Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Prima: Jurnal Pendidikan Matematika Jurnal Studi Guru dan Pembelajaran
Muhammad Fachri B. Paloloang
Tadulako University
Education Mathematics

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

Found 2 Documents
Search

 1 
Guided Inquiry Meets Audiovisual Media: Elevating Cognitive and Scientific Reasoning Skills Nurul Kami Sani; Muhammad Fachri B. Paloloang; Dyah Rahmawati; Nurul Fitriah Aras
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4655

Abstract

This study identifies the issues of insufficient effective teaching materials and minimal utilization of technology in education. Teaching models that do not involve student participation and the suboptimal use of educational media can hinder conceptual understanding and result in low cognitive learning outcomes and scientific reasoning skills among students. This study aims to explore the effectiveness of the Guided Inquiry model integrated with audiovisual media to enhance conceptual understanding and scientific reasoning in teaching static fluids. The research employs a pre-experimental method with a one-group pretest-posttest design, involving tenth-grade students from a senior high school in Palu during the 2023/2024 academic year. A cluster random sampling technique was used to select participants. Data collection was carried out using pretests and posttests to measure the improvement in both conceptual understanding and scientific reasoning. The results show an average normalized gain score of 0.59 for conceptual understanding, categorized as moderate, and 0.70 for scientific reasoning, categorized as high. Furthermore, a strong, significant correlation (r = 0.61) was found between conceptual understanding and scientific reasoning, indicating that the use of audiovisual media in guided inquiry enhances not only knowledge acquisition but also critical thinking skills. Therefore, this learning model is recommended for use in science education in schools to optimize students' cognitive and scientific reasoning skills. The findings of this research carry significant implications for the advancement of educational practices, particularly in the field of science learning. By highlighting key areas that require attention, the study provides insights that can inform curriculum design, teaching methodologies, and assessment strategies. This, in turn, can enhance student engagement and understanding, ultimately leading to more effective and meaningful learning experiences in science education.
META-ANALYSIS: THE INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING APPROACHES ON MATHEMATICAL PROBLEM-SOLVING ABILITIES Anggun Putri Handayani; Muhammad Fachri B. Paloloang; Baharuddin Baharuddin; Gandung Sugita
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15172

Abstract

Students' ability to solve mathematical problems remains a crucial issue in Indonesian education, often caused by a lack of contextual interaction and teacher-centered learning. This study aims to analyze the impact of the Contextual Teaching and Learning (CTL) approach on students' mathematical problem-solving abilities through a meta-analysis method. A total of 23 primary studies that met the inclusion criteria were analyzed using Comprehensive Meta-Analysis software version 4.0 with a random-effects model. The results show that the CTL approach has a strong and significant effect on students' mathematical problem-solving skills, with an overall effect size (Hedges’ g) of 0.819. Moderator analysis indicates that education level, region, and sample size do not significantly influence mathematical problem-solving ability through the CTL model. These findings affirm that the CTL approach is an effective instructional strategy for enhancing students' mathematical problemsolving abilities by connecting abstract concepts to real-world contexts. The educational implications of this study suggest that teachers and policymakers should consistently promote the implementation of CTL to foster more meaningful and contextual mathematics learning.
Co-Authors Anggun Putri Handayani Baharuddin Baharuddin Dyah Rahmawati Gandung Sugita Nurul Fitriah Aras Nurul Kami Sani