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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Smart Society: Community Service and Empowerment Journal Indonesian Science Education Journal (ISEJ)
Muhammad Farhan Barata
WISE Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Waste into Rupiah: Empowering Pre-prosperous Households ThroughWaste Management Program in Bandar Lampung City Irwandani Irwandani; Akbar Handoko; Muhammad Farhan Barata; Bella Satiyo Putri
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/1qm37p31

Abstract

Waste management in Bandar Lampung has reached a critical point, with significant environmental and public health implications. This community engagement initiative, titled "Turning Waste into Rupiah," focuses on empowering underprivileged households through waste management programs. Drawing on the Asset-Based Community Development (ABCD) framework, the program integrates local resources and emphasizes community participation to address waste-related challenges. The theoretical underpinning aligns with community empowerment and sustainable development principles, aiming to enhance environmental awareness and economic opportunities. The project employed a participatory approach involving 55 pre-identified low-income households in Way Dadi, Sukarame. Activities included training sessions on waste segregation, recycling, and value-adding practices like making plastic-stuffed cushions and compost production. Surveys and workshops were conducted to assess participants' knowledge, behavior, and potential in waste management. Key outcomes showed that while 58.2% of participants recognized the economic potential of waste, only 14.5% consistently practiced segregation. Post-training, participants demonstrated improved skills and produced marketable products, including compost and cushions. Collaborations with local stakeholders, including recycling industries and municipal authorities, ensured sustainable program implementation. The initiative effectively bridged environmental conservation with economic empowerment, showcasing the dual benefits of waste management.This program highlights the transformative power of community engagement in addressing environmental issues while fostering economic resilience. Future efforts should focus on scaling up such initiatives to broader populations and enhancing long-term impact through policy support and continued community involvement.
Differential Effects of the Auditory Intellectually Repetition (AIR) Model on Students’ Critical Thinking Skills: A Gender-Based Analysis in Environmental Change Learning Muhammad Farhan Barata; Suci Nur Aisyah; Dafa Epandi
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2066

Abstract

The development of critical thinking skills is a key objective in 21st-century science education, particularly in learning contexts involving complex environmental issues. However, students’ critical thinking abilities remain relatively low due to the dominance of teacher-centered instructional practices. This study aims to examine the effectiveness of the Auditory, Intellectually, and Repetition (AIR) learning model in enhancing students’ critical thinking skills in environmental change and conservation learning, as well as to analyze differences based on gender. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed, involving 73 tenth-grade students divided into experimental and control classes. Data were collected using an essay-based critical thinking test developed based on Ennis’ indicators, including interpretation, analysis, evaluation, inference, and explanation. The results indicate that students in the experimental group achieved significantly higher posttest scores (M = 88.19) and N-Gain (g = 0.72, high category) compared to the control group (M = 60.88; g = 0.21, low category). Improvement was observed across all critical thinking indicators, with the highest gains in advanced clarification and basic skill development. Two-way ANOVA results reveal that the instructional model has a significant effect on students’ critical thinking skills (p < 0.05), while gender and the interaction between model and gender are not statistically significant. These findings demonstrate that the AIR model is effective and inclusive for both male and female students. The study implies that integrating active, discussion-based, and reinforcement-oriented learning models with environmental contexts can enhance students’ higher-order thinking and support meaningful engagement with sustainability issues.
Development of Augmented Reality-Assisted Flashcards to Improve Tenth-Grade Students’ Conceptual Mastery in Biology Raicha Oktafiani; Alvia Syarifah Aini; Aryani Dwi Kesumawardani; Irwandani; Muhammad Farhan Barata
ISEJ : Indonesian Science Education Journal Vol. 7 No. 1 (2026): October-January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i1.2168

Abstract

The development of technology-enhanced instructional media is increasingly important in biology education, particularly for topics that require students to understand abstract ecological processes. This study aimed to develop augmented reality-assisted flashcards and examine their feasibility and effectiveness in improving tenth-grade students’ conceptual mastery of ecosystem components and interactions. The study employed a Research and Development design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The participants involved material experts, media experts, language experts, biology teachers, and tenth-grade students at SMA Negeri 15 Bandar Lampung, Indonesia. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and pre-test and post-test measures of conceptual mastery. The product was developed using Canva and Assemblr Edu to integrate printed flashcards with interactive three-dimensional augmented reality objects. The validation results indicated that the media was highly feasible, with scores of 87.06% from media experts, 89.16% from material experts, and 86.60% from language experts. The effectiveness test showed that students in the experimental class achieved a higher N-Gain score than those in the control class, with an N-Gain of 0.82 in the high category compared with 0.50 in the moderate category. The independent-samples t-test also indicated a statistically significant difference between the two groups, with a significance value of 0.000. These findings suggest that augmented reality-assisted flashcards are feasible and effective as an innovative instructional medium for supporting conceptual mastery in biology learning. The study implies that integrating printed visual media with interactive digital objects can strengthen students’ understanding of abstract biological concepts and provide a more engaging learning experience.
Enhancing Students’ Self-Confidence through the Mordiscvein Learning Model in Plant Tissue Structure and Function Learning Muhammad Farhan Barata; Intan Agilliana
ISEJ : Indonesian Science Education Journal Vol. 6 No. 2 (2025): May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i2.2101

Abstract

Students’ self-confidence is a crucial affective factor in science learning because it influences their willingness to express ideas, make decisions, participate in discussions, and communicate scientific reasoning. However, preliminary observations in biology learning indicated that students’ self-confidence in the topic of plant tissue structure and function remained low, particularly in relation to belief in their own ability, independence in decision-making, positive self-concept, persistence, and courage to express opinions. This study aimed to examine the effect of the Mordiscvein learning model on students’ self-confidence in learning plant tissue structure and function. A quantitative approach with a quasi-experimental design was employed using a nonequivalent control group design. The participants were 66 eleventh-grade students at SMA Perintis 2 Bandar Lampung, consisting of 34 students in the experimental class taught using the Mordiscvein learning model and 32 students in the control class taught using Discovery Learning. Data were collected using a structured self-confidence questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, an independent sample t-test, and effect size analysis. The results showed that the experimental class achieved a higher mean posttest score (86.50%) and N-Gain score (61.10%) than the control class, which obtained a mean posttest score of 67.25% and an N-Gain score of 39.44%. The independent sample t-test indicated a significant difference between the two groups, with t = 3.561, df = 52.418, and Sig. (2-tailed) = 0.001. The Cohen’s d value of 0.86 further indicated a large effect size. These findings demonstrate that the Mordiscvein learning model significantly improves students’ self-confidence in biology learning. The structured stages of Mordiscvein, including Opening Surprise, hypothesis construction, data publication, fact determination, and conclusion building, provide students with repeated opportunities to communicate, make decisions, collaborate, and express scientific ideas confidently. This study implies that Mordiscvein can be used as an alternative student-centered learning model to strengthen affective engagement and self-confidence in science education.
Co-Authors Akbar Handoko Alvia Syarifah Aini Aryani Dwi Kesumawardani Bella Satiyo Putri Dafa Epandi Intan Agilliana Irwandani Irwandani Irwandani Raicha Oktafiani Suci Nur Aisyah