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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Natural Science and Integration ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat)
Amirul, Muhamad Ardi
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Public Health Social Sciences

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EDUKASI MITIGASI BENCANA TANAH LONGSOR SEBAGAI INISIASI DESA SIAGA BENCANA PADA DUSUN NGARGOSARI DESA NGARGOGONDO Amirul, Muhamad Ardi; Safii, Askhaful Aji; Sopiani, Maharani Sopiani; Afsari, Restiana Nur; Putri, Rosida Saharani
ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Vol 4, No 2 (2023): September
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/abdipraja.v4i2.8268

Abstract

Kegiatan pengabdian masyarakat bertujuan untuk menciptakan masyarakat yang secara umum sadar akan risiko bencana serta tindakan yang diambil pada saat pra hingga pasca bencana dalam upaya meminimalisir kerugian baik materiil maupun materiel. Metode penelitian ini menggunakan pendekatan kualitatif (ditunjang data deskriptif kuantitatif dari hasil perhitungan angket) dengan bentuk pengabdian. Hasil penelitian menunjukkan persentase kepuasan untuk kriteria satu (peningkatan wawasan) berada di angka 92,13%, pada kriteria dua (interaksi dan kualitas narasumber) berada di angka 85,93%, pada kriteria tiga (upaya sederhana untuk mitigasi bencana) berada di angka 84,38%, pada kriteria empat (rencana aplikasi ilmu pengetahuan dalam kehidupan) berada di angka 78,18 %, dan pada kriteria lima (peran masyarakat pada upaya mitigasi bencana) berada di angka 92,19%. Dari hasil analisis yang dilakukan dapat diambil kesimpulan bahwa kegiatan edukasi tanah longsor yang diadakan mampu menciptakan masyarakat yang secara umum sadar akan risiko bencana serta tindakan yang diambil pada saat pra hingga pasca bencana dalam upaya meminimalisir kerugian baik materiil maupun imateriel ditandai dengan hasil dari angket kepuasan dengan rerata persentase 86,38% atau tergolong sangat setuju bahwa kegiatan yang dilaksanakan sejalan dengan tujuan untuk menumbuhkan masyarakat yang sadar akan risiko bencana. Kata Kunci: Edukasi, Risiko, Bencana, Mitigasi, Longsor.
Analysis of Science Textbooks from The Aspect of Scientific Argumentation: Comparing Several Books on The Topic of Heat Aryanti, Dwi; Siswanto, Siswanto; Juliyanto, Eko; Trisnowati, Eli; Amirul, Muhamad Ardi
Journal of Natural Science and Integration Vol 7, No 1 (2024): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v7i1.9864

Abstract

This research aims to analyze the 2013 Curriculum Middle School Science textbooks published by the Ministry of Education and Culture and Erlangga publications used in Indonesia when compared with the Lower Secondary Science Matters textbooks used in science learning in Singapore in terms of the aspect of scientific argumentation on the topic of heat. This research is qualitative research analyzed using the constant comparison method. The data analysis process was carried out through five stages, namely reduction, organizing, categorization, synthesis and developing working hypotheses. After the organizing stage, a data validity test is carried out using credibility, transferability, anteriority and confirmability techniques. The results of the research found that there were differences in the scientific argumentation aspects of the three textbooks, namely the majority of the Lower Secondary Science Matters textbooks were at level 3, while the majority in the 2013 Curriculum Middle School Science textbooks published by the Ministry of Education and Culture and those published by Erlangga were at level 2. In the Curriculum Science textbooks The 2013 edition of the Ministry of Education and Culture from Indonesia provides more statements accompanied by supporting sentences to prove the truth in the form of data, experiments, observations in daily life, and pictures that illustrate a situation, whereas the Lower Secondary Science Matters textbook provides more statements ( claim) which is accompanied by supporting sentences to prove its truth in the form of data, experiments, observations in daily life, and pictures that illustrate a situation (data), then reinforced by sentences that connect them (warrant).                                                                                        Keywords: scientific argumentation, Toulmin's Argument Pattern (TAP), science textbook.
Development of a Local Wisdom Based Entrepreneurship Course Model for Pre-Service Science Teachers to Enhance Entrepreneurial Skills Sukarno, Sukarno; Haryati, Sri; Amirul, Muhamad Ardi
Journal of Natural Science and Integration Vol 8, No 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.37966

Abstract

This study aimed to design and evaluate a local wisdom–based entrepreneurship course model to enhance the entrepreneurial competencies of pre-service science teachers. The research followed the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) instructional design framework and employed the Delphi and Fuzzy Delphi methods for expert validation involving ten specialists in science and entrepreneurship education. A true experimental design using a posttest-only control group was conducted with 62 participants enrolled in an entrepreneurship course at a university in Central Java, Indonesia. Data were analyzed through descriptive statistics, the Shapiro–Wilk normality test, independent sample t-tests, and Cohen’s d to determine the effect size. The results demonstrated that the developed model achieved high validity across all instructional stages (DV > 0.7; d < 0.2). Empirical findings indicated that the experimental group exhibited significantly higher gains in entrepreneurial skills than the control group (p < 0.05), with a large effect size (Cohen’s d = 2.54). The model effectively strengthened students’ risk-taking abilities, opportunity recognition, self-efficacy, emotional intelligence, and innovative thinking. These findings underscore that integrating local wisdom into entrepreneurship education fosters contextualized learning experiences and promotes sustainable entrepreneurial behavior among future science educators. The proposed model provides a practical framework for higher education institutions to develop entrepreneurial competencies while preserving and utilizing local cultural values.Keywords: entrepreneurship education; local potential; pre-service science teachers; entrepreneurial skills; fuzzy
Enhancing Middle School Students’ Conceptual Understanding in Science through the Anticipation Guide Strategy Yus'iran; Siswanto; Subhan, Muhammad; Amirul, Muhamad Ardi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28578

Abstract

Persistent deficits in students’ conceptual understanding of science, particularly within Indonesian secondary education, underscore the urgent need for evidence-based instructional interventions that transcend conventional, transmission-oriented pedagogical practice. This study examined whether the implementation of the Anticipation Guide (AG) strategy produces a significantly greater improvement in seventh-grade students’ conceptual understanding of science compared to conventional lecture-based instruction. A quasi-experimental nonequivalent pretest–posttest control group design was adopted. Fifty-two seventh-grade students from SMP Negeri 1 Geyer were assigned to an experimental class (n = 26; AG-based instruction) and a control class (n = 26; conventional lecture-based instruction). Both classes studied the topic of Earth and the Solar System over four 80-minute sessions. Conceptual understanding was assessed using a validated 25-item multiple-choice instrument with a KR-20 reliability coefficient of 0.78. The Shapiro–Wilk test confirmed non-normal score distributions; accordingly, the Wilcoxon signed-rank test was employed for inferential analysis. Normalized Gain (N-Gain) scores were computed to quantify the practical magnitude of pre-to-post improvement. The experimental class demonstrated a statistically significant pre-to-post improvement (Z = −4.489, p < 0.001; N-Gain = 0.436, Moderate category) alongside a pronounced reduction in score variance (34.46 → 10.15). No significant improvement was observed in the control class (Z = −1.003, p = 0.317; N-Gain = 0.012, Low category). The AG strategy, by activating prior knowledge, scaffolding evidence-based evaluation of scientific texts, and reinforcing conceptual consolidation through post-reading reflection, constitutes a significantly more effective instructional approach than conventional direct instruction for promoting conceptual understanding in secondary science education. The study contributes empirical evidence to the limited body of research on reading-based epistemic strategies in under-resourced secondary school contexts.
Co-Authors Afsari, Restiana Nur Dwi Aryanti Eli Trisnowati M. Sukarno Muhammad Subhan Putri, Rosida Saharani S Siswanto Safii, Askhaful Aji Siswanto Sopiani, Maharani Sopiani Sri Haryati Yus'iran