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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Munaddhomah: Jurnal Manajemen Pendidikan Islam
Noorzana Khamis
Universiti Teknologi Malaysia
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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The Influence of the 9E Learning Cycle with A STEM Approach on Students' Science Process Skills in Static Fluid Topics M Ali Alfian; Parno Parno; Hari Wisodo; Noorzana Khamis
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.8916

Abstract

This study investigated the effectiveness of integrating the 9E Learning Cycle Model with STEM approaches to enhance students' Science Process Skills (SPS) in static fluid concepts. The research employed a mixed-methods embedded experimental design with 32 senior high school students. Quantitative data were collected through pre- and post-tests, while qualitative data were gathered via observations and interviews. Results showed significant improvements across all SPS components, with N-gain values ranging from 0.63 to 0.64, indicating medium gains. Students demonstrated enhanced abilities in observing, classifying, measuring, inferring, predicting, and communicating scientific concepts. The integrated approach facilitated practical application of knowledge, as evidenced by students' work on flood-resistant garage prototypes and wave-powered electricity generators. Qualitative findings revealed increased student engagement and improved problem-solving skills. The study concludes that the integration of the 9E Learning Cycle Model with STEM approaches offers an effective framework for enhancing students' science process skills and their ability to apply these skills to real-world problems. These recommendations aim to provide a more comprehensive understanding of the approach's potential in science education across various domains and student populations
Reimagining Value-Based Special School Leadership in the Digital Era: An Exploratory Study Rendy Wikrama Wardana; Fitri April Yanti; Afrizal Mayub; Noorzana Khamis; M. Anas Thohir; Elza Heryensi; Rinda Fitri Handayani
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.2620

Abstract

In the digital age, schools must rethink their leadership approaches to address student diversity, particularly for learners with Special Educational Needs (SEN), to build inclusive learning environments. This qualitative exploratory study examines how junior high school leaders in special schools interpret and implement inclusive digital leadership to support SEN students’ learning experiences. Data were collected through semi-structured interviews with school leaders, including principals, vice principals (curriculum/academic affairs), ICT coordinators, special education teachers, and subject teachers involved in inclusive classrooms. Additional data were obtained through non-participant observations at three special junior high schools and through analysis of policy documents on digital inclusion. Trustworthiness was ensured through source triangulation, member checking, and Braun and Clarke’s thematic analysis. Findings reveal that inclusive digital leadership is characterized by three main practices: values-based leadership emphasizing fairness and equity; strategic development of digital capacity for all stakeholders through continuous professional learning and collaboration; and adaptive governance supported by technology, data-informed decision-making, and personalized accommodations for SEN learners. Despite progress, leaders face challenges such as limited teacher digital competence, inadequate infrastructure, and inconsistent policy implementation. This study highlights the importance of strengthening inclusive digital leadership capacity to ensure equitable and meaningful learning for SEN students. Practical implications include designing targeted leadership development programs, fostering collaboration among stakeholders, and establishing flexible, sustainable governance models. Future research should focus on developing and testing structured frameworks for values-based digital leadership in special schools, emphasizing measurable improvements in ethical decision-making, inclusive data practices, and technology-supported professional learning systems.
Enhancing Critical Thinking Through Coastal Culture-Based Differentiated Science Learning Fitri April Yanti; Rendy Wikrama Wardana; Noorzana Khamis
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.88295

Abstract

The purpose of this study was to enhance critical thinking skills through the implementation of coastal culture-based differentiated science learning. The research was conducted from August to November 2024 using a quasi-experimental nonequivalent control group design at  State Junior High School 2 Bengkulu, Indonesia. The sample consisted of three eighth-grade classes: experimental group 1 (8A), experimental group 2 (8B), and the control group (8C), selected through purposive sampling. Students’ critical thinking skills were assessed using a validated and reliable test instrument (r = .89). Data were analyzed with one-way ANOVA, which revealed significant differences among groups (p < .001). The average N-gain score of critical thinking skills in experimental group 1 (.40, medium category) was higher than that of experimental group 2 (.20, low category) and the control group (.009, low category). Based on the hypothesis testing, it can be concluded that coastal culture-based differentiated science learning has a significant effect on students’ critical thinking skills (p < .001). These findings confirm that culturally contextualized differentiated learning significantly enhances critical thinking. Theoretically, this model contributes to science pedagogy by integrating cultural relevance to support effective, innovative instruction
Co-Authors Afrizal Mayub Elza Heryensi Fitri April Yanti Hari Wisodo, Hari M Ali Alfian M. Anas Thohir Parno Rendy Wikrama Wardana Rinda Fitri Handayani