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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Equator Science Journal (ESJ)
Anggie Siti Perdani
Parahyangan Catholic University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Materials Science & Nanotechnology Physics

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Honing Scientific Logic: Cognitive Intervention Strategies in Scientific Literacy and Numeration for Primary School Children Nancy Susianna; Yosephine Debbie Damayanti; Anggie Siti Perdani; Rinda Angghita Putri; William Xaveriano Waresindo; Elvinda Juita Grace Zai; Bernadus Albertus Salaisek; Theresia Susanti Salolosit
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13383

Abstract

This community service activity was carried out at MIS Nyalindung, Cisarua, with the aim of improving the scientific literacy and numeracy skills of elementary school students through a literacy- and STEM-based approach. This activity involved 53 students from grades 3 to 6, who were divided into two phases based on grade level. The intervention was carried out through a combination of reading literary and information texts, as well as simple experiments on changes in the states of objects. Evaluation was carried out through pretests and posttests, which showed a significant increase in students' average scores in both phases, with normalized gains of 0.38 and 0.47, respectively. The results of the paired t-test showed a statistically significant increase. In addition to cognitive improvements, this activity also showed a positive impact on the affective aspect, where 85% of students felt more motivated to learn science, and 90% expressed satisfaction with the learning methods used. The questionnaire data showed that most students had visual (43%) and kinesthetic (39%) learning styles, which supports the effectiveness of the multimodal approach in learning. This activity also contributed 450 literacy- and STEM-themed reading books as a form of ongoing support for strengthening literacy culture in schools. The results of observations showed an increase in active participation, the ability to work together, and communication skills of students. The role of teachers as facilitators also contributed to creating a fun and productive learning environment. Overall, this activity demonstrates that the literacy- and STEM-based approach is effective when implemented at the elementary school level and has a positive impact on fostering active, contextual, and sustainable learning.
Rasch Model for Analysis of Scientific Attitude Instruments in the Context of Secondary School Science Education Nur Rizki Silviani Suryadi; Laila Nurmegawati; Siti Eneng Sururiyatul Mu’aziyah; Anggie Siti Perdani
Equator Science Journal Vol. 3 No. 2 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i2.234

Abstract

This study aims to analyze the psychometric quality of a scientific attitude questionnaire instrument for secondary school students using the Rasch Model. The instrument, developed based on Harlen’s theory, includes four key dimensions: curiosity, respect for data, critical thinking, and open-mindedness/cooperation. A survey method was employed with 30 seventh-grade students in Bandung City as respondents. Data were collected through a four-point Likert scale questionnaire and analyzed using Winsteps 4.6.0 software. The Results revealed that 16 out of 23 items fit the model based on Outfit Mean Square, Z-Standard, and Point-Measure Correlation indicators. The instrument also demonstrated high overall validity and reliability, with an Outfit MNSQ of 1.00, ZSTD of -0.17, an item separation index of 2.91, and a reliability coefficient of 0.89, indicating good discrimination and stable measurement structure. In conclusion, the scientific attitude instrument exhibits strong psychometric properties and can serve as a valid tool for assessing student attitudes in science education. However, revisions are needed for seven misfitting items to enhance clarity and construct alignment. Further validation on broader populations is recommended to ensure generalizability.
Investigating Students' Perspectives on Implementation of 3C3R PBL on Climate Change Topic Using the Rasch Model Anggie Siti Perdani; Siti Eneng Sururiyatul Mu’aziyah; Yunita Miftahul Jannah
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 11 No. 3 (2025): Vol. 11 No.3 Oktober 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v11n3.p331-344

Abstract

This study investigates high school students' responses to the implementation of the 3C3R Problem-Based Learning (PBL) model in climate change education. Given the complexity of climate issues, the 3C3R model, emphasizing Content, Context, Connection, Research, Reasoning, and Reflection, was applied to foster students' critical thinking and collaborative problem-solving. A descriptive quantitative method was used, with data collected through questionnaires and analyzed using the Rasch model. The Wright Map was employed to visualize the distribution of student agreement. Findings show that students responded positively to structured materials, meaningful group tasks, and opportunities to present their work. The most endorsed items highlighted teacher preparation, honest self-assessment, and active involvement in poster presentations. However, student responses also indicated limited participation in collaborative aspects like experiment design and shared responsibility during group work. These results suggest that while the 3C3R PBL model enhances cognitive and emotional engagement, additional support is needed to improve students' communication and teamwork. The study offers valuable insights for educators aiming to deepen student involvement in climate change learning
Co-Authors Bernadus Albertus Salaisek Elvinda Juita Grace Zai Laila Nurmegawati Nancy Susianna Nur Rizki Silviani Suryadi Rinda Angghita Putri Siti Eneng Sururiyatul Mu’aziyah Theresia Susanti Salolosit William Xaveriano Waresindo Yosephine Debbie Damayanti Yunita Miftahul Jannah