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The effect of culturally responsive transformative teaching (CRTT) model in science learning on the environmental literacy ofseventh grade students Septi Reggina Anggita Wijayanti; Riezky Maya Probosari; Icha Kurnia Wati; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan; Lina Mahardiani; Nurma Yunita Indriyanti
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.950

Background: Environmental damage in Indonesia is worsening, as shown by the low Environmental Performance Index and limited public awareness, which reflect low student environmental literacy. The Culturally Responsive Transformative Teaching (CRTT) model provides a contextual approach by integrating cultural values to enhance knowledge, attitudes, and pro-environmental behaviors.Aims and scope of paper: This study aims to determine the effect of the Culturally Responsive Transformative Teaching (CRTT) model on science learning on the environmental literacy of 7th grade students.Methods: This study used a quasi-experimental method with a pretest-posttest control group design. The sampling technique was selected using cluster random sampling. The research instrument was the MSELS instrument adapted from Mc.Beth and Volk (2009) in the form of multiple-choice tests and questionnaires tailored to the 7th grade science material on ecology and biodiversity. The research sample used class 7 H as the control class with a discovery learning model consisting of 32 students and class 7I as the experimental class with a CRTT model consisting of 31 students.Result: The results showed that the CRTT model in science learning had an effect on the environmental literacy of 7th grade students with a significance value of 0.000 (0.000< 0.05).Conclusion: The study concludes that the CRTT model effectively enhances students’ environmental literacy in science learning, highlighting the need for cultural integration and further research across diverse contexts.

Integration of Biomechanics and Digital Technology: Using Kinovea for Motion Analysis and Learning for Beginner Athletes Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Supurwoko; Salsabila Kholifahtun Nisa’; Gifran Rihla Gifarka Latief
Journal of Coaching and Sports Science Vol. 4 No. 2 (2025): Journal of Coaching and Sports Science
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jcss.v4i2.890

Background: The integration of biomechanics with digital motion-analysis technologies has introduced new approaches for examining movement efficiency, kinematic characteristics, and technical patterns in walking and running activities. Kinovea, as an accessible motion-analysis software, provides both visual and quantitative feedback. However, its application in supporting technique development among beginner athletes remains insufficiently explored. Aim: This study aims to describe the use of Kinovea in biomechanics training and examine its contribution to the awareness of kinematic characteristics and movement techniques among beginner athletes. Methods: A descriptive qualitative design involved 72 beginner athletes aged 18–25 years selected through purposive sampling. Data were collected over 16 weeks through interviews, field observations, and motion video recordings analyzed using Kinovea. Kinematic data focused on joint angles, stride behavior, and movement phases during walking, running, and the flight phase. Qualitative data were analyzed using content analysis with NVivo 12, while kinematic results were interpreted descriptively to identify performance patterns and areas for technical refinement. Result: Kinematic analysis showed coordinated joint-angle patterns across all phases. Walking analysis identified arm swing angles of 50.9°–58.8° and leg separation angles of 64.3°–67.2°, indicating a stable gait rhythm. The running analysis revealed knee angles of 68.8°–69.8° and elbow angles of 87.6°–89.1°, indicating efficient propulsive mechanics. The flight phase demonstrated knee angles of 81.2°–87.8° and elbow angles of 80.4°–88.3°, suggesting effective momentum use and postural stability. These measurements supported stride-efficiency assessment and technique evaluation. Qualitative findings revealed that Kinovea enabled athletes to interpret movement phases and identify technical inefficiencies through slow-motion and frame-by-frame visualization. Conclusion: Kinovea supports basic motion analysis by providing clear kinematic information and helping beginner athletes observe and refine their movement techniques. The findings also offer practical value for coaches by enabling more precise identification of inefficient patterns and guiding targeted corrections during early-stage training.

Development of an Integrated PhET and Augmented Reality Package in a Flipped Classroom to Improve Conceptual Understanding of Renewable Energy Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Supurwoko Supurwoko
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.1

Renewable energy is an abstract topic in junior high school science: its systems and energy conversions are difficult to visualize, and teacher-centered instruction often leaves students with fragile, fragmented conceptual understanding. This study developed and evaluated a learning package that integrates PhET virtual-laboratory simulations with augmented reality (AR) 3D visualizations, delivered through a flipped-classroom approach, and examined its feasibility, practicality, and effectiveness for Grade IX students' conceptual understanding of renewable energy. Following the ADDIE Research and Development model, PhET simulations and AR scenes (authored in Assemblr Edu) were integrated into a flipped lesson in which first exposure occurred before class and class time was used for manipulation and discussion. Feasibility was assessed by media, content, and language experts using the Gregory index; practicality by teacher and student response questionnaires; and effectiveness by a 25-item conceptual-understanding test (pretest–posttest, n = 34) analyzed with the Hake normalized gain (N-gain) after confirming item construct validity. The package was very valid (media Gregory index 0.89; content and language 1.00), highly practical (student 91% and 81%; teacher 93%), and, in a single-group pretest–posttest design, associated with a medium gain (mean N-gain 0.50; scores rose from 81.18 to 91.53). Pairing manipulable simulation and spatial AR within a flipped structure was designed to shift learning toward a student-centered, inquiry-oriented process. The package offers a feasible, smartphone-deliverable route to visualizing abstract renewable-energy concepts.

The Effectiveness of STEM-PBL Learning Innovation in Climate Awareness Material to Improve Critical Thinking and Sustainability Consciousness of High School Students: Literature Review Nurita Apridiana Lestari; Rosyidatul Mufida; Daniya Nabila Bayuputri; Muhammad Nur Hudha
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p76-86

The climate crisis demands that secondary education systems not only improve factual knowledge, but also foster awareness and sustainable action among students. One relevant approach is Science, Technology, Engineering, and Mathematics Problem Based Learning (STEM-PBL), which integrates contextual problem solving, collaboration, and evidence-based inquiry. This article aims to examine the trends and effectiveness of STEM-PBL implementation in climate awareness material in high schools, with a focus on improving critical thinking skills and sustainability consciousness. The research uses the Systematic Literature Review (SLR) method with a narrative approach, following the PRISMA 2020 guidelines. Articles were obtained through a Google Scholar search for the period 2020–2025 with the criteria of STEM-PBL intervention in climate awareness material in high schools and the use of critical thinking and sustainability consciousness measurement instruments. Of the 100 initial articles, 46 passed the eligibility stage, and after quality assessment, 10 articles were selected for synthesis. The results of the study show that STEM-PBL consistently improves high school students' data-based analysis, evaluation, inference, and argumentation skills. In addition, sustainability awareness increases through students' authentic experiences in investigating local climate issues, designing engineering solutions, and reflecting on the socio-environmental impacts of their choices. Several studies confirm that critical thinking serves as a cognitive link that translates scientific understanding into sustainable values and actions. The conclusion of this study is that the integration of STEM-PBL not only strengthens 21st-century competencies through critical thinking but also shapes pro-environmental dispositions that support the achievement of the SDGs, particularly goal 13. Limitations identified include limited sample coverage, heterogeneity of designs, and the use of non-standardized instruments, making further longitudinal and cross-context research essential. Keywords: STEM-PBL, critical thinking, sustainability consciousness, climate awareness.

Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Sudi Dul Aji; Nurul Ain; Akhmad Zaini; Hestiningtyas Yuli Pratiwi; Kadek Dwi Hendratma Gunawan; Salsabila Kholifahtun Nisa’; Muhammad Nur Hudha
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.

The Effect of the Problem Based Learning Model with Deep Learning Approach on Students’ Sustainability Literacy in Renewable Energy Materials Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.3

Students’ sustainability literacy remains relatively low due to teacher-centered learning and the limited implementation of contextual and meaningful learning approaches. At the same time, the demands of 21st-century education require instructional models that can enhance students’ sustainability literacy. This study aimed to examine the effect of Problem Based Learning (PBL) integrated with a deep learning approach on students’ sustainability literacy. A quantitative method with a quasi-experimental design was employed. The sample consisted of 31 students in the experimental class and 32 students in the control class. Data were collected using a four-tier diagnostic test, observation sheets, and a sustainability literacy questionnaire. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, Independent Samples t-test, and N-gain analysis. The hypothesis test produced a Sig. (2-tailed) value of 0.000, which was below 0.05. This result indicates that the instructional intervention had a significant effect on students’ sustainability literacy. The improvement in sustainability literacy in the experimental class was higher than that in the control class, with an average N-gain score of 0.7635 categorized as high, while the control class obtained an average N-gain score of 0.5945 categorized as moderate. Therefore, the findings indicate that the PBL model integrated with a deep learning approach significantly improves students’ sustainability literacy on renewable energy materials.

The Effect of the Problem Based Learning Model with Deep Learning Approach on Students’ Sustainability Literacy in Renewable Energy Materials Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.3

Students’ sustainability literacy remains relatively low due to teacher-centered learning and the limited implementation of contextual and meaningful learning approaches. At the same time, the demands of 21st-century education require instructional models that can enhance students’ sustainability literacy. This study aimed to examine the effect of Problem Based Learning (PBL) integrated with a deep learning approach on students’ sustainability literacy. A quantitative method with a quasi-experimental design was employed. The sample consisted of 31 students in the experimental class and 32 students in the control class. Data were collected using a four-tier diagnostic test, observation sheets, and a sustainability literacy questionnaire. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, Independent Samples t-test, and N-gain analysis. The hypothesis test produced a Sig. (2-tailed) value of 0.000, which was below 0.05. This result indicates that the instructional intervention had a significant effect on students’ sustainability literacy. The improvement in sustainability literacy in the experimental class was higher than that in the control class, with an average N-gain score of 0.7635 categorized as high, while the control class obtained an average N-gain score of 0.5945 categorized as moderate. Therefore, the findings indicate that the PBL model integrated with a deep learning approach significantly improves students’ sustainability literacy on renewable energy materials.

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