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Muhammad Shohibul Ihsan
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INDONESIA
Jurnal Inovasi Pendidikan dan Sains
Published by Universitas Nahdlatul Wathan Mataram
ISSN : -     EISSN : 27219119     DOI : https://doi.org/10.51673/jips
Core Subject : Science, Education, Agriculture, Social, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences
Jurnal Inovasi Pendidikan dan Sains is a peer-reviewed and open access journal that publishes scientific reviews, theoretical articles, empirical studies, case studies, systematic literature reviews in all areas of Education and Learning; Science (Chemistry, Physics, Biology); Mathematics; and Environmental Science
Arjuna Subject : Umum - Umum
Articles 373 Documents
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Students’ Thinking Processes in Solving Higher Order Thinking Skills (HOTS) Problems Based on Metacognitive Levels Pahmi, Miptahul; Ratnaningsih, Nani; Prabawati, Mega Nur
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2830

Abstract

This study aims to describe students’ thinking processes in solving Higher Order Thinking Skills (HOTS) problems in terms of metacognitive levels among students of class XII MIPA 4 at SMA Negeri 2 Banjarsari. This research employed a qualitative descriptive approach. The subjects were 27 students classified into three metacognitive levels (high, moderate, and low) based on a metacognitive questionnaire. Five students were selected as research subjects: one with high metacognition, two with moderate, and two with low. Data were collected through HOTS written tests, a metacognitive questionnaire, and unstructured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results showed that students with high metacognitive levels performed systematic higher-order thinking through planning, monitoring, and evaluation stages. Students with moderate levels were able to solve problems procedurally but showed limited monitoring and evaluation. Students with low levels experienced difficulties in planning, monitoring, and evaluating their problem-solving processes. In conclusion, metacognitive level influences the quality of students’ thinking processes in solving HOTS problems and highlights the importance of developing metacognitive skills in mathematics learning
The Effect of Education and Teaching Experience on the Professionalism of Elementary School Teachers Marwati, Marwati; Ratnasari, Sri Langgeng; Putra, Jaya Dwi
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2803

Abstract

This study aims to analyze the effect of education and teaching experience on the professionalism of teachers at State Elementary Schools. The study used a mixed methods approach with an explanatory sequential design. The first stage was conducted using a quantitative survey approach, involving 68 elementary school teachers as research respondents. Data were collected using a Likert scale questionnaire that had been tested for validity and reliability, and were then analyzed using multiple linear regression. The second stage was conducted through qualitative elaboration using limited interviews to explain and strengthen the quantitative findings. The results of the study showed that education and teaching experience simultaneously had a significant effect on teacher professionalism. Partially, education had a positive and significant effect on teacher professionalism, and teaching experience also had a positive and significant effect, with a more dominant contribution. The qualitative findings strengthened the quantitative results by showing that formal education provides a foundation for pedagogical and professional competence, while teaching experience shapes professional maturity, classroom management skills, and reflection on teaching practices. This study concludes that improving the professionalism of State Elementary School teachers requires relevant educational qualifications and adequate teaching experience as part of a process of continuous professional learning
Management of Learning Transformation from Asynchronous to Synchronous Modes and Its Impact on Learning Effectiveness Angelia, Bherti; Susanto, Alpino; Ramdani, Ramdani
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2809

Abstract

This study aims to analyze the management of learning transformation from asynchronous to synchronous modes and its impact on learning effectiveness at SMP Negeri 7 Senayang. A mixed-method approach with an exploratory sequential design was employed, beginning with qualitative exploration followed by quantitative measurement to strengthen the findings. The novelty of this study lies in examining learning management in an archipelagic area with limited technological infrastructure and internet connectivity. The research subjects included the principal, teachers, and educational staff. Data were collected through in-depth interviews, questionnaires, and document analysis, then analyzed using data reduction, data display, descriptive statistical analysis, and source triangulation to ensure validity. Based on the 2024 School Quality Report, learning quality had declined due to the dominance of asynchronous instruction characterized by low interaction and student engagement. This condition prompted the school to implement a management strategy by shifting to synchronous learning. The findings indicate that synchronous learning significantly improved teacher–student interaction, active participation, engagement, and overall learning effectiveness, while also fostering instructional innovation. These results highlight that successful learning transformation depends not only on technology use but also on adaptive management strategies aligned with local conditions. The study underscores the importance of strengthening synchronous learning management to improve educational quality, particularly in remote and island regions

Page 38 of 38 | Total Record : 373

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