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Reflection Journal
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28081501     DOI : https://doi.org/10.36312/rj
Core Subject : Education,
Education
Reflection Journal (ISSN: 2808-1501) is a forum for publishing the results of review and empirical original research papers in the field of education. Reflection Journal published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) twice a year (bianually) in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 105 Documents
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Pengaruh Model Project Based Learning Terintegrasi STEAM  Terhadap Aktivitas dan Hasil Belajar Kimia Siswa Pada Materi Laju reaksi Sitorus, Miranda Putri Anggiani; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/c5tnmj85

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terintegrasi STEAM terhadap aktivitas belajar dan hasil belajar siswa pada materi laju reaksi, serta mengkaji hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian terdiri dari dua kelas XI dengan jumlah total 72 siswa, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes pilihan ganda untuk mengukur hasil belajar dan lembar observasi untuk menilai aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Selain itu, rata-rata hasil belajar posttest siswa pada kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi < 0,05 dan nilai effect size sebesar 0,924 yang termasuk kategori besar. Hasil uji korelasi menunjukkan adanya hubungan positif yang kuat antara aktivitas belajar dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL terintegrasi STEAM efektif dalam meningkatkan aktivitas dan hasil belajar siswa, serta berkontribusi terhadap pembelajaran yang lebih aktif, kontekstual, dan bermakna pada materi laju reaksi. The Influence of PjBL - STEAM on Student Activities and Learning Outcomes on the Reaction Rate Material This study aims to analyze the effect of the STEAM-integrated Project Based Learning (PjBL) model on students’ learning activities and learning outcomes in reaction rate material, as well as to examine the relationship between these two variables. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 72 eleventh-grade students divided into an experimental class and a control class. The instruments used were a multiple-choice test to measure learning outcomes and an observation sheet to assess students’ learning activities. The results showed that students’ learning activities in the experimental class were higher than those in the control class, with a statistically significant difference. In addition, the average posttest score of students in the experimental class was higher than that of the control class, with a significance value of < 0.05 and an effect size of 0.924, which falls into the large category. The correlation analysis also revealed a strong positive relationship between learning activities and learning outcomes. Therefore, it can be concluded that the implementation of STEAM-integrated PjBL is effective in improving students’ learning activities and learning outcomes, as well as fostering more active, contextual, and meaningful learning in reaction rate material.
Hubungan Kompetensi Pedagogik Guru Terhadap Hasil Belajar Siswa Kelas XI Pada Mata Pelajaran Ekonomi Yuliana, Dwi; Hasiru, Roy; Ardiansyah, Ardiansyah; Panigoro, Meyko; Sudirman, Sudirman
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mvxmcc71

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi pedagogik guru terhadap hasil belajar siswa pada mata pelajaran ekonomi kelas XI SMA Negeri 5 Gorontalo. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 73 siswa yang sekaligus dijadikan sampel melalui teknik total sampling. Pengumpulan data dilakukan menggunakan angket untuk mengukur kompetensi pedagogik guru dan dokumentasi nilai untuk hasil belajar siswa. Data dianalisis menggunakan uji validitas, reliabilitas, uji normalitas, regresi linear sederhana, uji t, serta koefisien determinasi.Hasil penelitian menunjukkan bahwa kompetensi pedagogik guru berada pada kategori sangat baik. Hasil analisis regresi menunjukkan adanya pengaruh positif antara kompetensi pedagogik guru terhadap hasil belajar siswa dengan koefisien regresi sebesar 0,220. Uji t menunjukkan nilai t hitung sebesar 4,831 lebih besar dari t tabel 1,993 dengan nilai signifikansi 0,000, sehingga pengaruh tersebut dinyatakan signifikan. Koefisien determinasi sebesar 0,247 menunjukkan bahwa kompetensi pedagogik guru memberikan kontribusi sebesar 24,7% terhadap hasil belajar siswa.Temuan ini menunjukkan bahwa kompetensi pedagogik guru memiliki peran penting dalam meningkatkan hasil belajar siswa, meskipun dipengaruhi juga oleh faktor lain di luar penelitian. The Relationship Between Teachers’ Pedagogical Competence and Students’ Learning Outcomes in Economics for Grade XI Students This study aims to analyze the effect of teachers’ pedagogical competence on students’ learning outcomes in economics for grade XI at SMA Negeri 5 Gorontalo. The research employed a quantitative approach with a correlational design. The population consisted of 73 students, all of whom were selected as the sample using a total sampling technique. Data were collected through a questionnaire to measure teachers’ pedagogical competence and documentation of students’ scores to assess learning outcomes. Data analysis included validity, reliability, normality tests, simple linear regression, t-test, and coefficient of determination. The results indicate that teachers’ pedagogical competence is in the very good category. The regression analysis shows a positive effect of pedagogical competence on students’ learning outcomes with a regression coefficient of 0.220. The t-test result shows that the t-value of 4.831 is higher than the t-table value of 1.993, with a significance value of 0.000, indicating a statistically significant effect. The coefficient of determination (R Square) is 0.247, meaning that teachers’ pedagogical competence contributes 24.7% to students’ learning outcomes. These findings suggest that teachers’ pedagogical competence plays an important role in improving students’ learning outcomes, although other factors also influence the results.
Effectiveness of the Community Empowerment Program (PRODAMAT) in Improving Larval Monitoring Cadres’ Knowledge of Dengue Prevention in Bokoharjo Village Agusalim, Nurham Al-Afgani; Arfiana, Rizkita; Mursalina, Gesti; Adila, Lutfi Munifah; Sholiah, Dwi Yuliatin; Izzah, Misyka Fajratul; Hayyusari, Meirsa Sawitri; Sulistyawati, Sulistyawati
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rnm8vr88

Abstract

The Community Empowerment Program (PRODAMAT) was implemented to strengthen the role of larval monitoring cadres (Jumantik) in dengue prevention through a community-based educational approach. This study aimed to evaluate the effectiveness of the intervention in improving cadres’ knowledge of dengue prevention, particularly through the PSN 3M Plus strategy. A pre-experimental one-group pretest-posttest design was employed involving 24 Jumantik cadres in Bokoharjo Village, Prambanan District, Sleman Regency, Yogyakarta. The intervention consisted of interactive offline health education supported by PowerPoint-based materials covering dengue epidemiology, mosquito life cycles, and larval identification techniques. Knowledge was measured using pre-test and post-test questionnaires, and data were analyzed using the Shapiro-Wilk normality test and paired samples t-test. The results showed that the mean knowledge score increased from 21.71 before the intervention to 23.50 after the intervention, with a statistically significant difference (t = -5.840; p < 0.001). These findings indicate that the educational intervention was effective in improving the cognitive capacity of Jumantik cadres regarding dengue prevention. However, increased knowledge alone may not ensure sustained preventive behavior without continuous supervision, motivation, and program support. Therefore, integrating community education with routine monitoring and public health surveillance is necessary to achieve long-term epidemiological outcomes, including improvement in the Larvae-Free Index.
Analisis Kemampuan Pemecahan Masalah Matematis Siswa Ditinjau dari Adversity Quotient Indasari, Wiwi; Azmi, Syahrul; Kertiyani, Ni Made Intan; Hayati, Laila
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/evqe8715

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa ditinjau dari adversity quotient. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah siswa yang dikelompokkan berdasarkan kategori adversity quotient, yaitu tinggi, sedang, dan rendah. Pengumpulan data dilakukan melalui angket adversity quotient, tes kemampuan pemecahan masalah matematis, serta wawancara untuk memperkuat hasil analisis. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Indikator kemampuan pemecahan masalah mengacu pada langkah memahami masalah, merencanakan penyelesaian, melaksanakan penyelesaian, dan memeriksa kembali hasil. Hasil penelitian menunjukkan bahwa siswa dengan adversity quotient tinggi memiliki kemampuan pemecahan masalah matematis yang lebih baik karena mampu memenuhi hampir seluruh indikator secara sistematis dan tepat. Siswa dengan adversity quotient sedang mampu memenuhi sebagian besar indikator, namun masih mengalami kesulitan pada tahap pelaksanaan dan pemeriksaan kembali. Sementara itu, siswa dengan adversity quotient rendah cenderung mengalami kesulitan pada hampir seluruh tahapan pemecahan masalah. Dengan demikian, adversity quotient berperan dalam membedakan kemampuan siswa dalam menyelesaikan masalah matematis. Hasil penelitian ini diharapkan dapat menjadi bahan pertimbangan bagi guru dalam merancang pembelajaran yang mendukung ketahanan siswa dalam menghadapi tantangan matematika. Analysis of Students’ Mathematical Problem-Solving Ability in Terms of Adversity Quotient This study aims to analyze students’ mathematical problem-solving ability in terms of adversity quotient. The study employed a qualitative approach with a descriptive research design. The research subjects were students classified into three categories of adversity quotient, namely high, moderate, and low. Data were collected through an adversity quotient questionnaire, a mathematical problem-solving test, and interviews to strengthen the analysis results. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The indicators of problem-solving ability referred to the steps of understanding the problem, planning the solution, carrying out the solution, and rechecking the result. The findings showed that students with a high adversity quotient had better mathematical problem-solving ability because they were able to fulfill almost all indicators systematically and accurately. Students with a moderate adversity quotient were able to meet most of the indicators, but they still experienced difficulties at the stages of carrying out the solution and rechecking the result. Meanwhile, students with a low adversity quotient tended to experience difficulties in almost all stages of problem solving. Thus, adversity quotient plays a role in differentiating students’ ability to solve mathematical problems. The results of this study are expected to serve as a consideration for teachers in designing learning that supports students’ resilience in facing mathematical challenges.
Pengaruh Model Project Based Learning (PjBL) Dengan Pendekatan STEM Terhadap Hasil Belajar Siswa Pada Materi laju Reaksi Daeli, Ristin Tri Putri; Roza , Destria
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/62m58y92

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) dengan pendekatan STEM terhadap hasil belajar siswa pada materi laju reaksi serta membandingkan hasil belajar antara kelas eksperimen dan kelas kontrol. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa yang disebabkan oleh pembelajaran yang masih berpusat pada guru dan kurangnya keterlibatan aktif siswa. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang diberi perlakuan PjBL-STEM dan kelas kontrol yang menggunakan PjBL biasa. Instrumen penelitian berupa tes pilihan ganda yang telah memenuhi kriteria validitas dan reliabilitas. Data dianalisis menggunakan uji normalitas, homogenitas, N-Gain, dan uji hipotesis Independent Sample t-test dengan bantuan SPSS 22. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen dan kelas kontrol dengan nilai signifikansi 0,002 < 0,05. Rata-rata posttest kelas eksperimen (85,91) lebih tinggi dibandingkan kelas kontrol (78,48) dengan nilai effect size sebesar 0,80 (kategori tinggi). Selain itu, nilai N-Gain kelas eksperimen (0,76) berada pada kategori tinggi, sedangkan kelas kontrol (0,66) pada kategori sedang. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL dengan pendekatan STEM berpengaruh signifikan dan lebih efektif dalam meningkatkan hasil belajar siswa pada materi laju reaksi. The Effect of the Project-Based Learning (PjBL) Model with a STEM Approach on Students’ Learning Outcomes in Reaction Rate Material This study aims to determine the effect of the Project Based Learning (PjBL) model integrated with the STEM approach on students’ learning outcomes in reaction rate material and to compare the learning outcomes between the experimental and control classes. This research is motivated by the low student learning outcomes caused by teacher-centered learning and limited student engagement. The method used was a quasi-experimental design with a nonequivalent control group design. The sample consisted of two classes: the experimental class treated with PjBL-STEM and the control class taught using conventional PjBL. The research instrument was a multiple-choice test that met validity and reliability criteria. Data were analyzed using normality, homogeneity, N-Gain, and Independent Sample t-test with SPSS 22. The results showed a significant difference between the experimental and control classes with a significance value of 0.002 < 0.05. The mean posttest score of the experimental class (85.91) was higher than that of the control class (78.48), with an effect size of 0.80 (high category). In addition, the N-Gain score of the experimental class (0.76) was categorized as high, while the control class (0.66) was categorized as moderate. Therefore, it can be concluded that the implementation of the PjBL model integrated with STEM has a significant and more effective impact on improving students’ learning outcomes in reaction rate material.

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