Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal PENDIPA Journal of Science Education Jurnal Pendidikan Abad Ke-21
Rohimah, Rt. Bai
Unknown Affiliation
Chemistry Education Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : PENDIPA Journal of Science Education

 1 
ANALISIS PERTANYAAN PADA BUKU TEKS IPA SMP KURIKULUM MERDEKA BERDASARKAN QUESTION CATEGORY SYSTEM FOR SCIENCE (QCSS) PADA KONSEP GERAK DAN GAYA Afia, Kholifa Nur; Hodijah, Siti Romlah Noer; Rohimah, Rt. Bai
PendIPA Journal of Science Education Vol 9 No 3 (2025): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.9.3.775-780

Abstract

This study aimed to analyze the classification and distribution of questions in two Grade VII science textbooks under the Merdeka Curriculum on the topic of motion and force, published by Kemendikbudristek (2021) and Erlangga. The research employed a qualitative method with a content analysis approach, focusing on categorizing questions based on the Question Category System for Science (QCSS), which distinguishes four levels of thinking skills: cognitive memory, convergent, divergent, and evaluative. The data consisted of 103 questions identified from both textbooks and were supported by preliminary interviews with junior high school science teachers. The findings indicate that both textbooks consistently place convergent thinking as the dominant category, with 70% in Kemendikbudristek and 71.83% in Erlangga. However, significant differences emerge in higher-order thinking skills: the Kemendikbudristek textbook emphasizes divergent questions (61.53%) that encourage creativity and idea exploration, while the Erlangga textbook prioritizes evaluative questions (77.77%) that strengthen critical reasoning and decision-making. These findings reveal different pedagogical orientations, with Kemendikbudristek focusing more on fostering creativity and exploration, while Erlangga emphasizes critical thinking skills. In conclusion, both textbooks are relevant in fostering convergent thinking skills, yet a balanced proportion of divergent and evaluative questions is needed to comprehensively support students’ critical, creative, and scientific thinking in accordance with the demands of 21st-century learning.
The Effect of the SSCS (Search, Solve, Create and Share) Learning Model on Students' Science Process Skills Indriani, Salma Vania; Aprelia Resti, Vica Dian; Rohimah, Rt. Bai
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.369-376

Abstract

The low level of students' science process skills in learning is still a common problem, especially due to the implementation of learning models that have not fully involved students actively in the scientific process. This study aims to analyze the effect of the use of the SSCS (Search, Solve, Create and Share) learning model on students' science process skills using a quasi-experimental research method and a Nonequivalent Control Group Design research design. The subjects of the study were students in classes consisting of class VII A as the experimental class and class VII F as the control class, with 30 students each. The research instruments consisted of a science process skills test, a science process skills observation sheet, an observation sheet on the implementation of the learning model, and a student response questionnaire. Data analysis was carried out through normality tests, homogeneity tests, and hypothesis tests using Independent Sample t-tests through IBM SPSS Statistics 26 software. The results showed that there was an increase in students' science process skills in the experimental class using the SSCS learning model with an average post-test score of 77.33 compared to the control class with an average post-test score of 61.66. The results of the hypothesis test showed a significance value of 0.000 (<0.05), thus rejecting H0 and accepting H1. This indicates a significant effect of the SSCS learning model on improving students' science process skills. Furthermore, the results of the student questionnaire showed a positive response rate of 79.57%. Based on these results, it can be concluded that the use of the SSCS (Search, Solve, Create, and Share) model is effective in improving students' science process skills.
Co-Authors Afia, Kholifa Nur Hodijah, Siti Romlah Noer Indriani, Salma Vania Istinganatul Ngulwiyah, Istinganatul Vica Dian Aprelia Resti