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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Innovative: Journal Of Social Science Research
Nursa’ban, Eva
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Arts Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : JISIP: Jurnal Ilmu Sosial dan Pendidikan

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The Effect of Implementing PJBL-Based E-Learning in the Independent Curriculum in Improving Science Literacy Nursa’ban, Eva; Ewisahrani, Ewisahrani
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 4 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (November)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i4.9513

Abstract

The curriculum of STKIP Harapan Bima establishes the course Science Learning in Elementary Schools, with a lecture duration of 60 minutes per course. Such a limited time demands the achievement of indicators: students are able to explain, apply, and analyze material related to science learning. The use of textbooks or e-books does not always succeed in encouraging students to gain prior understanding before starting class sessions. Students rarely read the provided materials. Some of them struggle to grasp the meaning of the content. In fact, many students do not even open the files given. As a result, they lack prior understanding when beginning classroom learning. The main objective of this study is to determine the effect of implementing E-Learning based on Project-Based Learning (PjBL) to improve scientific literacy skills. The method used in this research is a quasi-experimental method. A quasi-experimental method is a research method in which the implementation does not use random assignment, but rather utilizes existing groups. The learning provided had a positive, significant, and equitable impact on student learning outcomes. The large average increase, the improvement of minimum scores eliminating low-achieving students, and the consistency of score distribution indicate that learning objectives were effectively achieved. Based on the results of the Kolmogorov-Smirnov and Shapiro-Wilk tests, it can be concluded that the research data were normally distributed (p > 0.05). From Levene’s Test, it can be concluded that the pretest and posttest scores had homogeneous variances (p > 0.05). This strengthens the validity of using parametric tests in analyzing the differences in students’ learning outcomes before and after the learning treatment. The results of the paired t-test indicate that there is a significant difference between pretest and posttest scores (t = 38.1054; p < 0.05). This proves that the applied learning treatment or method was effective in improving students’ learning outcomes. The use of e-learning based on Project-Based Learning (PjBL) was proven effective with an average score achievement of 80.88. This demonstrates that the learning model was able to significantly enhance students’ learning outcomes while also supporting the mastery of 21st-century competencies such as critical thinking, collaboration, and problem-solving.
The Effectiveness of the Role of Lead Teachers in Implementing Independent Curriculum-Based Learning to Improve Students' Learning Outcomes and Scientific Literacy Understanding Skills Ewisahrani, Ewisahrani; Nursa’ban, Eva; Anita, Anita
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 4 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (November)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i4.9515

Abstract

This study investigates the effectiveness of the Guru Penggerak program in implementing the Independent Curriculum to improve students’ learning outcomes and scientific literacy. Conducted at SMPN 1 Wera, Bima Regency, the research applied pre-test, post-test, and N-gain analysis, supported by simple linear regression.The findings indicate that the experimental class achieved a higher average score (82.05%) compared to the control class (61%), with an average N-gain of 0.514 (medium category). Regression analysis showed no significant effect of pre-test on post-test (p = 0.176), suggesting that improvements were mainly driven by the role of Guru Penggerak through innovative teaching strategies.In conclusion, the Guru Penggerak effectively enhanced students’ learning outcomes and scientific literacy under the Independent Curriculum.  
Kemampuan Pemecahan Masalah dan Self Confidence Pada Model Learning Cilcle 7E dengan Pendekatan Open-Endeed Ewisahrani, Ewisahrani; Nursa’ban, Eva
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 5, No 4 (2021): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v5i4.2615

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan memecahkan masalah dan rasa percaya diri siswa melalui model learning cycle 7E dengan pendekatan open-endeed. Jenis penelitian yang digunakan adalah eksperimen sejati, yaitu penelitian uji coba dengan menggunakan model learning cycle 7E pada mata pelajaran IPA. Desain penelitian yang digunakan adalah pretest post-test two treatment design. Populasi dalam penelitian ini adalah seluruh siswa SMP kelas 1 di Kabupaten Bima. Sampel dipilih dengan menggunakan cluster random sampling, sehingga sampel yang dipilih dapat mewakili seluruh populasi. Instrumen yang digunakan adalah tes untuk mengukur kemampuan memecahkan masalah dan solusi untuk mengukur kepercayaan diri siswa setelah perlakuan.
Co-Authors Anita Anita Ewisahrani, Ewisahrani Fathurrahmaniah, Fathurrahmaniah Sabrina, Ainun