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Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Published by Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu
ISSN : 28083636     EISSN : 2808246X     DOI : https://doi.org/10.36312/panthera
Core Subject : Science, Education, Social,
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan (P : JIPST), offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, mathematics, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education and applied science.
Arjuna Subject : Umum - Umum
Articles 392 Documents
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Strategi Pengelolaan Konten TikTok dalam Layanan Informasi Publik oleh Humas Perumda Transportasi Pakuan Bogor Akhila Dilan Ramadhan; Suparman Suparman
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1422

Abstract

This study aims to analyze the process of managing TikTok content as a public information service by the Public Relations of Perumda Transportasi Pakuan Bogor. The study used a descriptive qualitative approach, collecting data through participatory observation, in-depth interviews, documentation, and direct involvement of researchers in the Public Relations Division of Perumda Transportasi Pakuan Bogor. The research informants consisted of the deputy head and members of the Public Relations Division directly involved in TikTok content management. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results indicate that content management is carried out in four stages: planning, production, distribution, and evaluation. Content planning is based on social media trends, audience information needs, and TikTok insight data. Production involves filming, editing, and internal review before publication. Content distribution is carried out routinely, taking into account upload times and active audience interaction. Evaluation is conducted using TikTok insight data to measure audience engagement and content effectiveness. This study also identified obstacles such as rapidly changing TikTok trends, technical production constraints, and challenges in creating engaging yet informative content. Structured content management can support TikTok as a public information service that is communicative, effective, and easily understood by the public.
Model Discovery Learning Berbantuan Media Video Edukasi dan Dampaknya terhadap Kemampuan Berpikir Kreatif Matematis Septiana Septiana; Sri Yuliyanti; Ade Kurniawan
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1425

Abstract

This study aims to determine the effect of discovery learning model assisted by educational videos on students' mathematical creative thinking skills. This study uses a quantitative approach with a quasi-experimental type and a pretest-posttest nonequivalent control group design. The study was conducted at SMPN 13 Mataram on grade VII students in the 2025/2026 academic year. The research sample consisted of 84 students consisting of 42 students of grade VII D as the experimental class and 42 students of grade VII F as the control class. The sampling technique used purposive sampling. Data collection techniques were carried out through mathematical creative thinking ability tests and interviews. Data were analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, and independent sample t-test. The results showed that the average pre-test score of the experimental class was 47.31, increasing to 83.31 in the post-test, while the average pre-test score of the control class was 34.71, increasing to 70.57 in the post-test. The results of the hypothesis test on the post-test scores of the experimental and control classes showed a significance value of 0.000 <0.05, thus H₀ was rejected and H₁ was accepted. This indicates a significant difference between the mathematical creative thinking abilities of students who learned using the discovery learning model assisted by educational videos and those who learned using conventional learning. Thus, the discovery learning model assisted by educational videos significantly influenced the mathematical creative thinking abilities of seventh-grade students at SMPN 13 Mataram.
Penerapan Model Realistic Mathematics Education (RME) untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa pada Materi Operasi Hitung Pecahan di Kelas V Safrati Rizka; Novianti Novianti; Rahmi Wahyuni
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1429

Abstract

Elementary school students' mathematical problem-solving skills remain low, particularly regarding fraction operations. Students struggle to grasp fraction concepts and determine the steps needed to solve problems. This study aims to determine the improvement in students' problem-solving skills through the Realistic Mathematics Education (RME) model applied to the topic of fraction operations. The study employed a mixed-methods approach (combining quantitative and qualitative data) within a Classroom Action Research (CAR) framework, conducted at UPTD SD Negeri 9 Gandapura with 14 fifth-grade students. Data were collected via tests, observations, and interviews, and analyzed descriptively. The research was carried out in two action cycles, each comprising planning, implementation, observation, and reflection phases. The results indicate an improvement in problem-solving skills: the mastery percentage rose from 28.57% in Cycle I to 85.71% in Cycle II. Teacher activity increased from 79.99% in Cycle I to 90.76% in Cycle II, while student activity rose from 77.69% to 89.23%. Interview results show that students responded positively to the instruction, finding the material easier to understand through real-world contexts and the lessons more engaging. These findings indicate that the RME model is effective in enhancing students' mathematical problem-solving skills regarding fraction operations.
Pengaruh Penerapan Model Pembelajaran POGIL Berbantuan Media Articulate Storyline terhadap Motivasi dan Hasil Belajar Siswa pada Materi Ikatan Kimia Siti Maesarah Hasibuan; Jasmidi Jasmidi
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1433

Abstract

The low motivation and learning outcomes of students in chemical bonding material encourages the need for the implementation of innovative learning models assisted by technology. This study aims to determine the effect of the application of the POGIL learning model assisted by Articulate Storyline media on student motivation and learning outcomes in chemical bonding material and to determine the correlation between the two. The research method used is a quasi-experimental design with a pretest-posttest control group design. The research sample consisted of 72 students consisting of two classes, namely the experimental class (n = 36) taught with the POGIL model assisted by Articulate Storyline and the control class (n = 36) taught with the direct instruction model assisted by the same media. The research instruments were multiple-choice tests for learning outcomes and Likert scale questionnaires for learning motivation. Data were analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, independent sample t-test, and Pearson correlation test. The results showed a significant effect of the POGIL model on student learning motivation (average 81.14 > 67.94) with a significance value of p < 0.05, and on student learning outcomes (average 86.56 > 75.17) with p < 0.05. Furthermore, the Pearson correlation test showed a very strong and significant correlation between motivation and student learning outcomes (r = 0.802; p < 0.05). These findings indicate that the POGIL model, supported by an Articulate Storyline, is a suitable alternative for chemistry learning to improve student motivation and learning outcomes.
Hasil Belajar Siswa pada Pembelajaran PBL dan Inkuiri Terbimbing Berbantuan PhET pada Materi Laju Reaksi Agnesia Marpaung; Nurfajriani Nurfajriani
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1434

Abstract

Chemistry learning on reaction rates requires a learning model that can improve conceptual understanding and student learning outcomes through active involvement in the learning process. This study aims to determine the differences in student learning outcomes between Problem-Based Learning (PBL) and guided inquiry models assisted by PhET simulations on reaction rates. This study was a quasi-experimental study with a two-group pretest-posttest design. The study population was all eleventh-grade students of SMA Negeri 8 Medan, with a sample of 64 students selected using a purposive sampling technique. The research instrument was a learning outcome test. Data were analyzed using an independent sample t-test assisted by SPSS. The results showed a significant difference in student learning outcomes between the PBL and guided inquiry classes (Sig. 0.000 < 0.05). The average student learning outcome in the PBL class was 80.47, higher than the guided inquiry class at 70.16. Thus, the Problem Based Learning (PBL) model assisted by PhET simulations is more effective in improving student learning outcomes on reaction rates than the guided inquiry model.
Pengaruh Model Problem Based Learning Berbantuan Teka Teki Silang terhadap Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elektrolit Sarah Christen Ginting; Nurfajriani Nurfajriani
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1435

Abstract

The low learning outcomes of students on electrolyte and non-electrolyte solutions require the application of active and innovative learning models. This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by crossword puzzles on student learning outcomes on electrolyte and non-electrolyte solutions for grade XI of senior high school. The study was conducted at SMA Negeri 6 Mandau using a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 70 students divided into two classes, namely class XI IPA 3 as the experimental class and class XI IPA 5 as the control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity, reliability, difficulty level, and discrimination power of the questions. Data were analyzed using the N-Gain test and independent sample t-test. The results showed that the average post-test score of the experimental class was 79.81, higher than the control class at 67.61. The results of the N-Gain test showed an increase in learning outcomes of the experimental class by 0.72 (high category), while the control class was 0.57 (medium category). Based on the hypothesis test using an independent sample t-test, a significance value (sig. < 0.05) was obtained. Therefore, it can be concluded that the crossword puzzle-assisted PBL model has a positive and significant effect on student learning outcomes.
Pengembangan LKPD Berbasis Coding Robotik dengan Pendekatan STEM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP Roufatul Mucharromah; Pramudya Dwi Aristya Putra
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1437

Abstract

This study was conducted to develop a student worksheet (LKPD) based on robotic coding that integrates STEM to enhance the critical thinking skills of junior high school students in science lessons. Students' critical thinking skills were low because learning methods were still dominated by teacher-led lectures, alongside a lack of interactive teaching materials that foster active student engagement. Furthermore, students had not previously been introduced to STEM-focused learning or robotic coding, resulting in limited abilities regarding analysis, problem-solving, and understanding concepts of motion. This study employed the Research and Development (R&D) method, specifically the ADDIE development model. The research took place at SMP Negeri 2 Jember, located at Jalan PB Sudirman No. 26, Kp. Using, Jemberlor, Patrang District, Jember Regency. The research subjects were 36 students from class VII E at SMP Negeri 2 Jember during the 2025/2026 academic year. Data collection instruments included expert validation sheets, lesson implementation observation sheets, pre-tests and post-tests, and student response questionnaires. Research findings indicate that the robotic coding-based student worksheet utilizing a STEM approach achieved an average validity score of 88.6%, classifying it as "highly valid." Regarding practicality, the worksheet obtained an overall score of 85.56%, indicating it was "highly practical." Effectiveness results, based on N-Gain analysis, yielded an overall score of 0.45 (medium category), while student response questionnaires fell into the "very good" category with a score of 84.06%. Based on these results, the robotic coding-based student worksheet with a STEM approach is deemed valid, practical, and effective for enhancing junior high school students' critical thinking skills regarding the topic of motion.
Analisis Praktik Pembelajaran Berdiferensiasi pada Mata Pelajaran PJOK di SD Negeri Kecamatan Gunungpati Kota Semarang Amalinta Jibalul Ilma; Wahyu Ragil Kurniawan
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1447

Abstract

This study aims to analyze the practice of differentiated learning in Physical Education, Sports, and Health (PJOK) subjects in Public Elementary Schools in Gunungpati District, Semarang City. The study used a qualitative method with a descriptive approach. The research informants consisted of PJOK teachers and students at 18 Public Elementary Schools selected using a purposive sampling technique. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model which includes data reduction, data presentation, and conclusion drawing. The results showed that PJOK teachers' understanding of differentiated learning was still at various levels, namely good, sufficient, and limited categories. Teachers with a good understanding had implemented differentiation of content, process, and product through adjusting the level of material difficulty, using varied learning methods, and assessment based on student development. However, most implementations were still dominated by process differentiation, while product differentiation and the use of diagnostic assessments had not been carried out optimally. Identification of student learning needs was generally carried out through direct observation during learning and had not been supported by systematic assessment. The main obstacles identified included limited learning time, a relatively large student population, and teachers' unequal understanding of the concept of differentiated learning. The study's conclusions indicate that differentiated learning in Physical Education (PJOK) in public elementary schools in Gunungpati District has begun to be implemented and is aimed at meeting the diverse learning needs of students, but its implementation has not been systematic and consistent. Therefore, strengthening teacher competencies, utilizing diagnostic assessments, and providing school support are needed to improve the quality of differentiated learning implementation in PJOK.
Pengembangan Bahan Ajar Laju Reaksi Berbasis STEM-PBL pada Mata Kuliah Dasar Ilmu Kimia Mutiara Agustina Nst.; Dwy Puspita Sari; Ani Sutiani; Mutia Ardila
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1448

Abstract

This study aims to develop teaching materials on reaction rates based on the STEM-Problem Based Learning (STEM-PBL) approach and to assess their validity and practicality, ensuring they are suitable for use in a basic chemistry course. The study employed the Research and Development (R&D) method using the Plomp model, which encompasses the stages of preliminary investigation, design, product development, evaluation, and revision. The research involved three expert validators and 30 students from the Chemistry Education Study Program. Data collection instruments included validation sheets and practicality questionnaires. Validation results indicated that the teaching materials fell into the "highly valid" category, with average scores of 90 for content, 90.8 for language, and 88.3 for graphics. Practicality test results showed that the developed materials were "highly practical," achieving scores of 87 for ease of use, 88.5 for presentation appeal, and 90.5 for usefulness. The findings demonstrate that the STEM-PBL-based reaction rate teaching materials meet the criteria for high validity and practicality, making them suitable as learning resources for basic chemistry courses. This study was limited to assessing the product's validity and practicality.
Implementasi Model Pembelajaran PjBL Berbantuan Media Wordwall terhadap Hasil Belajar pada Materi Laju Reaksi Jesika Silaban; Nurfajriani Nurfajriani
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1451

Abstract

Low student chemistry learning outcomes, particularly in the abstract topic of reaction rates, coupled with teacher-dominated learning, are among the problems that need to be addressed through the application of innovative learning models and media. This study aims to determine the improvement in chemistry learning outcomes of eleventh-grade high school students on reaction rates after the implementation of the Project Based Learning (PjBL) model assisted by Wordwall. This study used a quasi-experimental method with a nonequivalent control group design. The sample consisted of two eleventh-grade high school classes determined using a purposive sampling technique: the experimental class and the control class. The research instrument used was a validated multiple-choice learning outcome test. The results showed a significant increase in learning outcomes (N-Gain 0.7638) in the high category in the experimental class, with a statistically significant difference (p < 0.05) compared to the control class. The application of the PjBL model assisted by Wordwall has the potential to increase student interest and learning outcomes in reaction rates compared to conventional learning.

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