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Saiyidah Mahtari
[Scopus ID: 57201666772], Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat
Education Physics

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Temperature and Heat Module with Guided Inquiry Model to Improve Student Learning Outcomes Sultan Syekh Nuhly Rifa Rizkya Robby Hidayatullah; Mastuang Mastuang; Saiyidah Mahtari
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.17399

Abstract

The persistently low learning outcomes in physics indicate that students frequently struggle to analyze experimental results in depth—a challenge often exacerbated by conventional teacher-centered instructions. This study developed and evaluated a temperature and heat instructional module integrated with the Guided Inquiry model to enhance student learning outcomes. Employing the ADDIE development framework, the study involved 33 eleventh-grade students at SMA Negeri 1 Angsana as test subjects. Data were gathered using validation instruments, implementation observation sheets, and a learning outcome test, analyzed through quantitative descriptive statistics. The results demonstrated high product validity, with a score of 3.47 and a high reliability coefficient of 0.68. The module exhibited exceptional practicality, achieving a 92% implementation rate. Regarding effectiveness, the module yielded a moderate improvement in learning outcomes, evidenced by an average normalized gain (N-gain) of 0.57. Post-intervention analysis showed that while cognitive scores substantially increased, the formal mastery rate reached 30.3% (10 students), with 69.7% (23 students) still developing proficiency due to persistent algorithmic calculation bottlenecks. It is concluded that the guided inquiry module is valid, highly practical, and moderately effective, serving as a structured pedagogical alternative to bridge conceptual understanding and experimental inquiry in resource-limited physics classrooms.
Guided Inquiry and Multirepresentation Integration in a Dynamic Fluids Module for Strengthening Critical Thinking Milisa Milisa; Saiyidah Mahtari; Suyidno Suyidno
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.17398

Abstract

Students' critical thinking skills in dynamic, fluid materials are still considered low because the learning process generally takes place conventionally and is limited to verbal and mathematical presentations. This causes students to have difficulty understanding abstract concepts, analyzing phenomena, and drawing logical conclusions. This research aims to develop a guided inquiry and multirepresentation-based dynamic fluid teaching module as an innovative effort to strengthen critical thinking skills. The research results show that: (1) The teaching module is valid because the validation results for the lesson plan (3.40), teaching materials (3.40), student worksheets (3.40), and critical thinking test (3.63) meet the valid category; (2) The module is practical because the learning implementation score is 3.57, which is in the good category; and (3) The teaching module is effective because the N-gain scores for critical thinking and learning outcomes are 0.69 each, which is in the moderate category. Multirepresentation enables students to understand concepts through various forms of representation, allowing them to grasp ideas more effectively, while guided inquiry provides structured stages of scientific investigation that enrich the learning experience. The integration of these two strategies into a single teaching package becomes the main contribution of this research, as it has been shown to make physics learning more meaningful and simultaneously foster higher-order thinking skills. This finding indicates that teachers can utilize the module to strengthen contextual learning in line with the Merdeka Curriculum, as well as use it as a reference for developing innovative teaching materials for other abstract physics topics or by incorporating digital technology.
Development of A Problem-Based Learning-Based Heat Student Worksheet to Enhance Senior High School Students’ Creative Thinking Skills Muliyanti Muliyanti; Suyidno Suyidno; Saiyidah Mahtari
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.17544

Abstract

Creative thinking is a crucial 21st-century skill that must be developed through classroom learning. However, in practice, physics learning is still largely dominated by conventional approaches, resulting in suboptimal stimulation of this skill. This study aims to determine the effectiveness of a problem-based learning (PBL)-based student worksheet on the topic of heat in improving senior high school students’ creative thinking skills. This study employed a research and development method using the 4D model. The product was developed based on the PBL syntax and creative thinking indicators, namely fluency, flexibility, and originality. The trial subjects consisted of 27 grade XI students. The instruments used included validation sheets, lesson implementation observation sheets, and pre-test and post-test for creative thinking skills. The validation results showed that the student worksheet belongs to the very valid category, with an average score of 3.78 and high reliability. The practicality results indicated that the student worksheet is highly practical to use, with an average implementation score of 3.65. The effectiveness of the student worksheet was demonstrated by an N-gain score of 0.45 for creative thinking skills, which falls into the moderate category. Therefore, the developed PBL-based heat student worksheet is declared effective in enhancing students’ creative thinking skills in physics learning. This student worksheet is feasible for use as an innovative teaching instrument that promotes active engagement and contextual problem-solving.
Co-Authors Mastuang Mastuang Milisa Milisa Muliyanti Muliyanti Sultan Syekh Nuhly Rifa Rizkya Robby Hidayatullah Suyidno Suyidno