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Universitas Islam Madura
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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The Effectiveness of the Virtual PhET-assisted Discovery Learning Model to Improve Students’ Science Process Skills on Collision Material Mubayyinah Muliyadi; El Indahnia Kamariyah; Suprianto
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1761

Abstract

This study aims to determine the effectiveness of the Virtual PhET-assisted Discovery Learning model in improving students' science process skills on collision material. This study uses a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of 40 students of grade XI MAN 1 Pamekasan who were divided into an experimental class and a control class, each consisting of 20 students. The sampling technique used cluster random sampling. The research instrument was a multiple-choice science process skills test consisting of a pretest and a posttest. Data analysis used the Shapiro-Wilk normality test, homogeneity test, Mann-Whitney test, and N-Gain test. The results showed that the posttest significance value in the Mann-Whitney test was 0.000 < 0.05, indicating that there was a significant difference between the experimental class and the control class after being given treatment. In addition, the results of the N-Gain test showed that the experimental class obtained an average of 91.33% with an effective category, while the control class obtained an average of 59.58% with a fairly effective category. Based on these results, it can be concluded that the Virtual PhET-assisted Discovery Learning model is effective in improving students' science process skills on collision material.
Upaya Meningkatkan Penguasaan Konsep Fisika Materi Usaha dan Energi Menggunakan Media PhET Simulation (Penelitian Tindakan Kelas di Kelas X) Putri Nabila Hudaimi; Musyarrofah; Umamah; Pu’adi; Suprianto
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2390

Abstract

This Classroom Action Research (CAR) aims to improve the mastery of physics concepts of Work and Energy material for class XH students through the Discovery Learning model assisted by PhET Simulation media. The main problem in this study is the low mastery of concepts due to conventional learning and limited physical laboratory facilities. Through three cycles of action with the Kurt Lewin model on 36 students, the results of the study showed a linear increase in the class average score from 64.44 (pretest) to 81.51 (cycle III). The percentage of classical completeness also increased significantly from 38.89% to 100.00% at the end of the cycle. The decrease in the standard deviation to 6.42 proves the reduction in the gap in understanding between students. It is concluded that the integration of PhET Simulation with the Discovery Learning model is effective in visualizing abstract concepts, encouraging independent exploration, and optimizing students' cognitive learning outcomes.
Penerapan Model Pembelajaran Numbered Heads Together dalam Upaya Meningkatkan Aktivitas Belajar Siswa pada Materi Gelombang pada Kelas XI-A1 SMAN 2 Pamekasan Sofweturrohmah; Fatihatur Rizqi; Suprianto; Lukluk Ibana; Khalifatur Rahman; Hairuni Indrasari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2118

Abstract

This study aims to enhance students’ learning activities through the implementation of the Numbered Heads Together (NHT) cooperative learning model in physics classes. This study is a classroom action research conducted in two cycles, each consisting of the planning, implementation, observation, and reflection stages. The implementation of the NHT model involves four main steps: numbering, posing questions, group discussion, and presenting answers. The research subjects were students in Class XI A1 at SMAN 2 Pamekasan. Data were collected using an observation sheet for student learning activities, which included indicators of verbal activity, listening activity, writing activity, mental activity, and emotional activity. The data were analyzed using quantitative descriptive methods by calculating the percentage of student learning activities in each cycle. The results of the study indicate that the implementation of the NHT cooperative learning model was able to enhance students’ learning activities. The average learning activity score increased from 39 in Cycle I which fell into the “fair” category to 53 in Cycle II, which fell into the “good” category. Improvements were also observed across all learning activity indicators, particularly in oral and mental activities, indicating that student engagement improved throughout the learning process. Thus, the Numbered Heads Together (NHT) cooperative learning model is effective in enhancing student learning activities in physics instruction.
Implementasi Model Problem Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa pada Materi Sumber-Sumber Energi di Kelas X J SMAN 2 Pamekasan Maysarotul Sholehah; Suprianto; S. Ida Kholida MS; Mabruratul Hasanah; Lukluk Ibana
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2141

Abstract

Abstract: This study aims to improve students' problem-solving abilities through the application of the Problem-Based Learning (PBL) model in the energy resources curriculum for grades 10 X-J at SMAN 2 Pamekasan. This study uses a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which includes the stages of planning, action, observation, and reflection. The research subjects consisted of 33 students involved in two learning cycles, with each cycle carried out in one session for 3 × 45 minutes. Data collection was carried out through observation, testing, and documentation. The testing instrument was designed based on Polya's problem-solving ability indicators, namely understanding the problem, formulating a plan, implementing the plan, and reviewing the results. Data analysis used a quantitative descriptive method to test the development of students' skills in each cycle. The results showed an increase in problem-solving abilities after the application of PBL, as evidenced by an increase in the average score from 81.15 in the pre-cycle to 96.20 in Cycle I and 97.03 in Cycle II. The percentage of learning completion also increased from 63.64% in the pre-cycle to 93.94% in the first cycle and reached 97% in the second cycle. Thus, it can be concluded that the PBL model is effective in improving students' problem-solving abilities in physics learning.
Co-Authors el indahnia kamariyah, el indahnia Fatihatur Rizqi Hairuni Indrasari Khalifatur Rahman Lukluk Ibana Mabruratul Hasanah Maysarotul Sholehah Mubayyinah Muliyadi Musyarrofah Putri Nabila Hudaimi Pu’adi S. Ida Kholida MS Sofweturrohmah Umamah