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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Pijar MIPA
Al Idrus, Syarifah Wahidah
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Efektivitas E-Modul Kimia Lingkungan Berbasis Etnosains Terintegrasi Stem Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Literasi Lingkungan Al Idrus, Syarifah Wahidah; Rahmawati, Rahmawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.637

Abstract

Penelitian ini bertujuan untuk melihat pengaruh penerapan e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM. Sampel penelitian adalah mahasiswa UIN Mataram dengan jumlah 32. Metode yang digunakan dalam penelitian ini adalah pre- eksperimen dengan desain One Group Pretest-Postest Design. Kelompok sampel diberi pretest sebelum perlakuan menggunakan sumber belajar e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM. Setelah perlakuan, diberikan posttest pada mahasiswa dengan instrumen keterampilan berpikir kritis dan literasi lingkungan. Analisis yang digunakan dalam penelitian ini adalah n-gain. Hasil persentase n-gain keterampilan berpikir kritis adalah 60,01 dengan kriteria sedang dan hasil persentase n-gain literasi lingkungan adalah 71,54 dengan kriteria tinggi. Analisis n-gain untuk masing-masing indikator keterampilan berpikir kritis menunjukkan interpretasi memiliki hasil tertinggi dibandingkan indikator yang lain dengan persentase 70,03. Analisis n-gain untuk masing-masing indikator literasi lingkungan menunjukkanindikator pengetahuan memiliki hasil tertinggi dibandingkan indikator yang lain dengan persentase 73,08. Hasil-hasil analisis yang diperoleh menunjukkan telah terjadi peningkatan keterampilan berpikir kritis dan literasi lingkungan mahasiswa setelah dilakukan proses belajar menggunakan e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM.
Efektivitas E-Modul Kimia Lingkungan Berbasis Etnosains Terintegrasi Stem Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Literasi Lingkungan Al Idrus, Syarifah Wahidah; Rahmawati, Rahmawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.637

Abstract

Penelitian ini bertujuan untuk melihat pengaruh penerapan e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM. Sampel penelitian adalah mahasiswa UIN Mataram dengan jumlah 32. Metode yang digunakan dalam penelitian ini adalah pre- eksperimen dengan desain One Group Pretest-Postest Design. Kelompok sampel diberi pretest sebelum perlakuan menggunakan sumber belajar e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM. Setelah perlakuan, diberikan posttest pada mahasiswa dengan instrumen keterampilan berpikir kritis dan literasi lingkungan. Analisis yang digunakan dalam penelitian ini adalah n-gain. Hasil persentase n-gain keterampilan berpikir kritis adalah 60,01 dengan kriteria sedang dan hasil persentase n-gain literasi lingkungan adalah 71,54 dengan kriteria tinggi. Analisis n-gain untuk masing-masing indikator keterampilan berpikir kritis menunjukkan interpretasi memiliki hasil tertinggi dibandingkan indikator yang lain dengan persentase 70,03. Analisis n-gain untuk masing-masing indikator literasi lingkungan menunjukkanindikator pengetahuan memiliki hasil tertinggi dibandingkan indikator yang lain dengan persentase 73,08. Hasil-hasil analisis yang diperoleh menunjukkan telah terjadi peningkatan keterampilan berpikir kritis dan literasi lingkungan mahasiswa setelah dilakukan proses belajar menggunakan e-modul Kimia Lingkungan berbasis etnosains terintegrasi STEM.
The Influence of Guided Inquiry Learning Models on Students Creative Thinking Abilities on Reaction Rate Material Hutami, Sulia; Burhanuddin, Burhanuddin; Ariani, Sunniarti; Al Idrus, Syarifah Wahidah
Jurnal Pijar Mipa Vol. 19 No. 4 (2024): July 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.v19i1.6393

Abstract

This research examines the effect of the guided inquiry learning model on students' creative thinking abilities, focusing on studying chemical reaction rate material in Class XI Science at SMAN 4 Praya. This research adopts a quantitative research design with a quasi-experimental research type. The population in this study were all class XI MIPA students at SMAN 4 Praya, consisting of 237 people spread across 7 classes. The sampling technique uses non-probability sampling, seeing a similarity in students' average daily test scores with students in classes XI IPA 3 as the control class and XI IPA 6 as the experimental class. The experimental group was given a guided inquiry learning model, while the control group used conventional teaching methods. This research assesses creative thinking abilities through a description test including three indicators: originality, fluency, and flexibility. In this research, the data analysis technique uses a series of statistical tests, including the Kolmogorov-Smirnov normality and homogeneity tests. Hypothesis testing uses the independent sample t-test. The hypothesis test showed that the t-test results prove that tcount ≥ ttable , namely 4.31 ≥ 2.03, and a significant value of 0.00 ˃ 0.05, then H0 is rejected, and H1 is accepted. Thus, it can be concluded that the guided inquiry learning model positively affects students' creative thinking abilities in the reaction rate material for class XI Science at SMAN 4 Praya. This can also be seen from the results that the average value of the experimental group is higher than the control group's, with the experimental class's average value being 79.03% and the average value of the control class being 62.42%.
Analysis of Students Environmental Attitudes as a Contribution to the Sustainable Development Goals (SDGs) Al Idrus, Syarifah Wahidah; Rahmawati, Rahmawati; Kadir, Abdul
Jurnal Pijar Mipa Vol. 20 No. 7 (2025): in Progress
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.v20i7.9015

Abstract

Environmental attitudes among university students play a crucial role in supporting the achievement of the Sustainable Development Goals through the development of responsible and sustainable behaviors. This study aims to analyze university students’ environmental care attitudes in the context of the Sustainable Development Goals (SDGs). A descriptive quantitative approach was employed, involving 121 students from the Chemistry Education Program, Faculty of Teacher Training and Education, Universitas Mataram. Data were collected using a 5-point Likert scale questionnaire covering three primary dimensions of environmental attitude-cognitive, affective, and conative-along with a commitment dimension toward the SDGs. The results indicate that all dimensions fall within high to very high categories, with the highest averages observed in the cognitive (4.32), affective (4,18) and SDGs commitment (4.25) dimensions. The conative dimension scored slightly lower (3.89), suggesting the existence of an attitude–behaviour gap between awareness and actual practice. Students demonstrate strong environmental knowledge and moral commitment, but have not fully translated these into consistent, sustainable behaviors. These findings underscore the need for more contextually relevant and action-oriented learning strategies based on the SDGs, such as project-based learning and eco-campus programs, to translate environmental awareness into tangible actions. Overall, the study emphasizes the strategic role of higher education in cultivating knowledgeable, committed, and sustainable-minded youth aligned with SDG 12, SDG 13, and SDG 15.
Co-Authors Abdul Kadir Burhanuddin Burhanuddin Hutami, Sulia Rahmawati, Rahmawati Sunniarti Ariani