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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Journal of Natural Science and Integration Jurnal Studi Guru dan Pembelajaran JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Sains dan Edukasi Sains Integrated Science Education Journal INSECTA: Integrative Science Education and Teaching Activity Journal Jurnal Inovasi Penelitian dan Pengabdian Masyarakat BIOCHEPHY: Journal of Science Education Jurnal Penelitian Sains dan Pendidikan (JPSP) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Inayah, Nailil
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Science Self-Efficacy (SSE) Relationship on Cognitive Learning Outcomes amongst The Ecology Concept Putri, Marsha Hemalia; Inayah, Nailil; Setyawati, Maunah; Rochmawati, Rizka Novia
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2441

Abstract

Purpose of the study: Science Self-Efficacy (SSE) is important for students because it is directly related to their belief in their ability to learn and complete science tasks. Students with high SSE tend to be more confident, do not give up easily when faced with difficulties, and have greater motivation and involvement in the science learning process. This study aims to determine the effect of SSE on students’ cognitive learning outcomes in the Ecology concept, focusing solely on identifying the relationship between these two variables. Methodology: This research utilized a quantitative ex post facto correlational design with Simple Random Sampling. The instruments used were a 30-item Science Self-Efficacy (SSE) questionnaire and a cognitive learning test. Data were analyzed using descriptive statistics and Spearman’s rank correlation in SPSS version 27 to determine relationships among variables. Main Findings: The study revealed that students’ Science Self-Efficacy (SSE) was predominantly categorized as High, with 60% of participants reaching this level. The Spearman correlation coefficient of 0.623 and the significance value of 0.001 indicated a positive, significant relationship between SSE and cognitive learning outcomes. These findings confirm that higher levels of SSE strongly contribute to improved cognitive performance in learning the Ecology concept. Novelty/Originality of this study: This studies rarely examine Science Self-Efficacy (SSE) as a domain-specific construct related to higher-order cognitive outcomes in Ecology, its dimensions (magnitude, strength, and generality), or evidence from multicultural contexts such as Indonesian schools abroad.
Effectiveness of Problem-Based Learning Model on Cognitive Learning Outcomes and Science Self-Efficacy (SSE) Putri, Marsha Hemalia; Inayah, Nailil; Yanti, Aning Wida; Rochmawati, Rizka Novia
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.8207

Abstract

Students’ cognitive learning outcomes and Science Self-Efficacy (SSE) are important factors influencing success in science learning. However, many students still demonstrate low confidence and limited understanding of Ecology, indicating the need for innovative learning models. This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) model on cognitive learning outcomes and students' SSE in Ecology at the junior high school level. This study employed a quantitative approach with a one-group posttest-only design. The population consisted of seventh-grade students at Sekolah Indonesia Jeddah (SIJ), Saudi Arabia. Using simple random sampling, 22 students from class VII B were selected as the research sample. Data were collected using test and non-test instruments, namely an essay test to measure cognitive learning outcomes and a Science Self-Efficacy (SSE) questionnaire. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test as a prerequisite test, and a one-sample t-test for hypothesis testing. The results showed that the average score for students' cognitive learning outcomes was 89.59, and the average score for SSE was 84.86, with both distributions normal (Sig. > 0.05). The t-test results (Sig. = 0.000 < 0.05) showed that applying the PBL model significantly improved students' cognitive learning outcomes and SSE. The highest cognitive indicator was found in C6 (create), at 92.4%, followed by C5 (evaluate), at 73.4%. In addition, the most dominant dimension of SSE is Magnitude at 75%. The results of this study indicate that the PBL model is effective on students' cognitive learning outcomes and SSE in Ecology material.
Peningkatan Keterampilan Argumentasi Ilmiah Peserta Didik SMP melalui Model Problem-Based Learning pada Materi Struktur Bumi dan Perkembangannya Susanti, Yunita; Jariyah, Ita; Inayah, Nailil
Jurnal Penelitian Sains dan Pendidikan (JPSP) Vol 6 No 1 (2026)
Publisher : UIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/txky8z81

Abstract

Penelitian ini bertujuan untuk menganalisis peningkatan keterampilan argumentasi ilmiah melalui penerapan model Problem-Based Learning. World Economic Forum (WEF) menekankan pentingnya membekali peserta didik dengan kemampuan berpikir mendalam dan berbasis bukti, salah satunya keterampilan argumentasi ilmiah. Penelitian ini mengkaji peningkatan keterampilan argumentasi ilmiah secara komprehensif berdasarkan enam indikator Toulmin (claim, evidence, warrant, backing, qualifier, dan rebuttal) pada materi struktur bumi dan perkembangannya pada jenjang SMP. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-experimental dan desain one-group pretest-posttest. Desain ini digunakan untuk mengidentifikasi perubahan kemampuan peserta didik sebelum dan setelah perlakuan dalam konteks pembelajaran nyata tanpa melibatkan kelompok kontrol. Subjek penelitian berjumlah 31 peserta didik yang dipilih melalui teknik cluster random sampling. Data dikumpulkan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes keterampilan argumentasi ilmiah. Hasil menunjukkan keterlaksanaan pembelajaran sebesar 93,4% dengan kategori sangat baik. Uji statistik menunjukkan perbedaan signifikan antara pretest dan posttest (p < 0,001), dengan nilai N-Gain 0,71 kategori tinggi. Peningkatan terjadi pada seluruh indikator, yaitu claim 95%, evidence 89%, warrant 86%, backing 78%, qualifier 73%, dan rebuttal 94%. Temuan ini menunjukkan adanya peningkatan keterampilan argumentasi ilmiah setelah penerapan Problem-Based Learning, meskipun aspek backing dan qualifier perlu ditingkatkan.
Co-Authors Alwanda, Rudat Ilaina Aning Wida Yanti Arum, Wahyuni Fajar Astuti, Julia Astutik, Julia Azzahra, Nasywa Nabilah Binar Kurnia Prahani Dwi Safitri, Dwi Fajar Arum, Wahyuni Indratno, Dwi Jariyah, Ita Juhaeni Juhaeni Khoirunnabila, Azza Ilma Kusaeni, Tsabita Na'ilatun Nahda Masruro, Tutuk Maziatum Muhammad Nuril Huda Mukaromah, Sa’ida Umi Nur Wakhidah Pitaloka, Nanda Ayu Putri, Amelia Nabila Putri, Marsha Hemalia Rochmawati, Rizka Novia Safaruddin Safaruddin Setyawati, Maunah Siraj, Taufiq Susanti, Yunita Syahrin, Rania Alfi Taufik Taufik Ummah, Khoirotul