Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
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Bioindicators for Forest Area Condition: A Systematic Literature Review
No full textFlora and fauna are essential components of ecosystems, playing a vital role in maintaining environmental balance. They also serve as bioindicators for assessing forest health. As a result, many researchers have focused their studies on bioindicators, as evidenced by the extensive literature published in journals. The objective of this Systematic Literature Review (SLR) is to systematically identify, study, evaluate, and interpret data from relevant journal articles. We conducted a search in the Scopus database using the keyword "Bioindicator Forest," which yielded a total of 248 articles. After applying our criteria, we narrowed our research to only 49 articles. To conduct our inclusion and exclusion process, we utilized PRISMA guidelines. Analyzing the publication trend on the topic of forest bioindicators, we observed a decline from 2021 to 2023. However, in 2020, we noted a peak with nine articles published. Regarding the research approach, forest bioindicator studies employ quantitative, qualitative, and mixed methods. Notably, the most prominent authors in this field are F. Helbing, J. Litavsky, S Stasiov, Dominguez, and De Deyn. The dominant keyword used in these studies is biodiversity, often related to forestry botany. The authors of these articles originate from 29 different countries, with Europe contributing the majority at 62.07%. Collaboration-wise, a significant number of articles were published through both national and international collaborations. Furthermore, 47 articles received support or sponsorship from external parties. In our discussion, we explore the various techniques, instruments, and data analyses employed in these studies. Overall, this SLR serves as a comprehensive reference for researchers investigating forest bioindicators. Its findings contribute to the diversification of subjects and the enrichment of alternative bioindicators for forest ecosystems
A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment
No full textImplementing an effective pedagogy that can enhance students' critical thinking, reasoning abilities, decision-making skills, and problem-solving capabilities is a key educational objective in the 21st century. This necessitates a shift from rote learning to interactive and meaningful learning experiences. Hikmah pedagogy, derived from Philosophy for Children (P4C), is an innovative approach that equips students with the essential skills for thinking, creativity, collaboration, communication, and caring, all while incorporating Islamic values through the Community of Inquiry (CoI) framework. Hikmah pedagogy adopts an infusion approach, fostering curiosity and promoting qualities such as critical thinking, open-mindedness, tolerance, and respect for others when exploring diverse perspectives. Research has demonstrated that the implementation of Hikmah pedagogy positively impacts teaching and learning across various subjects and educational levels. Hence, this review aims to assess the effects of Hikmah pedagogy on teaching and learning, as well as the challenges associated with its implementation. A total of 18 peer-reviewed articles were purposefully selected and analyzed using systematic content analysis (SLR). The findings indicate that Hikmah pedagogy enhances students' higher-order thinking skills (HOTs), critical thinking and reasoning abilities, open-mindedness, and communication skills. Additionally, the review highlights the importance of interactive stimuli, inquiry-based classroom management, and student engagement within the community of inquiry. Based on this evidence, educators are encouraged to incorporate Hikmah pedagogy as an effective teaching tool to cultivate students' thinking skills and moral development
Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education
No full textSeveral studies have highlighted the essential nature of students' problem-solving skills. However, these studies have also revealed that students' problem-solving skills in Indonesia are currently lacking. Consequently, there is a need to empower and improve these skills. This research aims to investigate the impact of implementing the Remap-STAD learning model, with the assistance of the GitMind application, in order to enhance students' problem-solving abilities in the field of biology. The research design employed in this study is a pretest-posttest non-equivalent control group design. The research sample comprises 70 students from class X MIPA at SMAN 9 Malang, East Java. The experimental group was taught using the Remap-STAD learning model, supplemented with the GitMind application, while the control group was taught using the STAD learning model alone. Problem-solving skills were assessed through a description test comprising eight questions. Greenstein's (2012) scoring rubric, which encompasses eight indicators including problem identification, application of problem-solving steps, identification and evaluation of solutions, defense of solutions, real-world applications, inductive reasoning, and deductive reasoning, was employed for scoring. ANCOVA was utilized to analyze the data on problem-solving skills, with a significance level set at 5%. The Kolmogorov-Smirnov test was conducted to assess the normality of the data, while Levene's Test of Equality of Variances was used to evaluate homogeneity. The data analysis findings indicate significant treatment effects for the learning model (p < 0.05), thereby accepting the research hypothesis. The results demonstrate that the Remap-STAD learning model, combined with the GitMind application, can notably enhance students' problem-solving skills in the context of biology education. Consequently, the implementation of Remap-STAD, with assistance from the GitMind application, necessitates the development of instructional tools tailored to the chosen learning model and the specific skills being measured. This approach will promote and enhance learning activities, particularly in improving students' problem-solving capabilities
Enhancing Students' Metacognitive Knowledge through Problem-Based Learning Integrated with Cognitive Conflict Approach: A Study in Newtonian Physics Education
No full textThis study investigates the effectiveness of a Problem-Based Learning (PBL) model integrated with cognitive conflict strategies in improving students’ metacognitive knowledge in physics education. Conducted in an Indonesian senior high school, the study involved three classes implementing different instructional models: PBL with cognitive conflict, PBL alone, and expository teaching. Using a pretest-posttest design, students’ declarative, procedural, and conditional metacognitive knowledge was assessed. Descriptive and inferential analyses revealed that all instructional models produced significant learning gains, with the PBL + cognitive conflict model showing the most notable improvements, especially in conditional knowledge (n-gain = 0.72; Cohen’s d = 1.20). Although ANOVA results were statistically non-significant, effect size analysis confirmed substantial educational impact. The findings highlight the dual role of cognitive conflict and metacognitive scaffolding in fostering self-regulated learning and conceptual understanding. This study supports the integration of metacognitive strategies into inquiry-based instructional models and underscores the cultural compatibility of PBL in Indonesian educational settings
Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs
No full textMechanical systems and control are part of the Technology subject strand, which involves gaining knowledge and skills in using various machinery and mechanisms such as gears, belts, chains, elevators, and escalators. Technology teachers need to be familiar with innovative teaching methods for instructing learners with special needs. This study aimed to explore creative teaching strategies for teaching Mechanical Systems and Control to grade 9 learners with special needs in the Capricorn district of Limpopo. A qualitative exploratory case study design and homogenous purposive sampling were employed to select two Technology teachers from two special schools in the Capricorn district. The findings of this study revealed that technology teachers encountered significant challenges in identifying and implementing appropriate creative teaching strategies to deliver the content of Mechanical Systems and Control effectively to learners with special learning needs. The study also indicated that although Technology teachers utilized PowerPoint presentations, narrative discourses, textbooks, and artifacts during instruction, these strategies were not always effective for learners with special learning needs. Consequently, the study recommends that teachers receive comprehensive training on teaching learners with special learning needs, focusing on different pedagogies and methods such as the guided exploration method, technology integration, visualization, and the use of technological artifacts to enhance instruction in Mechanical Systems and Control. These learner-centered methods enable teachers to cater to learners' individual learning needs
Characteristics of Project-Based Learning Models on the Project to Strengthening the Pancasila Student Profiles at Muhammadiyah School
No full textThe Project for Strengthening the Pancasila Student Profile utilized a Project-based Learning (PjBL) approach, distinguishing it from intracurricular PjBL programs. The implementation of this project in schools remains complex due to its novelty and the ongoing search for an effective model for planning, implementation, and evaluation. The objectives of this study were as follows: (1) to describe the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile at a Muhammadiyah junior high school in Batu City, (2) to describe the development of the Pancasila Student Profile after the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile, and (3) to outline the challenges faced by the school and their corresponding solutions in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile. This research adopted a descriptive and qualitative approach. Data collection techniques encompassed in-depth interviews, observations, and documentation studies. The findings revealed that: (1) the implementation of the PjBL model in the Project for Strengthening the Pancasila Student Profile commenced with material mastery, followed by project execution, and concluded with a celebration, (2) the students demonstrated good character development in alignment with the Pancasila Student Profile, which consists of six competencies formulated as key dimensions, and (3) the encountered challenges in implementing the PjBL model in the Project for Strengthening the Pancasila Student Profile included difficulties in determining the appropriate time for implementing the P5 Project due to the teachers' busy schedules. In conclusion, the activities of the Project for Strengthening the Pancasila Student Profile, utilizing the PjBL approach, have been successfully carried out and have led to the formation of the Pancasila student profile, although there have been implementation obstacles. The best practices observed at Muhammadiyah Middle School in Batu City can serve as an inspiration for other Muhammadiyah schools and private institutions. Widespread implementation of such practices poses a challenge for future researchers
Unveiling the Impact of Drawing on Digestive System Learning
No full textScience education plays a vital role in primary schools, and it is important to improve its quality through innovative teaching and learning methods. This study examines the use of drawing as a strategy to enhance learning about the Digestive System in Year 4 students. The research follows an action research approach, involving one cycle of identifying the problem, implementing the action plan, collecting and analyzing data, and evaluating the outcomes. The participants in this study were 19 students from Mawar Primary School in Brunei Darussalam. Both quantitative (pre- and post-tests) and qualitative (interviews and observations) data were collected and analyzed to assess the effectiveness of the drawing intervention. The findings indicate a positive impact of using drawing as a teaching and learning strategy. However, it should be noted that these results cannot be generalized to all schools
Investigating Factors Contributing to Poor Performance in Teaching and Learning of N3 Assembly Drawing: A Case of uMgungundlovu TVET College
No full textPoor performance in Assembly Drawing (AD) has been a significant issue in Engineering Graphics and Design (EGD) in high schools and TVET colleges. This poor performance in AD, which is a crucial component of the EGD exam, leads to students not performing well in Grade 12 and consequently limits their entry into engineering programs in TVET colleges. Consequently, this study aims to investigate the contributing factors to poor performance in the teaching and learning of AD among N3 students. To achieve the objectives of this study, a mixed research approach was employed, and data was collected through semi-structured interviews and the Purdue Spatial Visualization Test (PSVT). A purposive sampling method was used to select four Engineering Drawing (ED) lecturers and 45 N3 Engineering Drawing students to participate in this study. Furthermore, Piaget's perception and imagery theory and Pedagogical Content Knowledge (PCK) were utilized as frameworks underpinning this study. The interview results were analyzed using thematic analysis, while the data from the PSVT was analyzed using the Statistical Package for Social Sciences (SPSS). The findings of this study indicate that N3 students have very low spatial visualization skills, and the negative attitude displayed by both students and lecturers towards the teaching and learning of AD contributes to poor performance in N3 ED. The findings further revealed that the lack of drawing-related teaching qualifications among lecturers also contributes to poor performance in AD. Furthermore, the quantitative findings show that the students achieved a mean score of 16.82, with a standard deviation of 8.389, indicating poor performance on the PSVT test. One limitation of this study is the small number of lecturers interviewed (four), which makes it difficult to generalize the results. Therefore, future studies should include a larger sample size of lecturers. This study recommends that lecturers be hired based on their relevant teaching qualifications and further suggests the use of technology to enhance students' spatial visualization skills and improve their performance in AD
Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation
No full textThere is overwhelming evidence supporting the decline of science education in Liberia. In an effort to contribute to the solution, we conducted a study to examine the impact of inquiry-based experimentation and conventional demonstration on the conceptual understanding of solutions and solubility among grade eleven students. We also investigated the relationship between students' achievement scores in solutions and solubility and their science inquiry process skills. A cluster random sample of eight schools was initially selected from 12 out of 31 high schools that had the necessary space and materials for experimentation. Using a Non-equivalent control group research design, the experimental group received instruction using inquiry-based experimentation, while the control group received instruction using traditional demonstration methods, for a period of six weeks. The results were analyzed using the Mann-Whitney U, and Wilcoxon Signed Rank tests. The findings indicated that inquiry-based experimentation reduced students' anxiety and increased their confidence in chemistry experiments. Although the inquiry-in-action model enhanced learners' conceptual understanding of solutions and solubility, it did not significantly improve their mastery of the mathematical components of the test. However, it did significantly enhance students' science inquiry process skills. It should be noted that while the inquiry-in-action model positively influenced learners' attitudes toward their preferences, behavior, and anxieties in chemistry experiments, it also led to a general demotivation to learn chemistry through experimentation. Additionally, there was a positive correlation between students' attitudes toward teaching and learning chemistry through experiments and their science inquiry process skills. However, this correlation was stronger between students' attitudes towards the demonstration of experiments and their science inquiry process skills compared to the attitudes towards the inquiry-in-action model and science inquiry process skills. This suggests that the traditional demonstration method is not entirely ineffective, and a combination of both demonstration and inquiry-based experimentation approaches may be a viable way to maximize the benefits of science experiments
Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City
No full textLesson Study for Learning Community (LSLC) is a collaborative approach designed to enhance the quality of teaching and learning by addressing the professional development needs of both teachers and students. This study analyzes the cognitive understanding and practical abilities of teachers at SMP Muhammadiyah 8 Batu City (SMPM 8) in implementing LSLC. The objectives include evaluating teachers’ knowledge and competencies related to LSLC, assessing progress in planning, conducting, and reflecting on LSLC-based activities through pre-test and post-test assessments, and providing foundational insights into the effectiveness of LSLC implementation for future improvement. This descriptive study, conducted from August 2023 to April 2024, involved 10 teachers actively engaged in LSLC activities. Data were collected using questionnaires, observations, written tests, and document analysis and analyzed descriptively. The results indicate significant improvements in teachers' cognitive understanding and practical implementation of LSLC, with average scores increasing from 58 (pre-test) to 88 (post-test). These findings underscore the effectiveness of LSLC workshops in enhancing teacher competencies, particularly in collaborative planning, student engagement, and reflective practices. The study offers initial insights into teachers’ knowledge of LSLC, which can inform the development of targeted professional development programs. It also highlights effective strategies for scaling LSLC practices to other schools and contributes to the broader understanding of LSLC's impact on teacher development and learning quality, providing evidence to inform educational policy at local and district levels