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p-Index From 2021 - 2026
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All Journal Research and Development in Education (RaDEn)
Dian Nugraheni
Department of Science Education, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Education

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Analysis of science learning outcomes on motion and force topics among seventh-grade students from gender perspective Dian Nugraheni; Aisyah Az-Zahro; Agung Mulyo Setiawan; Erni Yulianti; Isnanik Juni Fitriyah; Fatimah Az-Zahro
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.39708

Abstract

Science education is crucial for equipping students with problem-solving skills in the 21st century. However, students' understanding of science material, particularly motion and force, often varies and impacts learning outcomes. This study aims to analyze the science learning outcomes for motion and force material among seventh-grade MTs students and to investigate whether there are significant differences based on gender. This research employed a mixed-methods approach with a sequential explanatory design, involving 77 seventh-grade students from 2 male and 2 female classes. Data were collected using a test instrument (12 two-tier multiple-choice questions, C3-C5 cognitive levels), questionnaires, and teacher interviews. Quantitative descriptive and inferential data analyses (independent samples t-test) were conducted after normality and homogeneity tests. The findings reveal a significant difference in science learning outcomes for motion and force material between male and female students. The average learning outcome for female students (66.46) was higher than that for male students (56.62). This difference was consistent across cognitive indicators (application, analysis, evaluation) and sub-materials (motion and force). Observations indicated that female students demonstrated higher ambition and logical prioritization, aligning with the finding that they consistently achieved better scores.
Fostering plant awareness through lesson study: Participatory action research with science teachers Indra Fardhani; Yayuk Mulyati; Dian Nugraheni; S. Sugiyanto; Rini Anggi Arista; Eka Nurul Qomaliyah; Imam Syamsuddi; Ikrar Riyas Mutawaqil Yasin; Umi Fitriyati; Khalifatulloh Fiel’ardh
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42626

Abstract

Background-Empirical studies that integrate plant awareness into non-botany science topics through lesson study are still limited, particularly in the Indonesian educational context. Objective-This study investigates junior high school science teachers' plant awareness and explores the integration of plant-related content through lesson study to address plant awareness disparity. Method-Conducted with 23 science teachers from the Musyawarah Guru Mata Pelajaran IPA in East Java, Indonesia, the research employed a participatory action research framework. Data were collected via questionnaires, focus group discussions, and observations of lesson study cycles. Results-Findings revealed a disparity in teachers' plant awareness: while they exhibited positive interest and attitudes towards plants, their visual perception often relegated plants to a background role. Furthermore, a significant portion (39.1%) lacked a clear understanding of plant awareness. Through collaborative lesson study, teachers developed and implemented two innovative lesson plans: integrating medicinal plants (jamu making) into the human digestive system topic and using plants as objects for length measurement in physics. Conclusion-The study concludes that while teacher awareness and curriculum representation of plants need improvement, lesson study provides an effective collaborative model for developing engaging, integrative lessons that can help combat plant awareness disparity among students.
Co-Authors Agung Mulyo Setiawan Aisyah Az-Zahro Eka Nurul Qomaliyah Erni Yulianti Fatimah Az-Zahro Ikrar Riyas Mutawaqil Yasin Imam Syamsuddi Indra Fardhani Isnanik Juni Fitriyah Khalifatulloh Fiel’ardh Rini Anggi Arista S. Sugiyanto Umi Fitriyati Yayuk Mulyati