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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 8 No. 3: November 2024" : 5 Documents clear
Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City Susetyarini, Eko; Rofieq, Ainur; Latifa, Roimil; Nurtjahyani, Supiana Dian
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3: November 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.1780

Abstract

Lesson Study for Learning Community (LSLC) is a collaborative approach designed to enhance the quality of teaching and learning by addressing the professional development needs of both teachers and students. This study analyzes the cognitive understanding and practical abilities of teachers at SMP Muhammadiyah 8 Batu City (SMPM 8) in implementing LSLC. The objectives include evaluating teachers’ knowledge and competencies related to LSLC, assessing progress in planning, conducting, and reflecting on LSLC-based activities through pre-test and post-test assessments, and providing foundational insights into the effectiveness of LSLC implementation for future improvement. This descriptive study, conducted from August 2023 to April 2024, involved 10 teachers actively engaged in LSLC activities. Data were collected using questionnaires, observations, written tests, and document analysis and analyzed descriptively. The results indicate significant improvements in teachers' cognitive understanding and practical implementation of LSLC, with average scores increasing from 58 (pre-test) to 88 (post-test). These findings underscore the effectiveness of LSLC workshops in enhancing teacher competencies, particularly in collaborative planning, student engagement, and reflective practices. The study offers initial insights into teachers’ knowledge of LSLC, which can inform the development of targeted professional development programs. It also highlights effective strategies for scaling LSLC practices to other schools and contributes to the broader understanding of LSLC's impact on teacher development and learning quality, providing evidence to inform educational policy at local and district levels.
Exploring the Perceptions of Student Prisoners on Challenges with Supervisors in Prison Education Mahlangu, Vimbi Petrus
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3: November 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.1886

Abstract

This study examines the challenges faced by incarcerated students in their interactions with study supervisors within prison education programs in Namibia. Using a qualitative design and an interpretive paradigm, semi-structured interviews with 12 male participants were analyzed thematically to uncover key barriers in the student-supervisor dynamic. Findings highlight systemic issues, including limited technological access, communication barriers, and insufficient supervisory support, which hinder effective learning and engagement. Participants emphasized the psychological impact of delayed feedback, restricted access to study materials, and a lack of supervisor understanding of educational needs. These insights underscore the need for enhanced training for supervisors, improved communication infrastructure, and equitable access to digital resources to create supportive learning environments in correctional facilities. By addressing these barriers, the study contributes to improving educational outcomes and supports broader rehabilitative efforts for incarcerated learners.
Generative AI in Science Education: A Learning Revolution or a Threat to Academic Integrity? A Bibliometric Analysis Wirzal, Mohd Dzul Hakim; Md Nordin, Nik Abdul Hadi; Abd Halim, Nur Syakinah; Bustam , Mohamad Azmi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3: November 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.2127

Abstract

The integration of generative artificial intelligence (AI) in Science, Technology, Engineering, and Mathematics (STEM) education presents transformative opportunities alongside significant challenges. This study investigates the dual impact of generative AI on STEM learning outcomes and academic integrity through a comprehensive bibliometric analysis employing co-citation, keyword analysis, and trend mapping. The results reveal that AI tools such as ChatGPT have revolutionized personalized learning by offering tailored feedback, enhancing critical thinking, and improving student engagement. However, these advancements are tempered by concerns over academic misconduct, particularly plagiarism, and the erosion of essential cognitive skills due to overreliance on AI-generated content. Ethical considerations remain critical, necessitating the development of robust policies and ethical frameworks to safeguard academic integrity. Beyond educational settings, the findings suggest broader applicability to professional training and skills development, as the benefits and challenges of AI extend beyond coursework. This research provides valuable insights for educators, policymakers, and researchers, advocating for a balanced approach to AI integration that maximizes its potential while preserving educational standards.
Exploring the Relationship Between Social Identity Factors and Academic Performance: Insights from Nigerian Colleges of Education Akporuarho, Stella Ochuko; Ogheneakoke, Edore Clifford; Osakwe, Emman
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3: November 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.2151

Abstract

This study examines the influence of social identity factors—age, gender, and socioeconomic status—on the academic performance of Social Studies students in Colleges of Education in Delta State, Nigeria. Using a correlational design, data were collected from a purposive sample of 80 students, drawn from a population of 253 across two institutions. The Social Identity Group and Academic Performance Test (SIGAPT) and an academic test were used as instruments. Data analysis was conducted using the coefficient of determination for research questions and linear regression for hypothesis testing at a 0.05 significance level, with SPSS software. The findings revealed that age significantly influences academic performance (R2=0.166), accounting for 16.6% of the variance. This underscores the importance of cognitive development and maturity associated with age in educational success. In contrast, gender and socioeconomic status showed no significant relationship with academic performance, suggesting that institutional equality measures may mitigate traditional disparities. This study contributes uniquely to the field by addressing the underexplored domain of higher education, particularly in Colleges of Education, which are critical for teacher preparation. The findings highlight the need for age-sensitive educational interventions and sustained equity-focused policies to optimize academic outcomes. These insights are valuable for educators and policymakers in fostering inclusive and effective learning environments.
Power Plant Tour: From Physical Field Trip to Virtual Reality Samsuri, Shafirah; Misman, Nurul Nadiah; Borhan, Azry; Yahya, Wan Zaireen Nisa; Wan Osman, Wan Nur Aisyah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3: November 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.2294

Abstract

For engineering students, field trips to industrial facilities such as power plants provide invaluable hands-on experience in real-world settings. However, logistical constraints, safety concerns, restricted access, and financial limitations often prevent students from directly observing the operation of major equipment such as turbines, pumps, compressors, and heat exchangers. This study addresses these challenges by developing and evaluating a Virtual Reality (VR) application designed specifically for power plant education. As no pre-existing VR applications for power plant tours were available at the university, the system was developed from scratch. The VR creation process included scene planning, followed by the design of the virtual environment using specialized software such as Maya, Adobe Illustrator, Adobe Audition, and Unity3D. A pre- and post-survey study was conducted to evaluate the VR application’s effectiveness in enhancing learning outcomes. Participants were assessed on their understanding of power plant operations and overall experience with the VR tour. The results demonstrated that 65% of participants reported improved understanding of power plant operations, while 92% indicated they would recommend the VR experience to others. Additionally, 85% of participants rated the overall experience as good or excellent. These findings highlight the VR application’s potential to significantly enhance student engagement, improve comprehension of complex industrial systems, and provide a scalable, cost-effective alternative to traditional field trips. Overall, the study demonstrates the transformative potential of VR technology in engineering education. By addressing logistical and pedagogical challenges, VR offers an immersive and interactive platform for universities with limited access to industrial facilities. The results underscore VR’s effectiveness in bridging the gap between theoretical knowledge and practical application, paving the way for broader adoption in engineering and STEM curricula.

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