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All Journal International Journal of Public Health Science (IJPHS) Jurnal Penelitian Pembelajaran Fisika Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jurnal Basicedu Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Paedagogy ALACRITY : Journal Of Education Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Journal of Comprehensive Science Outline Journal of Education Jurnal Basicedu YASIN: Jurnal Pendidikan dan Sosial Budaya Innovative: Journal Of Social Science Research Majalah Cendekia Mengabdi BEduManageRs Journal : Borneo Educational Management and Research Journal Jurnal Sentra Pendidikan Anak Usia Dini Jurnal Kefarmasian Indonesia Albayan : Journal of Islam and Muslim Societies Outline Journal of Community Development
Khairatun Nisa
Fakultas Kesehatan Masyarakat Universitas Airlangga
Religion Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Guided Inquiry Learning Model Integrated with Peer Instruction: Its Impact on Grade Xi Students' Critical Thinking Skills in Thermochemistry Nisa, Khairatun; Copriady, Jimmi; Haryati, Sri
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18834

Abstract

This study examines the effectiveness of a guided inquiry learning model integrated with peer instruction in improving students’ critical thinking skills. An experimental method employing a randomized control group pretest–posttest design was implemented in two Grade XI MIPA classes at SMAN 2 Tambang. The research instruments consisted of pretest and posttest assessments comprising 25 items developed based on 11 indicators of critical thinking skills. Data were analyzed using inferential statistics. Prior to hypothesis testing, assumptions of normality and homogeneity were examined using the Liliefors and Levene’s tests, respectively. Hypothesis testing was conducted using an independent samples t-test to determine differences in critical thinking skills between the experimental group, which received guided inquiry instruction integrated with peer instruction, and the control group, which was taught using a conventional guided inquiry learning model. The significance level was set at α = 0.05. The results indicate that the mean gain in critical thinking skills in the experimental group (54.58) was higher than that of the control group (48.98). The hypothesis testing yielded a t-value of 10.56, exceeding the critical t-value of 1.987 at the 0.05 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the guided inquiry learning model integrated with peer instruction is effective in enhancing students’ critical thinking skills in thermochemistry. Therefore, this model is recommended for chemistry teachers to improve student engagement and foster higher-order thinking skills in chemistry learning.
Educational Science Learning Activities For Early Childhood At RA Al-Hajjah Yusnita, Novi Cynthia; Aisyah, Dara; Nisa, Khairatun
Outline Journal of Community Development Vol. 3 No. 3: March 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/xyv3bm73

Abstract

Science learning is a fun way for early childhood. Science can be defined as something that stimulates curiosity, interest, problem-solving, and leads to thinking and action, such as reflection, the relationship between concepts and events, and observation. However, what happens in the field is that children sometimes feel bored during the learning process in the classroom. This occurs because the methods or media used by teachers do not attract children's interest in participating in the learning process. This community service activity was carried out with the aim of attracting children's interest in learning so that all aspects of their development can run optimally. The methods used in this community service were experiments, play, and question and answer. This community service activity was carried out at RA Al-Hajjah, Percut Sei Tuan District, with a total of 23 children. After this community service activity, the children became more enthusiastic about the learning process. Children also practiced their critical thinking skills in problem-solving. This can also serve as a reference for teachers to make learning more enjoyable and creative.
Implementasi Metode Timeline pada Materi Sejarah Kebudayaan Islam dalam Pembelajaran PAI di SMA Negeri 2 Padang Nisa, Khairatun
YASIN Vol 3 No 4 (2023): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i4.1524

Abstract

This research is motivated by an understanding of the importance of using methods in learning, and adapting methods to the material presented. This study aims (1) to describe the planning of the timeline method on Islamic Cultural History material in PAI learning at SMA Negeri 2 Padang. (2) to describe how the timeline method is implemented in Islamic Cultural History material in Islamic Religious Education learning at SMA Negeri 2 Padang. (3) to describe how to evaluate the timeline method on Islamic Culture History material in PAI learning at SMA Negeri 2 Padang. (4) to determine the inhibiting and supporting factors for the implementation of the timeline method on Islamic Cultural History material at SMA Negeri 2 Padang. This research uses descriptive qualitative method. The objects of this study were students and teachers of Islamic Religious Education at SMA Negeri 2 Padang. The subject of this research is student learning outcomes, then data obtained from observations, interviews, with informants and documentation. The results of this study indicate that first, planning the timeline method on the material History of Islamic Culture in Padang 2 Public High School first the teacher must prepare teaching modules, which contain all the teacher's needs when teaching such as: learning outcomes, learning flow and objectives, learning methods, learning media, steps in learning, forms of assessment in learning, learning resources and materials. Second, the implementation of learning using the timeline method consists of three stages, namely opening, core and closing. Third, the evaluation of the timeline method is carried out in two ways, namely the oral and written methods. Or grouped into two formative assessments and summative assessments. Fourth, the inhibiting and supporting factors, the major inhibiting factors are the students' own learning styles and some students are less active during discussions, supporting methods are easy to understand, simple, the resources students need are already in school, the media needed is easy to obtain. The based on the research conducted in can be understood that in the implementation of the timeline method the are arethings that must be prepared including, planning which contains teaching modules tahar contain all the needs when teaching, the implementation, in the implementation section consists of three stages namely opening, core, closing, then the next stage evaluaction, ehich is related to assessment, found that can be done, namely through oral tests and writtwn twest, while the inhibiting factors lie in the different stundent learning styles, supporting factor such as the method are simple, the media needed is easy to obtain, the resouces needed are al ready evailaable by the scholl.
Co-Authors Abdul Hamid Agustin, Diana Aisyah, Rohil Aisyah, St. Alfazri, Asty Angelica, Viona Febriola Angelina, Agnes Alda Arimby, Noor Atika Sari Azzahra, Fifi Alayda Dara Aisyah Daulay, Sholihatul Hamidah Ekawati, Norliana Fakhirah, Afifah Ghina Hairiana Kusvitasari, Hairiana Handira, Belva Rizqy Harahap, Muhammad Yadi Heri Firmansyah Husnah, Diah Hafizhotul Jimmi Copriady Juhairiyah Juhairiyah Lysa Angrayni, Lysa Marwa, Salwa Auliya Shafa Muhammad Amar Adly, Muhammad Amar Muhammad Rasyid Ridha Musdar Musdar Mutia, Desy Ngusman Manaf Noorsyafina, Noorsyafina Norsita Agustina, Norsita Novalia Widiya Ningrum, Novalia Widiya Nurhaliza, Nurhaliza Nurhayati Nurhayati Palianti, Zahra Pituwati, Cesilia Isana Putri, Noni Rahayu Raudhatul Jannah, Ghina Raynaldi, Muhammad Ririh Yudhastuti Saputri, Mawarni Septianto, Gemilang Shaleha, Kharida Sinaga, Nursyakinah Sjamsir, Hasbi Sri Haryati Sugeng Santoso Sukiati Sukiati Syahfitri, Diani Syahran, Dayna Maharani Triwibowo Ambar Garjito Umam, Khairil Wilujeng, Wilujeng Yusnita, Novi Cynthia Zahra, Aulia ika