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Development of Guided Inquiry based on Blended Learning (GIbBL) Teaching Module for Physics in the Independent Curriculum Herliana, Fitria; Kasli, Elisa; Azhariah, Siti Kalsuma; Mahzum, Elmi; Farhan, Ahmad; Nurulwati, Nurulwati; Syukri, Muhammad; Mohtar, Lilia Ellany
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 9 No. 2 (2023): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 9 Issue 2,
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.09210

This study aims to develop a teaching module with a guided inquiry model based on blended learning (GIbBL) that can be applied in the independent curriculum. This kind of research uses the ADDIE development paradigm, which consists of the following steps: 1) Analysis, 2) Design, (3) Development, 4) Implementation, and 5) Evaluation. Due to time constraints, the teaching module in this study was only develop to the development stage. The feasibility of the teaching modules was assessed through expert validation tests and practicality tests, which involved gathering responses from research subjects. The subjects of this study were physics teachers and students of class XI SMAN 7 Banda Aceh. The data collection technique employed in this study utilized a questionnaire instrument, comprising a material and learning design expert validation questionnaire, as well as a teacher and student response questionnaire. Data analysis involved percentage descriptive analysis. The results of the material expert validation test demonstrated a percentage of 93,25%, while the learning design expert validation test yielded 91,5%, both falling within the "very valid" category. Furthermore, the teacher response test resulted in a percentage of 96,2%, and the student response test amounted to 88%, both categorized as "very good." Based on the research findings, it can be concluded that the guided inquiry based on blended learning (GIbBL) teaching module is deemed feasible for application in the learning process within an independent curriculum.

Meta-Analysis Study: The Influence of Project Based Learning Models on Creativity and Science Learning Outcomes of Elementary School Students Sari*, Rona Taula; Angreni, Siska; Mohtar, Lilia Ellany; Lufri, Lufri; Asrizal, Asrizal; Hardeli, Hardeli
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38375

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.

Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Nabila, Suci; Sulastri, Sulastri; Winarni, Sri; Zulfadli, Zulfadli; Khaldun, Ibnu; Mohtar, Lilia Ellany
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.36302

Laboratories play a crucial role in enhancing learning experiences, verifying scientific concepts, and solving problems through scientific methods. However, the implementation of chemistry practicums in schools often faces significant challenges. This study aims to identify the problems hindering the implementation of chemistry practicums and propose alternative solutions to address these issues. A survey method was conducted using a qualitative descriptive approach. The population consisted of 45 schools in Aceh, involving 981 grade XII students. A cluster sampling technique selected 13 schools, comprising 80 participants, including principals, chemistry teachers, and students. Data were collected through validated instruments, including observation sheets, response questionnaires, interviews, and documentation. The findings revealed several obstacles, including inadequate laboratory infrastructure, unprepared teachers, insufficient tools and materials, limited supporting facilities, and a lack of laboratory staff. To overcome these challenges, alternative solutions were suggested, such as conducting practicums in classrooms through demonstrations, utilizing natural materials and virtual media, aligning practicums with learning standards, adopting blended learning models, and recruiting laboratory staff. These proposed solutions provide practical approaches to improving chemistry practicum implementation in public high schools, ensuring students gain hands-on learning experiences and enhancing their understanding of scientific concepts.

When studying applied physics: what problems are there, and do pre-service physics teachers need? Afrizon, Renol; Mohtar, Lilia Ellany; Azmi, Mohd Syahriman Mohd; Hidayati, Hidayati
International Journal of Advances in Applied Sciences Vol 14, No 3: September 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijaas.v14.i3.pp650-661

Applied physics courses are essential for pre-service physics teachers (PsPTs), but they often encounter challenges in pursuing this educational pathway. This study aims to identify the problems and learning elements that PsPTs need in applied physics learning using the McKillip discrepancy model. The data were collected using questionnaires and bibliometric techniques. A total of 23 PsPTs participated in the study. Additionally, 1,000 articles were consulted as a data source. The data analysis uses descriptive statistics and the VOSviewer software. The first finding is primary issues identified in applied physics learning e.g., the difficulty of locating suitable learning resources, the dearth of in-depth physics comprehension, the absence of visualization like augmented reality (AR), the failure to undertake empirical activities in the laboratory, and global warming and climate change topic were pertinent at the high school level, entailed intricate issues, and were abstract. The second finding is a learning module that is integrated with science, technology, engineering, and mathematics (STEM), and AR is needed by PsPTs. Finally, this need has been paramount over the past decade to meet PsPTs' needs. Thus, the needs analysis results serve as an initial reference point for decision-makers to identify elements and develop integrated STEM and AR applied physics learning modules.

Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Nabila, Suci; Sulastri, Sulastri; Winarni, Sri; Zulfadli, Zulfadli; Khaldun, Ibnu; Mohtar, Lilia Ellany
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.36302

Laboratories play a crucial role in enhancing learning experiences, verifying scientific concepts, and solving problems through scientific methods. However, the implementation of chemistry practicums in schools often faces significant challenges. This study aims to identify the problems hindering the implementation of chemistry practicums and propose alternative solutions to address these issues. A survey method was conducted using a qualitative descriptive approach. The population consisted of 45 schools in Aceh, involving 981 grade XII students. A cluster sampling technique selected 13 schools, comprising 80 participants, including principals, chemistry teachers, and students. Data were collected through validated instruments, including observation sheets, response questionnaires, interviews, and documentation. The findings revealed several obstacles, including inadequate laboratory infrastructure, unprepared teachers, insufficient tools and materials, limited supporting facilities, and a lack of laboratory staff. To overcome these challenges, alternative solutions were suggested, such as conducting practicums in classrooms through demonstrations, utilizing natural materials and virtual media, aligning practicums with learning standards, adopting blended learning models, and recruiting laboratory staff. These proposed solutions provide practical approaches to improving chemistry practicum implementation in public high schools, ensuring students gain hands-on learning experiences and enhancing their understanding of scientific concepts.

Microteaching to Develop Prospective Biology Teachers' Basic Teaching Skills Following Next Generation Science Standards (NGSS) Parmin, Parmin; Mohtar, Lilia Ellany; Muhlisin, Ahmad; Trisnowati, Eli; Sukmawati, Ika
Biosaintifika: Journal of Biology & Biology Education Vol. 16 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/biosaintifika.v16i3.10264

Prospective biology teachers have good mastery of the material but are still weak in several indicators of basic teaching skills. Preparing prospective professional biology teachers in Indonesia expects graduates to be able to teach not only in domestic schools but also in schools abroad by integrating Next Generation Science Standards. This study aims to develop prospective teachers' basic teaching skills that integrate Indonesian standards and the Next Generation Science Standards (NGSS) through best practices of microteaching innovation. The research used the Research and Development method. Microteaching lecture tools for prospective biology teachers were developed. The research targets were 82 prospective biology teachers in microteaching courses who were given the same learning environment. The six biology teachers involved came from three partner schools with different statuses: public, nationalist private, and religious private. A t-statistic model comparison test strengthens this finding, where the score of the second microteaching practice differs from the first practice. This research is a form of curriculum implementation for prospective science teachers who integrate NGSS. This research finds that the practice scores in the second microteaching increase after analyzing the first teaching practice video. The impact of these findings provides solutions to create skillful prospective biology teachers.

Improving the Ability to Observe, Identify and Define Variables Through Comic-Assisted Inquiry Learning Model Husna, Wardatul; Evendi, Evendi; Syukri*, Muhammad; Elisa, Elisa; Herliana, Fitria; Mohtar, Lilia Ellany; Putri, Elva Sesioria
Jurnal Pendidikan Sains Indonesia Vol 12, No 1 (2024): JANUARY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i1.34758

This research is motivated by students' science process skills which are still in the low category. Based on the initial observations made there were students who still had difficulty in conducting experiments. This research aims to determine the increase in the ability to observe, identify and define variables through the comic-assisted inquiry learning model. This research was conducted on class XI MIPA 2 students at SMAN 2 Banda Aceh involving 32 students. The research design used in this study isone grup pretest-posttest design. Data collection techniques through tests (pretest andposttest) and student response. The pretest and posttest questions in this research were prepared referring to three indicators of science process skills, namely, observing, identifying and defining variables. After the data is collected, the data is analyzed using the gain test. The results of the research showed that there was an increase in students' science process skills in the aspect of observing by 0.54 in the medium category, identifying by 0.68 in the medium category and defining variables by 0.72 in the high category. Based on the results of this research, it can be concluded that the ability to observe, identify and define variables can be improved through comic-assisted inquiry learning

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