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Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

The Effect of Problem Based Learning Model on Students' Creative Thinking Ability Zulkarnaen Zulkarnaen; Suhirman Suhirman; Samsun Hidayat; Saiful Prayogi; Fitria Sarnita; Widia Widia; Fathurrahmaniah Fathurrahmaniah; Azra Fauzi; Lisda Ramdhani; Ni Nyoman Sri Putu Verawati
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 1 (2022): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i1.1307

Abstract

This study aimed to explore the effect of the PBL model on students' creative thinking ability. A quasi-experimental study with 70 samples divided into experimental group and control group was carried out in this study. Data on students' creative thinking ability were collected using 8 items of essay test instruments that accommodate the creative thinking ability indicators. Descriptive analysis using the n-gain equation and statistical analysis using the ANOVA test were carried out to determine the improvement and effect of the treatment implemented on students' creative thinking ability. The results showed that the students’ creative thinking ability in the experimental group (n-gain: 0.72) was significantly different (p<0.05) in comparison with the control group (n-gain: 0.14). Based on the results of the study, it can be concluded that the PBL model has a significant effect on students' creative thinking ability
The Effect of Cognitive Conflict Strategies on Students' Cognitive Learning Outcomes Widia Widia; Suhirman Suhirman; Muhammad Suhardi; Saiful Prayogi; Muhammad Yamin; Muhammad Salahuddin; Lutfin Haryanto; Ewisahrani Ewisahrani; E Nursa’ban E Nursa’ban; Ilyas Ilyas; Mujitahid Mujitahid
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 1 (2022): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i1.1308

Abstract

An important aspect of learning outcomes at all levels of education is cognitive learning outcomes, and to achieve optimal cognitive learning outcomes, multi-method intervention is needed. This study aims to determine the effect of using cognitive conflict strategies on students' cognitive learning outcomes. Experimental research with one group pretest-posttest design was conducted in this study. A total of thirty-five students as the research sample, sample came from one of the high schools in West Lombok, West Nusa Tenggara. Cognitive conflict strategies are conducted in the material of continuous straight motion and uniformly changing straight motion. Measurement of cognitive learning outcomes using a test instrument (essay test) as many as six test items that accommodate cognitive level 1 (C1) to 6 (C6) and these are given to students as pretest and posttest. Descriptively, the results showed that cognitive learning outcomes increased after learning using cognitive conflict strategies (mean: 3. 4803) significantly (p: 0.000) with an n-gain of 0.74 in the high category. These results imply that cognitive conflict strategies are effective for improving students' cognitive learning outcomes