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All Journal Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Phenomenon : Jurnal Pendidikan MIPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia JPBIO (Jurnal Pendidikan Biologi) DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar JURNAL BIOEDUCATION Atrium Pendidikan Biologi Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Al Jahiz: Journal of Biology Education Research Literasi: Jurnal Pendidikan Guru Indonesia Islamic Journal of Integrated Science Education JEID Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Media Pendidikan Matematika
Citraningrum, Mivtha
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The use of augmented reality in cell structure learning to improve students’ conceptual understanding Yulianto Kocu; Mivtha Citraningrum; Febrian Andi Hidayat
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6315

Abstract

This study is important due to the need for innovative learning media to help students understand abstract biological concepts effectively. This study aims to determine the effect of utilizing Augmented Reality (AR) in cell structure learning on the improvement of students' conceptual understanding at SMP Negeri 1 Aifat Timur. This study uses a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The research sample consists of two classes, namely the experimental class using AR and the control class with conventional learning. The instrument used was a concept understanding test administered through a pretest and posttest. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain. The results showed a significant difference between the experimental and control classes with a significance value of 0.000 < 0.05. The average improvement (N-Gain) of the experimental class was 0.63 (moderate), higher than that of the control class at 0.38. These findings indicate that AR effectively enhances students' conceptual understanding. The novelty lies in applying AR as an interactive medium to visualize abstract cell structures at the junior high level, supporting improved biology education quality.
The Effect of QR Code-Assisted Adventure-Based Learning on Students’ Cognitive Learning Outcomes in Atmospheric Science Umi Fauziah; Febrian Andi Hidayat; Mivtha Citraningrum; Mursalim Mursalim; Ihsan Ihsan; Jurianto As
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 11, No 3 (2026): VOLUME 11 NUMBER 3 SEPTEMBER 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v11i3.8764

Abstract

This study compared changes in Grade X students’ cognitive learning outcomes after atmospheric-material instruction using QR code-assisted Adventure-Based Learning (ABL) and conventional instruction. A quasi-experimental nonequivalent pretest–posttest control-group design involved 36 students from SMA Muhammadiyah Al-Amin, Sorong City, selected purposively from two intact classes. Cognitive outcomes were measured using a 20-item multiple-choice test. The available aggregate data were analyzed descriptively through mean scores, raw gain, and normalized gain. The experimental-class mean increased from 57.2 to 85.4 (raw gain = 28.2; N-gain = 0.66), whereas the control-class mean increased from 55.8 to 73.2 (raw gain = 17.4; N-gain = 0.39). Thus, the experimental class achieved a 10.8-point larger raw gain and a 0.27 higher N-gain. These results provide descriptive evidence that integrating QR-linked multimedia and contextual group challenges within ABL may strengthen students’ understanding of atmospheric concepts. Inferential conclusions require the reporting of individual scores, standard deviations, and complete statistical-test results
The Effect of an Inquiry Learning Model Assisted by Card Games on Fifth-Grade Students’ Understanding of Food Chain Concepts Nursia Brongkos; Sirojjuddin Sirojjuddin; Mivtha Citraningrum
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3053

Abstract

This study aims to determine the effect of an inquiry learning model assisted by card games on fifth-grade students’ understanding of food chain concepts at SD Negeri 21 Kota Sorong. The problem underlying this research is the low level of students’ conceptual understanding due to learning that is still conventional and does not actively involve students in the learning process. This study employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consisted of two classes, each with 25 students, namely the experimental group and the control group. The instrument used was a multiple-choice test to measure students’ conceptual understanding. The results showed that the average posttest score of the experimental group (82.5) was higher than that of the control group (68.3). The results of the independent sample t-test showed a significance value of 0.000 < 0.05, indicating a significant effect of the inquiry learning model assisted by card games on students’ conceptual understanding. In addition, the improvement in learning outcomes, as shown by the gain score, was also higher in the experimental group than in the control group. Based on these findings, it can be concluded that the inquiry learning model assisted by card games is effective in improving students’ understanding of food chain concepts. The implications of this study indicate that the use of innovative learning models and interactive media can improve the quality of science learning in elementary schools and can serve as an alternative learning strategy that is more effective and meaningful.
EVALUATING THE EFFECTS OF PROJECT-BASED LEARNING IN SCIENCE EDUCATION: A SYSTEMATIC REVIEW (2023–2024) Eka Widya Kusuma Ningrum; Mivtha Citraningrum; Sirojjuddin Sirojjuddin; Mursalim Mursalim
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 3 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/eduproxima.v8i3.10125

Abstract

Natural Sciences learning in elementary schools is still dominated by conventional approaches centered on teachers, which leads to low student participation, learning outcomes, and science literacy. One of the Learning models that is considered relevant to overcome this problem is Project-Based Learning (PjBL). The objective of this research is to evaluate the efficacy and impact of the Project-Based Learning (PjBL) model on scientific instruction in primary schools. The articles are empirical in character, written in either Indonesian or English, and they are published between 2023 and 2024 with an emphasis on elementary school pupils. The method used is Systematic Literature Review (SLR). Literature searches were conducted using Scopus, ERIC, and Google Scholar databases with article selection criteria. The content of the article discusses Project Based Learning (PjBL) in elementary school science education and is published in 2023-2024. There are 11 articles that meet the inclusion category. The results of the study show that the Project-based Learning (PjBL) model has a positive influence on science learning. In elementary schools, especially to improve students' science learning outcomes, creativity, and active learning engagement. This study concludes that Project-Based Learning (PjBL) is an active learning model that involves students in meaningful activities.
Analisis E-Modul untuk Meningkatkan Keterampilan Berpikir Kritis dan Kolaborasi Peserta Didik: Systematic Literatur Review Putri Lia. M Atuany; Sirojjuddin Sirojjuddin; Mivtha Citraningrum
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 7, No 03 (2026): Agustus 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v7i03.1537

Abstract

This study aims to analyze the characteristics and needs of a biodiversity e-module integrated with local wisdom to support critical thinking and collaboration skills among junior high school students in Sorong Regency. The study employed a descriptive qualitative design using a Systematic Literature Review (SLR) strategy guided by PRISMA 2020, complemented by an analysis of local-context instructional documents. The research objects consisted of four teaching modules/lesson plans (RPP) on biodiversity and ecosystems from schools in Sorong Regency and surrounding areas, as well as scientific articles published between 2021 and 2026. The research procedures included literature identification and selection, analysis of local instructional documents, data extraction, categorization, thematic synthesis, and mapping of findings through a literature map. Data were collected by searching Google Scholar, GARUDA, and DOAJ using keywords related to e-modules, biodiversity, local wisdom, critical thinking, and collaboration. Data were analyzed through reduction, comparison, categorization, and thematic synthesis. The results showed that the four local instructional documents had implemented Project-Based Learning, Discovery Learning, and Problem-Based Learning; however, they had not explicitly integrated local wisdom or provided separate and measurable instruments for assessing critical thinking and collaboration. The literature synthesis indicated that e-modules integrating local wisdom, PBL, inquiry-based learning, and collaborative problem solving have potential to support both competencies. Therefore, the e-module should be contextual, interactive, problem- or inquiry-based, collaborative, and equipped with explicit assessment instruments.
Analisis E-Modul IPA Berbasis Diferensiasi Etnopedagogi untuk Meningkatkan Literasi Lingkungan: Systematic Literatur Review Slamet Suripto; Mivtha Citraningrum; Sirojjuddin Sirojjuddin
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 7, No 03 (2026): Agustus 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v7i03.1538

Abstract

Environmental literacy is an important competency in science education because it enables students to understand environmental issues, assess the impacts of actions, and make responsible decisions. This study aims to analyze teachers’ and students’ needs as a basis for developing a science e-module based on differentiated ethnopedagogy to improve the environmental literacy of junior high school students in Sorong Regency. The study employed a Systematic Literature Review (SLR) design following the PRISMA guidelines. The objects of the study were scientific articles relevant to science e-modules, environmental literacy, differentiated learning, ethnopedagogy, and ethnoscience. Data were collected through documentation and data extraction from previously identified and reviewed articles. The data were analyzed thematically through a process of categorization, comparison, and synthesis of findings to identify patterns of needs and relevant characteristics of teaching materials. The synthesis identified five domains of needs: teacher needs, student needs, characteristics of science e-modules, differentiation, and ethnopedagogy/ethnoscience. Teachers require teaching materials that are practical, contextual, and supportive of differentiated learning, while students need materials closely related to their daily lives and local culture, interactive activities, learning choices, and feedback. The developed e-module should integrate science concepts, Papuan local wisdom, multimedia, digital student worksheets, assessment, reflection, and environmental literacy activities. In conclusion, the integration of differentiation, ethnopedagogy, and environmental literacy in science e-modules remains limited. Therefore, there is a need to develop contextual, interactive, and flexible teaching materials that are aligned with the environmental and cultural characteristics of Papua.
Co-Authors Abdul Hamid Abdul Rachman Tiro, Abdul Rachman Akbar Handoko Alia Ulfa, Nurul Amir Machmud, Amir Apriani Herni Rophi Apriyanti, Clara Arifiana, Mifta Aryani Dwi Kesumawardani Atuany, Putri Lia M Baehaqi Dwi Budi Santoso Edoward Krisson Raunsay Eka Widya Kusuma Ningrum Eklesia Marganingrum Febrian Andi Hidayat Febrian Andi Hidayat Fransisca Sudargo Hardiyansyah Masya Heny Sri Astutik Hidayatussakinah Ihsan Ihsan Ihsan Imron, Meitha Rahmawati Indriyani, Zalfiana Irianti, Mustika Jaharudin, Jaharudin Jurianto As Mailinda Suri Meita Dwi Solviana Mirani, Elsa Hesty MOCHAMAD CHOLILY, YUS Mursalim Mursalim Mursalim Mursalim Mursalim Mustika irianti Nukhbatul Bidayati Haka Nur Hidayah Nursia Brongkos Prabawati, Ratna Putri Lia. M Atuany Rakhmawati, Ismi Riandi Riandi Ruth Megawati Sasior, Jhoni Sirojjuddin Sirojjuddin Sirojjuddin Sirojjuddin Sirojjuddin Sirojjuddin Sirojjuddin Slamet Suripto Supriyadi Syamsulrizal Syamsulrizal Syamsulrizal Umi Fauziah Wafom, Jeni Yorlina Yaneta Tabita Aiboy YAYAN SANJAYA Yulianto Kocu Yuni Astuti Yuni Pantiwati