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All Journal Momentum: Physics Education Journal Masyarakat Berdaya dan Inovasi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal WIDYA LAKSMI (Jurnal Pengabdian Kepada Masyarakat) Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Journal of Environment and Sustainability Education Unnes Science Education Journal IJIS Edu : Indonesian Journal of Integrated Science Education
Gunawan, Kadek Dwi Hendratma
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Other

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The Effectiveness of the STEM Integrated PBL Model on Science Collaboration and Problem-Solving Skills Ismail, Mohamad; Utami, Budi; Gunawan, Kadek Dwi Hendratma; Suciati, Suciati; Bramastia, Bramastia
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.33160

Abstract

This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with STEM on students’ collaboration and problem-solving skills. It employed a quasi-experimental method using a pretest-posttest control group design. The population included all seventh-grade students of SMP Negeri 1 Plupuh in the 2024/2025 academic year. The sample was selected through cluster random sampling, with Class VII C designated as the experimental group and Class VII D as the control group. Data were collected through tests, observations, and documentation. The data were analyzed using an independent t-test with a significance level of 0.05. The analysis revealed that the STEM-integrated PBL model had a significant effect on students’ problem-solving skills, with a significance value of 0.028 (< 0.05), because this learning provides a holistic, real, collaborative learning experience and encourages higher-level thinking. While the collaboration skills showed a significance value of 0.011 (< 0.05) because the learning process emphasizes group work in solving real problems, thus encouraging interaction, shared responsibility, productive communication, and positive interdependence between group members. These findings indicate there is an effect of implementing Problem Based Learning (PBL) integrated with Science, Technology, Engineering, and Mathematics (STEM) on students’ collaboration and problem-solving skill. Problem Based Learning (PBL) integrated STEM allows students to broaden their horizons, discuss and collaborate in problem solving, encourage students to refine their knowledge through discussion, communicate in groups and respect each other when there are differences of opinion, critically assess group processes and work, provide feedback, and agree on the best solution, which directly improves various aspects of collaboration and develops competencies to address the complex challenges of their future. 
Application of the Lurik Pedan Klaten Local Wisdom Booklet using the RWPS Model to Empower Students’ Environmental Literacy Firdaus, Prisma Satria; Suciati, Suciati; Utami, Budi; Gunawan, Kadek Dwi Hendratma; Bramastia, Bramastia
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.9080

Abstract

This study aims to investigate the effectiveness of using the Lurik Pedan Klaten Local Wisdom Booklet with the Real World Problem Solving (RWPS) model to empower environmental literacy in VII students in science learning. This studi user a quasi-experimental method with a pretest-posttest control group design. The sample consisted of VII students at SMP N 1 Kebakkramat, selected using cluster random sampling. The research instrument used was a environmental literacy test with pretest and posttest and environmental literacy questionnaires. Quantitative data analysis used descriptive statistic, prerequisite test, and hypothesis testing using t-test.  The results showed that the Sig. (2-tailed) value was 0.000 < 0.05 with a significance level of 5%. The average knowledge test scores for the experimental class (73.9) and the control class (66.4), the average attitude questionnaire scores for the experimental class (34.4) and the control class (34.4), and the average behavior questionnaire scores for the experimental class (34.16) and the control class (33.9) showed significant differences. It can be concluded that the experimental class that used the Lurik Pedan Klaten local wisdom booklet with the RWPS model significantly influenced students' environmental literacy skills. The implications of these research results indicate that the application of the Lurik Pedan Klaten local wisdom booklet using the RWPS model can be a learning resource in science education to empower students' environmental literacy, so that students can more easily understand concepts through problems that are relevant to their daily lives.
Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Aji, Sudi Dul; Ain, Nurul; Zaini, Akhmad; Pratiwi, Hestiningtyas Yuli; Gunawan, Kadek Dwi Hendratma; Nisa’, Salsabila Kholifahtun; Hudha, Muhammad Nur
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

Abstract

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.
Co-Authors Adimudra, Dyah Ayu Saraswati Akhmad Zaini, Akhmad Bramastia, Bramastia Buana, Contias Edar Budi Utami Firdaus, Prisma Satria Gede Rai Sutama . Gunawan, Ni Putu Ika Novita Hestiningtyas Yuli Pratiwi Ismail, Mohamad Jaya, Anak Agung Ngurah Adhi Ketut Gunawan Lina Mahardiani Muhammad Nur Hudha Nisa', Salsabila Kholifahtun Nisa’, Salsabila Kholifahtun Nurhudha, Muhammad Nurma Yunita Indriyanti Nurul Ain, Nurul Prabandari, Luh Putu Cintya Ramawati, Dian Sinta Khusnul Ridhani, Jovita Riezky Maya Probosari Suciati Suciati Sudi Dul Aji Supurwoko Wati, Icha Kurnia Wijayanti, Septi Reggina Anggita WIRYANATA, I WAYAN GEDE