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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian Fisika dan Aplikasinya (JPFA) EDUSAINS Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Pembelajaran Fisika Jurnal Pendidikan Fisika FKIP UM Metro JPS Unimus Edu Sains: Jurnal Pendidikan Sains dan Matematika QUANTUM: Jurnal Inovasi Pendidikan Sains Berkala Ilmiah Pendidikan Fisika Briliant: Jurnal Riset dan Konseptual JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Inovasi : Jurnal Ekonomi, Keuangan, dan Manajemen Journal of Science Education Research JCES (Journal of Character Education Society) International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Pendidikan Fisika dan Teknologi Jurnal Pendidikan Lingkungan dan Pembangunan Berkelanjutan Jurnal Pembelajaran Sains Jurnal Manajerial Kasuari: Physics Education Journal (KPEJ) Gravitasi: Jurnal Pendidikan Fisika dan Sains Jurnal Riset Pendidikan Fisika Studies in Learning and Teaching Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan, Sains dan Teknologi Pancaran Pendidikan Jurnal MIPA dan Pembelajarannya Metta: Jurnal Penelitian Multidisiplin Ilmu
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Menjembatani Pemikiran: Tinjauan Pustaka Sistematis tentang Pendekatan STEM dalam Menumbuhkan Berpikir Kritis pada Pendidikan Sains Bintan Nuril Irvaniyah; Parno; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12646

Abstract

This study systematically reviews STEM-based learning models and media designed to enhance students’ critical thinking skills. A total of 27 Scopus-indexed articles published between 2020 and 2024 were analyzed using a systematic literature review (SLR) approach. The analysis focused on publication trends, thematic emphases, key findings, and implementation challenges. Results indicate that STEM integration through models such as Problem-Based Learning (PBL) and Inquiry-based learning supports the development of several critical thinking indicators, especially explanation, inference, and decision-making. Quantitative findings from some studies show that improvements are often moderate, with the indicator of advance clarification consistently emerging as the weakest. Media such as worksheets and e-modules are found to facilitate structured inquiry and independent learning, yet their effectiveness remains constrained by limited teacher readiness, short implementation cycles, and challenges in interdisciplinary integration. STEM-based learning contributes positively to critical thinking development, though its impact varies across indicators and contexts. Future studies are recommended to design and evaluate targeted learning models, such as the Clarity Learning Model (CLM), which focuses on strengthening advance clarification while supporting other critical thinking dimensions.
Analysis Creative Thinking Ability of Student’s on the Topic of Momentum and Impulse in Senior High School I Putu Yogi Setia Permana; Parno; Endang Purwaningsih; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.4581

Abstract

The capacity for creative thought is one of the skills that people in the 21st century need to have. Creative thinking ability refers to a person's ability to use their way of thinking to generate new ideas. Teachers must choose the best teaching strategy to provide pupils the chance to be creative. This study seeks to give a general picture of students' capacity for creatively thought about momentum and impulse. This study is quantitative and descriptive. As the research subjects, 57 students from classes XI MIPA 1 and XI MIPA 2 of SMA Negeri 1 Menggala participated in the study. The sample for this study was chosen using the cluster random sampling technique. A four-essay creative thinking exam with a reliability score of 0.610 and measures of fluency, flexibility, originality, and elaboration. The study's findings demonstrate that student have a considerable ability for creative thought. The indicator of fluency in thinking received the highest score of 54.67%, the indicator of flexibility of thinking was 47.2%, the indicator of originality was 34.93%, and the indicator of elaboration received the lowest proportion, 28.27%. This shows that students have the ability to develop different ideas in different ways, but they still have difficulty explaining these ideas.
The Influence of the 9E Learning Cycle with A STEM Approach on Students' Science Process Skills in Static Fluid Topics M Ali Alfian; Parno Parno; Hari Wisodo; Noorzana Khamis
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.8916

Abstract

This study investigated the effectiveness of integrating the 9E Learning Cycle Model with STEM approaches to enhance students' Science Process Skills (SPS) in static fluid concepts. The research employed a mixed-methods embedded experimental design with 32 senior high school students. Quantitative data were collected through pre- and post-tests, while qualitative data were gathered via observations and interviews. Results showed significant improvements across all SPS components, with N-gain values ranging from 0.63 to 0.64, indicating medium gains. Students demonstrated enhanced abilities in observing, classifying, measuring, inferring, predicting, and communicating scientific concepts. The integrated approach facilitated practical application of knowledge, as evidenced by students' work on flood-resistant garage prototypes and wave-powered electricity generators. Qualitative findings revealed increased student engagement and improved problem-solving skills. The study concludes that the integration of the 9E Learning Cycle Model with STEM approaches offers an effective framework for enhancing students' science process skills and their ability to apply these skills to real-world problems. These recommendations aim to provide a more comprehensive understanding of the approach's potential in science education across various domains and student populations
Identifikasi pemahaman konsep dan penalaran ilmiah siswa SMA pada materi fluida statis Vicki Dian Prastiwi; Parno Parno; Hari Wisodo
Momentum: Physics Education Journal Vol 2 No 2 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (697.046 KB) | DOI: 10.21067/mpej.v1i1.2216

Abstract

Abstract: Understanding of concepts and scientific reasoning are an important components of the Physics learning process. One of the importance of understanding the concept and scientific reasoning is facilitating students in understanding and applying concepts obtained for everyday life. This article aims to describe students' understanding of concept and scientific reasoning on Static Fluid topic. This research used mixed methods explanatory design with 31 students of class XII IPA who have obtained Fluid Static topic. The instruments used are 10 items of essay for conceptual comprehension and 20 multiple choice items justified for scientific reasoning with substantial reliability in order, ie 0.702 and 0.745. The results show that students still have difficulty in understanding the concept of Fluid Static and still have a low scientific reasoning. Students' understanding of hydrostatic pressure sub topic is 18%, Pascal's Law of 21%, and Law Archimedes of 2.2%. Scientific reasoning aspects used in this research are mass conservation reasoning, proportional reasoning, variable control, reasoning probability, correlation reasoning, and hypotetical deductive reasoning. Sequentially, the low level of students' scientific reasoning on Static Fluid material in each criterion is indicated by the following percentages: 24%, 40%, 34%, 25%, 48%, and 20%. Based on the results obtained, that the difficulties of students in general exist on the determination of factors that affect the phenomenon of each sub-material. Abstrak: Pemahaman konsep dan penalaran ilmiah merupakan komponen penting dalam proses pembelajaran Fisika. Salah satu pentingnya dari pemahaman konsep dan penalaran ilmiah adalah dapat memberikan kemudahan siswa dalam memahami dan mengaplikasikan konsep yang diperoleh untuk kehidupan sehari-hari. Artikel ini bertujuan untuk mendeskripsikan pemahaman konsep dan penalaran ilmiah siswa pada materi Fluida Statis. Jenis penelitian ini menggunakan mixed methods explanatory design dengan subyek penelitian 31 siswa di kelas XII IPA yang telah memperoleh materi Fluida Statis. Instrumen yang digunakan dengan 10 butir soal esai untuk pemahaman konsep dan 20 butir soal pilihan ganda beralasan untuk penalaran ilmiah dengan besar reliabilitas secara berurutan, yaitu 0,702 dan 0,745. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami konsep Fluida Statis dan masih memiliki penalaran ilmiah yang rendah. Pemahaman konsep siswa pada sub materi tekanan hidrostatis sebesar 18%, Hukum Pascal sebesar 21%, dan Hukum Archimedes sebesar 2,2%. Aspek penalaran ilmiah yang digunakan dalam penelitian ini, yaitu penalaran konservasi massa, penalaran proporsional, kontrol variabel, penalaran probabilitas, penalaran korelasi, dan hypotetical deductive reasoning. Secara berurutan rendahnya tingkat penalaran ilmiah siswa pada materi Fluida Statis di masing-masing kriteria, ditunjukkan dengan persentase sebagai berikut: 24%, 40%, 34%, 25%, 48%, dan 20%. Berdasarkan hasil yang diperoleh, bahwa kesulitan siswa secara umum terdapat pada penentuan faktor-faktor yang berpengaruh pada fenomena masing-masing sub materi.
Keterampilan berpikir kritis pada Bounded Inquiry Lab: analisis kuantitatif dan kualitatif Anisak Intan Eka Prani; Parno Parno; Arif Hidayat
Momentum: Physics Education Journal Vol 2 No 1 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (891.306 KB) | DOI: 10.21067/mpej.v1i1.2217

Abstract

Abstract: Critical thinking skills as an important skill in the 21st century is a major goal of science education. Therefore the researchers develop various learning strategies to enhance and develop students' critical thinking skills. They develop learning materials that integrated with ability to think critically. However, the strategy makes students less understand to the concept of the material. Learning strategy as bounded inquiry lab model can improve both critical thinking skill and students' comprehension of the material. This study aims to determine effectiveness of bounded inquiry lab to critical thinking skills in high school students. This study focuses on hydrostatic pressure, Pascal's law, and Archimedes’ law. Mixed methods of embedded model design were used during the study. A total of 30 students in major natural science program undergo pre test, followed by learning using bounded inquiry lab, doing post test and then interview. The results showed that students' critical thinking skills on hydrostatic pressure, Pascal's law, and Archimedes’ law increased from an average of 20.00 in pretest to 80.67 in post test. In addition, students said that they can improve their understand concepts of matter, determine the variables, how to create and test hypotheses through scientific work, and make good conclusion through classroom learning. So, bounded inquiry lab should be used as an alternative learning to enhance critical thinking skills in static fluids. Abstrak: Keterampilan berpikir kritis sebagai keterampilan penting di abad 21 merupakan tujuan utama pendidikan sains. Hal tersebut membuat para peneliti mengembangkan berbagai strategi pembelajaran untuk mengembangkan keterampilan berpikir kritis siswa. Sebagian besar peneliti mengembangkan keterampilan berpikir kritis yang terintegrasi dengan materi pembelajaran. Namun, strategi tersebut membuat siswa kurang memahami konsep dari materi. Strategi pembelajaran berupa model bounded inquiry lab merupakan salah satu model yang dapat meningkatkan keterampilan berpikir kritis sekaligus meningkatkan pemahaman siswa pada materi. Penelitian ini bertujuan mengetahui efektivitas bounded inquiry lab terhadap keterampilan berpikir kritis siswa SMA. Penelitian ini berfokus pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes. Mixed methods desain embedded model digunakan selama penelitian. Sebanyak 30 siswa kelas XI IPA SMA menjalani pre test, dilanjutkan dengan pembelajaran menggunakan bounded inquiry lab, mengerjakan soal post test kemudian wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa pada materi tekanan hidrostatis, hukum Pascal, dan hukum Archimedes meningkat dari rata-rata nilai pre test sebesar 20,00 ke nilai post test sebesar 80,67. Di samping itu, menurut siswa, pembelajaran di kelas membuat mereka lebih memahami konsep materi, menentukan variabel, cara membuat dan menguji hipotesis melalui kerja ilmiah, serta membuat kesimpulan dengan baik. Berdasarkan hasil penelitian, bounded inquiry lab dapat digunakan sebagai salah satu alternatif strategi pembelajaran untuk meningkatkan keterampilan berpikir kritis siswa pada materi fluida statis.
Kesalahan siswa SMA dalam memecahkan masalah pada materi Hukum Newton Dheka Januarifin; Parno Parno; Arif Hidayat
Momentum: Physics Education Journal Vol 2 No 2 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (871.017 KB) | DOI: 10.21067/mpej.v1i1.2292

Abstract

Abstract: This study described students mistake on solving newton’s law problems. The subjects were 60 students of high school in 11th grade. This study used survey method with data collection technique was test. Test consisted of 10 items about the description of Newton's law (cronbach alpha 0.638). The results showed that many students mistake on solving problems about 1st Newton’s Law, 2nd Newton’s law, 3rd Newton’s law and concept of friction. Students just rememberred the mathematical equations of Newton's law without understanding the physical meaning. It was advisable to conduct further research as an effort to reduce students' mistakes, one of them is through learning that involves students participating on problem solving and given assistance so that students can do problem solving independently. Abstrak: Penelitian ini mendeskripsikan kesalahan siswa dalam memecahkan masalah hukum newton. Subyek penelitian siswa kelas XI SMA berjumlah 60. Penelitian menggunakan meteode survey dengan teknik pengumpulan data yaitu tes. Tes terdiri atas 10 butir soal uraian materi hukum Newton (cronbach alpha 0,638). Hasil penelitian menunjukkan bahwa siswa banyak mengalami kesalahan dalam memecahkan masalah hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Faktor penyebab kesalahan tersebut adalah karena siswa kurang memahami hukum I Newton, hukum II Newton, hukum III Newton dan konsep gaya gesek. Siswa hanya hanya menghafal persamaan matematis hukum Newton tanpa memahami makna fisis. Disarankan untuk melakukan penelitian lebih lanjut sebagai upaya mengurangi kesalahan siswa, salah satunya melaui pembelajaran yang melibatkan siswa ikut serta dalam pemecahan masalah dan diberi bantuan agar siswa dapat melakukan pemecahan masalah secara mandiri.
Empirical Analysis of the Validity and Reliability of Creative Thinking Skills Test Instruments on Static Fluid Material for High School Students Dya Atul Fahmi; Parno Parno; Khusaini Khusaini; Marlina Ali
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 2 (2026): December 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v9i2.1161

Abstract

The accuracy of learning assessment results is greatly influenced by the quality and reliability of the instruments used, so instrument validation is a crucial step in measuring students' creative thinking abilities. However, many instruments have not been properly validated, potentially producing inaccurate data and biased conclusions. This study aims to analyze the validity and reliability of a creative thinking ability test instrument about static fluids for high school students using a quantitative descriptive approach. The instrument consists of eight fill-in-the-blank questions structured based on creative thinking indicators and completed independently by students. Data analysis included item validity testing, reliability testing, difficulty level analysis, and discriminatory power analysis. The results show that all items are valid, the instrument is reliable, most items are at a moderate level of difficulty, and have adequate to very high discriminatory power. Thus, this test instrument is suitable for use as a tool for assessing high school students' creative thinking abilities.
Berpikir Kritis dalam Pembelajaran Fluida Dinamis: Tinjauan Sistematis Model Pembelajaran Cindy Tyas Harvina; Parno; Ahmad Taufiq; Marlina Ali
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13935

Abstract

This study aims to identify learning models implemented to promote student’s critical thinking skills in fluid dynamics learning and synthesize evidence regarding their reported effectiveness. Using the PRISMA framework, seven empirical studies published between 2021 and 2025 and focusing on senior high school students were selected according to predefined inclusion criteria. The review examined student’s initial critical thinking conditions, instructional approaches, and reported learning outcomes. The findings indicate that student’s initial critical thinking skills in fluid dynamics were generally low to moderate, suggesting persistent difficulties in higher-order thinking processes. The reviewed studies implemented five instructional approaches, namely Problem-Based Learning, Guided Inquiry, RADEC, Metacognition Based Discovery Learning, and Think Pair Share, all of which were reported to support student’s critical thinking development. Several studies employing pretest–posttest measures reported moderate to high learning gains, while posttest-based studies showed higher critical thinking performance among students receiving innovative instruction. The reviewed evidence also suggests that students often experience difficulties in relating relationships among pressure, velocity, and flow rate to mathematical representations and scientific reasoning. Overall, student-centered instructional approaches contribute positively to critical thinking development in fluid dynamics learning, although their effectiveness varies across learning contexts and assessment indicators.
The problem of physics learning: The effort to increase the interest and learning result of Newton laws Tomy Suganda; Endang Purwaningsih; Parno Parno
Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya Vol. 12 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/bfi-jifpa.v12i1.20334

Abstract

This study aimed to identify the problems and solutions of physics learning on the concept of newton's law of motion. The researcher used a qualitative descriptive study with a sample of students and physics teachers at Islamic Senior High School or Madrasah Aliyah in Malang. The data was collected through interviews and observations during two meetings. The first meeting was an interview section with the teachers to identify the problems in physics learning. The second meeting was the student observations for further investigation based on the findings from the interview data. This present study was designed for solving physics learning problems on the concept of newton's law of motion. The result showed that classroom learning still utilises a teacher-centred approach, resulting in poor interactive responses and learning outcomes. Besides, The school does not support enough facilities, such as learning equipment and laboratories. Therefore, teaching aids can improve the students' quality and quantity on learning the concept of newton's law of motion.
Co-Authors Abdul Hamid Hasbullah Abdul Kholiq Ade Kirana Aryani Agus Hadi Nuryanto Agus Suyudi Agustin, Nafisah Maulida Ahmad Ridlotul Adha Ahmad Taufiq Ahmad Yadaeni Ake Wihadanto Alfiyah Nur Jannah Alif Syaiful Adam Alifia Asterina Putri Alifia Asterina Putri Almira Betari Aloysius Rabata Nova T F T Alvi Hasanati Amalia Eka Febriana Ana Lailaul Fitriyah Anggreni Indika Seprapti Anisak Intan Eka Prani Aprilita Ekasari Arief Hidayat Arif Hidayat Arinal Haqqo Asim, A. Ate, O Aulia Siska Yuliana Ayu Lingga Ratna Sari Ayyashi, Tsaqiila Putri Bayu Aji Kurniawan Bintan Nuril Irvaniyah Catur Wulandari Choirun Nisah Alifiyah Cindy Tyas Harvina Dhedhie Armawan Dheka Januarifin Dian Rafiah Dini Mahirotul Aulia Dya Atul Fahmi Elfa Ma’rifah Endang Purwaningsih Endang Purwaningsih Eny Latifah, Eny Estianinur Estianinur Ety Rimadani Farah Rafidah6 Fathoroni Fathoroni Firda Ulya Nur Rosyidah Firdausi Firdausi Firmanilah Kamil Fitroh Fuadah Fitroh Fuadah Gepi Sartianis Hadi Suwono Haerul Salam Hari Wisodo, Hari Helmi Helmi Helmi Pakas Rivai Hermanto, F. M. I Putu yogi Setia Permana I Putu Yogi Setia Permana Irma Lismayani Isna Fatimatuzzahroh Istianingsih Sastrodiharjo, Istianingsih Jamiatul Mufidah Jamiatul Mufidah Jewaru, Aurelia Astria L. Kadim Masjkur Khusaini Khusnul Khotimah Kurniawan, Bakhrul Rizky Lailatul Nuronia Lestari Widodo Lestari Widodo Lestari Widodo Lia Yuliati Lutviyah Dwi Nurfadhilah M Ali Alfian M. Ali Maharani Karunia Putri Maria Claudia Sodakain Markus Diantoro Marlina Ali Marlina Ali Marlina Ali Marlina Ali Marlina Ali Mifta Rahmadiyah Miksandri Eksanita Mimi Rohazal Yaumi Mohammad Zainuddin, Mohammad Muhammad Fajar Marsuki Muhammad Ikhbar Ihsan Muhammad Taufiqurrahman Amir Munfaridah, N Nadya Dewi Arofah Mochsif Nandang Mufti Nasikh Nina Diana Nawi Nizami Asnawi Noorzana Khamis Novida Pratiwi Nur Azizah Nur lailatin nisfah Nurani Fitri Nuril Munfaridah, Nuril Octa Qamar Rachmawati Prima Mutiara Meidayanti Purbo Suwasono Putri Dwi Sundari Putri Ratna Sari Putri, Anggy Marthania Tatyanty Putri, Febi Qurrotul Ainiyah Rafa Anugrah Putri Rais Muktamar Amin Rian Priyadi Rian Priyadi Rini Tri Anggraini Risa Indah Risda Luthfiani Zahra Sartika Dewi Lukitawanti Seli Aditya Sentot Kusairi Septarini, Ridhotin Alwiyana Shinta Nuriyah Mahbubiyah Royani Shofi Hikmatuz Zahroh Sigit Triwibowo Siprianus L Angin Siti Zulaikah Sugiyanto Sugiyanto Sugiyanto, Sugiyanto Sulur Sumardiana Sumardiana Sunaryono Supriana, Edi Supriyono Koes Handayanto Susriyati Mahanal Sutopo Sutopo Suwasono, P. Syifaul Hasanah Syukriyatul Fauziyah Tomy Andre Ansyah Tomy Suganda Tomy Suganda Tomy Suganda Try Nada Fis Umi Azizah Utari Dwi Putri Vicki Dian Prastiwi Vinda Nur Fitriana Wahyudha Tri Setiyoaji Wartono Wartono Widodo, Lestari Widya Rohmawati Yessi Affriyenni Yessi Affriyenny Yola Ivonny Harianto Yustinus Maksimilianus Dhey Nesi Zaroul Mufida