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All Journal BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains
Alif Muhammad Hafiz Ihsan
Universitas Negeri Yogyakarta
Education

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Dampak Pembelajaran Berbasis Masalah (PBL) Terintegrasi Canva dan PHeT Terhadap Keterampilan Pemecahan Masalah Siswa pada Materi Gerak Dan Gaya Alif Muhammad Hafiz Ihsan; Sabar Nurohman; Ismail Fikri Natadiwijaya
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/3nykpw61

Abstract

This study aimed to analyze the effect of Problem-Based Learning (PBL) assisted by Canva and PhET media on students’ problem-solving skills in science learning. The method used was a pre-experimental design with a one-group pretest-posttest approach on motion and force topics. The participants were 32 seventh-grade students of SMPN 11 Yogyakarta. Data were collected using pretest and posttest instruments designed to measure students’ problem-solving skills. The results showed an improvement in students’ problem-solving skills after the implementation of PBL assisted by Canva and PhET. The mean score increased from 40.47 in the pretest to 76.95 in the posttest. Normality test results indicated that the pretest (0.598) and posttest (0.881) data were normally distributed, as the significance  values  were  higher  than  0.05.  The  paired  sample t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. The N-Gain analysis yielded a value of 0.62, which is categorized as moderate. The conclusion of this study is that the integration of PBL with Canva and PhET interactive media is effective in improving students’ problem-solving skills in science learning. Keywords: Canva, PhET, Problem-Based Learning, Problem-Solving Skills, Science Learning.
Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Berpikir Kritis Siswa dalam Pendidikan Sains Alif Muhammad Hafiz Ihsan; Laifa Rahmawati; Antuni Wiyarsi
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t7fxex47

Abstract

This study aimed to analyze the distribution and synthesize the main findings regarding the implementation of guided inquiry learning in developing students’ critical thinking skills in science education in Indonesia. The study employed a Systematic Literature Review (SLR) method referring to the PRISMA framework. A total of 27 articles published between 2016 and 2026 were analyzed based on educational level, science discipline, methodological characteristics, and major findings. The results showed that studies on guided inquiry learning and critical thinking skills were predominantly conducted at the senior high school level, while studies at the elementary and junior high school levels remained limited. At the senior high school level, physics was the most frequently investigated science discipline. Most studies reported that the implementation of guided inquiry learning was associated with improvements in students’ critical thinking skills, as indicated by increased posttest scores, moderate to high N-Gain scores, and significant differences between the experimental and control groups. Guided inquiry learning also facilitated students’ active engagement in scientific investigation, problem-solving, discussion, and evidence-based reasoning. Based on the synthesis, guided inquiry learning has the potential to serve as an effective approach to developing critical thinking skills in science education. However, further studies at the elementary and junior high school levels and in science disciplines other than physics are still needed. Keywords: Critical Thinking, Guided Inquiry, Science Education, Systematic Literature Review  
Co-Authors Antuni Wiyarsi Ismail Fikri Natadiwijaya Laifa Rahmawati Sabar Nurohman