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Lensa: Jurnal Kependidikan Fisika
Published by Universitas Pendidikan Mandalika
ISSN : 23384417     EISSN : 26860937     DOI : https://doi.org/10.33394/j-lkf
Core Subject : Science, Education, Social, Engineering,
Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics
Lensa: Jurnal Kependidikan Fisika (J-LKF) published by the Physics Education Study Program UNDIKMA. J-LKF publishes every 6 months including the study of science and education in the field of physics specifically and natural and applied sciences in general.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 11, No 2: December 2023" : 7 Documents clear
Upaya Peningkatan Hasil Belajar Tematik IPA Melalui Penerapan Model PBL pada Siswa Kelas V SDN 1 Tegaljadi Tahun Pelajaran 2022/2023 Yastuti, Ni Wayan Winarti; Utami, Linda Sekar; Suheriyantini, Suheriyantini; Hasan, Baiq Harlin
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.9701

Abstract

Tujuan dari penelitian ini adalah meningkatkan hasil belajar siswa pada mata Pelajaran IPA dengan menggunakan model pembelajran PBL. Metode yang digunakan adalah Metode PTK yang terdiri dari 2 siklus pembelajaran. Subjjek penelitian terdiri dari 15 siswa. Hasil belajar tematik IPA peserta didik kelas V SD Negeri 1 Tegaljadi dengan model pembelajaran Problem Beased Learning pada tema 1 muatan IPA mengalami peningkatan yaitu dari pra siklus dengan nilai rata-rata 62,67% dengan ketuntasan belajar klasikal meningkat menjadi 70 pada siklus 1, dan pada siklus II rata-rata nilai peserta didik meningkat menjadi 81.3% dengan kategori tinggi dan berhasil mencapai indikator ketuntasan belajar sebesar 86.67 %. Kesimpulannya dengan model PBL dapat meningkatkan hasil belajar siswa.Efforts to Improve Thematic Science Learning Outcomes Through the Implementation of the Problem-Based Learning (PBL) Model in Grade V Students of SDN 1 Tegaljadi Academic Year 2022/2023AbstractThe aim of this research is to enhance students' learning outcomes in the subject of Science using the Problem-Based Learning (PBL) instructional model. The research employed the Classroom Action Research (PTK) method, conducted in two learning cycles, with a total of 15 student participants. The thematic Science learning outcomes of fifth-grade students at SD Negeri 1 Tegaljadi, utilizing the Problem-Based Learning model in the first thematic topic of Science, demonstrated improvement. The pre-cycle average score was 62.67%, and the classical mastery learning increased to 70 in the first cycle. In the second cycle, the average student scores further improved to 81.3%, falling under the high category, and successfully achieving a mastery learning indicator of 86.67%. In conclusion, the implementation of the PBL model contributed to the enhancement of students' learning outcomes.
The Essential Competencies in Education: An Article Content Review Prayogi, Saiful; Asy'ari, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10456

Abstract

This article conducts a comprehensive content review of 20 scholarly articles published in the International Journal of Essential Competencies in Education (IJECE) between June 2022 and December 2023, focusing on the evolving landscape of essential competencies in education. Grounded in the context of Agenda 2030 and Sustainable Development Goal 4, emphasizing inclusive and equitable quality education, the study investigates the temporal evolution, emerging themes, key findings, and global perspectives within the realm of essential competencies. The content analysis reveals a dynamic shift in research themes, marked by transitioning from traditional pedagogies to innovative, technology-integrated teaching models. Authors from diverse geographical backgrounds collaborate to contribute to the discourse, emphasizing the universal relevance of essential competencies in diverse educational contexts. The emergent themes from article titles showcase a multidimensional understanding of competencies, with a particular focus on STEM disciplines and the integration of advanced teaching methodologies. Study highlights consistently underscore the positive impact of technology integration on competency development, emphasizing the transformative potential of active, student-centered approaches. The findings and implications presented contribute to the ongoing dialogue on preparing individuals for success in the 21st century, providing educators, policymakers, and researchers with valuable insights into the multifaceted nature of essential competencies in education. The collaborative and global nature of research in this field highlights the need for adaptable frameworks and strategies encompassing diverse educational landscapes.
Analysis of Students' Design Thinking in Information Technology Innovation Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Asy'ari, Muhammad; Samsuri, Taufik
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10493

Abstract

This study delves into the design thinking characteristics among students in the field of information technology innovation, examining their competencies within the context of the Information Technology Education program at Mandalika University of Education - Indonesia. Employing an exploratory descriptive research design, the research focuses on 30 students, utilizing the Design Thinking Scale to assess six crucial dimensions: comfort with uncertainty and risks, human-centeredness, mindfulness of the process and impacts on others, collaborative work with diversity, orientation to learning by making and testing, and confidence and optimism to use creativity. The findings reveal a comprehensive understanding of the nuanced aspects of students' design thinking capabilities, indicating areas for improvement. Notably, students exhibit discomfort with uncertainty and risks, signaling a need for interventions to enhance resilience and adaptability. Human-centeredness, collaborative work with diversity, and mindfulness to the process receive "Poor" and "Fair" ratings, emphasizing the importance of fostering user-centric approaches and enhancing collaborative competencies. While students demonstrate a moderate level of competency in practical learning and creative application, there is room for improvement in orientation to learning by making and testing and confidence and optimism to use creativity. The overall "Poor" rating for the average design thinking score suggests a collective need for targeted interventions and educational strategies. This study contributes to the ongoing discourse on design thinking in IT education. It offers insights that can inform tailored pedagogical approaches and interventions to enhance students' design thinking capabilities in preparation for the dynamic challenges of the evolving information technology landscape.
The Effects of Ethnoscience Integrated Problem-Based Learning Models on Students' Critical Thinking Skills Gummah, Syifaul; Fitri, Muliana; Prayogi, Saiful; Asy'ari, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10447

Abstract

In the contemporary educational landscape, cultivating critical thinking skills is imperative for students to thrive in the 21st century. Recognizing that critical thinking is not an instantaneous process, it is essential to employ didactic mechanisms specifically designed to hone this skill. Traditional expository teaching methods have been deemed insufficient in fostering critical thinking among students. Therefore, effective pedagogical intervention models are warranted, allowing students to engage authentically in everyday contexts. This study assesses the impact of an ethnoscience-integrated problem-based learning model on students' critical thinking skills. Employing a quasi-experimental design with a non-equivalent control group, the research unfolded in a secondary school in Mataram City, with a sample of 66 students divided into experimental and control classes. The experimental class experienced instruction through an ethnoscience-integrated problem-based learning model, while the control class adhered to traditional (expository) teaching methods. Critical thinking skills were assessed using a validated test instrument encompassing analysis, inference, evaluation, and decision-making indicators. Descriptive and statistical analyses were applied to scrutinize the data. The results revealed that students in the experimental class exhibited higher levels of critical thinking skills than their counterparts in the control class, which was statistically significant. In conclusion, this research establishes a significant positive influence of the ethnoscience-integrated problem-based learning model on students' critical thinking skills. Furthermore, it reaffirms the inadequacy of traditional (expository) teaching in enhancing students' critical thinking abilities.
Eksplorasi Etno Sains Masyarakat Malind Untuk Penguatan Pemahaman Konsep IPA di Sekolah Dasar Rapsanjani, Hafsemi; Yohanes, Rizki Adri; Fredy, Fredy; Mahuze, Faustina Ngali
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.10311

Abstract

Penelitian ini adalah penelitian kulitatif dengan penekanan pada etnografi. Tujuannya adalah untuk melakukan eksplorasi etnosains pada masyarakat suku Malind untuk penguatan pemahaman konsep IPA siswa Sekolah Dasar di Kabupaten Merauke. Penelitian ini dilakukan di kampung-kampung masyarakat suku Malind. Metode penelitian yang digunakan yaitu survei deskriptif dengan alat pengumpulan data melalui wawancara, observasi, partisipasi, dokumentasi, dan literatur budaya masyarakat suku Malind. Pada penelitian ini peneliti memiliki peran sebagai human instrument (instrumen utama) yang mengamati dan mendalami secara langsung obyek yang diamati. Hasil penelitian menunjukkan terdapat 7 topik sains asli yang dapat dikaitkan dengan konsep pembelajaran IPA di SD. Berdasarkan hasil eksplorasi ini membuktikan budaya sains asli suku Malind dapat diintegrasikan dengan pembelajaran IPA di Sekolah Dasar. Penelitian ini dapat dijadikan rekomendasi bagi Dinas Pendidikan dan Kebudayaan Kabupaten Merauke untuk mengembangkan kurikulum pembelajaran IPA berbasis budaya dan kearifan lokal.Exploration of Ethno-Science among the Malind Community for the Enhancement of Elementary School Students' Understanding of Science ConceptsAbstractThis research is skin research with an emphasis on ethnography. The aim was to explore ethnoscience in the Malind community to strengthen elementary school students' understanding of science concepts in the Merauke Regency. This research was conducted in the villages of the Malind tribe. The research method used was a descriptive survey with data collection tools through interviews, observation, participation, documentation, and cultural literature of the Malind tribe. In this research, the researcher is a human instrument (primary instrument) who observes and explores directly the objects observed. The results showed that seven indigenous science topics can be related to the concept of science learning in elementary school. The results of this exploration prove that the indigenous science culture of the Malind tribe can be integrated with science learning in elementary schools. This research can be used as a recommendation for the Merauke Regency Education and Culture Office to develop a science learning curriculum based on local culture and wisdom.
Integration of Ethnoscience in Science Learning: An Ethnoscience Study on the Palm Sugar Production Process Rayis, Widuri Permata Anggarbini; Herayanti, Lovy; Prayogi, Saiful; Kurnia, Nova
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.14455

Abstract

Problem-Based Learning (PBL) in Science Education: A Literature Review Study Rizal, Saipul; Prayogi, Saiful; Muhali, Muhali; Kurnia, Nova
Lensa: Jurnal Kependidikan Fisika Vol 11, No 2: December 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i2.14671

Abstract

Problem-Based Learning (PBL) has emerged as a transformative pedagogical approach in science education, fostering student-centered learning through real-world problem-solving, critical thinking, and interdisciplinary inquiry. Unlike traditional lecture-based methods, PBL encourages active engagement, collaboration, and the application of scientific knowledge in meaningful contexts. Despite its benefits, challenges such as resource limitations, curriculum misalignment, inadequate teacher training, and ineffective assessment strategies hinder its widespread adoption. This study aims to conduct a comprehensive literature review on the implementation of PBL in science education, evaluating its impact on student learning, identifying key challenges, and exploring strategies to enhance its effectiveness. A systematic literature review methodology was employed, drawing from peer-reviewed journal articles, conference proceedings, and scholarly books published over the past two decades. Thematic analysis was used to categorize findings, focusing on areas such as student engagement, critical thinking, interdisciplinary learning, and instructional barriers. The review highlights that PBL significantly improves students’ comprehension and retention of scientific concepts while fostering scientific literacy and collaborative problem-solving skills. However, successful implementation requires institutional support, well-trained educators, and innovative assessment methods aligned with PBL’s inquiry-based nature. Key strategies for enhancing PBL include increased resource allocation, better curriculum integration, professional development for teachers, and the use of technology-driven tools to facilitate interactive learning. Future research should investigate long-term impacts of PBL, its adaptability in digital and hybrid learning environments, and its effectiveness across different STEM disciplines. By addressing these challenges and refining implementation strategies, PBL can continue to serve as a powerful approach for preparing students with the scientific competencies and problem-solving abilities needed in the 21st century. This study contributes to the growing body of knowledge on PBL and offers valuable insights for educators, policymakers, and researchers seeking to optimize science education through inquiry-driven, student-centered learning methodologies.

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