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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Bima Abdi: Jurnal Pengabdian Masyarakat Al Kawnu : Science and Local Wisdom Journal Dedication : Jurnal Pengabdian Masyarakat Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA JIPI (Jurnal IPA dan Pembelajaran IPA)
Jadnika Dwi Rakhmawan Amrullah
Universitas Jember
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Other

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Innovating biology education: Development a notion as project-based learning e-module in the plant structure and function course to facilitate digital literacy Ika Dewi Sumiati; Ferry Budi Prasetya; Zakaria Sandy Pamungkas; Jadnika Dwi Rakhmawan Amrullah; Firdha Yusmar; Intan Lestari Mulyaning Tyas; Liu Hsiu-Chen
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.176

Abstract

The rapid shift toward digital learning in higher education demands learning resources that not only present content but also facilitate project organization and digital literacy. In response to this need, this study developed a Notion-based e-module integrated with the Project-Based Learning (PjBL) model for the Plant Structure and Function course to support students’ digital literacy. The research employed a Research and Development (R&D) design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Fifty fifth-semester students from the Science Education Program at Universitas Jember participated. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest instruments. The product obtained validity scores of 91.875% from material experts and 93.33% from media experts. The practicality score from students reached 90.36%. These findings indicate that the Notion-based PjBL e-module is feasible and practical to support meaningful learning and foster digital literacy. The novelty of this research lies in the integration of a productivity and project-management platform (Notion) as a learning medium in higher education, enabling structured project workflows, collaborative workspaces, and digital documentation for PjBL activities. The developed module offers an alternative digital resource to facilitate technology integration in science education.
The effect of metacognitive scaffolding-based student worksheets on junior high school students' argumentation skills in science learning Achmad Faisal Masruri; Rusdianto Rusdianto; Fauziyatul Iffah; Jadnika Dwi Rakhmawan Amrullah; Rhischa Assabet Shilla
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.218

Abstract

Argumentation skills are a vital competence in 21st-century learning, playing a crucial role in developing students' critical thinking and communication abilities. However, preliminary observations indicate that students' argumentation skills at the junior high school level, specifically at senior high school 2 Panti, remain low. Although active student engagement during the learning process is critical, empirical studies on the use of metacognitive scaffolding-based worksheets to address this issue in science learning are still limited. This study aims to investigate the effect of metacognitive scaffolding–based student worksheets on students' argumentation skills to contribute to effective science teaching practices. This study employed a quasi-experimental method with a one-group pretest-posttest design. The research subjects consisted of 28 seventh-grade students (Class VII E) at senior high school 2 Panti during the odd semester of the 2025/2026 academic year. The research instrument utilized an argumentation skills essay test administered during the pretest and posttest phases, assessing three specific indicators: claim, evidence, and reasoning. Data were analyzed using descriptive statistics and a paired sample t-test. The results showed a significant increase in the mean argumentation score from 30.68 (pretest) to 76.64 (posttest). which was statistically supported by a paired sample t-test (p < 0.001). Based on these findings, it is concluded that student worksheets based on metacognitive scaffolding have a significant effect on students' argumentation skills. Consequently, this approach offers a specific contribution to the design of metacognition-based science teaching materials.
Exploring Corrosion Laboratory Activities in Supporting Electrochemistry Analytical Competence among Pre-service Science Teachers Soraya Firdausi; Sri Rejeki Dwi Astuti; Ferry Budi Prasetya; Eka Puspita Kartika Sari; Jadnika Dwi Rahmawan Amrullah; Rhischa Assabet Shilla
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.956

Abstract

Difficulties in understanding electrochemistry concepts remain a persistent challenge among pre-service science teachers. Laboratory activities are often used to help students connect theoretical knowledge with observable phenomena. This study aimed to examine the relationship between performance assessment in corrosion laboratory activities and analytical competence in understanding electrochemistry theory among pre-service science teachers. The research involved 121 pre-service science teachers enrolled in a second-year general chemistry course. Data were collected through performance assessment during corrosion laboratory activities and analytical competence tests related to electrochemical concepts. Descriptive statistics and normality tests were conducted prior to the correlation analysis. Since the data were not normally distributed, the relationship between the variables was analyzed using Spearman’s rho correlation. The results revealed a positive and statistically significant relationship between performance assessment and analytical competence (ρ = 0.254, p < 0.05). However, the strength of the relationship was weak. Regression analysis further showed that performance assessment accounted for 3.9% of the variance in analytical competence (R² = 0.039). These findings indicate that while laboratory performance is associated with students’ analytical competence in understanding electrochemistry theory, its contribution remains limited
From Conceptual Understanding to Teaching Competence: An Artificial Intelligence Mediated Cognitive Pedagogical Transformation Model Jadnika Dwi Rakhmawan Amrullah; Nur Ahmad; Fauziyatul Iffah; Ika Dewi Sumiati; Binar Ayu Dewanti; Liu Hsiu-Chen
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 3: SEPTEMBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i3.2492

Abstract

The transformation of pre-service science teachers’ conceptual understanding into effective instructional practice remains a persistent challenge in science teacher education, widely known as the theory–practice gap. This study examines how AI-supported learning facilitates this transformation among pre-service science teachers. Grounded in the AI-CPT model, a one-group pretest–posttest design was employed. Data were collected through conceptual tests, PCK assessments, microteaching observations, and reflective journals. The results show significant improvements in conceptual understanding alongside substantial reductions in misconceptions, indicating that AI supports deep conceptual change. These gains are closely linked to the development of PCK, as participants demonstrated enhanced ability to represent concepts, design instruction, and anticipate student misconceptions. Furthermore, the findings reveal that this integrated knowledge is effectively enacted in teaching practice, as reflected in strong microteaching performance. Qualitative evidence also highlights the role of AI in supporting reflective and iterative learning through continuous feedback. Overall, the findings support the AI-CPT model by demonstrating a coherent and recursive process linking conceptual change, pedagogical development, and instructional enactment. This study contributes to a process-oriented understanding of teacher learning and highlights the potential of AI as a cognitive–pedagogical partner in science teacher education
Problem Based Learning Bermuatan SSI sebagai Pemberdayaan Kemampuan Pemecahan Masalah Siswa pada Pembelajaran IPA: Kerangka Konseptual Zakaria Sandy Pamungkas; Ferry Budi Prasetya; Mellyatul Aini; Jadnika Dwi Rakhmawan Amrullah; Eka Puspita Kartika Sari; Ika Dewi Sumiati
Al Kawnu : Science and Local Wisdom Journal Vol. 4 No. 2 (2025): April 2025
Publisher : Tadris Biologi, Tadris Fisika, and Tadris Kimia, Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ak.v4i2.16122

Abstract

Kemampuan pemecahan masalah merupakan salah satu keterampilan esensial dalam pembelajaran IPA. Salah satu cara memberdayakan kemampuan pemecahan masalah melalui penerapan pembelajaran problem based learning bermuatan socio-scientific issue yang memberikan kesempatan siswa untuk terlibat secara aktif dalam proses pemecahan masalah. Penelitian ini bertujuan untuk memberikan gambaran konseptual terkait model pembelajaran PBL bermuatan SSI dalam memberdayakan kemampuan pemecahan masalah siswa pada pembelajaran IPA. Penelitian ini merupakan penelitian kualitatif berupa studi kepustakaan untuk mengembangkan kerangka konseptual melalui proses identifikasi dan analisis konsep. Pembelajaran PBL SSI terdiri dari 4 tahapan yaitu pendefinisian masalah, pembelajaran mandiri, investigasi, dan pertukaran pengetahuan. Pembelajaran PBL SSI dapat memberdayakan kemampuan pemecahan masalah pada dimensi identifikasi, analisis, ideasi, perancangan, prediksi, evaluasi. Beberapa teknik penilaian yang dapat digunakan untuk mengukur kemampuan pemecahan masalah dalam Pembelajaran PBL Bermuatan Socio-Scientific Issues (PBL-SSI) adalah penilaian portofolio, penilaian kinerja, dan ujian tertulis. Hasil penelitian ini  diharapkan  dapat  menjadi  acuan  penerapan  PBL SSI dalam memberdayakan kemampuan pemecahan masalah pada pembelajaran IPA. Implikasi penelitian ini dapat mendorong pendidik IPA dalam pengembangan perangkat pembelajaran, yang menekankan pentingnya pendekatan kontekstual dan interdisipliner untuk menumbuhkan keterampilan pemecahan masalah kompleks.
Co-Authors Achmad Faisal Masruri Agus Kadarmanto Albertus Djoko Lesmono, Albertus Djoko Bartolomeus Kristi Brahmantia Putra Binar Ayu Dewanti Eka Puspita Kartika Sari Eka Puspita Kartika Sari Fauziyatul Iffah Fauziyatul Iffah Ferry Budi Prasetya Ferry Budi Prasetya Firdha Yusmar Firdha Yusmar Firdha Yusmar Ika Dewi Sumiati Ika Dewi Sumiati Ika Dewi Sumiati Ika Nur Fitriani Intan Lestari Mulyaning Tyas Israel Ametepey Laela, Rizka Amalia Liu Hsiu-Chen Liu Hsiu-Chen Mellyatul Aini Nilam Putri Kartikasari Nur Ahmad Nur Ahmad Nur Ahmad Nur Ahmad Nur Ahmad, Nur Nuraisyah, Vira Pramudya Dwi Aristya Putra Pramudya Dwi Aristya Putra Rahma, Ayu Sayyidatina Rhischa Assabet Shilla Rhischa Assabet Shilla Rhischa Assabet Shilla, Rhischa Assabet Ridlo, Zainur Rasyid Rusdianto Rusdianto Rusdianto Rusdianto, Rusdianto Salsabila, Amanda Nabila Setyorini, Anjar Dwi Soraya Firdausi Soraya Firdausi Sri Rejeki Dwi Astuti Sri Rejeki Dwi Astuti Sri Rejeki Dwi Astuti Sri Wahyuni Supeno Zainur Rasyid Ridlo Zakaria Sandy Pamungkas Zakaria Sandy Pamungkas Zakaria Sandy Pamungkas