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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam JURNAL PENDIDIKAN TAMBUSAI Indonesian Science Education Research (ISER) Indo-MathEdu Intellectuals Journal SEMESTA: Journal of Science Education and Teaching Tsaqofah: Jurnal Penelitian Guru Indonesia UNIVERSE : Journal of Science Education Teaching and Learning
Putri, Rahmah Evita
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Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Environmental Science Mathematics Physics Social Sciences Other

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Profil Miskonsepsi Peserta Didik SMP/MTs di Kecamatan Lubuk Kilangan Menggunakan Intrumen Four-Tier Test Nazwa Syahlilla Sudirman; Arif, Khairil; Lestari, Tuti; Putri, Rahmah Evita
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/763

Abstract

Science education covers material related to the natural world, which consists of various scientific concepts that have been agreed upon by experts. If the diversity of concepts studied by students is not managed and directed appropriately by teachers, this has the potential to cause errors in understanding the correct concepts. To measure the level of students' understanding of concepts after studying a subject, teachers need to identify that understanding. This study aims to analyze students' misconceptions about vibration, waves, and light. The research method used is descriptive with a quantitative approach. The research population consists of 9th grade students in junior high school. The sampling technique used was cluster sampling with the criteria of public schools, accredited A, and the same teacher in each school; based on these criteria, the research sample consisted of 85 students. The research data was collected through 17 items of the Four-Level Test, which consisted of four levels: multiple-choice questions, confidence in answers, reasons for answers, and confidence in reasons for answers. The average misunderstanding experienced by students based on the learning objectives in the material on vibrations, waves, and light was classified as low, namely 8%. The highest misconception was found in the learning objective of applying the concept of vibration in everyday life, which was 47%. The lowest percentage of misconception, 14%, was found in the learning objective of classifying examples of waves. The results of this study can be used as a basis for educators to design learning that emphasizes strengthening conceptual understanding and clarifying misconceptions in the material on vibrations, waves, and light.
Upaya Meningkatkan Hasil Belajar Siswa melalui Penggunaan Model Pembelajaran Discovery Learning pada Mata Pelajaran IPA SMP Pratiwi, Heni Dwi; Putri, Rahmah Evita; Yenira, Fitria
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.6020

Abstract

This study is based on the low academic achievement of students in science subjects in Class IX at SMP Negeri 10 Padang, where learning outcomes have not met the Minimum Mastery Criteria (Kriteria Ketuntasan Minimal). The purpose of this research is to improve student learning outcomes through the application of the Discovery Learning model. The study employed a Classroom Action Research (Penelitian Tindakan Kelas) method conducted in two cycles, involving 32 students from Class IX.1. Data were collected through multiple-choice written tests administered at the end of each cycle and analyzed by calculating the percentage of individual and class-wide mastery. The results showed an increase in the average student score from 63.6 with 43.75% mastery in the pre-cycle, to 73 with 65.6% mastery in the first cycle, and a significant improvement in the second cycle with an average score of 78.75 and 90.6% mastery. These findings demonstrate that the Discovery Learning model is effective in improving student learning outcomes. This model encourages students to actively discover concepts independently, leading to deeper understanding of the material and positively impacting academic performance. Therefore, Discovery Learning is a viable alternative instructional strategy for science education that emphasizes active engagement and conceptual understanding.
Upaya Meningkatkan Hasil Belajar Siswa melalui Model Pembelajaran Discovery Learning pada Mata Pelajaran IPA Kelas VIII di SMPN 10 Padang Sari, Gita Widya; Putri, Rahmah Evita; Yenira, Fitria
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.6025

Abstract

Science instruction in Class VIII.8 at SMPN 10 Padang demonstrates the need to improve student learning outcomes through the implementation of more effective methods. This study aims to enhance student achievement by applying the Discovery Learning model. The research employed a Classroom Action Research (Penelitian Tindakan Kelas) design conducted in two cycles, involving 30 students during the Field Teaching Practice (Praktik Pengalaman Lapangan/PPL) 2 in the 2024/2025 academic year. The procedure followed Lewin’s action research cycle model, consisting of planning, action, observation, and reflection stages. Data were collected through student activity observations, field notes, and multiple-choice tests administered as pretests and posttests, and analyzed using percentage formulas for both individual and class-wide mastery. The results revealed a significant improvement in learning outcomes, with mastery rising from 33.33% in the pre-cycle to 43.33% in the first cycle, and then sharply increasing to 86.67% in the second cycle after refining the instructional strategy. These findings demonstrate that the Discovery Learning model is effective in improving science learning outcomes by promoting active engagement, conceptual exploration, and deeper understanding throughout the learning process.
Upaya Peningkatan Hasil Belajar Peserta Didik melalui Model Pembelajaran Discovery Learning pada Mata Pelajaran IPA Kelas IX di SMPN 10 Padang Hafizah, Mufidatul Isnaini; Putri, Rahmah Evita; Yenira, Fitria
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.6027

Abstract

Science learning in class IX.2 at SMPN 10 Padang shows a need to improve student learning outcomes through effective learning methods. This study aims to implement the Discovery Learning model to enhance student learning outcomes in science subjects. The research method used is Classroom Action Research (CAR) involving 32 students during the PPL 2 PPG Teacher Candidate program for the 2024/2025 academic year. The research procedure follows Lewin’s (1992) CAR cycle model consisting of planning, action, observation, and reflection stages across two learning cycles. Data were collected through observation of student learning activities and a 30-item multiple-choice test administered as pretest and posttest, then analyzed using individual mastery percentage formulas. The results showed a significant increase from an average score of 62.81 in cycle I to 75.15 in cycle II, along with an increase in the percentage of students reaching the minimum mastery criteria. Therefore, the Discovery Learning model is effective in improving science learning outcomes for class IX.2 students at SMPN 10 Padang.
Upaya Meningkatkan Hasil Belajar Kognitif Peserta Didik melalui Model Problem Based Learning (PBL) Cahyani, Regina Atikoh; Putri, Rahmah Evita; Yenira, Fitria
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.6038

Abstract

This study aims to improve the cognitive learning outcomes of Class IX.3 students at SMP Negeri 10 Padang through the implementation of the Problem Based Learning (PBL) model in the science subject (Ilmu Pengetahuan Alam/IPA). The research employed a Classroom Action Research (Penelitian Tindakan Kelas) method conducted over two cycles, each consisting of planning, action implementation, observation, and reflection stages. Data were collected through observations of learning activities and evaluations of student achievement, then analyzed quantitatively to measure improvements in student performance. The results showed a significant increase in the class average score, from 64.59 in Cycle I to 70.00 in Cycle II, along with an improvement in mastery learning percentage from 21.88% to 59.38%. Additionally, the application of the PBL model enhanced active student engagement during the learning process, as reflected in increased participation in asking questions, engaging in discussions, and solving problems collaboratively. These findings demonstrate that the PBL model is effective not only in improving cognitive learning outcomes but also in enhancing the quality of classroom interaction. Therefore, PBL can be considered a relevant alternative instructional strategy to strengthen students’ conceptual understanding and critical thinking skills in science learning.
Co-Authors Amriani, Mutiara Anwary, Faradisha Rauva Arief Muttaqiin As-Syifa, Nisa Nur Az zahra, Firda Azeli, Jihan Azhar, Aulia Azza Nuzullah Putri Azzahra, Firda Cahyani, Regina Atikoh Damianti, Alya Desi, Yulpita Fajri, Nurullina Fatma wati Fatmawati, Fatmawati Faurina, Fuza Febliandi, Tarisya Febri Yanto, Febri G, Mufidah Hafizah, Mufidatul Isnaini Harmelani, Giska Khairil Arif Lestari, Tuti Mardiyah, Hidayatul Monica, Friscilia Nadhori, Hifzon Nazwa Syahlilla Sudirman Novita, Yolla Oktavia, Rani Pratiwi, Heni Dwi Rafifah, Suci Rizalmi, Rahma Rizky, Devani Sari, Fine Dwina Sari, Gita Widya Skunda Diliarosta Sulistianingsih, Mawarni Wahyuni, Ega Yenira, Fitria