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evendi, evendi
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy Rahmati, Rahmati; Syukri, Muhammad; Mentari, Mentari; Evendi, Evendi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/va1a3q97

Abstract

Scientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development.
The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes Bervilza, Vashya Cheryl; Evendi, Evendi; Farhan, Ahmad; Wahyuni, Agus; Zainuddin, Zainuddin
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 12 No 2 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v12i2.31850

Abstract

This research is motivated by the low learning outcomes in physics among students, which are influenced by the teacher-centered learning model and the limited use of innovative learning media. The aim of this study is to determine the effect of the guided inquiry model assisted by Videoscribe media on students’ physics learning outcomes. This research employed a quantitative approach with a quasi-experimental design involving two classes: an experimental class (XI Science 1) that used Videoscribe media within the guided inquiry model, and a control class (XI Science 2) that used the guided inquiry model without media assistance. The experimental and control classes consisted of 23 and 26 students, respectively. The instrument used in this study was a learning outcome test in the form of a pre-test and post-test. The average pre-test score in the experimental class was 39.13, which increased to 78.26 after treatment. In the control class, the average pre-test score was 34.61, increasing to 66.53 after treatment. Data analysis involved normality testing, homogeneity testing, and hypothesis testing, which showed a significant improvement in the learning outcomes of students in the experimental class compared to the control class. The results indicate that the guided inquiry learning model assisted by Videoscribe media has a positive effect on students’ physics learning outcomes on the topic of heat.
Large-Scale Trial of Question Web Learning in Physics to Enhance Students’ Scientific Questioning Skills Evendi, Evendi; Wahyuni, Agus; Ngadimin, Ngadimin; Yakob, Muhammad; Suyidno, Suyidno
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1531

Abstract

Objective: Students’ scientific questioning skills are essential in inquiry-oriented physics learning. However, many high school students still hesitate to ask questions and experience difficulty formulating testable scientific questions. This study aimed to examine a large-scale trial of the Question Web Learning model in physics learning to enhance students’ scientific questioning skills. Method: This study was part of educational design research and employed a one-group pretest-posttest design during the assessment phase. The participants were 93 grade XI science students from 3 public senior high schools in Banda Aceh, Indonesia. Data were collected through classroom observations, a written scientific questioning skills test, field notes, and student response questionnaires. The data were analyzed descriptively using implementation categories, question-quality categories, normalized gain, and response percentages. Results: he findings showed that the Question Web Learning model was implemented in good to very good categories across five meetings in the three schools. Students’ written test scores increased from the scientific category before learning to the very scientific category after learning, with high normalized gain in all schools. Classroom observations also showed an increase in the number and quality of students’ questions, with no non-scientific questions recorded. Novelty: This study provides empirical evidence from a large-scale trial that Question Web Learning is a practical and effective for supporting students’ scientific questioning skills in high school physics learning.
Co-Authors . Saminan A Halim A. Halim Abdul Hamid Adlim, Muhammad Afdzaluddin, Atiqah Mohd Ahmad Farhan, Ahmad Andrian*, Andrian Aria, Rizki Bervilza, Vashya Cheryl Bintang Zaura Cooper, Katelyn Dalimunthe, D Fitriyani Elisa Elisa Elvina, Defi Gunawan Gunawan Heni Pujiastuti Herliana, Fitria Husna, Nuril Husna, Wardatul Ida Ayu Putu Sri Widnyani Ismul Huda Jabaliah, Jabaliah Jannah, Rouzatul Khwaengmek, Wipavadee Lilia Halim, Lilia Mawaddah Mawaddah, Mawaddah Mega Fatimah Rosana Mentari Mentari, Mentari Mohtar, Lilia Ellany Muhammad Hasan Mursal Mursal Ngadimin Ngadimin Nguyen, Tuan Dinh Nurul Afni Purwono, Rudi Putri, Elva Sesioria Rahmati Rahmati Rezki*, Maulidia Rini Safitri Rizki, Muhammad Wahyu Said Ali Akbar Saminan*, Saminan Saputri, Mawarni Siti Helmyati Subramaniam, Tamil Selvan Sulastri Sulastri Supriyadi Supriyadi Susanna Susanna Suyidno Suyidno Syukri*, Muhammad Syukriah*, Syukriah Tihasanah, Tihasanah Vitaya, Sisca Wahyu Eko Pujianto wahyuni wahyuni Wahyuni, Agus Wati, Nurul Widia, Syarifah Yakob, Muhammad Zainuddin, Zainuddin