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All Journal Jurnal Penelitian dan Pembelajaran Fisika JPF : JURNAL PENDIDIKAN FISIKA Journal of Innovative Physics Teaching (JIPT)
N, Annisa
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Education Physics Other

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Penggunaan Model Problem Based Learning Untuk Meningkatkan Kompetensi Pengetahuan dan Kemampuan Berpikir Kreatif Siswa SMP IT Darul Hikmah Pasaman Barat Syamina, Syamina; N, Annisa; Nurhaliza, Putri; Agustina, Nelmi
Jurnal Penelitian Pembelajaran Fisika Vol 7, No 2 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.816 KB) | DOI: 10.24036/jppf.v7i2.113156

Abstract

The 21st century continues to experience developments, including in the world of education. The development of the 21st century in the world of education poses more complex challenges. The most important thing that students must have in the 21st century is a knowledge base and deep understanding and develop various other abilities. One of the abilities that students must have in the 21st century is the ability to think creatively, not least in learning science. Science learning is related to events that occur in nature. Therefore, a strategy is needed for teachers to build students' creative thinking skills so that students can gain the right knowledge. One way that can be used to improve students' creative thinking skills is to use the Problem Based Learning (PBL) model. Based on research that has been conducted in class VIII SMP IT Darul Hikmah, it is known that the PBL model is effective in improving knowledge competence and students' creative thinking abilities
Analisis Effect Size Pengaruh Bahan Ajar Cetak IPA Terpadu Terhadap Kompetensi Pengetahuan Siswa N, Annisa; Festiyed, Festiyed; Asrizal, Asrizal
Jurnal Penelitian Pembelajaran Fisika Vol 7, No 2 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.226 KB) | DOI: 10.24036/jppf.v7i2.113522

Abstract

Humans are required to have broad insight, think critically, and be able to adapt to 21st century developments, especially in the field of education. The 2013 curriculum was created to change the mindset of students and the conceptual mastery of learning material was increased and meaningful. For that, we need integrated learning resources to support the implementation of learning. However, the problem is that the integrated science teaching materials in schools are still not integrated. One solution to overcome this problem is by analyzing the effect size of the effect of integrated science printed teaching materials on students' knowledge competencies. The type of research used is the effect size analysis. Effect size analysis is a way of summarizing and analyzing research data from several previous research results. The articles of this research consist of 20 articles. The instruments used were category codes and effect size calculations. The data analysis technique used in this study was to calculate the effect size of each article based on the mean, standard deviation, and t test. Based on the data analysis, four research results can be stated. First, integrated science printed teaching materials are equally effective at the seventh grade and eighth grade junior high school level. Second, integrated science printed teaching materials in the form of modules, books, LKS/LKPD, and teaching materials are effectively applied in science learning in junior high schools. Third, integrated science printed teaching materials have a significant influence on materials in junior high school science learning. Fourth, integrated science printed teaching materials are effective in increasing students' knowledge competencies with an effect size of 1.73. So, it can be concluded that integrated science printed teaching materials have a significant effect on students' knowledge competencies.
Meta Analisis Pengaruh Model Terhubung Terhadap Kompetensi Pengetahuan Siswa SD dan SMP N, Annisa; Hidayatullah, Silmi; Usmeldi, Usmeldi
Jurnal Penelitian Pembelajaran Fisika Vol 7, No 1 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v7i1.111625

Abstract

Science and twchnology developed rapidly in the 21st century. The 21st century demanded  that  human have a broad outlook especially in the world of education. The 2013 curriculum was created to face the challenges of the 21st century and aims to increase students' mindset and conceptual mastery of learning material. Integrated learning can combine a concept with other concepts and can be integrated into learning in schools so that it can realize educational goals. However, in reality the teacher's understanding of integrated learning is still limited. One of the solutions to overcome this problem is by conducting a meta-analysis of the effect of the connected model on student learning outcomes. The type of research used is meta-analysis. Meta analysis is a research conducted by summarizing, reviewing and analyzing research data from several pre-existing research results. The articles of this research consist of 25 articles. The Articles are made up of accredited international and national journals. Based on the data analysis, four research results can be stated. First, the application of the connected model has a high effect on learning outcomes at the primary and junior high school levels. Second, the application of the connected model has a meaningful effect on Science, Social Sciences, and Mathematics in SD. Third, the connected learning model has a significant effect on learning outcomes in junior high school science learning materials. Fourth, the application of the connected learning model has a high effect on student cognitive learning outcomes with an average effect size of 1.60. So, it can be concluded that the connected model has a significant effect on student knowledge competencies.
Development of Alternative Energy Digital Teaching Material Integrated PBL Model with Canva to Promote Students’ Critical Thinking Skills Hanifah, Hanifah; Asrizal, Asrizal; Ulmi, Fauziah; N, Annisa; Ashel, Hazrati
Journal of Innovative Physics Teaching Vol. 3 No. 1 (2025): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol3-iss1/85

Abstract

Critical thinking is a crucial 21st-century skill that students need to develop. However, initial studies indicate that students' critical thinking skills are still relatively low. This study aimed to develop digital teaching materials integrated with the Problem-Based Learning (PBL) model that are both valid and practical to improve students' critical thinking abilities. The research followed a Research and Development (R&D) design using the Hannafin and Peck development model. The development process reached the limited trial stage, conducted with Grade X students. Data were collected through expert validation sheets and student practicality questionnaires. Descriptive statistical analysis was used to describe the validity and practicality results in the form of tables and graphs. The findings showed that the digital teaching materials were valid and practical. Expert evaluations resulted in an average score of 83.6, indicating excellent validity in content, visual design, instructional design, software functionality, and PBL integration. Students gave an average score of 82.2, reflecting very high practicality in terms of usefulness, ease of use, clarity, appeal, and affordability. Based on these results, the alternative energy-themed digital teaching materials integrated with the PBL model are considered effective for supporting classroom learning and enhancing students' critical thinking skills.
Design and Validity of STEM Integrated Physics Electronic Teaching Materials to Improve New Literacy of Class XI High School Students N, Annisa; Asrizal, Asrizal
Jurnal Pendidikan Fisika Vol. 10 No. 3 (2022): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v10i3.7900

Abstract

The 21st century education demands the integration of STEM into learning to improve technology skills, and students' literacy skills can be increased. One of the ways teachers should guide students to face the challenges of the 21st century is by updating the learning resources used. However, in reality schools still use printed teaching materials, have not integrated STEM well, and students' knowledge and literacy are still low. One solution to this problem is to develop STEM-integrated electronic teaching materials (ETMS) to increase new literacy for class XI high school students. This research uses R&D method with the Ploom development model. The research carried out is only limited to the development and prototype stages. The analytical technique used is the use of Aiken's V formula. The results of the first study were in the form of an ETMS design. The results of the second study are valid ETMS with an average value of 0.94. Based on the results of the study, two conclusions can be drawn. First, ETMS contains STEM development activities related to the facts of real world problems, technology and working principles, as well as mathematical concepts of physics. Second, the results of the prototype stage consist of self-evaluation and expert review. ETMS is valid based on five indicators of validity assessment, namely material substance, visual communication display, learning design, software utilization, and STEM assessment. This ETMS can be an alternative learning resource to improve students' new literacy.
Co-Authors Agustina, Nelmi Ashel, Hazrati Asrizal Fauziah Ulmi Festiyed hanifah hanifah Hidayatullah, Silmi Nurhaliza, Putri Syamina, Syamina Usmeldi Usmeldi