Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Siti Maghfirah
Universitas Syiah Kuala
Education Languange, Linguistic, Communication & Media Mathematics Other

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

Found 2 Documents
Search

 1 
Digital Worksheet Transformation for Contextual Learning : Integration of PBL, SSI, and STEM Mentari Mentari; Muhammad Syukri; A Halim; Siti Maghfirah
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14792

Abstract

This study aims to examine the needs and expectations for the development of digital student worksheets based on Problem-based Learning (PBL), Socio-scientific Issues (SSI), and Science, Technology, Engineering, Mathematics (STEM), which can enhance students' critical thinking skills. This study employed a descriptive method using mixed approachs involving 105 respondents consisting of 73.3% teachers and 26.7% students from 20 provinces in Indonesia. Data were collected through an online questionnaire, in-depth interviews, curriculum analysis, and literature review, then analyzed using triangulation to validate the findings.The results showed that the majority supported the development of flipbook-based digital worksheets, featuring keyword search, links to videos or animations, and interactive quizzes. The integration of PBL enables students to solve real-world problems, such as the impacts of smoking habits or air pollution, while the SSI approach fosters social awareness. The STEM approach provides opportunities for students to conduct experiments and generate creative solutions relevant to everyday life. This study concludes that the development of PBL-SSI-STEM-based worksheets is not only aligned with deep learning but also provides meaningful learning experiences. These worksheets are expected to help students understand abstract concepts, enhance critical thinking skills, and prepare them to face global challenges through innovative technological approaches.
Enhancing Students' Explanatory Skills through the Implementation of STEM-Based Student Worksheets Zulfa Rizka; Saminan Saminan; Siti Maghfirah; Elmi Mahzum; Muhammad Syukri; Lilia Ellany Mohtar
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9288

Abstract

Critical thinking skills, particularly scientific explanation abilities, remain inadequately developed among Indonesian secondary students, as evidenced by PISA 2023 results. While STEM-based learning shows promise for developing critical thinking, few studies have specifically examined its impact on the explanation indicator students' ability to construct coherent scientific arguments using claim-evidence-reasoning frameworks.  This study investigated whether STEM-based student worksheets (LKPD) incorporating the Engineering Design Process could improve students' explanation indicator scores in physics learning. A one-group pretest-posttest pre-experimental design was employed with 35 grade XI students at SMAN 2 Banda Aceh. Data were collected using a validated explanation ability test (covering claim-evidence-reasoning dimensions), student response questionnaires, and observation sheets aligned with Facione's critical thinking indicators. Paired samples t-test and N-Gain analysis were conducted to examine score changes. Pretest scores averaged 30.35±4.91%, while posttest scores reached 84.52±10.63% (t(34)=-27.427, p0.001, d=0.77, 95% CI [49.13, 59.21]). The N-Gain value of 0.77 indicated high improvement. Observation data showed explanation indicator performance at 89.2%, second only to self-regulation (97.14%). STEM-based LKPD was associated with substantial improvements in students' scientific explanation abilities. However, the one-group pretest-posttest design limits causal inferences; findings suggest correlation rather than definitive causation. The Engineering Design Process appears to provide structured opportunities for claim-evidence-reasoning practice essential for explanation development.
Co-Authors Abdul Halim Elmi Mahzum Lilia Ellany Mohtar Mentari Mentari Muhammad Syukri Muhammad Syukri Saminan, Saminan Zulfa Rizka