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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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Characteristics of Project-Based Learning Models on the Project to Strengthening the Pancasila Student Profiles at Muhammadiyah School
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.v8i2.1820

Abstract

The Project for Strengthening the Pancasila Student Profile utilized a Project-based Learning (PjBL) approach, distinguishing it from intracurricular PjBL programs. The implementation of this project in schools remains complex due to its novelty and the ongoing search for an effective model for planning, implementation, and evaluation. The objectives of this study were as follows: (1) to describe the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile at a Muhammadiyah junior high school in Batu City, (2) to describe the development of the Pancasila Student Profile after the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile, and (3) to outline the challenges faced by the school and their corresponding solutions in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile. This research adopted a descriptive and qualitative approach. Data collection techniques encompassed in-depth interviews, observations, and documentation studies. The findings revealed that: (1) the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile commenced with material mastery, followed by project execution, and concluded with a celebration, (2) the students demonstrated good character development in alignment with the Pancasila Student Profile, which consists of six competencies formulated as key dimensions, and (3) the encountered challenges in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile included difficulties in determining the appropriate time for implementing the P5 Project due to the teachers' busy schedules. In conclusion, the activities of the Project for Strengthening the Pancasila Student Profile, utilizing the PjBL approach, have been successfully carried out and have led to the formation of the Pancasila student profile, although there have been implementation obstacles. The best practices observed at Muhammadiyah Middle School in Batu City can serve as an inspiration for other Muhammadiyah schools and private institutions. Widespread implementation of such practices poses a challenge for future researchers.
Virulent Attack: Role-Playing Learning Media to Enhance Student’s Cognitive Learning Outcomes
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.v8i2.1851

Abstract

The cognitive learning outcomes of 10th-grade students at SMA Islam Malang regarding the concept of viruses are low. This is due to the perception among students that the virus concept is difficult to grasp, and the learning methods employed tend to be monotonous. Consequently, the aim of this study is to develop and assess the effectiveness of 'Virulent Attack' - a role-playing learning media adapted from the popular game Werewolf - in improving the cognitive learning outcomes of high school students in understanding the virus concept. Following the ADDIE development model, the study involved 29 X-D students from SMA Islam Malang who had no prior knowledge of the virus concept. The validation test was conducted by three experts (one material expert, one media expert, and one biology teacher) using a validation sheet questionnaire. The practicality test was carried out by students during the trial stages, and one educational practitioner provided feedback through a response questionnaire. The effectiveness test was evaluated by comparing students' pretest and posttest scores on cognitive learning outcomes, which were analyzed using the N-Gain score criteria. The findings indicate that 'Virulent Attack' is highly valid (material expert: 100%, media expert: 94.64%, biology teacher: 96.68%), practical (average score: 90.58%), and moderately effective in improving cognitive outcomes (N-Gain score: 0.66, effectiveness: 66.55%). Importantly, the game provided a positive learning experience, increased motivation, and facilitated a deeper conceptual understanding, suggesting its potential application in real-world educational contexts. These findings not only highlight the value of role-playing games in educational settings but also have practical implications for incorporating such media into biology curricula to enhance engagement and understanding.
Exploring the Perceptions of Student Prisoners on Challenges with Supervisors in Prison Education
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.v8i3.1886

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.
The Influence of Artificial Intelligence (AI) and Mobile Learning on Learning Outcomes in Higher Education: Did the Mediation of Self-Competence Matter?
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.v8i2.1902

Abstract

Islamic Religious Education (PAI) has a significant impact on the development of students' character, morality, and overall learning outcomes. This study aims to investigate the effects of artificial intelligence (AI) and mobile learning on student learning outcomes, with a specific focus on the role of students' self-competence as a mediating factor. Employing a quantitative survey approach, the research included 208 students from the PAI Study Program at IAIN Ponorogo, using probability sampling techniques. Data was collected through Likert-scale questionnaires, and the research data was analyzed using PLS-SEM analysis. The results indicate a positive influence of AI and mobile learning on student learning outcomes, with self-competence playing a crucial role as a mediating factor. These findings highlight the importance of educators promoting self-regulation, self-efficacy, and motivation skills within online learning environments. The study emphasizes the potential of integrating AI and mobile learning to enhance the quality of education and recommends that educators continuously update their knowledge of technological advancements through training and collaboration. Strengthening these competencies can lead to a more interactive, personalized, and adaptive learning environment for students.
The Future Classroom: Analyzing the Integration and Impact of Digital Technologies in Science Education
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.v8i2.1957

Abstract

The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.
Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 1 (2025): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i1.2104

Abstract

The effective and sustained use of Information and Communication Technologies (ICTs) is critical to meeting 21st century educational demands. ICT integration is no longer merely an enhancement but a fundamental shift that requires active participation from teachers and school management. Despite its potential, ICT adoption in South African schools remains inconsistent, with full-scale integration occurring only after 1994. The integration process is largely affected by challenges such as inadequate teacher training, limited infrastructure, negative attitudes, and insufficient technical support, which hinder sustainable implementation. These challenges affect schools in under-resourced areas, such as those in the Rekopantswe sub-district, where ICT implementation remains inadequate. This study focuses on a critical research gap, exploring the unique challenges impeding integration in senior phase classrooms within the sub-district. A qualitative research approach is employed, using semi-structured interviews, classroom observations, and group discussions with senior-phase teachers and learners in Rekopantswe sub-district schools. Findings reveal that while teachers recognize ICT’s pedagogical benefits, its effective integration is constrained by a lack of formal training, technical resources, and inconsistent institutional support. The study underscores the need for structured professional development programs designed to the contextual needs of teachers and improved infrastructural support to enhance ICT‘s impact on teaching and learning. Through reflections on the barriers, the study adds to the body of knowledge by highlighting strategies to be adopted in fostering ICT integration in less resourced schools, informing policy direction and future research in the field.
Generative AI in Science Education: A Learning Revolution or a Threat to Academic Integrity? A Bibliometric Analysis
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.v8i3.2127

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
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.v8i3.2151

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
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.v8i3.2294

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.
Fabrication and Characterization of Supported Porous Au Nanoparticles
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 1 (2025): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v9i1.2427

Abstract

Porous plasmonic nanoparticles offer unique advantages for sensing and catalysis due to their high surface-to-volume ratio and localized electromagnetic field enhancements at nanoscale pores, or “hotspots.” However, current fabrication techniques, which are based on colloidal synthesis, face challenges in achieving precise control over particle size, shape, and porosity. Here, we present a robust nanofabrication method to produce supported arrays of porous Au nanoparticles with excellent dimensional and compositional control. By combining lithographically patterned AuAg alloy nanoparticles and selective dealloying via nitric acid, we achieve particle porosity without compromising particle morphology. Specifically, the method allows fabrication of supported porous nanoparticles with tunable dimension and porosity. Our approach demonstrates precise control of nanoparticle porosity by varying the initial Ag content in the alloy. Optical characterization reveals a blueshift in the extinction peak with increasing porosity, attributed to the reduced effective refractive index from intraparticle voids. Notably, a tunable shift of up to 100 nm in the plasmonic peak is observed, demonstrating the potential for fine-tuning optical properties. This study highlights the versatility of the proposed method in fabricating well-defined porous plasmonic nanoparticles and their ability to modulate optical properties through porosity control. These findings not only expand the toolkit for designing advanced plasmonic materials but also open pathways for applications in plasmon-mediated sensing, catalysis, and photonic devices.

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