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All Journal STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Jurnal Bastra (Bahasa dan Sastra) Jejak digital: Jurnal Ilmiah Multidisiplin Algebra : Jurnal Pendidikan Sosial dan Sains Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Siti Hardiyanti Triana
Halu Oleo University
Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Systematic Literature Review:  Efektivitas Pembelajaran Mendalam Dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Menegah Atas Ilhamurrahman M Hubaib; Siti Hardiyanti Triana
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/nh1fd271

Abstract

This study aims to examine the effectiveness of deep learning in enhancing the critical thinking skills of high school (SMA) students. A systematic literature review was conducted by searching for articles on Google Scholar using the "Publish or Perish" application, covering the period from 2020 to 2025. This process yielded eight articles meeting the inclusion criteria for in-depth analysis. The findings indicate that deep learning is effective in improving high school students' critical thinking skills within specific subject contexts; however, successful implementation also depends on teacher competence, institutional support, the availability of digital facilities, and student readiness to adapt to new or deep learning approaches. Nevertheless, significant implementation gaps remain in the field, particularly regarding students' digital literacy skills. This study aims to provide evidence-based recommendations for educators and policymakers to optimize the implementation of the Ministry of Basic and Secondary Education Regulation Permendikdasmen Number 13 of 2025 concerning deep learning across all levels of basic and secondary education in Indonesia.
Academic Motivation and Self-Efficacy Among Pre-Service Teachers: A Correlational Study Siti Hardiyanti Triana; Miftahuljannah Muslimin; Sitti Nur Astuti S
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v11i1.226

Abstract

Academic motivation and self-efficacy are two important psychological constructs that play a fundamental role in supporting learning success and the professional readiness of pre-service teachers. This study aimed to analyze the levels of academic motivation and self-efficacy and to examine the correlation between these two variables among pre-service teachers in Chemistry, Physics and Mathematics education programs. A quantitative approach with a correlational design was employed, involving 90 first-year students from the Faculty of Teacher Training and Education. Data were collected using validated Likert-scale questionnaires measuring academic motivation (30 items, Cronbach's α = 0.813) and self-efficacy (20 items, Cronbach's α = 0.860), both demonstrating good internal consistency. Data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test, after the normality (Kolmogorov-Smirnov, p = 0.200) and linearity assumptions were confirmed. The results indicate that students' academic motivation was in the very high category (M = 86.84, SD = 7.21), while self-efficacy was in the moderate category (M = 57.68, SD = 6.15). The correlation analysis revealed a statistically significant positive relationship between academic motivation and self-efficacy (r = .484, p = .000, p < 0.01), indicating a moderate effect size. These findings suggest that, although pre-service teachers reported very high academic motivation, their self-efficacy remained at a moderate level, indicating that motivation alone may not be sufficient to build strong competence beliefs. The results imply the need for pedagogical interventions such as gradual mastery experiences, formative feedback, and strategy modeling by lecturers to strengthen self-efficacy and help translate students' motivational energy into more stable academic performance and teaching readiness, particularly within chemistry education contexts.
EFFECT OF THINK PAIR SHARE IN GUIDED INQUIRY ON STUDENT MOTIVATION AND LEARNING OUTCOMES Siti Hardiyanti Triana
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 5 No. 4 (2025): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/2zhgbj66

Abstract

This research is a quasi-experimental study aimed at determining the effect of the think-pair-share method in the guided inquiry learning model on student motivation and learning outcomes. The independent variable in this research is the think-pair-share method in the guided inquiry learning model. Dependent variables are learning motivation and learning outcomes in acid-base material. The sample in this research, which was selected by simple random sampling, consisted of 2 classes, which were divided into an experimental class and a control class, each consisting of 32 students, determined by using a simple random sampling technique. The research data were obtained using questionnaires of learning motivation and tests of learning outcomes in acid-base material, which were analyzed by the t-test for learning motivation and the Mann-Whitney test for learning outcomes. The result of the hypothesis was t-calculated = 1.739 at α = 0.05, obtained t-table = 1.669, so that t-calculated > t-table. It is shown that there is an effect of the think-pair-share method in the guided inquiry learning model on student learning motivation. For the learning outcomes, Z-calculated = 3.31 at α = 0.05, obtained Z-table = 1.64. Since Z-calculated > Z-table, therefore H1 is accepted and H0 is rejected. It is shown that there is an effect of the think-pair-share method in the guided inquiry learning model towards student learning outcomes.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN PENDEKATAN DEEP LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA MATERI KOLOID Marshaclaudi Sarah Halim; Rustam Musta; Siti Hardiyanti Triana
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i4.14780

Abstract

The low chemistry learning outcomes of students on the colloid topic indicate the need for a learning model that actively engages students in the learning process. One alternative is the guided inquiry learning model integrated with a deep learning approach, which facilitates students in constructing concepts through systematic, meaningful, and active inquiry. This study aimed to determine the improvement of students' chemistry learning outcomes through the implementation of the guided inquiry learning model with a deep learning approach on the colloid topic. The research employed a quantitative approach using a pre-experimental method with a One Group Pretest–Posttest Design. The participants were Grade XI science students at SMAN 5 Kendari. The research instrument consisted of a learning achievement test administered before and after the treatment. Data were analyzed using descriptive statistics and N-Gain analysis. The results showed that the students' mean score increased from 22.6 on the pretest to 76.8 on the posttest. The average N-Gain score was 0.84, which falls into the high category. These findings indicate that the implementation of the guided inquiry learning model with a deep learning approach effectively improves students' chemistry learning outcomes on the colloid topic. Therefore, the guided inquiry learning model with a deep learning approach can be used as an effective instructional alternative to improve students' chemistry learning outcomes. ABSTRAK Rendahnya hasil belajar kimia siswa pada materi koloid menunjukkan perlunya penerapan model pembelajaran yang mampu meningkatkan keterlibatan aktif peserta didik dalam proses pembelajaran. Salah satu alternatif yang dapat diterapkan adalah model pembelajaran inkuiri terbimbing dengan pendekatan deep learning yang memfasilitasi siswa untuk membangun pemahaman konsep melalui proses penyelidikan secara sistematis, aktif, dan bermakna. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar kimia siswa melalui penerapan model pembelajaran inkuiri terbimbing dengan pendekatan deep learning pada materi koloid. Penelitian menggunakan pendekatan kuantitatif dengan metode pre-experimental dan desain One Group Pretest–Posttest Design. Subjek penelitian adalah siswa kelas XI IPA SMAN 5 Kendari. Instrumen penelitian berupa tes hasil belajar yang diberikan sebelum dan sesudah perlakuan. Data dianalisis menggunakan statistik deskriptif dan uji N-Gain. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar meningkat dari 22,6 pada pretest menjadi 76,8 pada posttest. Hasil analisis N-Gain memperoleh nilai rata-rata sebesar 0,84 yang berada pada kategori tinggi. Hasil tersebut menunjukkan bahwa penerapan model pembelajaran inkuiri terbimbing dengan pendekatan deep learning efektif meningkatkan hasil belajar kimia siswa pada materi koloid. Temuan penelitian ini mengindikasikan bahwa model pembelajaran inkuiri terbimbing dengan pendekatan deep learning dapat dijadikan sebagai salah satu alternatif pembelajaran yang efektif dalam meningkatkan hasil belajar kimia siswa.
Writing Theses in the Age of Artificial Intelligence: Analysis of the Impact of AI Use on Student Digital Literacy Muhammad Rifa’ie; Arni Nur Laila; Dinar Salasatun; Ilhamurrahman M. Hubaib; Indrawati Syamsuddin; Miftahuljannah Muslimin; Nurvianti; Siti Hardiyanti Triana; Wa Ode Sitti Wardani; Wirana
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.3019

Abstract

Advances in artificial intelligence (AI) have not only enriched the technology landscape in higher education but have also transformed academic thinking by introducing new patterns of interaction between human cognitive abilities and machine intelligence. However, the level of student acceptance of AI as an educational assistant in thesis writing still needs to be proven through empirical research. The purpose of this study was to assess changes in students’ attitudes and perceptions before and after AI-assisted thesis writing training and to measure the magnitude of the training’s influence through effect size analysis. The study employed a quasi-experimental approach with a one-group pretest–posttest design, involving 27 students from the Faculty of Teacher Training and Education at Halu Oleo University in Southeast Sulawesi. The research instrument was adapted from Ng (2012), covering three aspects: attitudes towards AI, technical digital literacy, and cognitive-social-emotional digital literacy. The data were analysed using a paired samples t-test and Cohen’s d effect size. The results showed a significant increase in students’ perceptions from 54.44 (SD = 5.03) to 68.81 (SD = 7.44) (t = –8.914; p < .001). Cohen’s d = –1.716 and Hedges’ correction = –1.666 values indicate a considerable effect. The highest increase occurred in attitudes towards AI (Δ = +6.43) and technical digital literacy (Δ = +5.95). These findings demonstrate that the use of AI not only enhances students’ digital skills but also cultivates reflective attitudes and ethical awareness in thesis writing.
Co-Authors Arni Nur Laila Dinar Salasatun Ilhamurrahman M Hubaib Ilhamurrahman M. Hubaib Indrawati Syamsuddin Marshaclaudi Sarah Halim Miftahuljannah Muslimin Muhammad Rifa’ie Nurvianti Rustam Musta - Sitti Nur Astuti S. Wa Ode Sitti Wardani Wirana