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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA Asian Journal of Science Education
Elmi Mahzum
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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The Effects of Exercise Using Minnesota Strategy Problem Solving Model to Student Learning Outcomes and Critical Thinking Ability NS Merisa; A Halim; Elmi Mahzum
Asian Journal of Science Education Vol 2, No 1: April, 2020
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v2i1.14745

Abstract

This study aims to look at the effect of the Physics Problem Solving Exercise by using the "Minnesota Strategy" Problem Solving Model to improve Student Learning Outcomes and Critical Thinking Abilities in SMA 3 Seunagan. The approach used is a quantitative approach in the form of experimental research. Then the data is analyzed using N-gain and t-test. Hypothesis testing used by one-party test that is the right hand side, with criteria accepted by H1 if tcount ttable and H1 is rejected if tcount ≤ ttable. Hypothesis test results obtained for student learning outcomes data tcount = 4.18 and ttable = 1.68 and for critical thinking data tcount = 5.09 and ttable = 1.68 then it can be concluded tcount ttable, in other words H1 accepted. The conclusion of this research is that there is an influence on the use of Physics Problem Solving Exercises by using the "Minnesota Strategy" Problem Solving Model to improve Student Learning Outcomes and Critical Thinking Ability.Keywords: Minnesota Strategy, Learning Outcomes, critical thinking skills.
The Effort To Improve Critical Thinking SKILLS In Physics Learning Through Project Based Learning Model Halmaida Halmaida; Elmi Mahzum; Susanna Susanna
Asian Journal of Science Education Vol 2, No 2: October, 2020
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v2i2.16976

Abstract

Students’ critical thinking skill of class X MIA-1 in SMAN 2 Bukit is very low. There is the effort to improve critical thinking of students applying Project Based Learning model (PjBL). The purpose of this research is to determine whether there is an enhancement in students’ critical thinking skills using the Project Based Learning model. This research is Classroom Action Research which was carried out as many as III cycles. The subjects in this research were all students of Class X MIA-1 in SMAN 2 Bukit, consisted of 16 students. The instrument used to collect the data was tests including pre-test, post-test, teacher and student activity sheets, and observation sheets of learning management using Project Based Learning model. The results showed that students’ critical thinking skill when Project Based Learning model applied was better than the learning which was not using The Project Based Learning model. It happened because using Project Based Learning model, the students played a role actively as learning center were given an issue in the project then they were asked to solve it.
Pengaruh Penggunaan Lb Virtual berbasis PhET Simulation terhadap Kemampuan Berpikir Analitis Siswa Elmi Mahzum; Abdul Halim; Nazilatul Usfia; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.4791

Abstract

The use of media in the learning process has a very important role. When there are limitations in media use, especially in accessing real laboratories, it can cause a decrease in students' analytical thinking abilities. This research aims to identify the impact of using PhET simulation on students' analytical thinking abilities. This research is included in the type of quasi-experimental research, a quantitative approach with a pretest-posttest control group design. The research sample was taken using a purposive sampling technique, which resulted in two groups, namely 25 students from class XI-MIA 1 as the experimental group, and 25 students from class XI-MIA 2 as the control group. Data was collected using test techniques, with pretest-posttest value data. Data analysis was carried out using the independent sample t-test, and previously prerequisite tests were carried out in the form of normality and homogeneity tests. The results of hypothesis testing show that the value is 0.04 < 0.05, which means the research hypothesis is acceptable. From this research it can be concluded that the use of PhET Simulation has a significant influence on students' analytical thinking abilities.
The Effect of Guided Inquiry Learning Model on Students' Science Process Skills and Learning Outcomes in Physics Science Lessons Fitriyana, Suci; Ahmad Farhan; Susanna; Abdul Hamid; Elmi Mahzum
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/0m4ny850

Abstract

Science education in the 21st century emphasizes the development of scientific competencies that integrate knowledge acquisition with science process skills (SPS), such as observing, hypothesizing, experimenting, interpreting, and communicating, which are crucial for fostering deep conceptual understanding and improving learning outcomes. However, many students remain passive learners with limited independence, particularly in rural contexts. This results in underdeveloped skills in physics and lower achievement. This study addresses this urgency by examining the effectiveness of the guided inquiry learning model in simultaneously improving SPS and learning outcomes on the topic of waves. A quasi-experimental design was applied, using a non-equivalent control group posttest-only design for SPS and a pretest–posttest control group design for learning outcomes. The sample consisted of 35 eighth-grade students from SMP Negeri 2 Kuta Baro, divided into experimental and control groups. SPS were measured through validated observation sheets, and learning outcomes were assessed using multiple-choice tests. The findings revealed that the guided inquiry group achieved significantly higher in SPS (M = 75.95) than the inquiry group (M = 70.31), with a large effect size (Cohen’s d = 0.931). Learning outcomes also improved substantially, with an N-Gain of 75.97% (high category) compared to 68.59% (moderate category) in the control group, yielding a medium effect size (d = 0.609). In conclusion, guided inquiry learning, supported by teacher scaffolding, significantly improves students’ SPS and conceptual understanding of wave phenomena. The novelty of this study lies in the simultaneous analysis of SPS and learning outcomes within one instructional framework. This study contributes to physics education by validating guided inquiry as an effective approach to foster active engagement, higher-order thinking, and meaningful learning, especially among passive learners in diverse educational contexts.
Co-Authors A Halim A Halim ABDUL HAMID Ahmad Farhan Fitria Herliana Fitriyana, Suci Halmaida Halmaida Nazilatul Usfia NS Merisa Susanna Susanna Susanna