Al-Fikru : Jurnal Pendidikan Dan Sains

The effect of STEM (Science, Technology, Engineering, and Mathematics) approach on critical thinking abilities of SMPN 1 Maron students

Nur Mauliska — 2024-12-31

This study aims to analyze the impact of the STEM (Science, Technology, Engineering, and Mathematics) approach on the critical thinking skills of students at SMPN 1 Maron. STEM integrates interdisciplinary concepts into learning to enhance 21st-century skills, such as critical thinking. The study employed a quasi-experimental pre-test post-test control group design involving 53 students divided into an experimental group (27 students) and a control group (26 students). The research instruments included critical thinking essay tests and student response questionnaires. Data analysis was conducted using T-tests, ANOVA, and correlation analysis. The results revealed a significant improvement in the experimental group, with the average critical thinking scores increasing from 70.25 (pre-test) to 88.75 (post-test), while the control group showed an increase from 68.50 to 75.30. This difference indicates the effectiveness of the STEM approach in enhancing students' critical thinking skills. In conclusion, the STEM approach has proven to contribute positively to the development of critical thinking skills among junior high school students. These findings can serve as a reference for developing STEM-based curricula to improve the quality of education in Indonesia.

Analysis of the effectiveness of competency based learning (cbl) model in improving numeration skills of students of SMA Negeri 1 Gending

Nur Mauliska — 2024-12-31

Mathematics education in Indonesia faces challenges in improving students' numeracy skills, particularly at the Senior High School (SMA) level. This study aims to analyze the effectiveness of the Competency-Based Learning (CBL) model in enhancing students' numeracy skills. The method used is an experimental approach with a quasi-experimental nonequivalent control group design. The sample consists of 60 grade XI students from SMA Negeri 1 Gending, divided into experimental and control groups. The research instruments include numeracy skill tests, observation sheets, and lesson plans (RPP). The normality test results indicate that the data are normally distributed, while the homogeneity test ensures uniformity between groups. The independent t-test reveals a significant difference between the experimental and control groups, with a t-value of 11.154 and p < 0.05. The experimental group applying the CBL model achieved a higher average score, with a mean difference of 13.100 and a 95% confidence interval (10.749–15.451). This study shows that the CBL model is more effective than conventional methods in enhancing students' numeracy skills. These findings are expected to serve as a reference for innovative mathematics teaching strategies to improve students' numeracy competencies.

The role of culturally-responsive gamification to improve multiethnic students’ self-engagement in Islamic education

Achmad Fawaid — 2024-12-31

The cultural-friendly learning environment is considered as an important factor influencing on the students’ self-engagement and become a central challenge that teachers in Islamic educational settings commonly deal with. This study aims to analyze the implementation of an gamified activity for creating a multicultural-situated learning and improving multiethnic students’ self-engagement in Islamic education. A total of 80 sixth graders with various backgrounds from two classes participated in this research. The one class was purposively assigned to the experimental group (N = 40) using the Peacegen gamified platform in learning tolerance, and the other class was the control group (N = 40) using traditional instruction. This study found that, compared to the traditional instruction, the culturally-responsive gamification more effectively helped multiethnic students’ self-engagement in learning tolerance in Bahasa Indonesia subject. Particularly, they had positive feedbacks on the learning process after the culturally-responsive gamification. This result suggests that a culturally-responsive gamification can provide a simulated learning environment that assists teachers to improve the multiethnic students’ self-engagement in Islamic education and subsequently facilitate their deep-learning of tolerance.

Students’ need toward learning materials of english for tourism: A need analysis for a better english materials

Alvina Yolanda — 2024-12-31

This study aims to shed light on students' needs in learning the material of English for Tourism. By employing a survey research instrument administered to 70 third-semester students at the Tourism Business Management Program of Politeknik Negeri Sambas, followed by a semi-structured interview, the findings were elaborated descriptively. Based on the outcome of the study, it was found that grammar and vocabulary are two important aspects of language learning that students consider essential to be included in teaching materials. This is because they experienced difficulties in understanding grammar and had trouble recognizing vocabulary. Moreover, the students expected that the learning materials could provide them with a place to practice pronunciation. In addition, the majority of students preferred learning the language through audio-visual materials and games. Furthermore, the materials were also expected to integrate local wisdom in Sambas, related to destinations, historical places, traditional food, and festivals. Thus, it is suggested that the English materials should cater to students' needs in the aspects that have been discussed.

Paired t-test analysis to determine the effect of smart paperboard learning media on student learning outcomes

Dian Kusuma Wardani — 2024-12-31

This research aims to analyze the application of Smart Paperboard learning media at PGRI Megaluh High School in increasing students' understanding of Islamic Religious Education subjects. The research method used is a quantitative approach with an experimental design, where the experimental group uses Smart Paperboard and the control group uses conventional methods. Data was collected through comprehension tests before and after learning, as well as questionnaires to measure student responses to the use of this media. The data collection techniques used in this research are tests, observation and documentation. Analysis of the data used in this research uses normality tests and hypothesis testing. The research results show that the average value of the media validation results used is 93.75% with appropriate qualifications. With a total of 20 multiple choice questions in the pre-test and post-test given to students, the calculation results obtained were an average pre-test score of 58.8 and a post-test of 85.2, an increase in the average student score. With the results of the analysis using the data normality test, the results obtained were 0.910 > 0.005, it can be concluded that the data is normally distributed. t test (paired) shows that the significant value is 0.00 < 0.05. So, it can be said that there is an influence of smart paperboard learning media on student learning outcomes in PAI subjects at SMA PGRI Megaluh Jombang.

Development of teaching modules in improving mathematical critical thinking skills based on problem-based learning

Kenys Fadhilah Zamzam — 2025-01-18

The ability of grade VII students in mathematical critical thinking still needs to be improved so that a more effective learning approach is needed. The purpose of this study is to develop a teaching module to improve mathematical critical thinking skills based on Problem Based Learning (PBL). Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model is used as a research method in this study. The teaching module instrument was then validated by two experts. The results of the two validators showed that the developed teaching module was valid. Then the developed teaching module was tested on a small group of students to determine the readability and practicality of the teaching module. The results of the trial showed that the developed teaching module was practical. In other words, it shows that the developed Problem Based Learning (PBL)-based teaching module is able to improve students' mathematical critical thinking skills.

The role of principal leadership in improving teacher competence at Darut Taqwa Senior High School as a driving school

Teguh Prasetyo — 2024-12-31

This study aims to identify the role of principal leadership in managing SMA Darut Taqwa as a driving school to improve the quality of education through the development of teacher competencies, especially Islamic Religious Education (PAI) teachers. The principal acts as an agent of change who not only manages administration but also seeks to understand the professional needs of teachers and encourages a collaborative environment by providing access to relevant training. Through a qualitative research method with a case study approach, data were collected through in-depth interviews with the principal and PAI teachers, as well as direct observation at SMA Darut Taqwa. The research findings show that the role of the principal is very important in improving the pedagogical, personality, professional, and social competencies of teachers through various strategies such as training, workshops, supervision, provision of complete learning facilities, and awards and the formation of learning communities. These programs strengthen the quality of teacher teaching, both in classroom management, use of learning media, and evaluation of student learning outcomes.

Students' emotional intelligence and academic stress in 21st century learning

Iskandar Iskandar — 2024-12-19

Academic stress is a common trend in problems faced by students in the 21st-century learning era. This trend comes from the high demands and pressures in achieving academic achievement, thus providing vulnerability to excessive emotional burdens on students. Therefore, managing emotional intelligence is important in overcoming academic stress conditions. This study aims to analyze and synthesize 10 research articles that discuss students' emotional intelligence and academic stress. This study uses a quantitative meta-analysis approach. The study's results revealed that emotional intelligence has a positive relationship with controlling students' academic stress. These results indicate that the higher the mastery of emotional intelligence, the better the academic stress management. This study provides essential facts about managing students' emotional intelligence. Further research can be directed at quantitatively testing the sustainable impact of managing emotional intelligence on students more broadly with the diversity of student conditions.

Effectiveness of goal free problems for students with learning experience

Damianus Dao Samo — 2024-12-19

Goal Free is a problem presentation technique that does not include a specific question, in contrast to goal-given problems. Research on goal-free problems typically shows that this technique is more effective for novice students who have no prior experience with the topic. However, this study aims to explore the effectiveness of goal-free problems for students with prior learning experience, focusing on higher-order thinking skills (HOTS) and cognitive load. This quasi-experimental study used a factorial design of two problem presentation techniques that were compared: goal free vs goal given, in circle material. This study consisted of four phases, namely (1) Initial test; (2) Prior knowledge activation phase; (3) Learning phase (Acquisition phase), and (4) Final test (HOTS test). A total of 58 students (average age 19.6 years) were actively involved in this study. HOTS data were collected using a descriptive test (Cronbach's alpha = 0.669), while cognitive load was measured using a 9-point Likert scale. The results of the study concluded that students who studied circle material through goal free problems had better HOTS scores compared to students who studied goal given problems but this did not occur significantly. Likewise, the average cognitive load of students, it was found that students who studied using the goal free problems in the learning phase (acquisition phase) and the final test phase were lower when compared to the average cognitive load of students who studied through the goal given problems but this difference was not significant.

Accreditation as a guarantor of quality of educational services at Ma’had Aly Darussalam

Muh. Khotibul Umam — 2024-12-19

The main objective of this study is to analyze the role of accreditation as a guarantor of the quality of educational services at Ma'had Aly Darussalam and how the accreditation process can encourage continuous improvement in various aspects of institutions, curriculum, and teaching. The research method used is a qualitative approach with a case study design, combining in-depth interviews, observations, and documentation to explore the role of accreditation in improving the quality of education at Ma'had Aly Darussalam, with thematic data analysis to gain a comprehensive understanding. The results of this discussion indicate that the accreditation process at Ma'had Aly Darussalam has had a significant impact on improving the quality of education. Accreditation encourages the development of an adaptive curriculum, integrating religious knowledge and modern science based on competency, and preparing students to face the challenges of globalization. In addition, accreditation also improves the competence of lecturers through ongoing training, which has an impact on more effective and interactive teaching methods. Public trust in Ma'had Aly also increases, because accreditation provides legitimacy that confirms the quality of education. Overall, accreditation plays a major role in improving the quality of education and strengthening the position of Ma'had Aly in the eyes of the community and the world of education.

Reflections on the implementation of the merdeka curriculum at the primary level in Surabaya

Risma Firda Diana — 2024-12-19

The implementation of merdeka curriculum in Indonesia has been ongoing for approximately three years. During this period, teachers have encountered numerous challenges and obstacles. This study aims to describe the reflection of the implementation of the merdeka curriculum in primary schools in Surabaya, with a focus on three aspects: lesson planning, the implementation of the Proyek Penguatan Profil Pelajar Pancasila (P5), and teacher perceptions of the merdeka curriculum. This research utilizes descriptive methods with data collection techniques in the form of interviews and observations. The data sources are teachers from several elementary schools in Surabaya who have implemented the merdeka curriculum. The results of the study are as follows: first, teachers have a positive perception of the Merdeka curriculum; second, technical training related to lesson planning needs to be improved; third, the successful implementation of P5 is highly dependent on careful planning, project team collaboration, and adjustment to the conditions of students and the school environment; and fourth, the challenges of implementing the Merdeka curriculum include assessment and administrative burden, limited student motivation and the role of parents, making P5 modules, and variability in material understanding.