Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Erni Ernawati
SMAN 7 Bandung
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analisis Korelasi antara Kemampuan Pemecahan Masalah dan Miskonsepsi pada Materi Fluida Statis Aurriel Magita Arsha Dittya; Nur Endah Susilowati; Duden Saepuzaman; Erni Ernawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2165

Abstract

Misconceptions in physics learning can hinder students conceptual understanding and affect their ability to solve problems effectively. Therefore, investigating the relationship between misconceptions and problem-solving ability is important to provide information for improving physics learning, particularly in static fluid concepts. This study aims to analyze the correlation between students’ problem-solving ability and misconceptions in static fluid material. The study employed a quantitative correlational design involving 31 students of class XI MIPA at a senior high school in Bandung. The sampling technique used was total sampling. Data were collected using a misconception test consisting of 10 two-tier multiple-choice questions and a problem-solving ability test consisting of 10 essay questions. Data analysis was conducted using the Kolmogorov-Smirnov normality test and Spearman’s rho correlation test. The normality test results indicated that both misconception and problem-solving ability data were not normally distributed (p < 0.05). Therefore, the Spearman correlation test was employed. The results showed a correlation coefficient of 0.291 with a significance value of 0.090 (p > 0.05). These findings indicate that there is a positive but statistically insignificant correlation between misconceptions and problem-solving ability. The correlation level is categorized as weak. Therefore, misconceptions do not significantly affect students’ problem-solving ability in static fluid material.
Hubungan Keterampilan Berpikir Kritis dan Kemampuan Pemecahan Masalah Siswa pada Materi Fluida Statis Mandaliya Zahra; Nur Endah Susilowati; Duden Saepuzaman; Erni Ernawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2358

Abstract

Critical thinking and problem-solving skills are two core competencies required in 21st-century physics learning, yet student learning outcomes in abstract topics such as static fluids remain relatively low. It is not yet known empirically to what extent critical thinking skills contribute to students' problem-solving abilities, so the relationship between the two needs further investigation. This study aims to analyze the correlation between critical thinking skills and problem-solving abilities of 11th-grade students on the topic of static fluids. A quantitative correlational approach was employed, involving 32 students in Bandung selected through purposive sampling. The instrument used was a two-tier test to measure both variables simultaneously while revealing the reasoning behind students' answers. Data were analyzed using Spearman correlation due to non-normal data distribution. The results showed a positive and significant but weak correlation (ρ = 0.335; p = 0.049), with critical thinking contributing only 11.2% to problem-solving ability. The remaining 88.8% was influenced by other factors such as conceptual mastery and mathematical ability. This finding indicates that critical thinking alone is insufficient to predict success in physics problem-solving. The implication is that instruction needs to be designed in an integrated manner, and further research is recommended to expand the sample and include additional predictor variables.
Co-Authors Aurriel Magita Arsha Dittya Duden Saepuzaman, Duden Mandaliya Zahra Nur Endah Susilowati