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All Journal Jurnal Ilmiah Pendidikan Fisika Jurnal Studi Guru dan Pembelajaran Integrated Science Education Journal
Haeruddin Haeruddin
Tadulako University
Education Physics Social Sciences

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Open Inquiry Module on Energy Transformation to Improve Creative Thinking and Collaboration Putri Dian Lestari; Haeruddin Haeruddin; Nurjannah Nurjannah; Jusman Mansyur; Amiruddin Kade
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i2.14692

Abstract

The current energy transformation module does not support the application of the open inquiry approach, thus inhibiting students' skills. So, this study aims to develop an open inquiry energy transformation practicum module to improve creative thinking and collaboration skills. The development method used is research and development with the ADDIE model. Limited time and resources were considered, so a more in-depth evaluation was conducted in a follow-up study to evaluate the long-term impact of this module. The research was conducted at SMP IT Qurrota A'yun Palu in November 2024. The sample used was 1 class, namely class VIII D, totaling 30 students. The instruments used are tests, observations, and questionnaires. The test is in the form of a description to measure creative thinking skills. The researchers use observations to assess collaboration skills. Questionnaires for peer assessment of collaboration skills. Questionnaires are also for teacher and learner responses. The study found that the module's validation was 82.15%, categorised as valid. Teacher and student responses were 86.36% and 86.08%, respectively, in the very feasible category. Small group trials rated 92.01%, which was also very feasible, with some suggestions. Large group trials showed that the module improved creative thinking skills with an N-gain of 59% in the moderate category. Collaboration skills were assessed with an observer sheet (85.34% in very collaborative) and peer assessment (73.41% in collaborative). In conclusion, the module is valid and feasible for enhancing creative thinking and collaboration skills.
The Influence of the Deep Learning Approach on Students' Physics Learning Outcomes Dina Suardin; Haeruddin Haeruddin; Nurul Kami Sani; Muhammad Jarnawi; Muhammad Zaky; Andi Ulfah Khuzaimah
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6833

Abstract

This study aims to analyze the effect of a Deep Learning approach combined with Problem-Based Learning (PBL) on students' physics learning outcomes regarding the topic of the First Law of Thermodynamics. The urgency of this research is based on students' low understanding of the concepts of energy, heat, and work, as well as the high rate of misconceptions that impact physics learning achievement. The research method used a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group Design type. The sample was determined through purposive sampling, consisting of 31 students from class XI H as the experimental group and 28 students from class XI I as the control group at MAN 2 Palu. The research instruments were a learning outcome test (pretest-posttest) and an observation sheet. Data analysis included normality tests, homogeneity tests, hypothesis testing with the Mann-Whitney U Test, and N-Gain calculation. The results showed a significant difference between the experimental and control groups (p = 0.000 < 0.05). The average N-Gain score for the experimental group reached 87.70 (high category), while the control group only reached 69.08 (medium category). Observations of the learning implementation also obtained an average score of 93% (very good category). It can be concluded that the application of the PBL-based Deep Learning approach is effective in improving the understanding of physics concepts, specifically on the material of the First Law of Thermodynamics. This approach is able to foster learning that is more mindful, meaningful, and joyful, making it relevant for supporting the achievement of 21st-century competencies.
Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education Muhammad Jarnawi; Haeruddin Haeruddin; I Komang Werdhiana; Syamsuriwal Syamsuriwal; Siti Eneng Sururiyatul Mu’aziyah
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1328

Abstract

Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education. Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively. Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70). Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.
Co-Authors Amiruddin Kade Andi Ulfah Khuzaimah Dina Suardin I Komang werdhiana Jusman Mansyur Muhammad Jarnawi Muhammad Zaky Nurjannah Nurjannah Nurul Kami Sani Putri Dian Lestari Siti Eneng Sururiyatul Mu’aziyah Syamsuriwal, Syamsuriwal