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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Pendidikan IPA Indonesia Journal on Mathematics Education
Chanunan, Skonchai
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Agriculture, Biological Sciences & Forestry Education Mathematics Social Sciences Other

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A proposed constructivism-based instructional model to enhance metacognition and mathematical problem-solving skills in Bhutanese grade nine students Subba, Bijoy Hangmo; Chanunan, Skonchai; Poonpaiboonpipat, Wanintorn
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp51-72

Abstract

The enhancement of metacognitive abilities and problem-solving skills is essential for effective mathematics instruction. However, these critical components are frequently overlooked in traditional teaching practices. This study addresses the challenges and requirements faced by mathematics educators and explores the integration of constructivist activities in classroom settings. It aims to develop and evaluate the suitability of an instructional model designed to address these issues. Employing a mixed-method approach within a research and development framework, the study gathered data through semi-structured interviews with seven mathematics teachers in Bhutan to identify their instructional challenges. Additionally, two experts from Bhutan and one from Thailand were consulted to provide insights into constructivist teaching methodologies. The content analysis of teacher interviews revealed a predominant reliance on structured, teacher-centered instructional methods, with limited emphasis on fostering higher-order cognitive skills. To bridge this gap, an instructional model emphasizing the development of higher-order thinking was designed. This model incorporates active learning, problem-solving, collaboration, scaffolding, reflection, and self-monitoring, organized into six steps: prior knowledge activation, mediation, internalization, generalization, transfer, and evaluation. The model was evaluated using a 5-point Likert scale, achieving a mean score of 4.33 (SD = 0.70), indicating high levels of appropriateness and acceptability. Furthermore, a pilot test yielded an effective index (E.I. = 0.51), demonstrating the model's efficacy in fostering metacognitive and problem-solving skills.
Development of problem-based science practicum instructions of Junior High School Students Rahmat, Irwandi; Chanunan, Skonchai; Yani, Ahmad
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 3 (2023): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This study aims to develop problem-based science practicum instructions intended for grade VIII junior high school / MTs students in the odd semester. The problem-based approach was chosen because it has been proven effective in improving students' critical thinking and problem solving skills. This research uses the 4D method which includes the Define, Design, Develop and Dissaminate stages. The results of this study indicate that the problem-based practicum instructions developed are valid, practical and effective. The validity value is 4.2 which means that the problem-based practicum instructions are included in the valid criteria. The practicality value is 4.6 which means that the problem-based practicum instructions are classified as practical criteria. The problem-based practicum instructions developed have also been classified as effective by looking at the results of positive responses from students which reached 84.8%. The final product resulting from this research is expected to be a reference for teachers in teaching science with a problem-based approach, so as to improve the quality of science learning in schools. Keywords: practical guidelines, science learning, junior high students
Fostering Environmental Awareness Through Sustainable Development Goal-Oriented Ethno-STEM Approach in Elementary Education Pada, Amir; Chanunan, Skonchai; Rahmat, Irwandi
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.v14i3.24420

Abstract

This study examines the effectiveness of a Sustainable Development Goals (SDGs)-oriented Ethno-STEM approach in promoting environmental awareness among elementary school students through natural and social science learning. Utilizing a quasi-experimental one-group pretest-posttest design, the research involved 60 students from an elementary school in Makassar, Indonesia. Environmental awareness was assessed before and after the implementation of Ethno-STEM-integrated lessons that incorporated culturally relevant and participatory activities such as eco-brick making, waste management simulations, and the "Zero Plastic Week" challenge. Data were analyzed using a paired t-test, which revealed a statistically significant improvement in students' environmental awareness scores (p = 0.001), with the mean increasing from M = 61.06 (SD = 7.10) to M = 68.61 (SD = 6.63). The findings demonstrate that integrating local cultural values and sustainability themes into science education fosters both cognitive understanding and behavioral engagement with environmental issues. This study contributes to the development of culturally contextualized and sustainability-focused pedagogy, reinforcing the relevance of SDG 4 (quality education) and SDG 13 (climate action). This study is novel in its integration of SDGs-oriented Ethno-STEM with elementary science education, demonstrating not only cognitive improvement but also fostering affective and behavioral engagement. Its contribution lies in bridging cultural relevance with sustainability pedagogy, thereby informing both theoretical discourse and practical applications in early education.  
Co-Authors ahmad yani Amir Pada, Amir Poonpaiboonpipat, Wanintorn Rahmat, Irwandi Subba, Bijoy Hangmo