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All Journal JSEP (Journal of Science Education and Practice) JoISE : Journal of Integrated Science Education
Maulidia, Rachmani
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Chemistry Education Environmental Science Physics

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NEEDS ANALYSIS OF GAMIFICATION MODELS IN THE DIGESTIVE SYSTEM LESSON TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS AND SCIENCE PROCESS SKILL Maulidia, Rachmani; Jaenudin, Dadang; Chemistry, Valerie Indiana
JOURNAL OF SCIENCE EDUCATION AND PRACTICE Vol 8, No 2 (2024): December 2024
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jsep.v8i2.8909

Abstract

The human digestive system is one of the essential Biology learning materials so that in understanding it requires high-level skills and in-depth thinking. In general, current learning still often uses conventional learning methods and media so that it is considered less effective in improving students' critical thinking skills and science process skills. Gamification is considered as one of the innovative learning media that can be a solution to improve high-level skills because gamification involves students actively and can increase student motivation in learning Biology This study aims to analyze the needs of gamification learning media for MTS Al-Inayah Bogor schools on human digestive system material which is designed in such a way as to improve students' science process skills and critical thinking skills. This research uses the development research model (R&D) with the ADDIE approach, this research focuses on the analysis stage. The purpose of this study was to analyze the needs of gamification media on human digestive system material to improve students' critical thinking skills and science process skills. Data collection techniques use purpose sampling techniques using student needs instruments using a Likert scale (5 points) through a survey of 72 students in class VIII MTS and 10 Biology teachers. While qualitative data was obtained through interviews with 10 teachers. The results of this study show 91% of classroom learning still uses conventional methods. Learning media that uses game elements is only about 9%, but respondents stated that this media is not enough to improve critical thinking skills. Only 8% have just used gamification, especially in human digestive system material. About 82% stated that they really need gamification learning media to improve students' critical thinking skills and science process skills. This research can be a strong basis for developing gamification media according to the needs of science learning in schools.
THE EFFECTIVENESS OF INTEGRATED SCIENCE TEACHING MATERIALS ON THE THEME OF WEATHER AND ITS CHANGES: A STUDY OF READABILITY, CONCEPTUAL UNDERSTANDING, AND USER RESPONSES (TEACHERS AND STUDENTS) Sari, Yuliana; Maulidia, Rachmani
JoISE : Journal of Intergratet Science Education Vol 2 No 1 (2025)
Publisher : Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/joise.v2i1.8512

Abstract

This study aims to examine the effectiveness of implementing integrated science teaching materials with the theme Weather and Its Changes in improving seventh-grade junior high school students’ conceptual understanding. The teaching materials were developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) combined with a didactic reduction approach to adjust the complexity of the content to students’ cognitive level. The research employed a Research and Development (R&D) method with a one-group pretest–posttest design. The participants consisted of 20 seventh-grade students from a private junior high school in Bogor Regency, 9 science teachers from Bogor City, and 2 expert validator teams. Research instruments included a readability test, a conceptual understanding test, student response questionnaires, and teacher response questionnaires. The results indicate that the readability level of the teaching materials was high, with percentages of 71% in Chapter I and 69% in Chapter II, both categorized as independent level. Students’ conceptual understanding improved with an N-Gain score of 0.40, which falls into the moderate category. Teacher responses were very positive, indicated by a CVI value of 0.85, categorized as highly feasible. Student responses also showed strong acceptance, with 61.4% agreed and 34.2% strongly agreed on the feasibility of the teaching materials. The findings suggest that the developed integrated science teaching materials are effective in improving students’ conceptual understanding and feasible to be used as independent learning resources. Their effectiveness is influenced by attractive visual design, contextual phenomena, and systematic organization of the content. This study highlights the importance of integrating a didactic reduction approach in developing science teaching materials suited to junior high school students’ cognitive characteristics.
Co-Authors Chemistry, Valerie Indiana Dadang Jaenudin Yuliana Sari