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All Journal Jurnal ORTOPEDAGOGIA Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Education Technology Mudir : Jurnal Manajemen Pendidikan Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) GUYUB: Journal of Community Engagement International Journal of Social Learning (IJSL) Journal of Education Technology and Inovation INJECT Interdisciplinary Journal of Communication
Ahmad Zaki Emyus
Universitas PGRI Argopuro Jember
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Physics Social Sciences Other

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The Influence of Wordwall Game Media on Students' Creativity and Conceptual Understanding in Elementary Schools Rahmatullah Mulyono Widodo; Eges Triwahyuni; Ahmad Zaki Emyus
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.10239

Abstract

Creativity and conceptual understanding are the main components in supporting more meaningful learning, because students are not only required to memorize information, but also to use it creatively in real life situations. This study aims to describe the effect of Wordwall Game Media on creativity and conceptual understanding of elementary school students. This type of research is a quasi-experimental study. The data collection technique is a creativity test and conceptual understanding. The results of the study show that the use of Wordwall Game Media has a significant influence on increasing creativity and conceptual understanding of elementary school students, value of creativity is 0.115 and the sig. value of conceptual understanding is 0.773. The use of this media has been proven to improve students' creative thinking skills, including fluency, flexibility, and elaboration of ideas, as well as deepening their conceptual understanding through more interesting and applicable interactions. Several recommendations can be suggested so that teachers and education practitioners consider the use of Wordwall Game Media as a learning aid to improve students' creativity and conceptual understanding. Further research can be conducted to explore the effectiveness of this media in various subjects and levels of education.
Enhancing Critical Thinking and Learning Outcomes: The Impact of Differentiated Learning Strategies in Elementary School Luluk Fidiasih; Eges Triwahyuni; Ahmad Zaki Emyus
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10611

Abstract

This study aims to create a simple Differentiated Learning Strategy (DSLS) to improve critical thinking skills and student learning achievement in elementary schools in Jombang Regency. This study aims to help teachers create an inclusive, interactive, and motivating environment for students by addressing the challenges of implementing DSLS and the Merdeka Curriculum policy. The method used is a quasi-experimental design with a non-equivalent approach. The assessment tools used consist of observation sheets based on Bloom's Taxonomy and learning outcome tests specifically designed to evaluate high-order thinking skills (HOTS) through C4 questions. Data analysis was carried out using repeated measure ANOVA to assess the effectiveness of the intervention. The results showed that the implementation of SDLS significantly improved critical thinking skills and student learning outcomes. This study significantly improves the quality of elementary education and serves as a guide for teachers to implement differentiated learning in other schools.
Impact of Differentiated Learning Strategies on Student Resilience and Academic Performance at State Junior High School Ely Wahyuni Hidayati; Eges Triwahyuni; Ahmad Zaki Emyus
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10612

Abstract

Differentiated learning strategies aim to improve students' learning outcomes and resilience in facing academic challenges. This study aimed to assess the efficacy of the strategy among ninth grade students at SMP Negeri Gumukmas. This study used a quasi-experimental design with a total of 98 students, divided into intervention and control groups of 49 students each. The instruments used consisted of a learning outcome test sheet developed from the RPP and grids, a learning resilience observation sheet based on Ann Masten indicators, and a validated and reliable questionnaire. The data were analyzed using the Friedman test due to the non-normal distribution of the data. The results showed a significant increase in learning outcomes and resilience for students in the intervention group compared to the control group, with a p-value of less than 0.05. These findings reinforce that differentiated learning strategies are effective in improving learning resilience and improving student learning outcomes.
Improving Students' Digital Literacy Skills Through the Use of Online Learning Resources Assisted by Collaborative Discussions Rossy Alivia Rozana; Ahmad Zaki Emyus; Gandung Wirawan
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12306

Abstract

This study aims to improve students’ digital literacy skills through the utilization of online learning resources combined with collaborative discussions. The research employed Classroom Action Research (CAR) with two cycles involving 32 eighth-grade students of MTsN 2 Jember, divided into 16 small groups. Each group carried out structured discussions with specific role distribution, namely information seeker, information evaluator, recorder, and presenter, so that each member had a clear responsibility. Data were collected through observation, interviews, and documentation, then analyzed descriptively and qualitatively. The findings revealed a significant improvement in four indicators of digital literacy. The ability to access digital information increased from 66% in the first cycle to 87% in the second cycle; the ability to evaluate information rose from 29% to 52%; ethical use of information improved from 31% to 60%; and the ability to create digital content increased from 43% to 72%. These results demonstrate that a learning strategy based on online learning resources combined with structured group discussions can foster students to become more critical, ethical, and creative in utilizing digital technology. Therefore, this model is relevant to be applied in developing students’ digital literacy skills while preparing them to face the challenges of the 21st century.
Pembelajaran Penemuan yang Dikombinasikan dengan Strategi RQA untuk Memperkuat Literasi Sains dan Keterampilan Berpikir Dasar pada Siswa Sekolah Dasar Dwi Endah Yulianing Tias; I Wayan Wesa Atmaja; Ahmad Zaki Emyus; Endra Priawasana
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13876

Abstract

Despite national curriculum reforms emphasizing inquiry-based learning, Indonesian elementary students demonstrate persistently low science literacy and underdeveloped basic scientific thinking skills encompassing observation, classification, prediction, and inference, as evidenced by below-benchmark performance on international assessment results. This quasi-experimental study with a nonequivalent control group pretest-posttest design investigates whether integrating Discovery Learning with the Reading–Questioning–Answering (RQA) strategy effectively enhances these competencies. Conducted across three elementary schools in Jember, East Java, the study involved 120 fifth-grade students (aged 11–12 years) assigned to experimental (n = 60) and control (n = 60) groups based on intact classrooms. The experimental group received Discovery Learning–RQA instruction, while the control group experienced conventional teacher-centered approaches over six 90-minute sessions. Validated instruments measured science literacy (Cronbach's α = 0.82) and basic scientific thinking skills (α = 0.79), supplemented by systematic classroom observations. Results demonstrated that experimental students achieved significantly higher gains in science literacy (M = 20.25 points, a 34.67% increase) and scientific thinking (M = 19.41 points, a 31.22% increase) compared to controls (M = 7.42 and 7.17 points), with very large effect sizes (Cohen's d = 3.005 and 2.711, p < .001). Observational data confirmed elevated engagement in exploration, questioning, active reading, discussion, and drawing conclusions. The findings indicate that integrating constructivist inquiry with metacognitive reading strategies effectively scaffolds both conceptual understanding and procedural competencies essential for elementary science literacy development.
Co-Authors Akhmad Ramli Andi Kurniawan Arico Ayani Suparto Asrorul Mais Dewi, Siti Karunia Dwi Endah Yulianing Tias Eges Triwahyuni Eges Triwahyuni Eges Triwahyuni Elif Muti'atur Rohmah Ely Wahyuni Hidayati Endra Priawasana Fathor Rakhman Feb Amni Hayati Gandung Wirawan Hadiprayogo, Basuki Hariyanto I Wayan Wesa Atmaja Indah, Yana Karunia Dewi Siti Luluk Fidiasih M. Iqbal Ibrahim H Marsidi Marsidi Miftahus Surur Miftahus Surur Miftahus Surur, Miftahus Mulikhah, Siti Mursidin, Zeinul Rahmatullah Mulyono Widodo Rina Rohmawati Rossy Alivia Rozana Siti, Karunia Dewi Triwahyuni, Eges Widodo Pujo Bintoro Yana Indah Zusfindhana, Inna Hamida