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All Journal BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan Jurnal Inovasi Pendidikan IPA Jurnal Edukasi dan Sains Biologi Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Visipena JURNAL SERAMBI ILMU Jurnal Biology Education Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Sosiohumaniora Kodepena (JSK) Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian JESBIO : Jurnal Edukasi dan Sains Biologi JEMSI (Jurnal Ekonomi, Manajemen, dan Akuntansi) Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan (Biotik) Prosiding Seminar Nasional Universitas Serambi Mekkah Jurnal Serambi Ilmu Jurnal Manajemen Pendidikan Islam
Ibrahim Ibrahim
Universitas Serambi Mekkah
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Application of Project-Based Learning (PjBL) Model on Biodiversity Material to Foster Knowledge of Students at Takengon State Senior High School 6 Kismayeni; Ibrahim; Nurul Akmal; Muhammad Ridhwan; Azwir
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13898

Abstract

Project-Based Learning (PjBL) is an active and innovative learning model that can improve students' understanding of complex concepts in biology. This study aims to analyze the application of the PjBL model in biodiversity material and its impact on the knowledge of 10th grade high school students. The research method used a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of 55 students divided into two groups: an experimental group (28 students) using the PjBL model and a control group (27 students) using a conventional learning model. The results showed a significant difference between the learning outcomes of the experimental and control groups (p < 0.05). The average posttest score of the experimental group (85.2) was higher than that of the control group (74.6). The PjBL model proved to be effective in fostering students' knowledge of biodiversity through authentic and contextual learning experiences.
Biodegradable Plastic Synthesis Based on Kluwih Seeds (Artocarpus camansi) and Chitosan with the Addition of Glycerol Fadlan Hidayat; Rita Sunartaty; Ibrahim; Safiah; Liya Fitriyana
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6352

Abstract

The natural resources of agricultural products have the potential to be raw material for making biodegradable plastic, one of which is starch from kluwih seeds (Artocarpus camansi). This study examines the potential of kluwih seed starch as a basic material for making biodegradable plastic. This research method is experimental, the raw material for making biodegradable plastic is the kluwih seed starch originating from Aceh Besar Regency, Aceh Province. Other additives used are chitosan as reinforcement and glycerol as plasticizers. The analysis is carried out, namely mechanical properties, morphology, thermal, functional groups, water absorption and degradation analysis. The results of the analysis of this study show that the kluwih seed starch functions as a basic material for making biodegradable plastic. As chitosan concentration increases, the resulting tensile strength increases with results obtained around 119.17-166.67 kgf/mm2, while the percentage of elongation is lower the results obtained are 6.82-11.15%. The morphological analysis shows the biodegrable plastic produced has a compact and homogeneous structure. The thermal analysis shows a good thermal stability to ranging from 180 to 370 oC. The results of the biodegradable plastic FTIR show wave numbers 1662.64–1049 cm-1. Water absorption analysis is obtained around 7.658-12.068%, a decrease in water absorption is influenced by the addition of chitosan concentration. Biodegradable paltic planted in the soil containing EM4 degraded for 3 days.
The Effectiveness of Teaching Integrated Science Meterics on High Level Thinking for Junior High School Students Banda Aceh Azwir; Muhammad Ridhwan; Nurul Akmal; Rubiah; Muliana; Ibrahim
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.7688

Abstract

The aim of this research is to test the effectiveness of integrated science teaching materials for junior high schools, especially the theme of household health and environmental sanitation. The research design uses a quasi-experiment with Pretest-Posttest Control Group Design. The research was carried out at SMPN 6 Banda Aceh class VII. The sample was determined by purposive sampling. The treatment in the experimental group was learning that used integrated science teaching materials, while the control group used electronic school books. The instruments used are test items, learning observation sheets, and learning tools. Data analysis was carried out using Anava to test mean differences and Scheffe test to test the effectiveness of integrated science teaching materials. The results of the research show that there are differences in high-level thinking abilities between junior high school students who use integrated science teaching materials and students who use separate/individual science teaching models in the field of biological studies. Students can remember 13%, understand 15%, application 18%, analysis 30% and evaluation 25% for thinking achievement. Teaching using integrated science teaching materials is very effective in improving the high-level thinking abilities of students at SMP Negeri 6 Banda Aceh.
Analysis of Computerized Adaptive Test to Reveal Misconceptions and Science Literacy in Science Courses Muhammad Azzarkasyi; Ani Rusilowati; Endang Susilaningsih; Ibrahim; Mohd Isha Awang
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.94641

Abstract

The development of diagnostic instruments that accurately capable in assessing interdisciplinary science literacy and identifying misconceptions represents a strategic imperative in higher education, particularly within integrated science courses that demand concept transfer across physics, chemistry, biology, and earth sciences. The study advanced both theoretical and methodological frontiers by developing and psychometrically validating a Computerized Adaptive Test (CAT) instrument, which is grounded in a Four-Tier Diagnostic Test framework and designed to profile students’ science literacy and misconception patterns in integrated science contexts. The study employed a quantitative instrument development design with 150 students of science education from three universities in Aceh, Indonesia. The study moved beyond Classical Test Theory by utilizing Item Response Theory (IRT), specifically the Rasch model and two-parameter logistic (2PL) model to evaluate item parameters essential for CAT calibration. The findings demonstrated strong psychometric properties, with Rasch infit and outfit statistics within acceptable ranges confirming unidimensional, while item difficulty parameters spanned from 2.1 to 1.8 logits, providing adequate ability continuum coverage. Critically, domain-specific analysis revealed that items requiring cross-disciplinary concept transfer, particularly those integrating physics and biology, exhibited significantly higher discrimination parameters than items confined to isolated disciplinary content, offering a novel theoretical insight that science literacy is inherently an integrative construct rather than a sum of disciplinary knowledge components. Methodologically, this study advances CAT development by demonstrating that rigorous IRT-based calibration and iterative quality control are essential for ensuring measurement accuracy. The identification of invalid items underscores that item attrition is a necessary feature of responsible test development.  Generally, these findings contribute to the broader movement toward adaptive, personalised assessment in higher education, providing a replicable model for researchers and practitioners seeking to leverage CAT technologies to enhance diagnostic precision and support targeted remediation in interdisciplinary science education worldwide.
An Analysis of Eighth-Grade Students’ of Mathematical Reasoning Ability in Statistics Based on Independent Learning Methods Cut Morina Zubainur; Cut Khairunnisak; Nurul Akmal; ibrahim Ibrahim; Aiza Rafsanjani
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 1 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i1.406

Abstract

The purpose of this study is to describe the level of mathematical reasoning ability in statistics material viewed from the learning independence of class VIII students of SMP Negeri 6 Banda Aceh City. This study is a qualitative study with a descriptive type. The subjects in this study were 22 class VIII / 1 students of SMP Negeri 6 Banda Aceh City. The instruments in this study consisted of questionnaires, test questions and interview guidelines. The results of the study show (a) Students with a high learning independence category fulfill the five indicators of mathematical reasoning ability. (b) Students with a moderate learning independence category, were only able to work on two of the four questions given and from two of the questions the students were able to fulfill the five indicators of mathematical reasoning ability. (c) Students with a low learning independence category, were only able to work on one of the four questions given and from one question the students were only able to fulfill the first indicator, namely providing a mathematical statement. The mathematical reasoning ability of students reviewed from learning independence obtained the following results; a) students who have a high level of learning independence have high category mathematical reasoning abilities, b) students who have medium and low levels of learning independence have low category mathematical reasoning abilities.
Application Of Practicum-Based Project Based Learning To Improve Science Literacy And Student Participation In Elementary School: A Pre-Experimental Study on Ecosystem Learning in Grade V Students Nurlena Andalia; Sri Ardiani; Evi Apriana; Ibrahim Ibrahim; Masyudi Masyudi
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (In Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.426

Abstract

Science learning in elementary schools is often dominated by conventional methods, resulting in low science literacy and limited student participation. This study aims to examine the effectiveness of practicum-based Project Based Learning in improving science literacy and student participation. A quantitative approach with a one-group pretest–posttest design was employed involving 34 fifth-grade students. Data were collected through science literacy tests and observation sheets of student participation. The results showed a significant improvement in students’ science literacy, with the average score increasing from 68.41 to 86.76 and an N-Gain score of 0.58, categorized as moderate. In addition, student participation improved as reflected in increased engagement during discussions, experiments, and project activities. These findings indicate that practicum-based Project Based Learning provides meaningful learning experiences and effectively enhances both science literacy and student participation.
Qur’anic Values-Based Deep Learning Approach and Junior High School Students’ Mathematics Academic Competency Test Outcomes Marzuki Marzuki; Zulkarnaini Zulkarnaini; Ibrahim Ibrahim; Muhammad Zubir
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (In Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.432

Abstract

This study examines the relationship between a Qur’anic values-based Deep Learning approach and junior high school students’ Mathematics Academic Competency Test (ACT) outcomes. The study responds to a critical instructional issue in mathematics education: learning is often reduced to procedural fluency, while contemporary academic assessment requires conceptual understanding, reasoning, reflective judgment, and knowledge transfer. In Islamic educational contexts, this issue is particularly significant because Qur’an-memorizing students possess disciplined learning dispositions that can be pedagogically activated through meaningful, mindful, and joyful learning experiences. This quantitative correlational study involved 40 junior high school students who had memorized at least Juz 30 of the Qur’an. The data consisted of Qur’anic values-based Deep Learning scores and Mathematics ACT scores. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Spearman’s rho correlation, and simple linear regression. The findings showed that the Deep Learning score had a mean of 71.00 (SD = 12.82), while the Mathematics ACT score had a mean of 77.33 (SD = 11.74). Since the data were not normally distributed, Spearman’s rho was applied. The analysis revealed a very strong and significant positive relationship between the variables (rs = 0.991; p < 0.001), with regression explaining 98.2% of the variance in Mathematics ACT outcomes.
Development Of Outdoor Learning-Based Independent Flow Teaching Module to Improve Critical Thinking Abilities in Science Learning in Grade VII of SMP 2 Darul Hikmah, Aceh Jaya District Aisyah Aisyah; Jalaluddin Jalaluddin; Ibrahim Ibrahim; Nurlena Andalia; Aiza Rafsanjani
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.318

Abstract

The students' critical thinking skills are less than optimal in science learning. This study aims to develop and produce a MERDEKA flow teaching module based on outdoor learning to improve critical thinking skills in science learning in grade VII of SMP 2 Darul Hikmah, Aceh Jaya Regency. This objective is based on the results of the analysis, which shows that students' critical thinking skills are not optimal in science learning. This study uses the Research and Development (R&D) ADDIE model method with three stages, namely Analysis, Design, and Development. The analysis stage is carried out to identify students' needs and problems faced in science learning. The design stage involves planning a learning module that integrates outdoor learning activities with the MERDEKA flow. Module development is carried out by designing interactive and interesting materials and activities. The results of the study concluded that the use of the MERDEKA flow teaching module based on outdoor learning is effective in improving critical thinking skills in science learning in grade VII of SMP 2 Darul Hikmah, Aceh Jaya Regency. This can be seen from the average N Gain score of 0.806498609 with a very effective category
Integration of Local Potential in Project-Based Learning: Its Impact on Critical Thinking and Scientific Attitudes of Students of SMAN 1 Darussalam Rahmadani; Evi Apriana; Nurlena Andalia; Juli Firmansyah; Ibrahim
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15170

Abstract

This study aims to analyze the effectiveness of the implementation of the Project-Based Learning (PjBL) model based on local potential on biotechnology material in improving students' critical thinking skills and scientific attitudes. The study used a quantitative approach with a one-group pretest-posttest design for 35 students. The instruments were a critical thinking test and a scientific attitude observation sheet that had been declared valid and reliable (Cronbach's Alpha = 0.789). The results showed a significant increase in critical thinking skills, with an average pretest score of 17.63 increasing to 37.71 in the posttest, and an N-Gain value of 0.897 (high category). The increase occurred in all indicators, with the highest value in the indicator providing simple explanations (0.9226) and the lowest in the indicator organizing strategies and tactics (0.8723), but all in the high category. Students' scientific attitudes also increased, indicated by an average pretest score of 17.49 to 29.51 in the posttest, with an N-Gain value of 0.808 (high category). The highest improvement was found in the critical thinking indicator (0.93), while the lowest was in the collaboration indicator (0.63). Thus, the local potential-based PjBL model effectively improves students' critical thinking skills and scientific attitudes through contextual and project-based learning.
Co-Authors Abdullah Abdullah Abdullah Abdullah Aisyah Aisyah Aiza Rafsanjani Aiza Rafsanjani Akmal, Nurul Almukarramah, Almukarramah Andrew Shandy Utama Ani Rusilowati Anwar Sanusi Azwir Azwir Azwir Azwir Azwir Azwir Azwir Azwir Azwir wir Azzarkasyi, Muhammad Cut Khairunnisak Cut Morina Zubainur Cut Morina Zubainur Cut Zahri Harus, Cut Zahri Harun Dian Aswita Djufri - Edi Azwar Endang Susilaningsih Evi Apriana Fadlan Hidayat Fakhrul Rijal, Fakhrul Gunawan Gunawan Hendri Saputra Irma Yunita Irwansyah Irwansyah Ismail Jailani Jailani Jailani Jalaluddin Jalaluddin Jamhur Jamhur Juli Firmansyah Juli Firmansyah Juli Firmansyah Junaidi Junaidi Junaidi Junaidi, Junaidi Khairunnisa Kismayeni Lismarita Liya Fitriyana M Ridhwan Mahyiddin Mahyiddin Marwan Marwan Marwan Marzuki Marzuki Masyudi Masyudi Mohamad Khairi Othman Mohd Isha Awang Mohd Isha Awang Mohd Isha Awang Mohd. Zailani Mohd. Yusoff Muhammad Azzarkasyi Muhammad Ridhwan Muhammad Ridhwan Muhammad Zubir Muhiddin muhiddin Muliana Nasir Nasir Niswanto Niswanto Niswanto Niswanto Nor Hanabi Ismail Nurfiani Syamsuddin Nurlena Andalia Nurma Nurma Nurul Afdar Nurul Akmal Nurul Akmal R.M Bambang Rahmadani Rita Sunartaty RM. Bambang, S RM.Bambang, S Rubiah Safiah Safrilsyah Safrilsyah Said Hasan Sanusi M Saudah Shukri Ahmad Sri Ardiani Sri Mulyono Sufriadi Sufriadi Suryadi Marzuki Suryani Syamsul Rizal Syarifah Nargis Ummul Mukminah Wety Ulandari Yahya Don Yulsafli Yusrizal Hasja Zulfan Zulfan Zulkarnaini Zulkarnaini