Pub Date : 2024-07-17DOI: 10.36312/esaintika.v8i2.1957
Erum Farooq, Erum Zaidi, Muhammad Meeran Ali Shah
The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.
{"title":"The Future Classroom: Analyzing the Integration and Impact of Digital Technologies in Science Education","authors":"Erum Farooq, Erum Zaidi, Muhammad Meeran Ali Shah","doi":"10.36312/esaintika.v8i2.1957","DOIUrl":"https://doi.org/10.36312/esaintika.v8i2.1957","url":null,"abstract":"The present study is a systematic and bibliometric literature review aimed at evaluating the incorporation of digital technologies in science education and their subsequent impacts. The review exclusively utilizes the Scopus database and covers literature from January 2019 to December 2023. The primary focus is on empirical studies that investigate the use of digital technologies in science education and their effects on educational outcomes such as student engagement, motivation, and academic performance. Notably, the key findings reveal a significant increase in the number of publications during this period, indicating a growing interest in the role of digital technologies in enhancing science education. The review corroborates the transformation of science education through digital technologies such as augmented reality (AR), virtual reality (VR), and blended learning environments, which have made learning more interactive, personalized, and accessible. However, challenges such as the digital divide, resistance from educators, and the need for continuous professional development persist. These challenges emphasize the importance of strategies to enhance digital literacy among educators and promote equitable access to technology. The review recommends the development of comprehensive training programs for educators, ensuring that all students have access to the necessary digital tools, and maintaining robust data protection measures. By addressing these issues, the integration of digital technologies in science education can be optimized, resulting in enhanced educational outcomes and better preparation of students for a technology-driven world.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"136 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-16DOI: 10.36312/esaintika.v8i2.1820
Siti Zaenab, Lise Chamisijatin, Muhammad Dheo Refaldo Wahyudi, Diaz Candra Pratama
The 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.
{"title":"Characteristics of Project-Based Learning Models on the Project to Strengthening the Pancasila Student Profiles at Muhammadiyah School","authors":"Siti Zaenab, Lise Chamisijatin, Muhammad Dheo Refaldo Wahyudi, Diaz Candra Pratama","doi":"10.36312/esaintika.v8i2.1820","DOIUrl":"https://doi.org/10.36312/esaintika.v8i2.1820","url":null,"abstract":"The 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-15DOI: 10.36312/esaintika.v8i2.1902
Gilang Hardiansyah Priamono, Arif Rahman Hakim, R. W. Daryono
Islamic Religious Education (PAI) has a significant impact on the development of students' character, morality, and overall learning outcomes. This study aims to investigate the effects of artificial intelligence (AI) and mobile learning on student learning outcomes, with a specific focus on the role of students' self-competence as a mediating factor. Employing a quantitative survey approach, the research included 208 students from the PAI Study Program at IAIN Ponorogo, using probability sampling techniques. Data was collected through Likert-scale questionnaires, and the research data was analyzed using PLS-SEM analysis. The results indicate a positive influence of AI and mobile learning on student learning outcomes, with self-competence playing a crucial role as a mediating factor. These findings highlight the importance of educators promoting self-regulation, self-efficacy, and motivation skills within online learning environments. The study emphasizes the potential of integrating AI and mobile learning to enhance the quality of education and recommends that educators continuously update their knowledge of technological advancements through training and collaboration. Strengthening these competencies can lead to a more interactive, personalized, and adaptive learning environment for students.
伊斯兰宗教教育（PAI）对学生的性格、道德和整体学习成果的发展具有重要影响。本研究旨在调查人工智能（AI）和移动学习对学生学习成果的影响，特别关注学生的自我能力作为中介因素的作用。本研究采用定量调查方法，使用概率抽样技术，将波诺罗戈国际学院 PAI 学习项目的 208 名学生纳入调查对象。通过李克特量表问卷收集数据，并使用 PLS-SEM 分析法对研究数据进行分析。结果表明，人工智能和移动学习对学生的学习成果产生了积极影响，而自我能力作为中介因素发挥了关键作用。这些发现凸显了教育者在在线学习环境中促进自我调节、自我效能和动机技能的重要性。这项研究强调了整合人工智能和移动学习以提高教育质量的潜力，并建议教育工作者通过培训和合作不断更新他们对技术进步的认识。加强这些能力可以为学生营造一个更具互动性、个性化和适应性的学习环境。
{"title":"The Influence of Artificial Intelligence (AI) and Mobile Learning on Learning Outcomes in Higher Education: Did the Mediation of Self-Competence Matter?","authors":"Gilang Hardiansyah Priamono, Arif Rahman Hakim, R. W. Daryono","doi":"10.36312/esaintika.v8i2.1902","DOIUrl":"https://doi.org/10.36312/esaintika.v8i2.1902","url":null,"abstract":"Islamic Religious Education (PAI) has a significant impact on the development of students' character, morality, and overall learning outcomes. This study aims to investigate the effects of artificial intelligence (AI) and mobile learning on student learning outcomes, with a specific focus on the role of students' self-competence as a mediating factor. Employing a quantitative survey approach, the research included 208 students from the PAI Study Program at IAIN Ponorogo, using probability sampling techniques. Data was collected through Likert-scale questionnaires, and the research data was analyzed using PLS-SEM analysis. The results indicate a positive influence of AI and mobile learning on student learning outcomes, with self-competence playing a crucial role as a mediating factor. These findings highlight the importance of educators promoting self-regulation, self-efficacy, and motivation skills within online learning environments. The study emphasizes the potential of integrating AI and mobile learning to enhance the quality of education and recommends that educators continuously update their knowledge of technological advancements through training and collaboration. Strengthening these competencies can lead to a more interactive, personalized, and adaptive learning environment for students.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.36312/esaintika.v8i1.1685
C. Nicol, Nuwoe Kellen, Sharba Zayzay
There 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.
{"title":"Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation","authors":"C. Nicol, Nuwoe Kellen, Sharba Zayzay","doi":"10.36312/esaintika.v8i1.1685","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1685","url":null,"abstract":"There 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"356 2‐3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.36312/esaintika.v8i1.1622
Hadira Hadira, Murni Sapta Sari, S. Sulisetijono
The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.
{"title":"Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy","authors":"Hadira Hadira, Murni Sapta Sari, S. Sulisetijono","doi":"10.36312/esaintika.v8i1.1622","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1622","url":null,"abstract":"The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"349 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.36312/esaintika.v8i1.1793
A. Rahardjanto, H. Husamah
Flora 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.
{"title":"Bioindicators for Forest Area Condition: A Systematic Literature Review","authors":"A. Rahardjanto, H. Husamah","doi":"10.36312/esaintika.v8i1.1793","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1793","url":null,"abstract":"Flora 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.36312/esaintika.v8i1.1657
Abdulkareem Idris Aiyetoro, Aliamat Omar Ali, Nur-Ashikin Petra
Implementing 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.
{"title":"A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment","authors":"Abdulkareem Idris Aiyetoro, Aliamat Omar Ali, Nur-Ashikin Petra","doi":"10.36312/esaintika.v8i1.1657","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1657","url":null,"abstract":"Implementing 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"46 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-07DOI: 10.36312/esaintika.v8i1.1662
Rena Silvia Agustina, S. Zubaidah, Hendra Susanto
Several 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.
{"title":"Using Remap-STAD Learning Assisted by The GitMind Application to Improve Students' Problem-Solving Skills in Biology Education","authors":"Rena Silvia Agustina, S. Zubaidah, Hendra Susanto","doi":"10.36312/esaintika.v8i1.1662","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1662","url":null,"abstract":"Several 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.36312/esaintika.v8i1.1424
Elizabeth Katane Kekana, Thokozani Isaac Mtshali, Manto Sylvia Ramaligela
Mechanical 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.
{"title":"Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs","authors":"Elizabeth Katane Kekana, Thokozani Isaac Mtshali, Manto Sylvia Ramaligela","doi":"10.36312/esaintika.v8i1.1424","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1424","url":null,"abstract":"Mechanical 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.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.36312/esaintika.v8i1.1199
Masilu Bunny Molele, S. Khoza, Nhlelehle Meskien Skosana
Work Integrated Learning (WIL) is a crucial activity for students enrolled in Technical and Vocational Education and Training (TVET) programs in South Africa and globally. Effective management of this activity is essential to ensure that students are well-prepared for their placement in the workplace. Unfortunately, the current situation in South African TVET colleges often falls short, with students frequently finding themselves in workplaces where they lack the necessary readiness. To address this issue, a mixed-method approach was employed to select 50 Level 4 students from the National Certificate Vocational program and four Work Integrated Learning (WIL) coordinators. The objective was to identify the challenges faced by students during their WIL experience. Data was collected through questionnaires administered to the students and face-to-face interviews conducted with the WIL coordinators. The findings of the study revealed that 68% of the students were not adequately informed about workplace dynamics, which posed a significant challenge. Additionally, 82% of the respondents stated that they were never briefed on the employer's expectations upon their arrival at the workplace. While students found the activities in the workplace interesting, they observed a noticeable gap between what they learned in college and the realities of the industry. These challenges clearly indicate a lack of proper WIL management in the TVET colleges. To address these issues, it is recommended that the college curriculum planner collaborates closely with industries to align the curriculum with industry expectations and requirements. This synergy will enhance students' WIL experience and better prepare them for the workplace.
{"title":"Identifying the Gaps in the Management of Work Integrated Learning Among TVET College National Certificate (Vocational) Students","authors":"Masilu Bunny Molele, S. Khoza, Nhlelehle Meskien Skosana","doi":"10.36312/esaintika.v8i1.1199","DOIUrl":"https://doi.org/10.36312/esaintika.v8i1.1199","url":null,"abstract":"Work Integrated Learning (WIL) is a crucial activity for students enrolled in Technical and Vocational Education and Training (TVET) programs in South Africa and globally. Effective management of this activity is essential to ensure that students are well-prepared for their placement in the workplace. Unfortunately, the current situation in South African TVET colleges often falls short, with students frequently finding themselves in workplaces where they lack the necessary readiness. To address this issue, a mixed-method approach was employed to select 50 Level 4 students from the National Certificate Vocational program and four Work Integrated Learning (WIL) coordinators. The objective was to identify the challenges faced by students during their WIL experience. Data was collected through questionnaires administered to the students and face-to-face interviews conducted with the WIL coordinators. The findings of the study revealed that 68% of the students were not adequately informed about workplace dynamics, which posed a significant challenge. Additionally, 82% of the respondents stated that they were never briefed on the employer's expectations upon their arrival at the workplace. While students found the activities in the workplace interesting, they observed a noticeable gap between what they learned in college and the realities of the industry. These challenges clearly indicate a lack of proper WIL management in the TVET colleges. To address these issues, it is recommended that the college curriculum planner collaborates closely with industries to align the curriculum with industry expectations and requirements. This synergy will enhance students' WIL experience and better prepare them for the workplace.","PeriodicalId":165148,"journal":{"name":"Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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