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All Journal Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Biosel: Biologi Science and Education Edumaspul: Jurnal Pendidikan Biopendix: Jurnal Biologi, Pendidikan dan Terapan JPPS (Jurnal Penelitian Pendidikan Sains) Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd)
Sopacua, Venty
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Neuroscience Physics Social Sciences Other

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Improving Students' Numeracy Literacy Ability in Physics Subjects Sopacua, Venty; Sapulete, Heppy
Journal of Science and Science Education Vol. 6 No. 1 (2025): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v6i1.11046

Abstract

Numeracy literacy is one of the six basic skills that are prerequisites and life skills in the 21st century, for numeracy literacy in Indonesia is still relatively low and far behind other countries for that, numeracy literacy skills are important in physics subjects because physics is inseparable from mathematics. The purpose of this study was to determine the increase in numeracy literacy of SMA A Class XI IPA students in Physics. The approach in this study used a qualitative and quantitative approach with a descriptive analysis method. The sample in this study amounted to 26 students in class XI IPA-2 at SMA A, West Seram Regency. The instrument used was a test instrument consisting of 15 test questions that included numeracy literacy indicators on the material of material elasticity. The data analysis technique in this study was quantitative and qualitative data which were the main data of the study in the form of numeracy literacy skills before (pretest) and after (posttest). The results of the study showed that the average N-gain value was 0.45 and it was found that 2 students (8%) had numeracy literacy skills at the Skillful level, at the Provicient competency level there were 8 students (31%), at the basic competency level there were 13 students (50%), and at the competency level requiring special intervention there were 3 students (11%), so it can be concluded that there was an increase in the numeracy literacy skills of SMA A Class XI IPA-2 students in Physics with a low category and classified as a basic level.
The implementation of guided inquiry learning model to improve students’ science process skills in physics subject Barus, Carolina Sri Athena; Sopacua, Venty
Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Vol 11, No 2 (2025)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/gravity.v11i2.35523

Abstract

Science process skills are a fundamental component of physics education, as the discipline is inherently inseparable from the application of scientific procedures. This study aimed to describe the improvement of students’ science process skills through the implementation of a guided inquiry learning model in physics instruction. A mixed-methods approach, combining qualitative and quantitative perspectives with descriptive analysis, was employed. The participants consisted of 29 students from grade XI Science-5 at Senior High School A in Ambon City. Data collection utilized both test and non-test instruments. The test instrument comprised 15 items designed to measure indicators of science process skills within the topic of material elasticity, while the non-test instrument was a questionnaire administered to evaluate students’ learning activities. Data analysis incorporated both quantitative and qualitative data, focusing on the comparison of science process skills before (pretest) and after (posttest) the intervention, complemented by learning activity assessments. The N-Gain analysis revealed a statistically significant improvement between pretest and posttest scores: 20.7% of students were categorized as high, 69% as moderate, and 10.3% as low. Learning activities related to identifying variables, formulating problems, developing hypotheses, and designing experiments were classified as active to highly active, while interpreting data was rated as moderately active. These findings demonstrate that the guided inquiry model effectively enhances science process skills in physics education.
Co-Authors Aat Ruchiat Nugraha Amri, Miftachul ANDRI KURNIAWAN Arifin Arifin Asrul Sani Bambang Mardi Sentosa Barus, Carolina Sri Athena Bayu Prasada Dulhasyim, Ashari Buruno, Yosep Heristyo Endro Dulhasyim, Ashari Bayu P. E. Untajana, Sally ELOK SUDIBYO Elsina Sarah Tamaela, Elsina Sarah Hersiyati Palayukan Hertiavi, Maria Agatha Mia Aina Muhammad Lutfi Muhammad Nur Prabowo Prabowo Rembe, Elismayanti Rienovita, Ellina Santosa, Tomi a Santosa, Tomi Apra Sapulete, Heppy Solissa, Everhard Markiano Sopacua, Fryan Untajana, Sally E. Wahyu Kumala Sari