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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 165 Documents
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Development of Barinjam Learning Media for Algebraic Expression Operations at SMP Negeri 1 Permata Kecubung Novantoro, Taufik; Putra, Chandra Anugrah; Misyanto, Misyanto; Elhawwa, Tazkiyatunnafs
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ntcatq02

Abstract

Algebra is a fundamental topic in junior secondary mathematics, yet many Grade VII students experience difficulty because algebraic operations require a transition from concrete arithmetic thinking to abstract symbolic reasoning. This study aimed to develop and validate BARINJAM, or Board Algebra Operations Joyful Activity in Mathematics, as a concrete, low-cost, offline, and culturally contextualized learning medium for algebraic operations at SMP Negeri 1 Permata Kecubung. The study employed a research and development design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 33 Grade VII students from classes VII A and VII B, one mathematics teacher, and three expert validators in material, media, and language. Data were collected through expert validation sheets, teacher and student response questionnaires, observation, and documentation. The data were analyzed descriptively by converting validation and response scores into percentages. The results showed that BARINJAM met the feasibility criteria, with material expert validation reaching 100%, media expert validation reaching 80.38%, and language expert validation reaching 100%. The small-scale trial showed a teacher response of 94.73% and a student response of 88%, while the large-scale trial after revision showed an increased teacher response of 98.68% and a student response of 89.24%. These findings indicate that BARINJAM is feasible and practical for supporting Grade VII algebra learning. The media helps represent variables, constants, positive and negative terms, and algebraic operations through concrete manipulation. Further research is needed to examine its effectiveness using complete pretest-posttest data, gain analysis, and statistical testing.
Kemampuan Membaca dan Faktor Pendukungnya pada Siswa Kelas V Sekolah Dasar Maria, Tesalonika; Silvester, Silvester
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/frn72c13

Abstract

Penelitian ini bertujuan untuk menganalisis tingkat kemampuan membaca siswa kelas V SDN 15 Tampe serta mengidentifikasi faktor internal dan eksternal yang memengaruhinya. Studi ini penting karena tidak hanya memetakan kategori kemampuan membaca siswa, tetapi juga menjelaskan keterkaitan antara kelancaran membaca, ketepatan pelafalan, intonasi/prosodi, pemahaman bacaan, motivasi, dukungan keluarga, strategi pembelajaran guru, dan fasilitas literasi sekolah. Penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan data kuantitatif sederhana dari rubrik observasi membaca. Subjek penelitian terdiri atas 15 siswa kelas V, satu guru kelas, dan tiga orang tua siswa. Data dikumpulkan melalui observasi membaca, wawancara semi-terstruktur, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, penarikan kesimpulan, serta triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa 3 siswa atau 20% berada pada kategori tinggi, 7 siswa atau 47% berada pada kategori sedang, dan 5 siswa atau 33% berada pada kategori rendah. Kelemahan utama siswa tidak hanya terletak pada aspek teknis membaca, tetapi juga pada lemahnya transisi dari membaca teknis menuju membaca bermakna. Sebagian besar siswa masih memahami informasi literal, tetapi kesulitan menjawab pertanyaan inferensial dan evaluatif. Faktor internal yang memengaruhi kemampuan membaca meliputi motivasi, kosakata, minat, dan kepercayaan diri, sedangkan faktor eksternal meliputi dukungan keluarga, strategi pembelajaran guru, ketersediaan bahan bacaan, dan fasilitas literasi sekolah. Temuan ini menegaskan perlunya pembelajaran membaca yang terpadu melalui latihan membaca rutin, membaca ekspresif, diskusi teks, penguatan motivasi, dan kolaborasi antara sekolah dan keluarga.  Reading Ability and Its Supporting Factors among Fifth-Grade Elementary Students This study aims to analyze the reading ability level of fifth-grade students at SDN 15 Tampe and identify the internal and external factors influencing it. This study is significant because it does not merely classify students’ reading ability but also explains the relationship among reading fluency, pronunciation accuracy, intonation/prosody, reading comprehension, motivation, family support, teachers’ instructional strategies, and school literacy facilities. This research employed a qualitative descriptive approach supported by simple quantitative data from a reading observation rubric. The research subjects consisted of 15 fifth-grade students, one classroom teacher, and three parents. Data were collected through reading observations, semi-structured interviews, and documentation. The data were analyzed through data reduction, data display, conclusion drawing, and source and technique triangulation. The findings showed that 3 students or 20% were in the high category, 7 students or 47% were in the medium category, and 5 students or 33% were in the low category. The main weakness was not only found in technical reading skills but also in students’ limited transition from technical reading to meaningful reading. Most students were able to understand literal information but had difficulty answering inferential and evaluative questions. Internal factors affecting reading ability included motivation, vocabulary, reading interest, and self-confidence, while external factors included family support, teachers’ instructional strategies, availability of reading materials, and school literacy facilities. These findings highlight the need for integrated reading instruction through regular reading practice, expressive reading, text discussion, motivation enhancement, and collaboration between schools and families.
Pengaruh  Initiating Structure dan Consideration Terhadap  Motivasi Guru Melalui Role Play Wulandari, Amrih; Sabilah, Rosyadatus; Abidah, Faizah Reva; Junivan, Junivan; Pramudya, Andhika; Azahra, Zafira Nisa; Siswanto, Aulia Adyatma Robbi; Roesminingsih, Erny
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ka6bsv70

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap dimensi initiating structure dan consideration dalam Teori Kepemimpinan Ohio serta kaitannya dengan motivasi kerja guru yang direpresentasikan melalui simulasi role play. Penelitian ini menggunakan pendekatan kuantitatif deskriptif-korelasional. Data diperoleh melalui kuesioner berbasis Google Form yang diberikan kepada mahasiswa setelah mengamati skenario role play tentang kepemimpinan kepala sekolah lama dan kepala sekolah baru. Variabel kepemimpinan Ohio mencakup dimensi initiating structure dan consideration, sedangkan motivasi kerja guru mencakup semangat, tanggung jawab, kepuasan, dan inisiatif kerja. Instrumen diuji menggunakan Pearson Correlation dan Cronbach’s Alpha, kemudian data dianalisis melalui statistik deskriptif, uji normalitas, dan regresi linear. Hasil uji validitas menunjukkan bahwa seluruh item instrumen memiliki nilai signifikansi < 0,05, sedangkan hasil reliabilitas menunjukkan nilai Cronbach’s Alpha sebesar 0,633 untuk variabel kepemimpinan Ohio dan 0,610 untuk variabel motivasi kerja guru. Hasil regresi menunjukkan nilai R = 0,086 dan R Square = 0,007, sehingga hubungan antarvariabel berada pada kategori sangat rendah. Secara deskriptif, dimensi consideration memperoleh penilaian lebih positif dibandingkan initiating structure. Namun, secara inferensial, persepsi terhadap kepemimpinan Ohio belum menunjukkan pengaruh signifikan terhadap motivasi kerja guru dalam konteks simulasi role play. The Influence of Initiating Structure and Consideration on Teacher Motivation Through Role Play This study aims to analyze students’ perceptions of initiating structure and consideration dimensions in Ohio Leadership Theory and their relationship with teacher work motivation represented through role-play simulation. This study employed a descriptive-correlational quantitative approach. Data were collected using a Google Form questionnaire distributed to students after observing a role-play scenario depicting the leadership of an old principal and a new principal. The Ohio leadership variable consisted of initiating structure and consideration, while teacher work motivation consisted of enthusiasm, responsibility, satisfaction, and work initiative. The instrument was tested using Pearson Correlation and Cronbach’s Alpha, and the data were analyzed using descriptive statistics, normality testing, and linear regression. The validity test results showed that all questionnaire items had a significance value of < 0.05, while the reliability test showed Cronbach’s Alpha values of 0.633 for the Ohio leadership variable and 0.610 for teacher work motivation. The regression results showed R = 0.086 and R Square = 0.007, indicating a very weak relationship between variables. Descriptively, the consideration dimension received more positive responses than initiating structure. However, inferentially, perceptions of Ohio leadership did not show a significant effect on teacher work motivation in the context of role-play simulation
Pengembangan Media Google Sites Berbasis Problem Based Learning pada Materi Asam Basa untuk Mendukung Kemampuan Berpikir Tingkat Tinggi Siswa SMA Manihuruk, Repelita; Purba , Jamalum
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2f194v08

Abstract

Kemampuan Higher-Order Thinking Skills (HOTS) merupakan salah satu kompetensi esensial dalam pembelajaran abad ke-21. Namun, pembelajaran kimia, khususnya pada materi asam–basa, masih didominasi oleh pendekatan berpusat pada guru dan penggunaan media yang belum optimal dalam mendorong kemampuan analisis, evaluasi, serta pemecahan masalah peserta didik. Penelitian ini bertujuan mengembangkan media pembelajaran Google Sites berbasis Problem Based Learning (PBL) serta menguji validitas, kepraktisan, dan efektivitasnya dalam meningkatkan HOTS peserta didik. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan Four-D (4D) yang meliputi tahap define, design, develop, dan disseminate. Uji coba dilakukan pada 30 peserta didik kelas XI-B SMA Negeri 17 Medan menggunakan desain one-group pretest–posttest. Data dikumpulkan melalui lembar validasi ahli, angket respons peserta didik, dan tes HOTS, kemudian dianalisis menggunakan persentase kelayakan, ketuntasan klasikal, serta Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa media memperoleh kategori sangat layak dengan nilai validitas 81,57%, sedangkan respons peserta didik mencapai 82,20% dengan kategori sangat baik. Nilai rata-rata peserta didik meningkat dari 44,50 pada pretest menjadi 88,16 pada posttest, dengan N-Gain sebesar 0,80 (kategori tinggi). Kebaruan penelitian ini terletak pada pengembangan Google Sites sebagai digital learning hub yang mengintegrasikan seluruh sintaks Problem Based Learning untuk memfasilitasi pengembangan HOTS pada materi asam–basa. Temuan ini menunjukkan bahwa media yang dikembangkan efektif sebagai inovasi pembelajaran kimia berbasis teknologi yang mendukung tuntutan pendidikan abad ke-21. Development of a Problem-Based Learning-Based Google Sites for Acid–Base Learning to Promote Higher-Order Thinking Skills among Senior High School Students  Higher-Order Thinking Skills (HOTS) are essential competencies for 21st-century learning; however, chemistry instruction, particularly on acid–base topics, remains predominantly teacher-centered and often fails to promote students' analytical, evaluative, and problem-solving abilities. This study aimed to develop a Problem-Based Learning (PBL)-based Google Sites learning media and evaluate its validity, practicality, and effectiveness in enhancing students' HOTS. A Research and Development (R&D) approach was employed using the Four-D (4D) model, consisting of the define, design, develop, and disseminate stages. The product was implemented with 30 eleventh-grade students at SMA Negeri 17 Medan using a one-group pretest–posttest design. Data were collected through expert validation sheets, student response questionnaires, and a HOTS test, and analyzed using descriptive percentages, classical mastery, and the Normalized Gain (N-Gain) index. The developed media achieved a very valid category with an average expert validation score of 81.57%, while students' responses reached 82.20%, indicating very high practicality. Students' mean scores improved from 44.50 on the pretest to 88.16 on the posttest, with an N-Gain of 0.80 (high category). The novelty of this study lies in positioning Google Sites as a digital learning hub that fully integrates the PBL syntax to foster HOTS in acid–base learning, rather than serving solely as a content delivery platform. These findings demonstrate that the proposed learning media offers an effective digital innovation for chemistry education in the 21st century
Perbedaan Hasil Belajar, Kesadaran Lingkungan, dan Keterampilan Kolaborasi Siswa antara PjBL Berbasis Green Chemistry dan Direct Instruction Hasibuan, Anggi Putri Fadila; Syafriani , Dewi
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/38e4vb74

Abstract

Kesulitan siswa dalam memahami materi asam-basa, rendahnya kesadaran lingkungan, dan belum optimalnya keterampilan kolaborasi menunjukkan perlunya model pembelajaran kimia yang kontekstual dan berorientasi pada masalah nyata. Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar, kesadaran lingkungan, dan keterampilan kolaborasi siswa yang dibelajarkan menggunakan model Project-Based Learning (PjBL) berbasis green chemistry dan Direct Instruction pada materi asam-basa. Penelitian ini menggunakan desain kuasi-eksperimen dengan rancangan pretest-posttest control group. Populasi penelitian adalah seluruh siswa kelas XI MAN 2 Model Medan tahun ajaran 2025/2026 yang terdiri atas 344 siswa. Sampel penelitian terdiri atas dua kelas yang dipilih menggunakan cluster random sampling, yaitu kelas eksperimen sebanyak 37 siswa dan kelas kontrol sebanyak 30 siswa. Instrumen penelitian meliputi tes hasil belajar berupa 20 soal pilihan ganda, angket kesadaran lingkungan, dan lembar observasi keterampilan kolaborasi. Data dianalisis menggunakan N-Gain, uji normalitas, uji homogenitas, uji-t satu pihak, dan Cohen’s d. Hasil penelitian menunjukkan bahwa N-Gain kelas eksperimen sebesar 0,61 lebih tinggi daripada kelas kontrol sebesar 0,48. Uji-t menghasilkan thitung 2,700 > ttabel 1,669, sehingga hasil belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Rata-rata kesadaran lingkungan kelas eksperimen sebesar 77, sedangkan kelas kontrol sebesar 70. Rata-rata keterampilan kolaborasi kelas eksperimen sebesar 72, sedangkan kelas kontrol sebesar 61. Effect size hasil belajar sebesar 0,649, kesadaran lingkungan sebesar 0,378, dan keterampilan kolaborasi sebesar 0,480. Dengan demikian, PjBL berbasis green chemistry efektif meningkatkan hasil belajar dan menunjukkan kecenderungan positif terhadap kesadaran lingkungan serta keterampilan kolaborasi siswa. Difference In Student Learning Outcomes, Environmental Awareness, and Collaboration Skills Between PjBL Based On Green Chemistry and Direct Instruction Students’ difficulties in understanding acid-base concepts, limited environmental awareness, and suboptimal collaboration skills indicate the need for contextual chemistry learning that is connected to real-world problems. This study aimed to analyze differences in students’ learning outcomes, environmental awareness, and collaboration skills between those taught using green chemistry-based Project-Based Learning (PjBL) and those taught using Direct Instruction on acid-base material. This research employed a quasi-experimental design with a pretest-posttest control group design. The population consisted of all grade XI students at MAN 2 Model Medan in the 2025/2026 academic year, totaling 344 students. The sample comprised two classes selected using cluster random sampling: an experimental class with 37 students and a control class with 30 students. The research instruments included a 20-item multiple-choice learning outcome test, an environmental awareness questionnaire, and a collaboration skills observation sheet. Data were analyzed using N-Gain, normality test, homogeneity test, right-tailed t-test, and Cohen’s d. The results showed that the experimental class obtained an N-Gain score of 0.61, which was higher than the control class score of 0.48. The t-test result showed that tcount 2.700 > ttable 1.669, indicating that students’ learning outcomes in the experimental class were higher than those in the control class. The mean environmental awareness score was 77 in the experimental class and 70 in the control class. The mean collaboration skills score was 72 in the experimental class and 61 in the control class. The effect size was 0.649 for learning outcomes, 0.378 for environmental awareness, and 0.480 for collaboration skills. Therefore, green chemistry-based PjBL effectively improved students’ learning outcomes and showed positive tendencies toward students’ environmental awareness and collaboration skills
Pengaruh Discovery Learning Berbantuan Articulate Storyline 3 terhadap Literasi Kimia Berorientasi HOTS dan Motivasi Siswa pada Materi Asam Basa Rianty, Suci; Simorangkir, Murniaty
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/envggx54

Abstract

Penelitian ini bertujuan menganalisis pengaruh model discovery learning berbantuan Articulate Storyline 3 terhadap peningkatan literasi kimia berorientasi higher order thinking skills (HOTS) dan motivasi belajar siswa pada materi asam basa, serta hubungan antara motivasi belajar dan kemampuan literasi kimia tersebut. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Sampel terdiri atas kelas XI F1 D sebagai kelas eksperimen berjumlah 28 siswa dan kelas XI F1 B sebagai kelas kontrol berjumlah 32 siswa di MAN 2 Model Medan. Kelas eksperimen dibelajarkan dengan discovery learning berbantuan Articulate Storyline 3, sedangkan kelas kontrol menggunakan pembelajaran konvensional berbantuan media yang sama. Instrumen penelitian meliputi 20 soal pilihan ganda literasi kimia berorientasi HOTS dan angket motivasi belajar. Data dianalisis menggunakan N-gain, uji normalitas Shapiro-Wilk, uji homogenitas Levene, uji-t pihak kanan, analisis deskriptif, dan korelasi product moment. Hasil menunjukkan N-gain kelas eksperimen sebesar 0,77 atau 77%, lebih tinggi daripada kelas kontrol sebesar 0,45 atau 45%. Uji-t menunjukkan thitung > ttabel (7,437 > 1,671), sehingga Ha diterima. Motivasi kelas eksperimen mencapai 83,42% dan kelas kontrol 74,71%. Korelasi menunjukkan rhitung > rtabel (0,409 > 0,374), dengan kontribusi motivasi sebesar 16% terhadap literasi kimia HOTS. Temuan ini menegaskan efektivitas model dalam pembelajaran kimia berbasis aktivitas penemuan siswa. The Effect of Discovery Learning Assisted by Articulate Storyline 3 on Students’ HOTS-Oriented Chemical Literacy and Motivation in Acid-Base Learning  This study aimed to analyze the effect of Discovery Learning assisted by Articulate Storyline 3 on students’ higher-order thinking skills (HOTS)-oriented chemical literacy and learning motivation in acid-base learning, and the relationship between learning motivation and HOTS-oriented chemical literacy. This quasi-experimental study used a pretest-posttest control group design. The sample consisted of 28 students in class XI F1 D and 32 students in class XI F1 B as control group at MAN 2 Model Medan. The experimental group was taught through Discovery Learning assisted by Articulate Storyline 3, while the control group received conventional instruction assisted by the same media. The instruments included 20 multiple-choice HOTS-oriented chemical literacy items and a learning motivation questionnaire. Data were analyzed using N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, a right-tailed t-test, descriptive analysis, and product-moment correlation. The results showed that the experimental group obtained an N-gain of 0.77 or 77%, higher than the control group’s 0.45 or 45%. The t-test indicated that tcount > ttable (7.437 > 1.671), so Ha was accepted. The experimental group’s motivation reached 83.42%, while the control group reached 74.71%. Correlation analysis showed rcount > rtable (0.409 > 0.374), with learning motivation contributing 16% to HOTS-oriented chemical literacy
Pengaruh Model Discovery Learning Berbantuan Powtoon terhadap Minat dan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Nonelektrolit Utami, Aura Yandira; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e4rq8b80

Abstract

Penelitian ini bertujuan menganalisis perbedaan peningkatan minat belajar dan hasil belajar siswa yang mengikuti pembelajaran menggunakan model discovery learning berbantuan Powtoon dibandingkan dengan pembelajaran konvensional berbantuan Powtoon pada materi larutan elektrolit dan nonelektrolit. Selain itu, penelitian ini juga mengkaji hubungan antara minat belajar dengan hasil belajar siswa setelah proses pembelajaran berlangsung. Penelitian menerapkan metode kuasi eksperimen dengan rancangan pretest-posttest control group design. Populasi penelitian mencakup enam kelas XI di SMA Negeri 1 Percut Sei Tuan, dengan dua kelas yang dipilih melalui teknik cluster random sampling, yaitu kelas XI-Matlanko 1 sebagai kelas eksperimen dan XI-Matlanko 3 sebagai kelas kontrol, yang masing-masing terdiri atas 36 siswa. Pengumpulan data dilakukan menggunakan tes hasil belajar berbentuk objektif serta angket minat belajar. Analisis data meliputi uji normalitas, homogenitas, perhitungan N-Gain, independent sample t-test, dan korelasi Pearson. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh peningkatan hasil belajar yang lebih tinggi (N-Gain = 0,84; kategori tinggi) dibandingkan kelas kontrol (N-Gain = 0,69; kategori sedang). Peningkatan minat belajar juga lebih besar pada kelas eksperimen (0,58) dibandingkan kelas kontrol (0,35), meskipun keduanya termasuk kategori sedang. Uji t mengonfirmasi adanya perbedaan yang signifikan pada peningkatan minat dan hasil belajar (sig. = 0,000 < 0,05). Analisis korelasi menunjukkan hubungan positif berkekuatan sedang antara minat dan hasil belajar (r = 0,406; R² = 0,164). Temuan ini menunjukkan bahwa penerapan model discovery learning berbantuan Powtoon lebih efektif dalam meningkatkan minat dan hasil belajar siswa dibandingkan pembelajaran konvensional berbantuan media yang sama. The Effect of Powtoon-Assisted Discovery Learning on Students’ Interest and Learning Outcomes in Electrolyte and Non-Electrolyte Solutions This study aimed to examine the differences in the improvement of students' learning interest and learning achievement between those taught using the Powtoon-assisted Discovery Learning model and those taught using conventional instruction supported by the same media on the topic of electrolyte and nonelectrolyte solutions. Additionally, the study investigated the relationship between students' learning interest and learning achievement following the instructional process. A quasi-experimental method employing a pretest-posttest control group design was adopted. The research population comprised six Grade XI classes at SMA Negeri 1 Percut Sei Tuan, from which two classes were selected through cluster random sampling. Class XI-Matlanko 1 served as the experimental group, while Class XI-Matlanko 3 functioned as the control group, with 36 students in each class. Data were collected using an objective achievement test and a learning interest questionnaire. The data were analyzed through normality and homogeneity tests, N-Gain analysis, an independent samples t-test, and Pearson correlation. The findings revealed that the experimental group achieved a higher learning achievement gain (N-Gain = 0.84, high category) than the control group (N-Gain = 0.69, moderate category). Likewise, the improvement in learning interest was greater in the experimental group (0.58) than in the control group (0.35), although both were categorized as moderate. The t-test indicated statistically significant differences in both learning achievement and learning interest (p < 0.05). Furthermore, Pearson correlation analysis demonstrated a moderate positive relationship between learning interest and learning achievement (r = 0.406; R² = 0.164). These findings suggest that, within the context of this study, the Powtoon-assisted Discovery Learning model is more effective than conventional instruction in enhancing students' learning interest and academic achievement.
Pengembangan LKPD Berbasis EtnomatematikaTalawang Kalimantan Tengah Sebagai Sarana MelatihKemampuan Pemecahan Masalah Fauzana, Ulfia; Putra, Chandra Anugrah; Hendri, Hendri
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/1tvaw472

Abstract

Pendidikan matematika pada jenjang sekolah dasar memegang peranan penting sebagai dasar pembentukan daya nalar dan kemampuan pemecahan masalah siswa. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis etnomatematika perisai Talawang Kalimantan Tengah sebagai sarana melatih kemampuan pemecahan masalah siswa kelas V SD yang memenuhi kriteria valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Subjek uji coba adalah 17 peserta didik kelas V SDIT Al-Qonita Palangka Raya. Kemampuan pemecahan masalah diukur menggunakan indikator Polya: memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan melihat kembali. Hasil menunjukkan bahwa LKPD memenuhi kriteria valid (rata-rata skor validasi ahli 4,83), praktis (skor respons peserta didik 4,54), dan efektif dengan ketuntasan klasikal 82,35% yang termasuk kriteria "Efektif" (75% ≤ p < 90%). LKPD berbasis etnomatematika Talawang terbukti efektif dalam melatih kemampuan pemecahan masalah melalui tahapan Polya pada konteks budaya lokal Kalimantan Tengah. Development of Ethnomathematics-Based Student Worksheets of Central Kalimantan Talawang as a Means to Train Problem-Solving Skills for Grade V Elementary School Students Mathematics education at the elementary school level plays a critical role as the foundation for developing students' reasoning and problem-solving skills. This study aims to develop an ethnomathematics-based Student Worksheet (LKPD) utilizing the Talawang shield of Central Kalimantan as a means to train problem-solving skills for Grade V elementary school students, meeting valid, practical, and effective criteria. This study employs the R&D method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Trial subjects were 17 Grade V students of SDIT Al-Qonita, Palangka Raya. Problem-solving abilities were measured using Polya's four indicators: understanding the problem, devising a plan, carrying out the plan, and looking back. Results show the LKPD is valid (average expert validation score 4.83), practical (student response score 4.54), and effective with a classical completeness rate of 82.35%, falling within the "Effective" criterion (75% ≤ p < 90%). The Talawang ethnomathematics-based LKPD effectively trains students' problem-solving skills through Polya's stages within the local cultural context of Central Kalimantan.
Pengaruh Project Based Learning Berbantuan LKPD STEM terhadap Hasil Belajar dan Minat Belajar Siswa pada Materi Asam Basa Siregar, Susan Octavia; Riris, Ida Duma
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v6i2.5487

Abstract

 Penelitian ini bertujuan menganalisis pengaruh penerapan model Project Based Learning (PjBL) berbantuan LKPD STEM terhadap hasil belajar dan minat belajar peserta didik pada materi asam basa. Penelitian menggunakan metode quasi experiment dengan pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas XI SMA Negeri 4 Medan yang masing-masing berperan sebagai kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa tes hasil belajar sebanyak 20 soal pilihan ganda yang telah memenuhi kriteria validitas dan reliabilitas serta angket minat belajar yang terdiri atas 25 pernyataan. Data dianalisis menggunakan uji N-Gain, uji normalitas, uji homogenitas, uji independent sample t-test, dan uji korelasi Pearson. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 87,22 lebih tinggi dibandingkan kelas kontrol sebesar 75,97. Nilai N-Gain hasil belajar kelas eksperimen sebesar 0,77 (kategori tinggi) dan kelas kontrol sebesar 0,57 (kategori sedang). Pada minat belajar diperoleh N-Gain sebesar 0,70 (kategori tinggi) pada kelas eksperimen dan 0,50 (kategori sedang) pada kelas kontrol. Hasil uji Independent Sample t-Test menunjukkan nilai p < 0,001 sehingga dapat disimpulkan bahwa model Project Based Learning berbantuan LKPD STEM berpengaruh signifikan terhadap hasil belajar dan minat belajar siswa pada materi asam basa. The Effect of STEM Worksheet-Assisted Project-Based Learning on Learning Outcomes and Interest in Acid-Base Topics This study aims to analyze the effect of implementing a Project-Based Learning (PjBL) model supported by STEM worksheets on students’ learning outcomes and interest in acid-base concepts. The study employed a quasi-experimental method using a pretest-posttest control group design. The sample consisted of two 11th-grade classes at State High School 4 Medan, which served as the experimental and control groups, respectively. The research instruments consisted of a learning outcome test comprising 20 multiple-choice questions that met the criteria for validity and reliability, as well as a learning interest questionnaire consisting of 25 statements. The data were analyzed using the N-Gain test, normality test, homogeneity test, independent samples t-test, and Pearson’s correlation test. The results showed that the average posttest score for the experimental class was 87.22, which was higher than that of the control class at 75.97. The N-Gain score for learning outcomes was 0.77 (high category) for the experimental class and 0.57 (moderate category) for the control class. Regarding learning interest, the N-Gain was 0.70 (high category) in the experimental class and 0.50 (moderate category) in the control class. The results of the independent samples t-test showed a p-value < 0.001, leading to the conclusion that the Project-Based Learning model supported by STEM worksheets has a significant effect on students’ learning outcomes and learning interest in acid-base material.
Pengaruh Pemberian Poc Larva Black Soldier Fly terhadap Pertumbuhan Pakcoy (Brassica rapa L.) pada Sistem Hidroponik DWC Pane, Wahdini; Prasetya , Eko
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/s311pd69

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pupuk organik cair (POC) larva Black Soldier Fly (BSF) terhadap pertumbuhan tanaman pakcoy (Brassica rapa L.) pada sistem hidroponik Deep Water Culture (DWC) serta menentukan kombinasi POC BSF dan nutrisi AB Mix yang memberikan pertumbuhan terbaik. Penelitian menggunakan metode eksperimen dengan Rancangan Acak Lengkap (RAL) yang terdiri atas lima perlakuan dan lima ulangan, yaitu P0 (10 ml AB Mix; ±620 ppm), P1 (7,5 ml AB Mix + 2,5 ml POC BSF; ±550 ppm), P2 (5 ml AB Mix + 5 ml POC BSF; ±360 ppm), P3 (2,5 ml AB Mix + 7,5 ml POC BSF; ±280 ppm), dan P4 (10 ml POC BSF; ±120 ppm). Parameter yang diamati meliputi tinggi tanaman, jumlah daun, panjang akar, bobot segar, bobot kering, dan luas daun pada umur 28 hari setelah tanam (HST). Data dianalisis menggunakan Analysis of Variance (ANOVA) dan dilanjutkan dengan uji Duncan pada taraf 5%. Hasil penelitian menunjukkan bahwa pemberian POC larva BSF berpengaruh nyata terhadap seluruh parameter pertumbuhan tanaman pakcoy (p < 0,05). Perlakuan terbaik diperoleh pada P2 (5 ml AB Mix + 5 ml POC BSF) dengan tinggi tanaman 14,74 cm, bobot segar 8,92 g, bobot kering 0,687 g, dan luas daun 15,94 cm². Sebaliknya, perlakuan P4 menghasilkan pertumbuhan terendah yang diduga berkaitan dengan rendahnya konsentrasi nutrisi (120 ppm) sehingga ketersediaan unsur hara bagi tanaman menjadi terbatas. The Effect of Giving Black Soldier Fly Larvae Poc on the Growth of Pakcoy (Brassica rapa L.) in the DWC Hydroponic System This study aims to determine the effect of liquid organic fertilizer (POC) from Black Soldier Fly (BSF) larvae on the growth of pakcoy (Brassica rapa L.) plants in the Deep Water Culture (DWC) hydroponic system and to determine the combination of BSF POC and AB Mix nutrients that provide the best growth. The study used an experimental method with a Completely Randomized Design (CRD) consisting of five treatments and five replications, namely P0 (10 ml AB ​​Mix; ±620 ppm), P1 (7.5 ml AB ​​Mix + 2.5 ml BSF POC; ±550 ppm), P2 (5 ml AB ​​Mix + 5 ml BSF POC; ±360 ppm), P3 (2.5 ml AB ​​Mix + 7.5 ml BSF POC; ±280 ppm), and P4 (10 ml BSF POC; ±120 ppm). The parameters observed included plant height, number of leaves, root length, fresh weight, dry weight, and leaf area at 28 days after planting (DAP). Data were analyzed using Analysis of Variance (ANOVA) followed by Duncan's test at the 5% level. The results showed that the administration of BSF larvae POC significantly affected all pak choy plant growth parameters (p < 0.05). The best treatment was obtained in P2 (5 ml AB ​​Mix + 5 ml BSF POC) with a plant height of 14.74 cm, a fresh weight of 8.92 g, a dry weight of 0.687 g, and a leaf area of ​​15.94 cm². In contrast, treatment P4 produced the lowest growth rate, which is thought to be related to the low nutrient concentration (120 ppm), which limited the availability of nutrients for the plants.

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