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All Journal Pedagogi: Jurnal Ilmu Pendidikan Journal of Green Learning International Journal of STEM Education for Sustainability International Journal of Biology Education Towards Sustainable Development
Polyiem, Titiworada
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Education Social Sciences

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Promoting Students about Sustainable Development in Primary School Science Nuangchalerm, Prasart; Matchimo, Puchong; Polyiem, Titiworada
Pedagogi: Jurnal Ilmu Pendidikan Vol 24 No 2 (2024): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v24i2.2075

Abstract

It is imperative that notions of sustainable development be incorporated into the teaching that is provided in elementary schools in order to cultivate a generation that is capable of comprehending sustainable practices and actively participating in them. This article investigates how teaching science in elementary schools might contribute to the promotion of sustainable development. It studies the significance of implementing sustainable development ideas into scientific curricula and classroom activities, such as environmental awareness, resource conservation, and social responsibility. The purpose of this work is to show the benefits of incorporating teaching about sustainable development into primary school science In addition, it highlights the significance of sustainable science in primary school, which enable students to become active contributors to the development of sustainable practices.
Students' Collaboration Skills through Project-Based Learning Model Using Digital Poster on Virus Reproduction Concepts Fatonatullaillah, Indah; Nugroho, Nur Azizah Haffaf; Dewi, Siska Agustin; Hendriyani, Mila Ermila; Rubino, Rubino; Camara, Jun S.; Polyiem, Titiworada
International Journal of Biology Education Towards Sustainable Development Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijbetsd.v5i1.546

Abstract

This study aimed to improve students' collaboration skills on virus reproduction material by using digital posters to apply the Project Based Learning (PjBL) model. Qualitative methods were used to analyze data collected through observation, interviews, and documentation in class X of one of the public high schools in Serang City, Banten. Students were tasked to create a digital poster due to group work, where they collaborated to identify the stages of the lytic and lysogenic cycles in viral reproduction. The results showed that the PjBL model improved students' collaboration skills, including communication skills, responsibility, and mutual respect for opinions. Most students have shown good collaboration skills, although some are still passive in the discussion. Teachers and students also faced obstacles, such as a lack of commitment from some group members. Thus, implementing PjBL using digital poster media effectively builds collaboration skills, although further support is needed to ensure that all group members are actively involved. This research suggests using innovative media and methods to optimize collaborative learning in the classroom.
The development of problem-solving of grade 11 students using problem-based learning integrated with questioning strategies Chomsriharat, Siriphit; Polyiem, Titiworada
Journal of Green Learning Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i2.414

Abstract

This study examined the effects of problem-based learning (PBL) integrated with questioning strategies on the problem-solving of 19 grade 11 students in the Thai educational context. Participants were selected using a purposive sampling method. The study was developed in an action research. It involved three learning cycles, each encompassing the stages of planning, action, observation, and reflection. The instruments used in the study included a learning management plan designed with PBL and questioning strategies, a problem-solving thinking test, interviews, and observation forms.The data were analyzed using percentage, mean score, and standard deviation. The results indicated that the instructional method had positive effects on the participants' knowledge, thinking skills, and attitudes toward science learning. The findings suggest that integrating PBL with questioning strategies can effectively enhance student engagement and cognitive abilities in science education.
The development of critical thinking in grade 11 biology students through problem-based learning with forensic science issues Meesamran, Nontawat; Polyiem, Titiworada
Journal of Green Learning Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i2.415

Abstract

Critical thinking is crucial for biology education and requires an instructional method that allow learners to acquire the skill through hand-on experiences with content related to learners’ lives. This action research aimed to enhance the critical thinking skills of Grade 11 students using problem-based learning (PBL) integrated with forensic science issues in a biology course on the circulatory system. The study was developed in an action research design. The study involved 12 students from a public school in the Thai educational context. The research instruments included a PBL learning management plan, a critical thinking assessment, and an interview form. Data analysis showed that in the first cycle, the average critical thinking score was 67.08%, with 58.33% of students meeting the 70% threshold. After revising the learning activities, the second cycle showed an average score increase to 83.75%, with all students surpassing the 70% threshold. These findings contribute to the research area by demonstrating the effectiveness of integrating PBL with forensic science to enhance critical thinking skills in biology education. The implementation of PBL with forensic science issues should be more investigated in other topics.
Learning outcomes of an integrated inquiry-based and problem-based learnings for grade 8 science students Khonkla, Jiratchaya; Thumsiriwat, Jutatip; Supakesorn, Bongkotkorn; Polyiem, Titiworada; Prasertsang, Parichart
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.366

Abstract

The purpose of this study aims to investigate the effects of integrated inquiry-based learning and problem-based learning for improving grade 8 student science learning achievement of force and motion, and to study students’ satisfaction with the learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning. The participants were 39 of grade 8 students from a public school in Thailand. The instruments were a learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning, a 4-multiple choice learning achievement test, and a satisfaction questionnaire. The results of the study showed that there was an improvement in the participants' science learning achievement on the concept of force and motion after implementing the learning management plan. Additionally, the integration of inquiry-based learning and problem-based learning led to increased learning satisfaction among the participants. These findings suggest that the integration of inquiry-based learning and problem-based learning can be an effective approach to teaching science concepts, particularly force and motion, and can lead to improved student learning outcomes and satisfaction.
The Development of the Integrated STEAM Approach Using Social Service Learning to Address Students' Creativity Prasertsang, Parichart; Charoensuk, Kamonphop; Polyiem, Titiworada
International Journal of STEM Education for Sustainability Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v4i2.385

Abstract

This research aimed to develop an integrated STEAM approach using social service learning to address students' creativity. The research is conducted using RD methodology with 3 phases; Phase 1: Analysis of documents and concepts Theory Research related to the integrated STEAM approach using social service learning Phase 2 Create a integrated STEAM approach using social service learning, and Phase 3: Study the results of using an integrated STEAM approach using social service learning. The sample is a network of STEM schools in Roi Et province, Thailand. One school was drawn using the school as a random unit, and there were 30 students in the product design course offered in the second semester of the academic year 2023.  The tools used to collect data include a integrated STEAM approach using social service learning, a measure of creativity from the artworks of students learning with art activities using the behavioral observation and corporate social responsibility assessment. The statistics used in the analysis were percentage, mean, and standard deviation. The results showed that the teaching and learning model by social service has 6 components; namely basic principles, concepts, and theories related to teaching and learning by social service, objectives of the teaching and learning model, teaching procedures social system response principle, and the support system is called "PIPAR MODEL". P-Preparation, -Imagine, P-Presentation, A-Action, And the R-Reflect stage can encourage the creativity of 4th-grade students. To have a creative score of 80 percent, 100 percent, and “PIPAR  MODEL” can also develop students to be socially responsible, and socially responsible to a large extent. It has a mean of 4.30 and a standard deviation of 0.612. It has a maximum mean of 4.70 and a standard deviation of 0.460. Second, students have respect for the rights of others. It has a mean of 4.64 and a standard deviation of 0.538. It has a mean of 3.78 and a standard deviation of 0.707. 
Co-Authors Camara, Jun S. Charoensuk, Kamonphop Chomsriharat, Siriphit Dewi, Siska Agustin Fatonatullaillah, Indah Khonkla, Jiratchaya Matchimo, Puchong Meesamran, Nontawat Mila Ermila Hendriyani, Mila Ermila Nugroho, Nur Azizah Haffaf Prasart Nuangchalerm, Prasart Prasertsang, Parichart rubino, rubino Supakesorn, Bongkotkorn Thumsiriwat, Jutatip