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All Journal JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Ilmiah Pendidikan Fisika IRJE (Indonesian Research Journal in Education) Atrium Pendidikan Biologi JURNAL CERDAS PROKLAMATOR SEMESTA: Journal of Science Education and Teaching UNIVERSE : Journal of Science Education Teaching and Learning Journal of Development Education and Learning
Febri Yanto
Universitas Negeri Padang
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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IMPLEMENTING PROBLEM-BASED LEARNING IN EIGHTH-GRADE SCIENCE EDUCATION Yosi Nofadila; Arief Muttaqiin; Monica Prima Sari; Febri Yanto
Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning
Publisher : Department of Science Education

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Abstract

Student-centered learning has become a fundamental approach in twenty-first-century education to equip learners with the competencies required to address the rapid advancement of science and technology. Among the various student-centered instructional approaches, Problem-Based Learning (PBL) has been widely recognized for promoting active engagement and meaningful learning. This study aimed to describe the implementation of the Problem-Based Learning model in eighth-grade science classrooms and to examine students' responsses to its implementation. A descriptive research design was employed involving 28 eighth-grade students and three classroom observers. Data were collected using validated observation sheets to assess the implementation of the PBL model by teachers and students, as well as a student responsse questionnaire. All research instruments were validated by three experts prior to data collection. The data were analyzed descriptively using percentage analysis. The findings revealed that the implementation of the Problem-Based Learning model reached 98%, indicating that the learning process was carried out with a very high level of implementation fidelity. In addition, students expressed positive responses toward the PBL model, suggesting that it effectively supported active participation and meaningful learning during science instruction. These findings demonstrate that Problem-Based Learning is a feasible and well-accepted instructional approach for promoting student-centered science learning at the junior high school level.
THE EFFECT OF STEM-PjBL ON SEVENTH-GRADE STUDENTS' CREATIVE THINKING SKILLS IN LEARNING SUBSTANCES AND THEIR CHANGES Annisa Fitria Rahayu; Muhyiatul Fadilah; Febri Yanto; Fatma Wati
Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning
Publisher : Department of Science Education

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Abstract

Creative thinking is one of the essential competencies required for learners in the twenty-first century. However, students' creative thinking skills remain relatively low in science learning. Preliminary observations conducted in a seventh-grade class at SMPN 1 Sijunjung revealed that students' creative thinking skills reached only 49%, indicating the need for more innovative instructional approaches. This study aimed to investigate the effect of STEM Project-Based Learning (STEM-PjBL) on seventh-grade students' creative thinking skills in the topic of Substances and Their Changes. A quasi-experimental research design employing a nonequivalent control group design was adopted. The participants were selected using purposive sampling, with one class assigned as the experimental group receiving STEM-PjBL instruction and another class serving as the control group receiving conventional instruction. Data were collected using an essay-based test designed to assess students' creative thinking skills. The collected data were analyzed using normality, homogeneity, and independent-samples t-tests. The results indicated no significant difference between the two groups on the pretest (p = 0.524 > 0.05), confirming comparable initial abilities. However, a statistically significant difference was found in the posttest scores (p = 0.005 < 0.05), indicating that students who learned through STEM-PjBL demonstrated significantly higher creative thinking skills than those who received conventional instruction. Therefore, it can be concluded that STEM Project-Based Learning has a significant positive effect on seventh-grade students' creative thinking skills in learning Substances and Their Changes.
Co-Authors Ainul Muslimah Akma Arif Annisa Fitria Rahayu Arief Muttaqiin Aulia Azhar Aulianur Fadila Enjoni Enjoni Enjoni Enjoni Fatma Wati Festiyed Firda Az zahra Khairil Arif Lastri Handayani Monica Prima Sari Muhyiatul Fadilah Tuti Lestari Yosi Nofadila Yurnetti