Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Ina setiawati
Kuningan University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengembangan E-Asesmen mini riset terintegrasi kecakapan Abad 21 bagi mahasiswa calon guru Rahma Widiantie; Ina setiawati; Edi Junaedi; Sifa Pajar Amanah
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10512

Abstract

The E-Assessment is designed by lecturers as an evaluation instrument for prospective teachers conducting mini-research to support 21st-century skills. The research method used is Research and Development (R&D) with the ADDIE research design. The research sample consists of 50 students enrolled in the Biology Education FKIP Universitas Kuningan. Data collection was conducted through observations to identify problems and assessment needs, questionnaires for expert validation, and feedback from lecturers as users.The E-Assessment was developed using Microsoft Excel and iSpring Suite Maker, featuring a mini-research task on Endocrinology learning, a rubric for assessing 21st-century skills indicators, and cognitive questions. The results of media expert validation indicated that the product is highly feasible (89%), evaluation experts rated it as very feasible (91%), and subject matter experts rated it as very feasible (88%). Based on lecturer responses, the product is practical and effective for use (81%), while the achievement of 21st-century skills using the developed E-Assessment is 87.54%. This indicates an improvement in the 21st-century skills of students through mini-research assessed using the developed E-Assessment. Based on these results, it can be concluded that the developed product can serve as an alternative digital-based authentic assessment that lecturers can use to evaluate students' 21st-century skills.
Higher-Order Thinking Skills Outcomes in Integrated Natural and Social Sciences Learning Following the Implementation of Discovery Learning among Fifth-Grade Students Erlina Erlina; Levina Putri; Heryani Heryani; Ina Setiawati; Mia Zultrianti Sari; M. Deni Ruhiyat; Ilham Nur Ikhsan; Frian Sumarya
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No. 1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p128-147

Abstract

Discovery learning is widely promoted as a means of developing higher-order thinking skills (HOTS), and evidence on HOTS outcomes after its implementation in routine elementary classrooms remains limited, so this study aimed to describe the Natural and Social Sciences learning outcomes of fifth-grade students, their performance on essay items at the C2, C4, C5, and C6 levels, and the factors that the classroom teacher considered relevant. A descriptive quantitative design was applied to 20 fifth-grade students and complemented by a semi-structured teacher interview, and the data were analysed with descriptive statistics and a one-sample t-test against the Minimum Mastery Criterion (Kriteria Ketuntasan Minimal, KKM = 75). The mean score was 46.75 (SD = 18.73, very low category), one student (5%) reached mastery, the mean was reliably below the KKM (t(19) = -6.75, p < .001, d = -1.51), item-level correct response rates ranged from 7% (C6) to 28% (C4), and the teacher referred to limited literacy, unfamiliarity with essay questions, limited parental guidance, and heterogeneous learning needs. Because the design has no comparison group or pretest, the findings describe post-implementation outcomes and suggest that guided discovery, diagnostic attention to prior knowledge, and regular HOTS essay practice merit empirical testing in elementary IPAS classrooms.
Co-Authors Edi Junaedi Erlina Erlina Frian Sumarya Heryani Heryani Ilham Nur Ikhsan Levina Putri M. Deni Ruhiyat Mia Zultrianti Sari Rahma Widiantie Sifa Pajar Amanah