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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Pijar MIPA Journal of Innovative Physics Teaching (JIPT)
Hirahmah, Atifah
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Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Exploring the Alignment of 'Merdeka Belajar' with Nurcholish Madjid's Educational Philosophy: A Path to Inclusive and Independent Learning Fadillah, Muhammad Aizri; Hirahmah, Atifah; Putri, Prima Isma; Andriyani, Dwi Rika; Mufit, Fatni
International Journal of Education, Information Technology, and Others Vol 7 No 3 (2024): International Journal of Education, information technology   and others (IJEIT)
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13689186

Abstract

This study employs a qualitative and descriptive approach using a library research method to explore Nurcholish Madjid's ideas on education, particularly concerning the concept of 'Merdeka Belajar,' and to identify its implications for the education system. The analysis focuses on how 'Merdeka Belajar' aligns with Madjid's educational philosophy and the potential impact of his ideas on its implementation. Primary data is derived from Madjid's works, which are analyzed to understand these aspects. The results indicate that 'Merdeka Belajar' aligns with Madjid's inclusivity, independence, and individual potential development principles. His views emphasize critical thinking, student autonomy, and inclusive education. This research provides new insights into the practical application of 'Merdeka Belajar' in creating a responsive and progressive educational environment consistent with Madjid's vision of inclusive and transformative education.
Critical Thinking Skills in Assessment Essays to Improve Motivation and Learning Outcomes: Bibliometric Analysis Hirahmah, Atifah; Yani, Intan Purnama; Festiyed, Festiyed; Emiliannur, Emiliannur
Jurnal Pijar Mipa Vol. 19 No. 5 (2024): September 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i5.7163

Abstract

As the demands of the modern world increase, critical thinking skills become increasingly important for students to succeed in education and life. Therefore, assessment essays are a tool to assess students' critical thinking skills. This research aims to analyse trends and developments in research on critical thinking skills in assessment essays to increase motivation and learning outcomes. This type of research is bibliometric analysis. Bibliometric methods are used to analyse scientific publications related to this topic. Data were collected from various scientific databases, including Scopus, Web of Science, and Google Scholar. The analysis results show that research on critical thinking skills in assessment essays has continued to increase in recent years. This topic is becoming increasingly important for educational researchers and practitioners. The analysis also indicates that this research comes from various scientific disciplines, such as physics. The main finding of this research is that critical thinking skills in assessment essays can increase student motivation and learning outcomes. This can be achieved by implementing various strategies, such as providing appropriate essay prompts, using clear grading rubrics, and providing constructive feedback to students. This research has several important implications for educational practice. First, this research shows that critical thinking ability is an essential skill for students to develop. Second, this research indicates that assessment essays can improve students' critical thinking skills. Third, this research guides teachers and other educators on effectively implementing essay assessments to increase student motivation and learning outcomes.
The Effect of STEM-Based Interventions on Learning Outcomes in High School: A Meta-Analysis Fadillah, Muhammad Aizri; Hirahmah, Atifah; Asrizal; Usmeldi
Journal of Innovative Physics Teaching Vol. 2 No. 2 (2024): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol2-iss2/53

Abstract

While numerous studies have investigated the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) education, findings remain fragmented, and variations in research designs, sample characteristics, and contexts of implementation pose challenges in drawing generalized conclusions. This study aimed to assess the efficacy of the STEM approach on student learning outcomes at the high school level through a meta-analysis. A total of 24 studies that met the inclusion criteria were analyzed from 14 papers that met the criteria. The meta-analysis results demonstrated that the STEM approach was significantly more effective than traditional learning methods, with an overall effect size value of d = 1.71, Z = 7.45, and a significance level of P < 0.00001. Although there was considerable heterogeneity among the effect sizes (Q = 589.66, I² = 96%), the funnel plot demonstrated a symmetrical distribution of effect sizes, indicating minimal publication bias. The findings substantiate that STEM-based education can enhance student engagement, facilitate concept comprehension, and cultivate critical thinking abilities. The practical implications of this study include recommendations for education policymakers to design more effective STEM programs and for educators to adopt STEM-based teaching strategies. Various stakeholders must collaborate to guarantee this initiative's successful implementation and adequately prepare students for the global challenges they will encounter in the 21st century.
Pengaruh STEM terhadap Hasil Belajar Siswa dan Perbedaan Gender di Sekolah Menengah Atas: Sebuah Meta-analisis Fadillah, Muhammad Aizri; Hirahmah, Atifah; Puspita, Sindy; Jannati, Rindu Putri; Usmeldi, Usmeldi
Jurnal Pendidikan Matematika dan Sains Vol. 12 No. 2 (2024): December 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v12i2.71840

Abstract

Studi ini menganalisis dampak pendekatan Sains, Teknologi, Teknik, dan Matematika (STEM) terhadap hasil belajar siswa dan perbedaan gender di Sekolah Menengah Atas (SMA). Dalam meta-analisis ini, periode pencarian artikel yang relevan ditetapkan antara tahun 2018 dan 2023. Pencarian literatur dilakukan melalui database Google Scholar dan dibantu oleh program perangkat lunak Publish or Perish (PoP). Sebanyak 827 makalah dievaluasi dalam pencarian literatur awal, dengan 14 artikel yang memenuhi kriteria untuk dimasukkan ke dalam meta-analisis dari 24 studi. Fokus analisis adalah dimensi hasil belajar, seperti pengetahuan, pemecahan masalah, kreativitas, prestasi, berpikir kritis, keterampilan berpikir tingkat tinggi (HOTS), literasi sains, keterampilan berpikir sistem, efikasi diri, dan kognitif. Hasil penelitian menunjukkan peningkatan yang signifikan dalam hasil belajar siswa melalui STEM, dengan efek positif pada kedua jenis kelamin, meskipun dengan perbedaan intensitas. Penelitian ini memberikan wawasan berharga untuk implementasi STEM di Sekolah Menengah Atas, serta menyoroti perlunya penelitian lanjutan untuk pemahaman holistik tentang dampak STEM untuk dimensi yang belum sepenuhnya terungkap, seperti HOTS, literasi sains, dan kognitif, sehingga memperdalam pemahaman tentang dampak STEM secara komprehensif.
Co-Authors Andriyani, Dwi Rika Asrizal Emiliannur Emiliannur fadillah, Muhammad Aizri Fatni Mufit Festiyed Jannati, Rindu Putri Puspita, Sindy Putri, Prima Isma Usmeldi Usmeldi Yani, Intan Purnama