Article Per Year (5 Year)
p-Index From 2021 - 2026
2.615
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Fisika FKIP UM Metro Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Lectura : Jurnal Pendidikan Optika : Jurnal Pendidikan Fisika Mitra Mahajana: Jurnal Pengabdian Masyarakat Oryza : Jurnal Pendidikan Biologi Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Tesseract: International Journal of Geometry and Applied Mathematics Jurnal Pendidikan Fisika Indonesia
Handayani, Rif’ati Dina
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Jurnal Pendidikan MIPA

 1 
The Effect of Project Based Addictive Substance Learning on Critical Thinking Skills of Junior High School Students Safitri, Erica Meilia; Sudarti, Sudarti; Handayani, Rif’ati Dina; Jamhari, Mohammad; Haeruddin, Haeruddin
Jurnal Pendidikan MIPA Vol 24, No 4 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Critical thinking is one of the 4C competencies that is important for students to master to support their success in the learning process. The purpose of this research is to determine the effect of the project based learning (PjBL) model on students' critical thinking skills. The method used is purposive sampling. This type of research is quasi-experimental with a nonequivalent control group design (pre-test and post-test). The average results of the two samples are known through the independent sample t-test. The difference in critical thinking skills scores between the control class and the experimental class will be known through a parametric independent sample t-test with a sig value. > 0.05 which means homogeneous. If tcount > table resulting from the right-sided t-test then it can be said that HO is rejected and Ha is accepted, meaning the learning model used in the experimental class has a significant influence. In the research that has been carried out, it is known that the project based learning (PjBL) model has a significant effect on students' critical thinking skills, which is known through the difference in the average scores of the control class and the experimental class. Keywords: critical thinking skills, learning model, PjBL model. Abstrak: Berpikir kritis menjadi salah satu kompetensi 4C yang penting untuk dikuasai peserta didik agar menunjang keberhasilannya dalam proses pembelajaran. Tujuan dilakukannya penelitian ini untuk mengetahui pengaruh model pembelajaran project based learning (PjBL) terhadap keterampilan berpikir kritis peserta didik. Metode yang digunakan yaitu purposive sampling. Jenis penelitian ini yaitu kuasi eksperimen dengan desain penelitian nonequivalent control group design (pre-test dan post-test). Hasil rata-rata kedua sampel diketahui melalui independet sample t-test. Perbedaan skor keterampilan berpikir kritis antara kelas kontrol dan kelas eksperimen akan diketahui melalui uji parametrik independent sample t-test dengan nilai sig. > 0,05 yang berarti homogen. Jika thitung > tabel yang dihasilkan dari uji t-pihak kanan maka dapat dikatakan bahwa HO ditolak dan Ha diterima berarti model pembelajaran yang digunakan di kelas eksperimen memiliki pengaruh yang signifikan. Pada penelitian yang sudah dilakukan diketahui bahwa model pembelajaran project based learning (PjBL) berpengaruh dengan signifikan terhadap keterampilan berpikir kritis peserta didik yang diketahui melalui perbedaan rata-rata nilai kelas kontrol dan kelas eksperimen.  Kata kunci: model pembelajaran, model PjBL, keterampilan berpikir kritis. DOI: http://dx.doi.org/10.23960/jpmipa/v24i4.pp859-866
Development of Culturally Responsive Teaching-Based Modules on Plant Structure and Function Material to Improve the Ecoliteracy of Junior High School Students in Jember Azizah, May linda Nur; Handayani, Rif’ati Dina; Hariani, Sulifah Aprilya
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study aims to determine the validity and effectiveness of the Culturally Responsive Teaching-based science module in improving the ecoliteracy of junior high school students in Jember Regency. The subjects in this study were students of class VIII F SMPN 1 Ajung totaling 31 students, with 17 male students and 14 female students. The research model used in this study is the 4-D (Four D) development model which consists of four stages including define, design, develop, and disseminate. The instruments in this study were interview guidelines, validation sheets, and pre-test and post-test sheets for students. The validity data analysis was obtained through a validation questionnaire validated by three expert validators, and the effectiveness data analysis was obtained through the results of the pre-test and post-test given to students at the time before the application of the Culturally Responsive Teaching-based science module and at the time after the application of the Culturally Responsive Teaching-based science module. The validity results of this study obtained an average assessment score from the three expert validators of 94% with very valid criteria so that culturally responsive teaching-based modules can be applied to science learning. The results of the effectiveness of culturally responsive teaching-based modules produce an average N-Gain value at SMPN 1 Ajung of 0.85 with high-value criteria so that students can increase student ecoliteracy. Based on the research results, it is concluded that developing culturally responsive teaching-based modules is valid and effective in improving students' ecoliteracy.         Keywords: culturally responsive teaching, ecoliteracy, learning module. DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp329-340
Estimating the Impact of Science Literacy Ability towards Problem Solving Ability of Junior High School Students Amala, Inggrid Ayu; Sudarti, Sudarti; Handayani, Rif’ati Dina
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Science learning has concepts related to phenomena that occur in nature. Therefore, students must be able to understand science in its entirety with scientific literacy activities and students will be able to learn science more easily by increasing their problem-solving abilities. This study aims to determine whether or not scientific literacy has an effect on problem solving abilities. This research is an experimental research with simple linear regression analysis method. Using class 8 odd semesters with a total of 29 students and the tests used are scientific literacy tests and problem solving tests. The result of this research is that the highest scientific literacy criteria is sufficient criteria with a percentage of 57.14% and indicators identify valid scientific opinions with the highest percentage. Meanwhile, in problem solving ability, the highest criteria are very good criteria, namely 62.06% and the highest indicator is an indicator of understanding the problem. Regression analysis stated that the significance value was 0.000 <0.05. Thus, there is an influence of scientific literacy (X) on problem solving ability (Y). Keywords: Scienctific literacy, problem solving ability, simple linier regression. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp661-669
Co-Authors Alamanda, Febrina Albertus Djoko Lesmono, Albertus Djoko Amala, Inggrid Ayu Anggraini, Azza Liarista Asshaumi, Rahmatul Ula Azis, Kharisma Rafian Azizah, May linda Nur Bambang Supriadi Faradila, Putri Fitri April Yanti, Fitri April Haeruddin Haeruddin Hamdi, Muhammad Najih Herman, Netty Berliana Hidayati, Heni Iis Nur Asyiah Junaedy, Andri Gunawan Lilia Halim, Lilia M. Anas Thohir Maryani Maryani Maryani Mohamad Jamhari Mohammad Jamhari Musyarofah, Alivinda Aulia Safira Nila Mutia Dewi Ningrum, Tika Widiya Nurul Fitria Pramudya Dwi Aristya Putra Prastowo, Srihandono Budi Putri, Yusinta Dewi Amalia Rahmania, Ulya Ghifrani Ridlo, Zainur Rasyid Safitri, Erica Meilia Setiawan, Muhammad Muhyi Singgih Bektiarso Sudarti Sudarti Sukma, Inggita Sulifah Aprilya Hariani Thohir, Mohammad Anas