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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Elementary Education Jurnal Pendidikan IPA Indonesia
Yohandri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model Atika Ulya Akmal; Yohandri; Abdul Razak
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.66570

Abstract

The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpose or by purposive sampling technique. The data collection techniques used are questionnaires, interviews, and observation. The data were analyzed using descriptive statistics which would show the percentage of the number of students per category. The results of this study indicate that for creative thinking skills, collaboration and communication the percentage of students is in the near standard category. As for creative thinking skills, the percentage of students is in the substandard category. This shows that students' 21st century skills still need to be improved. learning activities that facilitate the emergence of 21st century skills need to be carried out continuously or continuously so that students are accustomed to and achieve the desired standards. The conclusion of this study is that students' 21st century skill profiles in digital learning with CTL are in a status close to a good standard, except for creative thinking skills that still require some extra treatment to improve them.
Uncovering the Potential of Ethnoscience in Science Learning to Improve Students’ Literacy: A Systematic-Literature Review (2014–2024) Nur Hikmah; Yohandri; Fitri Arsih; Minda Azhar; Abdul Razak
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.19591

Abstract

Literacy is a crucial 21st-century skill aligned with SDG 4 (Quality Education), yet Indonesian students continue to face challenges, as reflected in PISA 2022 results. Ethnoscience, which integrates local wisdom into science education, offers a promising approach to address this issue. This study presents a systematic literature review of research published between 2014 to 2024 on the use of ethnoscience in science learning and its impact on student literacy. The findings indicate that ethnoscience has been widely applied, particularly at the high school level, through strategies such as project-based learning, inquiry, and STEAM. Ethnoscience contributes to improving scientific, environmental, and cultural literacy by contextualizing science learning and fostering engagement, critical thinking, and cultural awareness. This research synthesizes a decade of empirical evidence on ethnoscience integration in science education, maps the strategies employed, and examines their relationship with students’ literacy outcomes. The results suggest that ethnoscience provides a culturally grounded approach that can effectively support the development of science literacy.
Towards Meaningful Physics Learning: Needs Analysis of an Inquiry-Based E-Module in Secondary Schools for Developing 21st-Century Students' Critical and Creative Thinking Skills Sihombing, Fitri Sun Anjelika; Yohandri
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12371

Abstract

Physics learning at the secondary school level is still largely dominated by theoretical approaches and lacks connection between physics concepts and real-life contexts. This condition hampers the development of students’ critical and creative thinking skills, which are essential competencies in the 21st century. Inquiry-Based Lesson is a student-centered approach that has proven effective in fostering these skills through scientific investigation processes. However, the use of digital learning materials based on Inquiry-Based Lesson, particularly in the form of physics e-modules tailored to the characteristics and needs of secondary school students is still very limited. This study aims to analyze the need for the development of Inquiry-Based Lessons physics e-modules from the perspectives of both students and teachers. The research adopts a qualitative descriptive approach, with data collected through questionnaires, interviews, and documentation studies in several secondary schools. The analysis results indicate that most teachers and students require digital learning materials that are interactive, contextual, and capable of systematically facilitating scientific inquiry activities. These findings provide a strong empirical foundation for the development of Inquiry-Based Lesson physics e-modules designed to enhance students’ critical and creative thinking skills and to promote more meaningful physics learning.
Pemahaman Guru IPA Terhadap Pengajaran Responsif Budaya pada Kurikulum Merdeka Belajar Abubakar; Tanjung, Yul Ifda; Sani, Ridwan Abdullah; Nasution, Budiman; Yohandri; Festiyed
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.4821

Abstract

This research aims to describe teachers' understanding of Culturally Responsive Teaching (CRT), difficulties to implement it, and its relation to higher order thinking skills through descriptive qualitative method using interview instrument. The research subjects were twenty science teachers from three senior high schools that have implemented Independent Learning Curriculum in Medan City and Deli Serdang Regency in North Sumatera. The results revealed that 70% of teachers have limited understanding and only 30% of the teachers who understand the concept of this learning correctly. The research results also showed that only 20% had ever implemented CRT in their classrooms and 80% had never implemented. This is all due to difficulties. Based on previous research, it shows that CRT make many positive contributions to learning processes and outcomes, improving the learning process and outcomes, improving higher order thinking skills and building student’s character. Therefore, teachers need to understand, be able to design and implement learning model based on CRT to serve diverse students.
Co-Authors Abdul Razak Abubakar Akmal, Atika Ulya Budiman Nasution Festiyed Fitri Arsih Minda Azhar Nur Hikmah Ridwan Abdullah Sani Sihombing, Fitri Sun Anjelika Yul Ifda Tanjung, Yul Ifda