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All Journal Indonesian Journal of Teacher Education
Abdul Salam
Universitas Lambung Mangkurat, Banjarmasin, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Meta Analisis Pengaruh Media Pembelajaran Terhadap Hasil Belajar Fisika Peserta Didik Misnawati Misnawati; Abdul Salam; Surya Haryandi
Indonesian Journal of Teacher Education Vol. 3 No. 3 (2022): Edisi September 2022
Publisher : Indonesian Publication Center

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Abstract

This meta-analysis evaluates the effectiveness of instructional media on students' physics learning outcomes based on 51 primary national and international studies (2012–2021). The results demonstrate that the application of instructional media exerts a positive and effective overall influence, with an effect size (ES) of 1.019, categorized as a large effect. These findings are consistent across all educational levels (higher education, senior high, and junior high), which all fall within the large effect category. Regarding physics topics, the majority of the 28 analyzed topics show a large effect, while others are classified as moderate or small. Furthermore, 6 out of 7 types of learning outcomes, as well as 17 out of 28 types of media analyzed, demonstrate large effect sizes. This study suggests that future research should incorporate a larger number of primary studies to achieve more precise and comprehensive analytical results.
Meta Analisis Pengaruh Pembelajaran Inkuiri Terhadap Keterampilan Proses Sains Muhammad Salim; Abdul Salam; Dewi Dewantara
Indonesian Journal of Teacher Education Vol. 3 No. 3 (2022): Edisi September 2022
Publisher : Indonesian Publication Center

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This meta-analysis aims to determine the magnitude of the effect size exerted by the inquiry-based learning model on students' science process skills in Indonesia through a systematic statistical analysis of relevant literature. The results demonstrate that the inquiry model exerts a significant influence, with a combined effect size of 1.030, categorized as a large effect on the enhancement of science process skills. The effectiveness of this model varies according to supporting characteristics; the senior high school (SMA) level exhibits the most dominant influence with a value of 1.473, while, in terms of learning topics, unspecified materials contribute the highest influence with a value of 2.35. Overall, these findings conclude that the inquiry-based learning model proves to have a substantial positive impact on the development of students' science process skills.
Meta Analisis Pengaruh Model Pembelajaran Kooperatif Terhadap Hasil Belajar Siswa Pada Pembelajaran Fisika Fitrie Muliani; Abdul Salam; Dewi Dewantara
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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This meta-analysis aims to evaluate the effectiveness of the cooperative learning model on students' physics learning outcomes through a systematic synthesis of 29 primary studies (2012–2021). The research focuses on analyzing the effect size across overall data, educational levels, learning topics, types of learning outcomes, and variations of the cooperative model. The findings indicate that, overall, the cooperative learning model is highly effective in enhancing physics learning outcomes, with a mean effect size of 1.124 (categorized as a large effect). This result is consistent across all educational levels (from junior high to senior high/vocational schools), all 13 learning topics analyzed, the three types of learning outcomes, and all variations of the cooperative model utilized. Consequently, the cooperative learning model is proven to be a robust instructional strategy that exerts a significant positive impact on students' physics academic achievement.
Co-Authors Dewi Dewantara Fitrie Muliani Misnawati Misnawati Muhammad Salim Surya Haryandi