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All Journal Berkala Ilmiah Pendidikan Fisika Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Khairunnisah Khairunnisah
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Effectiveness of PjBL Assisted by e-LKPD DTRE on Critical Thinking and Learning Motivation Khairunnisah Khairunnisah; Lina Aviyanti; Iin Suminar
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1891

Abstract

This study examines the effectiveness of Project-Based Learning (PjBL) assisted by e-LKPD Design Thinking on Renewable Energy (DTRE) in improving students’ critical thinking skills and learning motivation. A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of 35 students in the experimental class (PjBL assisted by e-LKPD DTRE) and 34 students in the control class (PjBL with conventional worksheets) at a senior high school in Bandung. Data were collected using a validated critical thinking test and a learning motivation questionnaire and analyzed using normalized gain (N-gain) and non-parametric statistical tests. The results showed that both groups improved; however, the experimental class achieved a higher N-gain (0.42, moderate) than the control class (0.28, low). A significant difference was found between groups (p < .001) with a moderate effect size (r = 0.443). The highest improvement occurred in the elementary clarification indicator (N-gain = 0.54), indicating that structured project activities supported students in identifying and explaining problems more systematically. Learning motivation was categorized as moderate (66.09%), with the highest score in the relevance dimension (72.22%), suggesting that the learning approach helped connect concepts with real-life contexts. In conclusion, integrating e-LKPD DTRE within PjBL effectively enhances students’ critical thinking skills and supports meaningful and contextual learning, with potential for further refinement to strengthen students’ motivation.
Analyzing Students’ Collaborative Skills Through Self-Assessment in Renewable Energy Project Khairunnisah Khairunnisah; Lina Aviyanti; Asep Suryanto; Bolushova Fatima
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.25865

Abstract

This study investigated high school students’ collaborative skills through self-assessment in a renewable energy project-based learning (PBL) endeavor. A descriptive quantitative approach was applied, involving 75 students engaged in a project on renewable energy. Data were collected using the Collaboration Self-Assessment Tool (CSAT), which consists of 11 Likert-scale items covering interpersonal and intrapersonal domains, along with three open-ended reflection questions. The data were analyzed using the Rasch model with Winstep version 5.10.1.0 to examine the instrument’s quality and students’ responses. The findings show that the CSAT meets key measurement criteria, including acceptable unidimensionality (39.3% variance explained) and good reliability (person reliability = 0.76, item reliability = 0.90, Cronbach’s alpha = 0.81). Most items functioned well, although the Wright Map indicates that the instrument was relatively easy for the students. In terms of performance, students scored higher in intrapersonal skills (82.9%) than in interpersonal skills (77.5%). Most students were categorized at the established level of collaboration, while smaller proportions were at developing and emerging levels. Responses to open-ended questions further suggest that students were able to reflect on their roles and identify ways to improve their collaboration. Overall, CSAT can be used as a practical tool to assess collaborative skills in PBL settings. The results also point to the need for strengthening interpersonal aspects of collaboration and developing more challenging items for future use.
Co-Authors Asep Suryanto Bolushova Fatima Iin Suminar Lina Aviyanti