Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JIP: Jurnal Ilmiah PGMI Jurnal Penelitian Pembelajaran Fisika Pendas : Jurnah Ilmiah Pendidikan Dasar
Rahma Diani
Unknown Affiliation
Education Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Perbandingan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik Rahma Diani; Antomi Saregar; Ayu Ifana
Jurnal Penelitian Pembelajaran Fisika Vol 7, No 2 (2016): SEPTEMBER 2016
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v7i2.1310

Abstract

Penelitian ini bertujuan untuk mengetahui perbandingan model pembelajaran problem based learning dan inkuiri terbimbing terhadap kemampuan berpikir kritis peserta didik pada materi listrik dinamis. Penelitian ini adalah penelitian quasi experimental dengan rancangan penelitian post-test only control group design. Data yang diperoleh berupa data hasil kemampuan berpikir kritis. Instrumen yang digunakan berupa instrumen tes kemampuan berpikir kritis. Uji hipotesis dari uji-t sampel berkorelasi menghasilkan nilai thitung sebesar 2,03 dan ttabel sebesar 1,99 dengan keputusan uji thitung > ttabel atau 2,03 > 1,99 maka H0 ditolak sehingga terdapat perbedaan antara model problem based learning dan model inkuiri terbimbing terhadap kemampuan berpikir kritis peserta didik kelas X SMA Negei 8 Bandar Lampung. Perbedaan tersebut dilihat dari nilai rata-rata keseluruhan dari indikator berpikir kritis yang berasal dari nilai rata-rata setiap indikator kemampuan berpikir kritis dari kedua model pembelajaran yaitu nilai rata-rata keseluruhan model problem based learning sebesar 75 dan nilai rata-rata model inkuiri terbimbing sebesar 71. Berdasarkan perbedaan nilai tersebut dapat dinyatakan bahwa model problem based learning lebih baik daripada model inkuiri terbimbing.Kata kunci: Inkuiri Terbimbing, Kemampuan Berpikir Kritis, Problem Based Learning
EFEKTIVITAS MODEL PEMBELAJARAN OPEN ENDED TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS III MIN 6 LAMPUNG UTARA Rahma Yulianingsih; Ida Fiteriani; Rahma Diani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.34004

Abstract

This study was conducted to address the low critical thinking skills of third-grade students at MIN 6 Lampung Utara in learning arithmetic operations with whole numbers. Many students experience difficulties in mathematics because the learning process is still teacher-centered and focuses only on memorizing formulas without encouraging critical thinking. Finding out how well the open-ended learning approach helps students develop their critical thinking abilities is the aim of this study. This study used a posttest-only control design using a quantitative, quasi-experimental methodology. The population consisted of 79 students of grade III, while the sample was taken through cluster sampling, namely class III A as the control group and class III C as the experimental group. Data were collected using an essay test consisting of ten questions that measured critical thinking skills. The analysis was carried out using normality and homogeneity tests as prerequisites, followed by an independent sample t-test with SPSS version 26. The results showed that the data were normally distributed and homogeneous. The mean posttest score of the experimental class was 85.19, higher than the control class with 80.83. A significant difference between the two groups was indicated by the t-test's significance value of 0.003 (<0.05). In comparison to the discovery learning model, it can be said that the open-ended learning approach is more successful at developing students' critical thinking abilities. This implies that the use of learning models that involve students actively in problem-solving can improve learning outcomes and foster higher-order thinking skills in elementary school mathematics.
The Effectiveness of STEM-Based Project-Based Learning (PjBL) Model in Improving Elementary School Students' Science Learning Outcomes Rahma Diani; Yuberti; Ida Fiteriani; Renita Lestari; Mega Aria Monica
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31511

Abstract

This study aims to determine the effectiveness of the STEM-based project-based learning (PjBL) model in improving students' basic science learning outcomes. The study was conducted at MIS Darul Huda Campang Jaya, Bandar Lampung. This study employed a quantitative method with a quasi-experimental design, specifically the pretest and posttest control group design. The sample consisted of 78 students, divided equally into an experimental class (39 students) and a control class (39 students), selected via simple random sampling. The research instrument was a 20-item multiple-choice science achievement test, which was validated by two science education experts and one science teacher. The validity of each test item was analyzed using Pearson Product-Moment Correlation, while reliability testing using Cronbach's Alpha obtained a coefficient of 0.86, indicating high reliability. Data analysis techniques included normality testing with the Kolmogorov–Smirnov test, homogeneity testing with Levene's Test, and hypothesis testing with the independent-samples t-test. The results showed that the significance value of 0.000 < 0.05 indicated a significant difference in students' science learning outcomes between the experimental and control classes. The findings confirmed that implementing the STEM-based PjBL model effectively improved conceptual understanding, critical thinking, and collaboration skills through contextual, hands-on learning experiences. Therefore, this model can be recommended as an innovative approach to enhancing 21st-century competencies in elementary school science learning.
Co-Authors Antomi Saregar Ayu Ifana Ida Fiteriani Mega Aria Monica Rahma Yulianingsih Renita Lestari Yuberti