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All Journal Bulletin of Science Education DINAMIKA ILMU: Jurnal Pendidikan Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Ravy, Hun
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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Analysis of Prospective Elementary School Teachers’ Scientific Presentation Skills Through STEM Instructional Permas Hikmatunisa, Nenden; Wulan, Neneng Sri; Fajrussalam, Hisny; Yogiarni, Tiara; Nuraeni, Fitri; Putri, Hafiziani Eka; Alindra, Afridha Laily; Ravy, Hun
Bulletin of Science Education Vol. 4 No. 1 (2024): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v4i1.972

Abstract

Prospective elementary school teachers should not only master knowledge of content material, techniques for creating a work, and proficiency in practical skills. But also how to communicate them effectively and be able to have excellent scientific presentation skills. This is because they will become teachers who must have good scientific presentation skills. There are several aims to conduct this research such as analyzing prospective elementary school teachers’ scientific presentation skills through STEM instructional environment, determining the current levels of scientific presentation skills among prospective elementary school teachers per each indicator, and how STEM approach as an instructional environment is applied in the classroom. The method used in this research is descriptive qualitative, and the result for scientific presentation skills in total mostly prospective elementary school teachers in a high-level category. The current level is mostly high for how STEM practicums are created and how to use teaching media, the rest of the indicators (content mastery, language style, physical, verbal, vocal expression, timeliness, and confidence) in the medium-level category for scientific presentation skills. STEM can be one of the instructional environments to train the scientific presentation skills of prospective elementary schools. The summary of this research, the scientific presentation skills of prospective elementary school teachers are at a high level for the category through STEM instructional environment. Keywords: Scientific Presentation Skills, STEM Instructional Environment
The Effect of CPA-Based Multimedia Articulate Storyline Batik Motif on Elementary Students’ Mathematical Representation Putri, Hafiziani Eka; Krisnawati, Nopi; Nuraeni, Fitri; Alindra, Afridha Laily; Hikmatunisa, Nenden Permas; Ravy, Hun
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.9157

Abstract

Mathematical representation is a fundamental ability to develop students' thinking skills. But in reality, this ability is still low. The investigation aims to ascertain the impact of CPA-based articulated storyline multimedia on the Mathematical Representation Abilities (MRA) of elementary school students. The research uses CPA-based articulate storyline multimedia in learning activities. A type of experimental research with pre-experimental designs, one group pretest-posttest. 44 pupils from one of Karawang Regency's elementary schools in West Java made up the sample. Data were obtained through MRA tests in the form of descriptions, students' daily journals, interviews, and photo documentation of research activities. The MRA test questions used were valid and reliable. Based on Guilford's criteria, the results of the test validity and reliability calculation are in the high category (Retrieved from zero point eighty-four). Descriptive data analysis was conducted by finding the simple linear regression equation and the coefficient of determination. Inferential data analysis was performed with a t-test. Descriptive results showed that using CPA-based multimedia articulated storyline affected the Mathematical Representation ability (MRA) of elementary school students. Based on hypothesis testing, it is known that CPA-based articulate storyline multimedia significantly affects the mathematical representation skills of elementary school pupils. The implication from research is that multimedia articulate storylines based on CPA represent alternatives for enhancing elementary school pupils' mathematical representation ability in learning two-dimensional mathematics.
STEM in ecological issues (STEMCology): Block-based programming for computational thinking in pre-service elementary teachers Hikmatunisa, Nenden Permas; Nurussama, Alfiana; Rahayu, Teten Ginanjar; Nuraeni, Fitri; Wulan, Neneng Sri; Yogiarni, Tiara; Ravy, Hun
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2581

Abstract

Pre-service elementary teachers face persistent challenges in developing computational thinking (CT) alongside ecological literacy, an area underexplored at the elementary teacher-education level and lacking a validated, population-specific instrument. This study designed and evaluated STEMCology, a design-based research (DBR) framework integrating STEM principles, biological ecological content, and Tynker block programming, to develop pre-service elementary teachers' CT competencies. A one-group pretest-posttest design was used with 74 participants from two classes at one university. The framework comprised four phases: analysis and exploration, identifying eight ecological anchor topics and contextualizing a 29-item, five-dimension CT scale; design and construction, where students built flowchart-guided, ecology-themed Tynker games; evaluation and reflection, in which MSI-converted CT scores showed statistically significant improvements across all five dimensions (p < 0.05), with creativity showing the largest gain (N-Gain = 0.401, medium category) and the remaining dimensions showing low-category gains (0.089 – 0.199); and redesign and refinement, where students revised their games based on evaluation findings to enhance ecological accuracy, logical structure, and playability. These findings suggest that ecologically grounded, block programming-based interventions can be meaningfully integrated into teacher education curricula to cultivate CT competencies in future elementary school teachers.
Co-Authors Alindra, Afridha Laily Fitri Nuraeni Hafiziani Eka Putri, Hafiziani Eka Hikmatunisa, Nenden Permas Hisny Fajrussalam Indradewa, Rhian Krisnawati, Nopi Neneng Sri Wulan Nurussama, Alfiana Permas Hikmatunisa, Nenden Rahayu, Teten Ginanjar Yogiarni, Tiara