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All Journal Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Nabila, Elya Suci
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Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Ethnoecology of Sasak Sade Community: Preserving Nature Identity Culture in Lombok Muslihatun, Fitri; Nabila, Elya Suci; Herawadini, Fitria; Hidayati, Baiq Ria; Kusuma, Anindita SHM
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.3004

Abstract

Sade Village is a traditional Sasak settlement that functions both as a cultural tourism destination and as a center of enduring ethnological and ecological practices. This study aims to explore the ethnological and ecological perspectives of the Sade community and to provide strategic recommendations for preserving the nature identity culture of the Sasak Sade people in support of SDG 11 (Sustainable Cities and Communities) and SDG 12 (Responsible Consumption and Production) in Lombok. The research uses a qualitative ethnographic design through observation, in-depth interviews, and documentation. Informants were selected purposively, particularly adat leaders and community members knowledgeable about ecological regulations. The findings show that the community maintains ancestral rules such as prohibitions on cutting trees without permission, mandatory replanting, and the use of local materials in traditional architecture. However, tourism has introduced challenges, including increased plastic waste and declining youth interest in traditional customs. This study recommends strengthening adat institutions, providing ecological cultural education for youth, and integrating traditional values with modern sustainability strategies to safeguard Sade’s nature identity culture.
Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Powrpoint Interaktif Terhadap Kemampuan Berpikir Komputasional Siswa Kelas X di SMAN 1 Labuapi Nabila, Elya Suci; Setiadi, Dadi; Lestari, Tri Ayu; Jamaluddin
Journal of Classroom Action Research Vol. 8 No. 1 (2026): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i1.14001

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah (Problem Based Learning) berbantuan Powerpoint interaktif terhadap kemampuan berpikir komputasional siswa kelas X SMAN 1 Labuapi. Jenis penelitian yang digunakan adalah penelitian eksperimen dengan pendekatan kuantitatif. Metode eksperimen yang digunakan dalam penelitian ini adalah eksperimen semu dengan desain non-equivalent control group design. Sampel penelitian ini adalah kelas XA sebagai kelas eksperimen dan XB sebagai kelas kontrol yang diambil dengan teknik sampling jenuh. Data dikumpulkan melalui pemberian tes berbentuk soal uraian dengan indikator berpikir komputasional. Data dianalisis menggunakan uji ANCOVA setelah memenuhi uji normalitas dan homogenitas. Hasil penelitian diperoleh nilai sig. 0,03 < 0,05, sehingga menunjukkan bahwa penerapan PBL berbantuan Powerpoint interaktif berpengaruh signifikan terhadap kemampuan berpikir komputasional siswa di kelas X SMAN 1 Labuapi. Guru biologi dapat menjadikan model pembelajaran berbasis masalah dan penggunaan media interaktif sebagai alternatif epektif dalam mengembangkan kemampuan berpikir komputasioanal siswa khususnya pada mata pelajaran biologi secara sistematis.
Integrasi Filsafat Ilmu dalam Pembelajaran IPA: Memperkuat Pemahaman Konsep Melalui Perspektif Epistemologi Al Idrus, Agil; Isnaeni, Rizka; Herawadini, Fitria; Mustofa, Nurmala; Kamila, Nasywa Dwi; Arifah, Asyil; Sari, Naya Mahdiyya; Nabila, Elya Suci; Nafiz, Eldza Rosmiatin
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4362

Abstract

Pemahaman konsep IPA masih menjadi tantangan dalam pembelajaran sains karena banyak peserta didik mengalami miskonsepsi dan kesulitan mengaitkan konsep dengan proses ilmiah yang mendasarinya. Artikel ini bertujuan menganalisis peran epistemologi dalam memperkuat pemahaman konsep peserta didik melalui integrasi filsafat ilmu dalam pembelajaran IPA. Metode yang digunakan adalah studi literatur dengan menelaah buku filsafat ilmu, jurnal pendidikan sains, dan penelitian mutakhir terkait epistemologi, pemahaman konsep, serta praktik pembelajaran IPA. Hasil kajian menunjukkan bahwa integrasi epistemologi membantu peserta didik memahami konsep sebagai hasil proses ilmiah yang sistematis melalui observasi, eksperimen, argumentasi, dan evaluasi bukti. Pendekatan ini meningkatkan pemahaman mendalam, memperbaiki miskonsepsi, serta mengembangkan kemampuan berpikir kritis dan kesadaran epistemik siswa. Selain itu, integrasi epistemologi memberikan dasar filosofis bagi guru untuk merancang pembelajaran berbasis inkuiri, penilaian proses, serta diskusi reflektif yang selaras dengan tuntutan Kurikulum Merdeka. Kesimpulannya, penerapan perspektif epistemologi dalam pembelajaran IPA memberikan kontribusi penting dalam membangun pemahaman konsep yang lebih bermakna, kritis, dan tahan lama sehingga mampu mendukung terbentuknya peserta didik yang literat sains dan siap menghadapi tantangan abad ke-21.
E-Module Based on Problem-Based Learning to Improve Junior High School Scientific Literacy: A Literature Review Nurmayanti, Diyah; Muslihatun, Fitri; Nabila, Elya Suci; Herawadini, Fitria
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The low level of scientific literacy among junior high school students has emerged as a major challenge in 21st-century science education. One potential solution is the development of problem-based learning (PBL) e-modules that integrate contextual and student-centered approaches. This study aims to examine the effectiveness of PBL-based e-modules in enhancing the scientific literacy of junior high school students using a systematic literature review (SLR) approach. Data were sourced from scientific articles published between 2016 and 2025 using the Publish or Perish software. An initial pool of 30 articles was narrowed down to 10 primary studies based on predefined inclusion criteria. The analysis was conducted using content analysis techniques, supported by data extraction matrices and synthesis tables, to identify patterns in findings, intervention characteristics, and the strength of evidence across the studies. The results indicate that PBL-based e-modules effectively improve students' scientific literacy, particularly their ability to explain scientific phenomena, interpret data, and draw evidence-based conclusions. Furthermore, these modules foster a more active and contextual learning environment. Therefore, PBL-based e-modules hold significant potential as an innovative alternative for improving the quality of science education in junior high schools.
Integration of Science Integrated Learning in Science E-Modules to Enhance Junior High School Students’ Computational Thinking Skills: A Literature Review Herawadini, Fitria; Muslihatun, Fitri; Nabila, Elya Suci; Nurmayanti, Diyah
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Science learning in the 21st century requires the development of computational thinking as a key component of higher-order thinking skills in problem solving. However, classroom practices remain predominantly teacher-centered and memorization-oriented, limiting students’ active involvement in analytical and systematic problem-solving activities. This study aims to analyze the integration of Science Integrated Learning in science e-modules and its contribution to enhancing junior high school students’ computational thinking skills. This study employed a literature review approach with a descriptive-narrative method by examining 36 relevant scientific articles published between 2021 and 2025. Data were collected through Google Scholar as the main database and supported by metadata checking through journal websites, DOI, SINTA, ERIC, ScienceDirect, and Scopus, using keywords related to Science Integrated Learning, science e-modules, and computational thinking. The results indicate that Science Integrated Learning functions as an integrative and contextual learning approach, while science e-modules serve as digital media that facilitate interactive, systematic, and independent learning. The integration is implemented through various strategies, including Problem-Based Learning, Project-Based Learning, STEM, inquiry, and engineering design processes, which support the development of decomposition, pattern recognition, abstraction, and algorithmic thinking. Furthermore, Android-based e-modules and digital flipbooks are practical and effective in increasing student engagement, conceptual understanding, scientific literacy, and problem-solving skills, indicating their strong potential to enhance the quality of science learning.
Integration of Problem-Based Learning and Student Worksheets Improves Junior High School Scientific Literacy: A Systematic Literature Review Muslihatun, Fitri; Nurmayanti, Diyah; Nabila, Elya Suci; Herawadini, Fitria
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The low level of scientific literacy among junior high school students remains a major challenge in 21st-century science education, particularly in connecting scientific concepts with real-life phenomena. This study employs a Systematic Literature Review (SLR) to identify the most effective patterns for integrating Problem-Based Learning (PBL) and Student Worksheets (LKPD) in improving students’ scientific literacy. The analysis was conducted on articles published between 2016 and 2025 obtained from Google Scholar, ERIC, and ScienceDirect with the help of the Publish or Perish application based on specific inclusion criteria. The findings indicate that the integration of PBL and LKPD consistently produces learning tools that are valid, practical, and effective, with improvements in scientific literacy ranging from moderate to high levels. The use of E-LKPD and contextual-based worksheets also enhances student engagement and supports skills in analysis, data interpretation, and scientific problem-solving. The effectiveness of this integration is influenced by the quality of LKPD design, the implementation of PBL syntax, and structured scaffolding. This study concludes that integrating PBL and LKPD becomes more optimal when supported by innovative learning materials and teachers’ readiness in facilitating problem-based learning. It implies the need to develop adaptive, interactive, and contextual LKPD to promote meaningful science learning and 21st-century skills.
A Literature Review: The Effectiveness of Problem-Based Learning (PBL) Based E-Module to Improve Students' Critical Thinking Skills Nabila, Elya Suci; Herawadini, Fitria; Nurmayanti, Diyah; Muslihatun, Fitri
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Critical thinking skills are an essential 21st-century competency that students must master. However, PISA 2022 results show that Indonesian students' achievement remains below the OECD average, indicating low higher-order thinking skills. This study aims to identify trends in the development of Problem-Based Learning (PBL)-based e-modules across various educational levels between 2014 and 2026, assess their practicality and effectiveness, and analyze their impact on critical thinking skills. The method used was a Systematic Literature Review (SLR) analyzing 11 relevant research articles. The study results indicate that PBL-based e-modules are consistently effective in improving students' critical thinking skills. This is demonstrated by N-gain values ??ranging from 0.50 to 0.76 (medium to high category). This effectiveness is supported by the presentation of contextual problems, the use of scaffolding, and the flexibility of independent learning that can activate higher-order cognitive processes. Thus, PBL-based e-modules have the potential to become effective, innovative teaching materials to improve the quality of learning and critical thinking skills of students at various levels and subjects.
Co-Authors Agil Al Idrus Arifah, Asyil Dadi Setiadi Herawadini, Fitria Hidayati, Baiq Ria Isnaeni, Rizka Jamaluddin Kamila, Nasywa Dwi Kusuma, Anindita SHM Lestari, Tri Ayu Muslihatun, Fitri Mustofa, Nurmala Nafiz, Eldza Rosmiatin Nurmayanti, Diyah Sari, Naya Mahdiyya