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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 449 Documents
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Are More Proficient Readers More Strategic? A Case Study of Four Taiwanese EFL University Students
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 3 (2023): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i3.1483

Abstract

The article presents the results, interpretations, and potential pedagogical implications of an experimental case study that explored the beliefs and actual use of reading strategies of four Taiwanese EFL university students. The emphasis of the qualitative analysis is put on what the participants effectively do rather than what they believe they do, something that many studies in the field overlook. In addition, the study investigated the interplay between reading strategy use and reading proficiency. The research triangulates the introspective data with the products of participants’ task activity. The participants were asked to fill out a self-reporting questionnaire. After a few days, they performed a reading task accompanied by the think-aloud protocol, took a comprehension test, and were interviewed. The study revealed that participants’ perceptions of their reading strategy use and the actual use were not always aligned. More importantly, the study findings indicate that the variety, frequency, and appropriateness of the actual use of reading strategies positively correlated with the participants' reading and general linguistic proficiency levels. Pedagogical implications and suggestions for further research are discussed, as well as the current study's limitations.
Enhancing Preschoolers’ Online Learning through Digital Storybooks in Brunei Darussalam
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 3 (2023): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i3.1574

Abstract

In this 21st century, a digital storybook is one of the innovative educational strategies that may be used for online learning to engage preschool children in deep and meaningful learning. Research examining the use of digital storybooks for online learning found that it had a beneficial impact on preschool children’s learning attitudes. This research also looks at the level of learning engagement when the digital storybook is utilised for online learning. In addition, this research will investigate the challenges of employing a digital storybook for preschool children's online learning. This study used a qualitative research method to acquire the essential data for the research aims. Only four preschool children aged between 5 and 6 were chosen as research participants throughout two research cycles. The results indicated that employing a digital storybook for preschool children's online learning has changed their views toward learning, making it more enjoyable. This is because the digital storybook includes animation and sound. Furthermore, the study revealed that preschool children were more focused and attentive in their learning, allowing them to answer the questions about the lesson's content in the digital storybook without any assistance. Other than that, this research also revealed the difficulties when utilising digital storybooks for preschool children's online learning. Overall, the research has given insight into the use of digital storybooks for preschool children in Brunei Darussalam during the second wave of the COVID-19 pandemic.
Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1622

Abstract

The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.
A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1657

Abstract

Implementing an effective pedagogy that can enhance students' critical thinking, reasoning abilities, decision-making skills, and problem-solving capabilities is a key educational objective in the 21st century. This necessitates a shift from rote learning to interactive and meaningful learning experiences. Hikmah pedagogy, derived from Philosophy for Children (P4C), is an innovative approach that equips students with the essential skills for thinking, creativity, collaboration, communication, and caring, all while incorporating Islamic values through the Community of Inquiry (CoI) framework. Hikmah pedagogy adopts an infusion approach, fostering curiosity and promoting qualities such as critical thinking, open-mindedness, tolerance, and respect for others when exploring diverse perspectives. Research has demonstrated that the implementation of Hikmah pedagogy positively impacts teaching and learning across various subjects and educational levels. Hence, this review aims to assess the effects of Hikmah pedagogy on teaching and learning, as well as the challenges associated with its implementation. A total of 18 peer-reviewed articles were purposefully selected and analyzed using systematic content analysis (SLR). The findings indicate that Hikmah pedagogy enhances students' higher-order thinking skills (HOTs), critical thinking and reasoning abilities, open-mindedness, and communication skills. Additionally, the review highlights the importance of interactive stimuli, inquiry-based classroom management, and student engagement within the community of inquiry. Based on this evidence, educators are encouraged to incorporate Hikmah pedagogy as an effective teaching tool to cultivate students' thinking skills and moral development.
Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1662

Abstract

Several studies have highlighted the essential nature of students' problem-solving skills. However, these studies have also revealed that students' problem-solving skills in Indonesia are currently lacking. Consequently, there is a need to empower and improve these skills. This research aims to investigate the impact of implementing the Remap-STAD learning model, with the assistance of the GitMind application, in order to enhance students' problem-solving abilities in the field of biology. The research design employed in this study is a pretest-posttest non-equivalent control group design. The research sample comprises 70 students from class X MIPA at SMAN 9 Malang, East Java. The experimental group was taught using the Remap-STAD learning model, supplemented with the GitMind application, while the control group was taught using the STAD learning model alone. Problem-solving skills were assessed through a description test comprising eight questions. Greenstein's (2012) scoring rubric, which encompasses eight indicators including problem identification, application of problem-solving steps, identification and evaluation of solutions, defense of solutions, real-world applications, inductive reasoning, and deductive reasoning, was employed for scoring. ANCOVA was utilized to analyze the data on problem-solving skills, with a significance level set at 5%. The Kolmogorov-Smirnov test was conducted to assess the normality of the data, while Levene's Test of Equality of Variances was used to evaluate homogeneity. The data analysis findings indicate significant treatment effects for the learning model (p < 0.05), thereby accepting the research hypothesis. The results demonstrate that the Remap-STAD learning model, combined with the GitMind application, can notably enhance students' problem-solving skills in the context of biology education. Consequently, the implementation of Remap-STAD, with assistance from the GitMind application, necessitates the development of instructional tools tailored to the chosen learning model and the specific skills being measured. This approach will promote and enhance learning activities, particularly in improving students' problem-solving capabilities.
Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1685

Abstract

There is overwhelming evidence supporting the decline of science education in Liberia. In an effort to contribute to the solution, we conducted a study to examine the impact of inquiry-based experimentation and conventional demonstration on the conceptual understanding of solutions and solubility among grade eleven students. We also investigated the relationship between students' achievement scores in solutions and solubility and their science inquiry process skills. A cluster random sample of eight schools was initially selected from 12 out of 31 high schools that had the necessary space and materials for experimentation. Using a Non-equivalent control group research design, the experimental group received instruction using inquiry-based experimentation, while the control group received instruction using traditional demonstration methods, for a period of six weeks. The results were analyzed using the Mann-Whitney U, and Wilcoxon Signed Rank tests. The findings indicated that inquiry-based experimentation reduced students' anxiety and increased their confidence in chemistry experiments. Although the inquiry-in-action model enhanced learners' conceptual understanding of solutions and solubility, it did not significantly improve their mastery of the mathematical components of the test. However, it did significantly enhance students' science inquiry process skills. It should be noted that while the inquiry-in-action model positively influenced learners' attitudes toward their preferences, behavior, and anxieties in chemistry experiments, it also led to a general demotivation to learn chemistry through experimentation. Additionally, there was a positive correlation between students' attitudes toward teaching and learning chemistry through experiments and their science inquiry process skills. However, this correlation was stronger between students' attitudes towards the demonstration of experiments and their science inquiry process skills compared to the attitudes towards the inquiry-in-action model and science inquiry process skills. This suggests that the traditional demonstration method is not entirely ineffective, and a combination of both demonstration and inquiry-based experimentation approaches may be a viable way to maximize the benefits of science experiments.
Bioindicator Trends in Studying Environmental Pollution: A Systematic Review
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 2 (2025): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i2.1704

Abstract

Scientists, government agencies, and the public are keenly interested in evaluating ecosystem health. As a result, there has been an increase in research investigating the efficacy of various bioindicators as markers of environmental pollutants. This article presents a review of bioindicators from 2013-2023 indexed by Scopus. The overall aim is to examine temporal trends in publications regarding bioindicators, contaminants of concern, species used as bioindicators, and potential future research. By entering the terms “bioindicators, environmental pollution, and environmental literature” into the search menu of the Scopus database, we obtained a total of 136 articles. After applying our criteria, we narrowed down our research to only 31 articles. We used the PRISMA framework for inclusion and exclusion purposes. Our SLR results showed that the most studied environmental pollution was air and freshwater pollution. The dominant keywords used in this study were bioindicators, animals, environmental monitoring, and biomonitoring. The most studied country for bioindicators of environmental pollution is Italy. The most studied types of pollution are heavy metal and chemical pollution. The most used bioindicator organisms are invertebrates and plants, while the least used are algae or diatoms. Future research on potential bioindicators includes the application of diatoms in water quality assessment, the relationship between bioindicator monitoring and its impact on communities, interspecies comparisons to identify the most effective indicators, and studies on the level of understanding and skills of communities in the use of bioindicator organisms. Overall, this review serves as a comprehensive reference for the development of research and application of bioindicators in environmental monitoring.
Exploring the use of Information and Communication Technology in Open and Distance Learning: The Case study of Botswana Open University
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 2 (2024): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i2.1748

Abstract

This qualitative study investigated the utilization of Information and Communication Technology (ICT) in an Open and Distance Learning (ODL) university located in Botswana. The sampling technique employed was judgmental sampling, which involved the selection of 16 participants comprising of a lecturer, students, and officers responsible for managing the Learning Management System (LMS). The data collection process incorporated face-to-face interviews with the lecturer and officers, as well as open-ended e-questionnaires administered to the students. Narrative data analysis was conducted separately for the lecturer, officers, and students. By applying the Attrition theory, the findings disclosed that students of the Botswana Open University encounter challenges with the ODL mode due to limited resources, inadequate or non-existent internet services, and the remoteness of areas where access to BOU campuses is impracticable. According to the lecturers, they also require technical support when assessing students' work, as these students often encounter difficulties when uploading their assignments onto the university's LMS. Consequently, the study recommends that BOU should ensure the availability of ICT tools for the students, as well as address issues related to connectivity and bandwidth by providing reliable data services. Additionally, it is proposed that students undergo comprehensive training on the LMS systems, encompassing both technical and non-technical aspects, prior to the commencement of the academic year, in order to adequately prepare them for their studies.
Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3 (2024): November
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.
Bioindicators for Forest Area Condition: A Systematic Literature Review
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 1 (2024): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i1.1793

Abstract

Flora and fauna are essential components of ecosystems, playing a vital role in maintaining environmental balance. They also serve as bioindicators for assessing forest health. As a result, many researchers have focused their studies on bioindicators, as evidenced by the extensive literature published in journals. The objective of this Systematic Literature Review (SLR) is to systematically identify, study, evaluate, and interpret data from relevant journal articles. We conducted a search in the Scopus database using the keyword "Bioindicator Forest," which yielded a total of 248 articles. After applying our criteria, we narrowed our research to only 49 articles. To conduct our inclusion and exclusion process, we utilized PRISMA guidelines. Analyzing the publication trend on the topic of forest bioindicators, we observed a decline from 2021 to 2023. However, in 2020, we noted a peak with nine articles published. Regarding the research approach, forest bioindicator studies employ quantitative, qualitative, and mixed methods. Notably, the most prominent authors in this field are F. Helbing, J. Litavsky, S Stasiov, Dominguez, and De Deyn. The dominant keyword used in these studies is biodiversity, often related to forestry botany. The authors of these articles originate from 29 different countries, with Europe contributing the majority at 62.07%. Collaboration-wise, a significant number of articles were published through both national and international collaborations. Furthermore, 47 articles received support or sponsorship from external parties. In our discussion, we explore the various techniques, instruments, and data analyses employed in these studies. Overall, this SLR serves as a comprehensive reference for researchers investigating forest bioindicators. Its findings contribute to the diversification of subjects and the enrichment of alternative bioindicators for forest ecosystems.

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