Articles
<![CDATA[Analisis Konsentrasi Siswa Dalam Pembelajaran Biologi: Studi Deskriptif dan Komparatif ]]>
<![CDATA[Rizki, Ririn Melia]]>;
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Angela, Lia]]>
<![CDATA[ ORYZA ( JURNAL PENDIDIKAN BIOLOGI ) Vol 13 No 1 (2024): ORYZA: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi STKIP Bima ]]>
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DOI: 10.33627/oz.v13i1.1806
<![CDATA[Penelitian ini bertujuan untuk menganalisis konsentrasi siswa dalam pembelajaran Biologi. Penelitian menerapkan metode kuantitatif deskriptif dan komparatif. Secara komparatif bertujuan untuk membandingkan konsentrasi belajar siswa antara dua sekolah yang berbeda. Populasi penelitian adalah seluruh siswa kelas XI IPA MAN 1 dan SMAN 4 Sungai Penuh. Sampel berjumlah 148 siswa yang terbagi menjadi 74 siswa Kelas XI IPA dari masing-masing sekolah. Instrumen berupa angket yang terdiri dari 32 pernyataan dengan 3 indikator yaitu learning attention, quality of learning, and learning satisfaction. Data dianalisis menggunakan statistik deskriptif dan independent samples t-test. Hasil analisis menunjukkan bahwa konsentrasi siswa dalam pembelajaran Biologi berbeda untuk sekolah yang berbeda. Perbedaan rata-rata konsentrasi ditemukan sebesar 0.27 dari skala 4 dan signifikan (). Perbedaan signifikan juga ditemukan pada ketiga indikator konsentrasi belajar. Perbedaan rata-rata nilainya sebesar 0.24, 0.36, dan 0.19 dari skala 4 secara berurutan. Berbagai faktor yang mempengaruhi konsentrasi juga telah diidentifikasi. Faktor tersebut meliputi aktivitas atau kegiatan belajar, keterlibatan alat bantu belajar, cara dan teknik belahar, peran rekan, kemandirian, kebiasan membaca catatan, jadwal belajar, keterlibatan sof-skills, kontrol diri, dan lingkungan belajar. Faktor-faktor tersebut dapat dijadikan dasar bagi pengajar untuk merencanakan kegiatan pembelajaran di masa mendatang.]]>
<![CDATA[Sosialisasi Integrasi Teknologi dalam Pembelajaran Sains Menggunakan Physics Education Technology (PhET) ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Seprianto, Seprianto]]>;
<![CDATA[Adelia, Ismi]]>;
<![CDATA[Darwata, Siti Riva]]>
<![CDATA[ Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ Vol 11 No 2 (2024): Mei ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) UNSIQ ]]>
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DOI: 10.32699/ppkm.v11i2.6707
<![CDATA[The community engagement activity was conducted using the community-based research method. The engagement began with the formation of a community and continued with socialization activities and the application of technology integration in science education. Finally, an evaluation was conducted in the form of concept comprehension tests and student perception surveys. The activities were implemented according to plan and achieved the desired goals. Firstly, students' conceptual understanding surpassed the minimum criteria (70.36). However, difficulties were still encountered by students related to concept comprehension. These difficulties need to be further investigated. Secondly, students' perception of the activities was considered excellent (84.00). They acknowledged that integrating technology using PhET could create engaging learning experiences, enhance motivation to learn, assist in understanding concepts, and encourage them to actively engage in learning. However, they still doubted whether PhET could be as beneficial as they perceived it to be in other science topics. Thus, learning activities with PhET integration are deemed suitable and evaluated for their usefulness in other science topics.]]>
<![CDATA[Physics Education Technology (PhET) as Confirmatory Tools in Learning Physics ]]>
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ JRFES (Jurnal Riset Fisika Edukasi dan Sains) Vol 10, No 1 (2023): Jurnal Riset Fisika Edukasi dan Sains ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jrfes.2023.v10i1.6815
<![CDATA[Teaching physics are always challenging tasks. Teachers need to be responsive to their students’ needs. The best tool to utilized is Physics Education Technology (PhET). PhET provides features that support learning and teaching physics, including testing. These feature can be expanded as confirmatory tools for students. To explore and compare the tests result between two groups of students, the quantitative experimental methods was applied. The first group took the test using graph paper and with confirmatory tools. The other group took the test without any tools. The students’ answer were graded using vector assessment rubric. The collected data were analyzed descriptively and using an independent sample t-test. The results showed that the group of students who use PhET simulation obtained significanly different results (ρ=0.000), with average score of 80.43, which was higher than other group (62.35). The effect size was approximately 1.07, which is much larger than typical sized effect. ]]>
<![CDATA[Merdeka Curriculum Implementation at Secondary Schools: Science Teachers’ Perspective ]]>
<![CDATA[Putri, Melani Tasya]]>;
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/ijeca.v7i3.26282
<![CDATA[This study examines the challenges in implementing the Merdeka Curriculum in science education at a high school in Sungai Penuh City and a Madrasah Aliyah in Kerinci Regency. Using a qualitative approach through interviews and observations, this study reveals that although most science teachers support the curriculum changes and recognize its potential benefits, there are significant obstacles in their readiness and adaptation to new methods. Key challenges such as limited technological proficiency, reliance on traditional teaching methods, and inadequate facilities impact the effectiveness of curriculum implementation. The study’s findings also show variation in the use of technology, with some teachers utilizing tools like projectors and various educational applications, while others continue to rely on conventional approaches. To enhance the implementation process, this study recommends more focused and directed professional development, increased access to technological resources, and better alignment between teaching methods and curriculum goals. Strengthening these areas is essential to overcoming current challenges and improving the quality of science education under the Merdeka Curriculum. Thus, the results of this study can contribute to guiding strategic steps to enhance teaching practices nationwide, aiming to achieve a more inclusive and adaptive education aligned with the vision of the Merdeka Curriculum. ]]>
<![CDATA[ANALISIS KESULITAN BELAJAR FISIKA DASAR PADA MAHASISWA TADRIS BIOLOGI IAIN KERINCI ]]>
<![CDATA[Ismi Adelia]]>;
<![CDATA[Ogi Danika Pranata]]>;
<![CDATA[Seprianto Seprianto]]>;
<![CDATA[Puspa Cantika Riana]]>
<![CDATA[ EDU RESEARCH Vol 5 No 4 (2024): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v5i4.401
<![CDATA[Kesulitan belajar adalah suatu kondisi dimana mahasiswa tidak dapat belajar secara wajar, disebabkan adanya ancaman, hambatan atau gangguan belajar tertentu yang dialami oleh mahasiswa itu sendiri. Kesulitan ini sering tampak sebagai kesulitan sebagai kesulitan belajar yang disebabkan oleh tidak dikuasainya keterampilan dasar. Jenis penelitian ini digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Informasi atau data- data dalam penelitian ini diperoleh melalui angket dan dokumentasi. Teknik analisis data kualitatif untuk data angket dan wawancara yang digunakan dalam penelitian ini adalah dengan teknik analisis data oleh Miles dan Huberman. Diawali dengan pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan belajar yang dialami mahasiswa adalah kesulitan dalam memahami materi fisika dasar itu sendiri yang masih kurang, kemudian fasilitas dalam mempelajari dan kemampuan literasi mahasiswa yang masih kurang memadai. Faktor yang mempengaruhi kesulitan belajar mahasiswa yaitu pemahaman mahasiswa biologi terhadap materi fisika dasar yang masih kurang, pelaksanaan pratikum yang masih kurang dilaksanakan, metode pembelajaran yang masih kurang efektif. Solusi dalam mengatasi kesulitan belajar mahasiswa yaitu Dosen memfasilitasi mahasiswa yang ingin menanyakan materi fisika dasar diluar jam perkuliahan, Dosen juga hendaknya selalu memberikan motivasi, meningkatkan fasilitas yang ada pada laboratorium dan mahasiswa di harapkan mampu menggali informasi yang lebih dan melek literasi.]]>
<![CDATA[Analysis of Students' Motivation in Learning Chemistry: Descriptive and Comparative Studies ]]>
<![CDATA[Saputri, Utari Aulia Tianda]]>;
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Zebua, Dinyah Rizki Yanti]]>
<![CDATA[ JURNAL PENDIDIKAN SAINS (JPS) Vol 13, No 1 (2025): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG ]]>
Publisher : <![CDATA[Pendidikan Kimia Unimus ]]>
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DOI: 10.26714/jps.13.1.2025.XX-XX
<![CDATA[The aim of this research is to analyze the motivation of high school students in learning chemistry, investigating its determinants and inter-school differences. Using a quantitative descriptive and comparative approach, data were collected from 207 students across two high schools via a motivation questionnaire, with 156 valid responses retained for analysis. Results revealed a moderate overall level of motivation, with self-efficacy, active learning strategies, and achievement goals emerging as significant factors. Comparative analyses indicated differences in self-efficacy and performance goals between the two schools. The findings underscore the importance of understanding students' motivation in chemistry learning and its implications for educational practice. Future research could explore contextual and longitudinal influences on motivation, informing evidence-based interventions to enhance students' learning experiences and outcomes. This study contributes to the literature on student motivation in science education and provides insights for educators, policymakers, and researchers seeking to promote student engagement and achievement in chemistry.]]>
<![CDATA[THE SECONDARY AND HIGH SCHOOL STUDENTS' BOREDOM IN LEARNING ENGLISH ]]>
<![CDATA[Ferdiansah, Deny]]>;
<![CDATA[Hartono, Rodi]]>;
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.10261
<![CDATA[Academic boredom is a primary emotion that negatively impacts learners' engagement, including in English classes at school. This study employed a descriptive and comparative quantitative approach to explore engagement levels in practical English classes among 76 secondary and high school students in Kerinci, Jambi, Indonesia. An adapted questionnaire was distributed via Google Forms through WhatsApp groups, and the collected data were analyzed using descriptive and comparative statistics. The results indicate that students experience the highest levels of boredom in class-related aspects (2.33), followed by boredom proneness (2.28) and study-related aspects (2.12). Both middle and high school students learning English had significant boredom levels. The boredom proneness (P) aspect, particularly P4, revealed a notable difference between these groups.In contrast, the class-related (C) and study-related (S) aspects showed no significant differences. The Academic Boredom Survey Instrument proved to be a valuable tool for assessing student engagement, particularly in the context of academic boredom research. These findings offer educators insights into tailoring teaching methods and curricula to mitigate academic boredom among secondary and high school students.]]>
<![CDATA[Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Noperma, Noperma]]>
<![CDATA[ Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci ]]>
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DOI: 10.32939/tarbawi.v19i2.4215
<![CDATA[This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively]]>
<![CDATA[Analisis Peer Influence Dalam Pembelajaran dan Korelasinya Dengan Kinerja dan Motivasi ]]>
<![CDATA[Yulisna, Gita]]>;
<![CDATA[Angela, Lia]]>;
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ Biosfer : Jurnal Biologi dan Pendidikan Biologi Vol. 9 No. 2 (2024): BIOSFER: Jurnal Biologi dan Pendidikan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Unpas, ]]>
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DOI: 10.23969/biosfer.v9i2.19155
<![CDATA[Peer influence has a significant impact on students' behavior, attitudes and perceptions of learning. Peer influence is also predicted to be related to students' learning performance and motivation. The support and positive influence of peer influence can provide an important boost for students to reach their full academic potential. This study aims to identify the relationship between peer influence with learning performance and motivation. The method used in this study is a quantitative method with a descriptive and correlational approach. The population consisted of grade X students at SMAN 6 Kerinci and SMAN 4 Sungai Penuh. The sampling technique was conducted using cluster sampling technique. The sample amounted to 175 students from 3 classes of students from each schools. The results showed a positive relationship among the variables. The relationship between peer influence and performance with coefficient of 0.370 and a significance of 0.000, the relationship between peerinfluence and motivation with coefficient of 0.431 and a significance of 0.000, and the relationship between performance and motivation with coefficient of 0.714 and a significance of 0.000. This study found that the stronger the positive influence of peer influence, the higher the performance and motivation of students to learn.]]>
<![CDATA[Analisis Motivasi Belajar Siswa dalam Pembelajaran IPA di Madrasah Tsanawiyah Kawasan Industri ]]>
<![CDATA[Fadilah, Retno]]>;
<![CDATA[Sastria, Emayulia]]>;
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 17 No 1 (2025): Januari 2025 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v17i1.4025
<![CDATA[Penelitian ini bertujuan untuk menganalisis motivasi belajar sains serta perbedaannya antara siswa kelas VII dan VIII di Madrasah Tsanawiyah BPHBPI Kayu Aro, Kerinci, yang terletak di kawasan industri. Motivasi belajar dipandang sebagai faktor kunci yang mempengaruhi keberhasilan akademik siswa. Data penelitian dikumpulkan menggunakan kuesioner yang mengukur empat indikator utama motivasi belajar, yaitu learning goal orientation, task value, self-efficacy, dan self-regulation. Analisis menggunakan independent sample t-test menunjukkan adanya perbedaan signifikan pada semua indikator motivasi. Perbedaan rata-rata terbesar ditemukan pada task value (0.30) dan self-regulation (0.30). Hasil penelitian menunjukkan bahwa siswa kelas VII memiliki motivasi belajar yang lebih tinggi dibandingkan siswa kelas VIII. Penurunan motivasi belajar ini mengindikasikan adanya tantangan dalam mempertahankan motivasi seiring dengan bertambahnya tingkat kelas. Temuan ini memiliki implikasi penting dalam pendidikan IPA, di mana motivasi belajar berperan krusial dalam mencapai tujuan pembelajaran yang optimal. Penelitian ini merekomendasikan intervensi pedagogis yang inovatif dan relevan untuk mempertahankan serta meningkatkan motivasi belajar siswa.]]>
