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I Komang werdhiana
Tadulako University
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Development of Integrated Basic Physics Learning E-modules for Natural Disaster Mitigation to Improve Quality Learning Finta Amalinda; Eka Dewi; Daud K Walanda; Darsikin Darsikin; I Komang werdhiana
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9734

Abstract

In an era of increasingly frequent natural disasters, integrating disaster mitigation into educational frameworks is crucial. This study addresses the need for innovative teaching materials that not only enhance basic physics understanding but also prepare students for challenges in disaster-prone regions. The research aims to develop a basic physics e-module integrated with disaster mitigation. The goal is to improve students' knowledge of physics and disaster preparedness, particularly in areas like Central Sulawesi. Using a Research and Development (R&D) approach with the ADDIE model, the study's findings show expert validators gave an average score above 4.00, lecturers rated the course 4.67, and there was an improvement in learning outcomes, with CI values ranging from 6.74 to 8.39 and an effect size (Cohen's d) of 4.17. The research concludes that e-modules can effectively enhance learning quality and disaster preparedness.
Efektivitas Jangka Panjang Model Pembelajaran Proyek Berbasis Etnoekologi (E-PjBL) terhadap Restorasi Kognitif dan Konsolidasi Perilaku Pro-Lingkungan Remaja Vivin Elfitriyah; Kusumaningrat; Nurasyah Dewi Napitupulu; I Komang Werdhiana
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13305

Abstract

Global conservation challenges demand a shift in environmental management towards cultural values and ecological reciprocity. This study aims to examine the medium-term impact of the Ethnoecology Project-Based Learning (E-PjBL) model in restoring students' focused attention and pro-environmental behaviour sustainability within three months after the intervention. This study uses a Quasi-Experimental design with a pretest–posttest–follow-up control group design. The sample involved 80 tenth-grade high school students divided into an experimental group (E-PjBL) and a control group. The experimental group implemented a Traditional Ecological Knowledge (TEK) exploration project for 14 weeks, while the control group used conventional methods. The results of the Mixed ANOVA analysis showed a highly significant interaction between time and group on cognitive restoration ($p < 0.001$). The experimental group showed a dramatic increase in directed attention scores from 66.1 on the pre-test to 82.3 at the follow-up stage, with moderate effectiveness (N-Gain Score 0.48). In contrast, the control group only achieved an N-Gain of 0.09 (low). Furthermore, the pro-environmental behaviour of the experimental group proved to be continuously internalised, as seen from the continuous increase in scores from the post-test (78.0) to the follow-up (81.4). The integration of local wisdom in E-PjBL proved to be effective as a transformative instrument for building a lasting conservation character and restoring mental fatigue in adolescents.
Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education Muhammad Jarnawi; Haeruddin Haeruddin; I Komang Werdhiana; Syamsuriwal Syamsuriwal; Siti Eneng Sururiyatul Mu’aziyah
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1328

Abstract

Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education. Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively. Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70). Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.
The Effectiveness of Project-Based Learning in Developing Sustainability Awareness and Critical Skills in High School Ni Gusti Ayu Putu Eka Sri Wahyuni; Emy Nuriyani; Ebi Rahmat Indar Maya; Nurasyah Dewi Napitupulu; I Komang Werdhiana
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13861

Abstract

The integration of sustainability principles and critical thinking into science learning remains limited, particularly in vocational high schools, despite their importance for achieving Education for Sustainable Development (ESD). This study aimed to examine the effectiveness of Project-Based Learning (PJBL) in improving students' sustainability awareness and critical thinking skills. A quasi-experimental method with a pretest–posttest control group design was employed involving 64 eleventh-grade students at SMK Negeri 1 Parigi, consisting of 32 students in the experimental group and 32 students in the control group. The experimental group received Project-Based Learning, whereas the control group was taught using conventional instruction. Data were collected using a sustainability awareness questionnaire and a critical thinking skills test. The data were analyzed through normality and homogeneity tests, independent samples t-test, and N-Gain analysis. The results revealed significant differences between the experimental and control groups (p < 0.05). Students taught using Project-Based Learning achieved higher learning gains in sustainability awareness (N-Gain = 0.68, medium category) and critical thinking skills (N-Gain = 0.73, high category) compared with those receiving conventional learning. The findings indicate that authentic environmental projects, collaborative learning, and reflective activities effectively enhance students' sustainability awareness while simultaneously fostering higher-order thinking skills. Therefore, Project-Based Learning is recommended as an effective instructional approach for integrating sustainability values and developing twenty-first-century competencies in vocational science education.
Co-Authors Darsikin Darsikin Daud Karel Walanda Ebi Rahmat Indar Maya Eka Dewi Emy Nuriyani Finta Amalinda Haeruddin Haeruddin Kusumaningrat Muhammad Jarnawi Ni Gusti Ayu Putu Eka Sri Wahyuni Nurasyah Dewi Napitupulu Siti Eneng Sururiyatul Mu’aziyah Syamsuriwal, Syamsuriwal Vivin Elfitriyah