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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Jurnal Penelitian dan Pembelajaran Fisika Indonesia Journal of Authentic Research Journal of Science Technology and Education Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Educational Innovation Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Amrullah, Lalu Azikri
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Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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A Literature Review: The Role of Ethno-STEAM Science E-Modules Based on Local Ecotourism and Weaving in Enhancing Students' Science Literacy Yuliani, Neli; Iqlima, Sheliana; Amrullah, Lalu Azikri; Muliadi, Irman
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Scientific literacy is widely recognized as a key competency for 21st-century citizens. Nevertheless, Indonesian students’ performance in international assessments, particularly the Programme for International Student Assessment (PISA), remains relatively low. This study aims to synthesize and critically analyze empirical evidence from existing studies on the contribution of Ethno-STEAM-based science e-modules, which integrate ethnoscience, science, technology, engineering, arts, and mathematics within the context of local-weaving ecotourism in Sade Village, to students’ scientific literacy. Specifically, this review seeks to identify dominant patterns, research gaps, and both theoretical and practical implications across the selected studies. Sade Village in Central Lombok, West Nusa Tenggara, is a traditional Sasak settlement where weaving practices and local wisdom are actively maintained, providing an authentic and contextually rich resource for science learning. The study employs a Systematic Literature Review (SLR) following the PRISMA framework, analyzing ten selected articles published between 2016 and 2025 from Google Scholar, SINTA, and ERIC. Data were analyzed thematically to identify recurring themes across the literature. The synthesis reveals that the utilization of local wisdom, integration of weaving traditions in learning, development of ethnoscience-based e-modules, and ecotourism contexts consistently contribute to improvements in scientific literacy. A notable research gap was identified: no existing study has specifically integrated the Sasak weaving ecotourism context into an empirically validated Ethno-STEAM e-module, underscoring the urgency of future developmental research in this direction.
Instructional Models for Enhancing Science Literacy Skills: A Literature Review Muliadi, Irman; Amrullah, Lalu Azikri; Isnaini, Ahmad Hardyan; Yuliani, Neli; Salwa, Salwa; Iqlima, Shelliana
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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The low 2022 PISA scores highlight a serious challenge for scientific literacy in Indonesia, triggering the need for a transformation from conventional models toward pedagogical innovation. This study aims to analyze effective learning models for enhancing scientific literacy in the digital era. Using a Systematic Literature Review (SLR) method with the PRISMA model, this research reviewed 20 selected articles within the 2019–2026 interval. The analysis identified nine primary models and approaches proven to significantly improve scientific literacy: inquiry-based learning, problem-based learning (PBL), project-based learning (PjBL), STEAM-PjBL, guided inquiry, discovery learning, differentiated instruction, the ethnoscience approach, and the RADEC model. Findings indicate that these models, supported by technology integration such as interactive e-books and digital media, produce N-Gain scores in the medium to high categories. The ethnoscience approach also proved to enhance learning relevance through local wisdom. Despite their effectiveness, implementation still faces obstacles related to school facilities and teacher competency readiness. This study concludes that the synergy between student-centered innovative models and the reinforcement of teacher TPACK is crucial for creating meaningful, competitive, and adaptive science education for the modern era.
The Effect of the Jigsaw Type Cooperative Learning Model on Students’ Conceptual Understanding of Collisions Material Amrullah, Lalu Azikri; Mahrus, Mahrus; Gunawan; Kosim; Anugraheni, Audy Sintia; Lestari, Erika
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.244

Abstract

Low understanding of physics concepts is often caused by learning models that do not facilitate active student interaction in the dissection of abstract phenomena. This study aims to analyze the effect of implementing the Jigsaw-type cooperative learning model on students’ conceptual understanding of collision material at MA Nurul Iman. The method used was a quasi-experimental design with a Nonequivalent Control Group Design, involving the experimental class of 21 students and the control class of 20 students. The results of the data analysis using the Independent Samples T-Test showed a significance value of 0.000, indicating a significant difference in achievement between the two groups. The increase in conceptual understanding in the experimental class reached an N-gain score of 0.76 (High category), surpassing that of the control class, which achieved 0.56 (Medium category). The Jigsaw model is significantly more effective at improving students’ cognitive quality than the conventional model, thanks to individual responsibility mechanisms and peer tutoring. These findings contribute to the development of active learning strategies in secondary schools. Recommendations for educators to integrate cooperative models to overcome visualization barriers in complex mechanical concepts.
The Effect of Jigsaw-Type Cooperative Learning Model with a Multimodal Approach on Students' Physics Concept Understanding Amrullah, Lalu Azikri; Gunawan, Gunawan; Kosim, Kosim
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Abstract

The low level of students' physics concept understanding is often caused by conventional learning processes and the lack of varied representational media. This study aims to investigate the effect of the Jigsaw-type cooperative learning model with a multimodal approach on students' physics concept understanding. This research employed a quasi-experimental method with a non-equivalent control group design. The population comprised all Grade 11 students at MA Nurul Iman, with samples selected via purposive sampling. Data were collected using a physics concept understanding test instrument consisting of multiple-choice items. Data analysis was performed using IBM SPSS Statistics 25, involving prerequisite tests followed by an Independent Sample T-test. The results indicated that the mean posttest score of the experimental class (84.29) was significantly higher than that of the control class (75.75). Hypothesis testing revealed a significance value (Sig. 2-tailed) of 0.018 < 0.05, leading to the rejection of H0 and the acceptance of Ha. Consequently, it can be concluded that the Jigsaw-type cooperative learning model with a multimodal approach has a significant effect on improving students' physics concept understanding. The integration of various representational modes effectively helps students visualize abstract concepts and strengthens cognitive construction through peer tutoring interactions.
Co-Authors A, Syahrial Afrilianti, Siska Agil Al Idrus, Agil Al Ahmad Busyairi, Ahmad Ahmad Harjono Akbar, Febrianto Alia Cahyani Anggilia, Irnia Anugraheni, Audy Sintia Ayuba, Irma Sofia Bakti, Surya Gaisya Rahma Putri Gunawan Gunawan , Gunawan Gunawan Gunawan Handrianto Handrianto, Handrianto I Wayan Gunada Iqlima, Sheliana Iqlima, Shelliana Isnaini, Ahmad Hardyan JANNATIN ARDHUHA, JANNATIN Kosim Kosim Kosim Lestari, Erika M Fauzi Muhajir Mahrus Mahrus, Mahrus Muh. Makhrus Muliadi, Irman Nabila Fitriya Nada Clairina Sophian Nasywa Dwi Kamila Ni Nyoman Sri Putu Verawati Nurmayanti Nurmayanti, Diyah Nurmayanti, Nurmayanti Rambunewa, Elgarisna Safira, Alza Salwa Salwa Salwa Saputra, Mardiyan Dwi Sari, Herlina Widya Sri Mulyawati Sugara, Ardian Gandi Wardani, Nanda Sulistia Yuliani, Neli