Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Yunita, Lintang
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pendidikan Sains Berorientasi Keterampilan Abad 21 dalam Konteks Pendidikan Tinggi: Review Yunita, Lintang; Mandasari, Nining
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 1 (2025): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i1.334

Abstract

This research is a literature review aimed at analyzing the concept and application of 21st-century skills-oriented science education in the context of higher education. 21st-century science education emphasizes the development of critical skills such as problem-solving, collaboration, communication, creativity, and digital literacy, which are considered essential for facing global challenges and rapid technological advancements. This study identifies trends, approaches, and challenges faced in integrating these skills into the science education curriculum at higher education institutions. Based on an analysis of various literature, it was found that although there are efforts to design learning that develops these skills, their implementation still faces various obstacles, such as limited resources, resistance to curriculum changes, and a lack of training for educators. This research provides recommendations for the development of policies and learning strategies that better support the integration of 21st-century skills in science education at the higher education level. The use of digital technology can enrich students' learning experiences and provide broader access to educational resources.
Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Pemecahan Masalah dan Hasil Belajar Kognitif Siswa Yunita, Lintang; Mandasari, Nining
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 2 No. 2 (2022): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.677 KB) | DOI: 10.36312/pjipst.v2i2.67

Abstract

Based on the results of initial observations at SMA Negeri 7 Tangerang, it shows that students are less involved in the learning process, students tend to be passive, one of the factors that causes students to be less involved in learning is because the learning model and learning approach applied by the teacher is less varied. Therefore, research has been carried out on the influence of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of Biology students in Class XI SMA Negeri 7 Tangerang in the 2018/2019 academic year. The purpose of this study was to examine whether there was an effect of the Guided Inquiry learning model on problem solving abilities and cognitive learning outcomes of class XI students of SMA Negeri 7 Tangerang in the 2018/2019 academic year. The type of research used in this research is Quasi Experiment. The research design in this study was pre-test and post-test and the research sample was 19 students in class XI IPA 1 as the experimental class and 18 students in class XI IPA 2 as the control class. Collecting data using observation sheets to determine students' problem solving abilities, test sheets to determine cognitive learning outcomes. Based on data analysis, the average value of the control class for problem solving ability is 82.5% in the high category and the average value of the experimental class for problem solving ability is 90.62% in the very high category. The average value for cognitive learning outcomes for the control class is 77.2 while the average value for the experimental class is 85.7. Testing the hypothesis by using t-test analysis (t-test) at a significant level of 5% obtained a tcount value of 6.248 > ttable value of 1.684, so it can be concluded that there is an influence of the Guided Inquiry learning model on cognitive learning outcomes of class XI students at SMA Negeri 7 Tangerang in the academic year 2018/2019.
Co-Authors Mandasari, Nining