Students’ digital literacy on chemistry–steam project-based learning: a gender perspective

This study aims to analyze students' digital literacy in STEAM project-based chemistry learning based on a gender perspective. This study uses a quantitative descriptive method with data collection techniques through a questionnaire instrument on 30 students of class XI science who were selected by purposive sampling. The research instrument consisted of 6 indicators, which were developed into 18 questionnaire items, which were arranged using a Likert scale. Research data were analyzed quantitatively descriptively by calculating scores and percentages. The results of the analysis of students' digital literacy data as a whole showed an average of 81.75% in the excellent category. The study based on gender showed an average gain of 81% for female students and 82.6% for male students, both of which did not have a significant difference, and both were in the excellent category. These results indicate that the STEAM project approach can be an alternative learning that can maximize students' digital literacy

Developing infographic media of physics based on ethnoscience

This research develops an ethnoscience physics infographic using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model as an innovative solution to support the learning process. This systematic and structured development model aims to produce a valid and practical infographic capable of presenting physics material information accurately in a simple and easily digestible format. The validation process was conducted through expert assessment using validation sheets, while practicality was evaluated through student response questionnaires. Research results showed that the ethnoscience physics infographic achieved a highly valid category, indicating its suitability as a supporting medium for introductory physics lectures. Student responses were highly positive, with high ratings on attractiveness, ease of understanding, and practical usage. The research significantly contributes to developing innovative and effective learning strategies in higher education

Application of differentiated learning using a problem-based learning model to improve students' mathematics learning outcomes

This study aims to improve students' mathematics learning outcomes by combining problem-based learning strategies with differentiated teaching. The action research was conducted using the Kemmis and McTaggart model in two cycles, each consisting of planning, implementation, observation, and reflection stages. The study involved 47 students from SMAN 2 Tanjungpinang, with data collected through assessment. The results showed a significant improvement in students' mathematics skills: the pre-cycle classical learning completeness rate of 29.78% increased to 57.44% in cycle one and further to 82.97% in cycle 2. Thus, the application of differentiated teaching within a problem-based learning framework improves students' mathematics learning outcomes

Implementation of differentiated learning using a project-based learning model to improve students' mathematical problem-solving ability

This study aimed to determine the difference between students who learn with differentiated Learning by applying the project-based learning model and students who learn by applying the class X expository model on the material of the three-variable equation system. This research uses a quantitative approach with a quasi-experimental type. The data collection techniques used are questionnaires, tests, and observations. The main instrument consisted of questionnaires and test sheets, and supporting instruments consisted of teaching modules and student worksheets. The data analyzed were qualitative data describing learning activities and quantitative data describing pretest and posttest problem-solving ability data in experimental and control classes. The research hypothesis uses the Man Whitney U test; it is found that the mathematical problem-solving ability of students who learn with differentiated Learning using a project-based learning model is higher than that of students who learn with expository with a significance level of 0.05, and the acquisition of a significance value of 0.00

The effectiveness of problem-based learning models using a steam approach to improve students' mathematical modeling ability on static electricity materials

This study aims to determine the effectiveness of the PBL model with the STEAM approach to improving students' mathematical modeling ability (MMA) on static electricity material at SMP Negeri 2 Pontianak. This form of research is a pre-experimental design type one-group pretest-posttest design. The research sample was class IXB students at SMP Negeri 2 Pontianak (32 people), with a cluster random sampling technique. The instruments used are tests and questionnaires. Based on the results of the Wilcoxon Test, Asymp values. Sig (2-tailed) of 0.000 (z< 0.05) shows that there are differences in the mathematical modeling ability of students in the pretest and posttest, with the level of effectiveness being in the very high category (d = 5.49). Based on response questionnaire data, 97% of students responded well to treatment, and 3% were in a suitable category. The study's conclusion is applying the PBL model with a practical STEAM approach to improving the mathematical modeling ability of students on static electricity material at SMP Negeri 2 Pontianak

Reduction of student misconceptions about elements, compounds, and mixtures through the guided inquiry learning model

This research aims to determine the effectiveness of the guided inquiry learning model in reducing student misconceptions about the material of elements, compounds, and mixtures. The research used a descriptive quantitative method using a pre-experimental research design and a one-group pretest-posttest design. The research sample is class VIII-D SMP Negeri 2 Saronggi, with purposive sampling as the sampling technique. The student's misconception was identified using a three-tier diagnostic test. Data collection techniques using tests, questionnaires, observation, and documentation. Based on the result of the research, it can be concluded that (1) The effectiveness of the guided inquiry learning model reduces student misconceptions about the material of elements, compounds, and mixtures by testing the hypothesis obtained Asymp. Sig < 0,05 (0,00 < 0,05), (2) the guided inquiry learning model can reduce student misconception from an average of 51,92 to 18,46, (3) the implementation of learning of the guided inquiry learning model obtained a percentage of 93% with a perfect category, (4) student responses to guided inquiry learning model is very good with a percentage 80%

Increasing scientific literacy in the inheritance and biotechnology chapter by implementing problem-based learning

This research aims to increase students' scientific literacy at SMPN 2 Buduran by implementing problem-based learning. The method used is two cycles of CAR. As a result, in the context aspect of cycle I, 60% of students got a score of B, which increased in cycle II to 62.9% of students got a score of A. In the content aspect of cycle I, 66% got a score of B, then experienced an increase in cycle II, as many as 57.2% of students got a score of A. In the competency aspect of cycle I, as many as 51.6% of students got a score of C; this increased in cycle II, as many as 60% got a score of B. The increase in scientific literacy can be seen in the increase in student learning outcomes. In cycle I, the average class score on the pre-test was 66.2 with a completion percentage of 11.4%, then increased on the post-test with an average class score of 79.4 and a completion percentage of 68.5%. In cycle II, the average class score on the pre-test increased rapidly to 78, with a completion percentage of 62.8%. Then, in the post-test, it reached an average score of 91.4 and a completion percentage of 100%. Problem-based learning has been proven to increase student's scientific literacy

Mathematical problem-solving ability with blended learning model of flipped classroom type assisted by learning video

This research aims to analyze the differences in students' mathematical problem-solving abilities using the Flipped Classroom Type Blended Learning model assisted by learning videos compared to scientific Learning. The study employed a quasi-experimental method with a Randomized Control group-only design. The research population comprised all 286 eighth-grade students at SMP Negeri 5 Padang. Samples were selected using a random sampling technique, with class VIII.5 as the experimental class and class VIII.4 as the control class. The research instrument was a mathematical problem-solving ability test. Data analysis used a t-test. The results showed that students' mathematical problem-solving abilities taught using the Flipped Classroom Type Blended Learning model assisted by learning videos were higher than those using scientific Learning. This is evidenced by the experimental class average score of 72.54 is higher than the control class at 67.85 and t count (2.95) > t table (1.67)

The influence of guided inquiry models on students' science processing skills through reflex movement practicum

The importance of Science process skills (SPS) in education is that as SPS develops, essential competencies will also improve, including students' scientific attitudes and problem-solving skills. SPS are still rarely assessed because teachers generally measure only cognitive learning outcomes. This research aims to determine the effect of the guided inquiry model on students' science process skills through a reflex movement practicum at SMAN 1 Lohbener. This quantitative research uses a quasi-experimental method with a posttest-only control design. The population of this study consists of XI MIPA, with the sample being class XI MIPA 1 as the experimental group with 16 students and XI MIPA 2 as the control group with 20 students. The instrument used was an essay test sheet on SPS based on five indicators: observing, classifying, predicting, concluding, and communicating (Hastuti & Wiyanto, 2019). The research results showed that the average score for the experimental class was 13,56, while the control class scored 10,95, with a significant level (α) = 0,05, S2gab = 6,48, tcount = 3,06 and t-table = 2,03. Because tcount > table, thus, hypothesis (Ho) is rejected. That means the guided inquiry model affects students' science process skills in the reflex movement practicum at SMAN 1 Lohbener

Wasathiyah Approach in Education: An Effective Strategy to Counter Radicalism and Extremism

This article discusses the important role of education in facing the challenges of the spread of radicalism and intolerance in the educational environment. This research highlights the need to strengthen moderate religious values, such as Wasathiyah Islam, through a systematic and integrated learning approach. Using the critical discourse analysis method, this research identifies strategies to prevent the influence of extremism and intolerance while building a culture of inclusiveness and tolerance. The results show that the values of moderation, tolerance and brotherhood contained in the teachings of Wasathiyah Islam have strong relevance to be applied in education. This strategy includes the integration of these values into the curriculum, cross-subject learning, and extracurricular activities. In addition, this research emphasizes the importance of involving all stakeholders, including teachers, students and parents, to create a conducive and harmonious learning environment. Consistent application of these values is expected to build students' critical awareness of the dangers of radicalism while strengthening their sense of community and social solidarity. Thus, education not only acts as a means of transferring knowledge, but also as an important instrument in maintaining diversity and building an inclusive future