL as the main approach in SAR education and training across their units.
Development of Metacognition-Based LKPD to Improve Conceptual Understanding in Reaction Rate Material Euis Nurmiati; Sugeng Bayu Wahyono; Muhammad Risal Rhomadan; Nurul Khairah; Ulfa Nabila Tafrienda
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10464

Abstract

The importance of constructivism-based chemistry learning is to develop students' conceptual understanding and metacognitive skills through active engagement, with the teacher as a facilitator, to create critical, independent, and globally competitive graduates. This study aims to develop Student Worksheets (LKPD) focused on metacognitive skills in learning reaction rate material, with the expectation of improving students' conceptual understanding and learning outcomes. Based on validation results, the LKPD has proven to be feasible for use, particularly in terms of language and metacognitive skills. In the first validation stage, the LKPD achieved an average percentage of 54.35%, which falls into the "feasible" category, while in the second stage, there was a significant improvement with an average percentage of 73.05%. Practicality assessments from teachers and students showed very good results, with teacher and student questionnaire scores ranging from 3.76 to 3.82 and 76.53% to 77.63%, respectively. Effectiveness evaluation through limited and wide trials indicated a significant improvement in conceptual understanding, with average posttest scores reaching the mastery category after using the metacognition-based LKPD. The improvement in conceptual understanding, calculated using the n-gain, showed a "moderate" category, with an average n-gain value of 0.60 for the limited trial and 0.63 for the wide trial. These results prove that the metacognition-based LKPD is effective in improving students' understanding and learning achievements in reaction rate material and can be used as an alternative in chemistry learning to develop students' higher-order thinking skills.
Co-Authors Deni Hardianto Euis Nurmiati Nurul Khairah Ulfa Nabila Tafrienda