Articles
<![CDATA[IDENTIFICATION OF STUDENT INTEREST IN LEARNING AT SMP N 25 PADANG ]]>
<![CDATA[Dira Luckya Helmi]]>;
<![CDATA[Arief Muttaqiin]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 6 No. 2 (2023): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol6-iss2/201
<![CDATA[Science learning at this time is one of the lessons that according to some students is classified as fun and there are also some who think science is a difficult lesson. On this basis, this study aims to identify students' interest in learning at SMP N 25 Padang. This research is a descriptive research. The research subjects were class VIII students. The data of this study were obtained through questionnaires distributed to VIII grade students of SMP N 25 Padang. The questionnaire data was analyzed with descriptive statistics. After reviewing several previous studies, it shows that if the learning design is adjusted to students' learning interests, then learning can run optimally. The results of this study show that students prefer the group discussion method in learning. In addition, students also feel more active when given challenging questions. Then, students feel interested in learning science if there are practicum activities (experiments) in it.]]>
<![CDATA[THE EFFECT OF STEM-PjBL LEARNING MODEL ON CRITICAL THINKING SKILLS ON EFFORTS AND ENERGY TOPIC ]]>
<![CDATA[Sari, Amalia Intan]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Yurnetti]]>;
<![CDATA[Zahra, Firda Az]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 7 No. 2 (2024): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol7-iss2/512
<![CDATA[This study aims to determine the effect of the STEM-PjBL learning model on the critical thinking skills in grade VIII students an topic efforts and energy. This type of research is Quasi Experimental with a Nonequivalent Control Group Design. This research was carried out in VIII grade at SMPN 14 Padang, West Sumatra. The sample taken by purposive sampling techniques so that 32 students of class VIII. 2 as the experimental class and 32 students of class VIII.1 as the control class. The instrument used is a test in the form of essay questions. The results showed that the hypothesis was accepted because the calculation showed sig < 0.05. It can be concluded that overall the use of the STEM-PjBL learning model affects the critical thinking skills students.]]>
<![CDATA[THE EFFECT OF PROJECT BASED LEARNING ON STUDENTS’ LEARNING OUTCOMES ON INDONESIAN ECOLOGY AND BIODIVERSITY TOPIC ]]>
<![CDATA[Alandita, Faizah]]>;
<![CDATA[Lestari, Tuti]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Arif, Khairil]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 7 No. 2 (2024): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol7-iss2/518
<![CDATA[This research was motivated by the low learning outcomes of students in science subjects at SMPN 4 Pariaman. For this reason, in the teaching process it is necessary to use appropriate learning models. One learning model that can be used is the Project Based Learning (PjBL) model. The aim of the research is to determine the effect of implementing the PjBL learning model on the learning outcomes of class VII students at SMPN 4 Pariaman in the subjects of Ecology and Indonesian Biodiversity. This research uses a quasi-experimental type of research with a non-equivalent control group design. The research population was class VII students of SMPN 4 Pariaman TP.2023/2024, with a purposive sampling technique. Class VII.1 was chosen as the experimental class and class VII.2 as the control class. The experimental class uses the PjBL model, while the control class uses the conventional model. The instruments used were observation sheets on the implementation of the PjBL model and objective test questions adapted to the KKTP on Indonesian Ecology and Biodiversity material. The data obtained was analyzed and prerequisite tests and hypothesis tests were carried out. The results of the posttest value hypothesis test using the t test show tcount of 8.13 and ttable 2.00. The data shows tcount > ttable so that H1 is accepted, meaning that there is a significant difference between the average posttest scores of experimental class and control class students after being given different treatment. It can be concluded that providing treatment by applying the PjBL model has an influence on student learning outcomes in Indonesian Ecology and Biodiversity Material for class VII SMPN 4 Pariaman.]]>
<![CDATA[THE EFFECT OF ETHNO-STEM E-MODULE ON STUDENTS’ LEARNING OUTCOMES ]]>
<![CDATA[Ramadani, Putri]]>;
<![CDATA[Diliarosta, Skunda]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Evita Putri, Rahmah]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 7 No. 2 (2024): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol7-iss2/528
<![CDATA[Knowing the effect of using Etno-STEM integrated science e-module learning media with Movement and Style material on students' cognitive learning outcomes is the aim of this research. The research is a quantitative type of experimental research with a Quasi Experimental method carried out with Nonequivalent Control Group Design as the research design. Taking research sample classes involves nonprobability sampling techniques with purposive sampling techniques. The variable that has an influence is in the form of an Etno-STEM integrated science e-module on Movement and Style material with student learning outcomes as the influenced variable. Data analysis uses the t test which must previously meet the prerequisite tests in the form of validity and homogeneity which is then determined from the n-gain test. The experimental class average was 71.20 and the n-gain was 0.43, while the control class average was 62.53 and the n-gain was 0.33. The results of the hypothesis test obtained a value of tcount > ttable, namely with a value of 3.37 > 2.00, resulting in H0 being rejected and H1 being accepted. So the conclusion from this data is that there is an influence of the use of Etno-STEM integrated science e-modules on student learning outcomes.]]>
<![CDATA[The Effect of Project Based Learning Model on Students’ Learning Outcomes at SMPN 1 Payakumbuh ]]>
<![CDATA[Khairunnisa, Kania]]>;
<![CDATA[Lestari, Tuti]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Oktavia, Rani]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol8-iss1/515
<![CDATA[This research is motivated by a learning process that only uses conventional models, so that in class it only focuses on the delivery of material by the teacher. Students are only asked to listen and take notes on the material presented, so that this has an impact on low student learning outcomes. This research aims to determine the effect of the Project Based learning model on the learning outcomes of the 8th grader at SMPN 1 Payakumbuh. This type of this research is quasi experiment using a non-equivalent control group design. This design begins with giving a pretest and ends with giving a posttest to the experimental and control groups. The sampling technique used was purposive sampling. Based on the results of the student response questionnaire to the Project Based learning model, a percentage of 86.45% was found to be in the very good category. Based on the results of hypothesis testing using the t test, a significance value of 3.685 > 2.0003 was obtained, meaning that there is a significant difference in the learning outcomes of students who use the Project Based Learning model and the learning outcomes of students who use conventional learning models. The results of the experimental class N-Gain test were found to be 0.55 in the medium category. It can be concluded that in this research, the Project Based Learning model has a significant influence on the learning outcomes of class VIII students at SMPN 1 Payakumbuh.]]>
<![CDATA[The Impact of Guided Discovery Learning Model on Students’ Learning Outcomes on Temperature, Heat, and Expansion Topic ]]>
<![CDATA[Saputri, Ernimel Diana]]>;
<![CDATA[Tuti Lestari]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Yanto, Febri]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol8-iss1/550
<![CDATA[This research was driven by the observation that many students still lack a strong understanding of the subject matter, leading to below-average performance. Another factor that causes low student learning outcomes is the lack of variety in learning models applied by teachers so that learning becomes uninteresting. For this reason, various learning models are needed, such as the application of the guided discovery learning model The results of previous research stated that this model can improve student learning outcomes. This study aims to determine the effect of the application of the guided discovery learning model on students’ learning outcomes. This type of research is a quasi experiment with a nonequivalent control group design research design. The sampling technique uses the purposive sampling technique. The sample consists of one experimental class by applying the guided discovery learning model and one control class with a conventional model. This study conducted a statistical analysis using Microsoft Excel. The result shows that there is an improvement in students’ learning outcomes in the control class in the low category, while the increase in students’ learning outcomes in the experimental class is in the medium category.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Berpikir Kritis Peserta Didik di SMPN 7 Padang ]]>
<![CDATA[Sarmila]]>;
<![CDATA[Oktavia, Rani]]>;
<![CDATA[Azzahra, Firda]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Prima Sari, Monica]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol8-iss1/551
<![CDATA[Observations and interviews with science teachers at SMPN 7 Padang revealed that learning that trains students' critical thinking skills has not been implemented optimally. When students gave answers or asked questions related to the material in science learning, they were still hesitant or limited to understand, also scientific attitude towards science learning. The literature states that Problem Based Learning (PBL) model is able to train students' critical thinking skills. PBL shows effective approach to increase students’ potential and develop students’ critical thinking skills. Therefore, this study was conducted to determine the effect of the Problem Based Learning model on the Critical Thinking Skills of Grade VIII Students at SMP Negeri 7 Padang. This quantitative study used a quasi-experimental design with a pretest-posttest control group design. PBL Model as the independent variable in this study was employed to experimental class, while dependent variable was students’ critical thinking skills tested in both experimental and control class. The measurement of students’ critical thinking skills consisted of five indicators such as elementary clarification, basic support, inference, advance clarification, and strategy and tactics. The results showed a significant increase in students' critical thinking skills in the experimental group compared to the control group (p<0.05). It can be concluded that Problem Based Learning model significantly improve students’ critical thinking skills.]]>
<![CDATA[THE IMPACT OF PROBLEM BASED LEARNING (PBL) ON THE LEARNING OUTCOMES OF THE 7th GRADER ON THE MATERIAL SUBSTANCES AND THEIR CHANGES ]]>
<![CDATA[Salvira, Muna]]>;
<![CDATA[Az zahra, Firda]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Azhar, Aulia]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol8-iss1/555
<![CDATA[This research aims to ascertain the influence of the Problem Based Learning model on students’ learning outcomes of the 7th grader about the matter and its changes topic. This quasi-experimental research is to determine if a specific treatment has an effect on the group being studied. For this investigation, an uneven control group design will be employed. One sample strategy utilized in sampling techniques is purposive sampling. The Problem Based Learning model was employed in the experiment group, while the lecture approach was used in the control group. Based on the T-test hypothesis testing, it was demonstrated that there was a significant difference in average between the experimental class and the control class with Tcount = -24.0946 and Ttable = 2.0017, the results of the second similarity test in average post-test indicated that H0 was rejected or Ha was accepted. As a result, the Problem Based Learning Model significantly affects the students’ learning outcomes.]]>
<![CDATA[Literature Review: Factors Influencing Creativity in Junior High School Students’ Science Learning ]]>
<![CDATA[Chova, Septiza Kurnia]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Oktavia, Rani]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol8-iss2/543
<![CDATA[Creativity refers to the ability to generate novel ideas and skills from ordinary situations, characterized by fluency, flexibility, and originality. Creative students continuously seek innovative ways to address problems in their daily lives. In the context of science education, such students tend to find creative science problems easier to solve, as they already possess effective problem-solving strategies. This study employs a literature review method by analyzing 16 selected articles from Google Scholar that met specific inclusion criteria. The main objectives of this research are to (1) evaluate the creativity levels of Indonesian high school students in science learning and (2) identify the factors that influence their creativity in this field. The findings reveal that the overall creativity level of Indonesian high school students is categorized as low, contrasting with the expected higher level. Factors affecting students’ creativity include the implementation of diverse learning models, teachers’ pedagogical competence, and students’ comprehension of the subject matter.]]>
<![CDATA[STUDENT ANALYSIS OF THE SCIENCE PRACTICAL DEMONSTRATION VIDEO AT SMP N 8 PADANG ]]>
<![CDATA[Dhenil, Nada Muthiara]]>;
<![CDATA[Muttaqiin, Arief]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 6 No. 2 (2023): Journal of Science Education Teaching and Learning ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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DOI: 10.24036/semesta/vol6-iss2/198
<![CDATA[The aim of this research is to analyze students’ knowledge, experience and interest regarding science practical demonstration videos, as well as students’ knowledge about critical thinking. Questionnaire was used to collec the data. Data analysis was carried out by the descriptive statistics. The research result show that 58% of students are interested in the video, 58% of students experience difficulties if they do not use practical videos in learning, 17% of students have already carried out practical work, 25% of students already know about practical demonstration videos and 92% of students are enthusiastic if teachers use these videos as learning media. From the aspect of students experience and knowledge about critical thinking, 8% of students have heard about critical thinking and 25% of students already know that critical thinking is. In the aspect of students’ interest in practical demonstration video, 83% of students are interested in learning using video demonstrations and 100% of students agree that the video contains a demonstrator, voice acting, animation, images, supporting text and backsound.]]>
