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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Classroom Action Research Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram International Journal of Contextual Science Education
Aliefman Hakim
Mataram University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Materials Science & Nanotechnology Mathematics Physics Other

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Dissemination of Kaffah Model of Learning through In House Training (IHT) Syahrial Ayub; Joni Rokhmat; Agus Ramdani; Aliefman Hakim; AA Sukarso; Endang P Handayani
International Journal of Contextual Science Education Vol. 1 No. 1 (2023): October - December 2023
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v1i1.523

Abstract

This study describes the responses of prospective teacher students to learning the Bernoulli principle. The research design used descriptive research with a sample of 38 prospective teacher students from PGMI State Islamic University of Mataram. Data was obtained from response questionnaires with 3 indicators, namely happy, easy to understand and useful. As a result, the response of prospective teacher students to Kaffah learning is very good and has a positive impact on them. Kaffah learning integrates religion, science, application and meaningfulness from a single concept. This learning is expected to contribute to the development of the ability of prospective teacher students in planning, implementing and evaluating learning.
A Systematic Literature Review at Integrating Ethnomedicine into Project-Based Learning: Enhancing Higher-Order Thinking Skills in Pharmaceutical Education Faizul Bayani; Joni Rokhmat; Aliefman Hakim; AA Sukarso
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.10065

Abstract

Project-Based Learning (PjBL) is an innovative pedagogical approach that fosters Higher-Order Thinking Skills (HOTS), including critical thinking, creativity, and problem-solving, essential for 21st-century education which are crucial for success in 21st-century education. This systematic literature review explores the integration of ethnomedicine into PjBL frameworks, focusing on pharmaceutical education. Using PRISMA guidelines and bibliometric analysis with VOSviewer, 6,499 documents from Scopus were screened, resulting in seven key studies. Findings reveal that combining ethnomedicine with PjBL enhances culturally relevant learning, bridging traditional medicinal practices with modern education. This interdisciplinary approach improves cognitive skills, contextual learning, and cultural preservation, but challenges such as institutional readiness and knowledge variability persist variability in knowledge remain. The study underscores the need for further research and policy support to optimize this promising educational model.
Integrating Indigenous Knowledge through Contextual Project-Based Learning: Student–Healer Collaboration and Phytochemical Investigation of Traditional Ethnomedicine in Lombok, Indonesia Faizul Bayani; Joni Rokhmat; Aliefman Hakim; AA Sukarso
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.17348

Abstract

This study investigates the implementation of a contextual Project-Based Learning model (Ethnomed-PjBL) that connects pharmacy students with traditional healers (Belian) in Lombok, Indonesia, to explore and scientifically validate ethnomedicinal formulations. Conducted in three phases field immersion, in-situ qualitative testing, and laboratory-based phytochemical analysis the model facilitated reciprocal learning and empirical inquiry grounded in Indigenous healing knowledge. Laboratory screening confirmed the presence of key secondary metabolites across all formulations, including flavonoids, tannins, alkaloids, phenolics, and terpenoids. Among the seven formulations tested, those based on Ziziphus mauritiana (bidara) and Annona muricata (soursop) showed the highest chemical diversity and antioxidant activity, with IC₅₀ values of 61.2 µg/mL and 74.5 µg/mL, respectively. These results support the pharmacological potential of traditional remedies and align with healer-reported uses related to immune function and disease prevention. Students reported significant educational gains, including improved understanding of phytochemistry, enhanced laboratory competence, critical thinking, and greater intercultural and ethical awareness. The Ethnomed-PjBL model demonstrated the capacity to embed scientific inquiry within culturally responsive frameworks, reinforcing the relevance of Indigenous knowledge in contemporary pharmaceutical education. By promoting equitable academic–community partnerships, this model contributes to broader efforts to decolonize health education and advance pharmaceutical sovereignty. It offers a replicable framework for integrating traditional knowledge into vocational health curricula, balancing scientific rigor with cultural respect. The study underscores the importance of ethical collaboration in preserving traditional knowledge systems while cultivating future health professionals who are both scientifically competent and culturally attuned.
Validitas dan Reliabilitas E-Modul Kimia Berbasis Kearifan Lokal Terintegrasi Model Culturally Responsive Transformative Teaching Irma Rahayu Lestari; Aliefman Hakim; Saprizal Hadisaputra
Journal of Classroom Action Research Vol. 7 No. 4 (2025): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i4.11902

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menguji validitas, reliabilitas e-modul kimia berbasis kearifan lokal terintegrasi model Culturally Responsive Transformative Teaching. Model CRTT ini penting karena memberikan ruang bagi siswa untuk memahami konsep melalui integrasi budaya. Integrasi kearifan lokal penting untuk membangun relevansi pembelajaran dengan kehidupan sehari-hari, memudahkan pemahaman konsep yang abstrak, dan melatih berpikir kritis siswa. E-modul ini dirancang untuk meningkatkan pemahaman konsep dan keterampilan berpikir kritis siswa. Metode pengembangan yang digunakan adalah R&D dengan model 4D. Tahap define dilakukan analisis capaian dan tujuan pembelajaran, materi, siswa, dan kearifan lokal. Tahap design dilakukan penyusunan instrumen, outline dan isi e-modul, serta e-modul prototype I. Tahap develop dilakukan uji validitas e-modul prototype I, revisi, dihasilkan e-modul prototype II, dan dilakukan uji coba e-modul yaitu uji kepraktisan dan keefektifan. Tahap disseminate akan dilakukan penyebaran e-modul melalui website Simplebooklet, sekolah penelitian dan publikasi jurnal. Metode validasi yang digunakan yaitu metode Aiken’s V dan metode reliabilitas menggunakan metode Percentage of Agreement. Validasi dilakukan dengan cara menganalisis aspek kelayakan isi, penyajian, bahasa, tampilan, dan orientasi model CRTT dari e-modul yang dikembangkan. Instrumen pengumpulan data berupa lembar validasi ahli dan analisis data menggunakan indeks Aiken’s V dan Borich untuk analisis reliabilitas. Hasil penelitian yang diperoleh yaitu e-modul kimia berbasis kearifan lokal terintegrasi model CRTT mendapatkan nilai yang sangat tinggi dengan nilai validitas sebesar 81% tergolong sangat valid dengan rincian validitas isi sebesar 80%, aspek penyajian 84%, bahasa 78%, tampilan 78%, dan orientasi model 81% serta nilai reliabilitas dari tim validator diperoleh rata-rata 93% termasuk reliabel. E-modul dinilai layak dan reliabel digunakan sebagai media pembelajaran guna mendukung pembelajaran mandiri, interaktif, dan kontekstual untuk membantu siswa mengembangkan pemahaman konsep dan keterampilan berpikir kritis. Penelitian ini berimplikasi positif dalam pembelajaran kimia yaitu memiliki potensi meningkatkan keterlibatan siswa, mempermudah pemahaman konsep siswa, dan mengembangkan berpikir kritis sehingga meningkatkan hasil belajar siswa. Selain itu, e-modul juga dapat menjadi alternatif bahan ajar bagi guru dan mendukung pembelajaran digital di sekolah.
Co-Authors AA Sukarso Agus Ramdani Endang P Handayani Faizul Bayani Faizul Bayani Irma Rahayu Lestari Joni Rokhmat Saprizal Hadisaputra Syahrial Ayub