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All Journal Jurnal Pendidikan Fisika Undiksha Jurnal Pelangi Ilmu Sainstek Jurnal Sains dan Pendidikan Fisika Jurnal Penelitian Fisika dan Aplikasinya (JPFA) JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Pendidikan Fisika dan Teknologi Jambura Physics Journal Jambura Journal of Educational Chemistry Kasuari: Physics Education Journal (KPEJ) Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Ilmiah Profesi Pendidikan Physics Education Research Journal Journal of Classroom Action Research Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) BIOCHEPHY: Journal of Science Education Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Jurnal Pijar MIPA Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan MIPA Jurnal Pendidikan Fisika Indonesia
Citron S Payu
Universitas Negeri Gorontalo
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : Jurnal Ilmiah Profesi Pendidikan

 1 
Practicality of Guided Inquiry Learning Models Based on Critical Questions (Intersistatic) to Improve Students' Critical Thinking on Temperature and Heat Materials Citron S. Payu; Ismail Pakaya; I Made Hermanto
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 1 (2023): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i1.1082

Abstract

The guided inquiry learning model is a learning model that is built based on learning concepts and connecting several concepts in the subject. This study aims to determine the practicality of the guided inquiry learning model based on critical questions (intersistatic) to improve critical thinking. This research method uses the Four D development model to define, design, develop, and disseminate. At the dissemination stage, a practicality test was carried out. The instruments used to measure practicality are observation sheets of the implementation of learning and questionnaires on the responses of model teachers and students. The limited testing results from applying the guided inquiry learning model based on critical questions to improve critical thinking have a very good level of practicality. In addition, applying learning models can trigger students' critical thinking skills. Therefore, the guided inquiry learning model based on critical questions can be implemented in learning to improve students' critical thinking.
Practicality of Guided Inquiry Learning Models Based on Critical Questions (Intersistatic) to Improve Students' Critical Thinking on Temperature and Heat Materials Citron S. Payu; Ismail Pakaya; I Made Hermanto; Irsan Irsan; Muhammad Yunus
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 1 (2023): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i1.1082

Abstract

The guided inquiry learning model is a learning model that is built based on learning concepts and connecting several concepts in the subject. This study aims to determine the practicality of the guided inquiry learning model based on critical questions (intersistatic) to improve critical thinking. This research method uses the Four D development model to define, design, develop, and disseminate. At the dissemination stage, a practicality test was carried out. The instruments used to measure practicality are observation sheets of the implementation of learning and questionnaires on the responses of model teachers and students. The limited testing results from applying the guided inquiry learning model based on critical questions to improve critical thinking have a very good level of practicality. In addition, applying learning models can trigger students' critical thinking skills. Therefore, the guided inquiry learning model based on critical questions can be implemented in learning to improve students' critical thinking.
Validating an Innovative Guided Inquiry Learning Model for Critical Thinking in Temperature and Heat Concepts Payu, Citron S.; Hermanto, I Made; Yunus, Muhammad
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 4 (2023): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i4.1835

Abstract

This research aims to examine the validity of the development of the Guided Inquiry Learning Model based on Critical Questioning (Intersistatic) in enhancing students' critical thinking on the concept of temperature and heat. The research method used is define, design, and development. The validity of the model is evaluated through various instruments, including the content and construct validity of the learning model and the validity of instructional materials (syllabus, lesson plans, teaching materials, worksheets, and critical thinking skills tests). The research results show that the Intersistatic model obtained very valid assessments in most aspects of the evaluation. The content of the Intersistatic model received an average score of 4.29 with a percentage of 85.78%, indicating a very high level of validity. The construct assessment, with an average of 4.44 and a percentage of 88.89%, also achieved a very high level of validity. In addition, the syllabus (average 3.70, percentage 88.00%), teaching materials (average 4.61, percentage 92.22%), worksheets (average 4.26, percentage 85.19%), and critical thinking skills tests (average 4.45, percentage 89.02%) all reached a very high level of validity. The assessment of lesson plans showed good validity (average 4.24, percentage 84.73%), although it was slightly lower than other aspects. The results of this research indicate that the Guided Inquiry Learning Model based on Critical Questioning (Intersistatic) has met the criteria for good validity in various aspects of its implementation.
The Influence of the PBL Model Using a Differentiated Approach to Substance and Its Changes Topics on Student Learning Outcomes Mohi, Margareta Putri; Abdjul, Tirtawaty; Payu, Citron S.; Yusuf, Muhammad; Ntobuo, Nova Elysia; Nurhayati, Nurhayati
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3137

Abstract

This research aims to determine the effect of the Problem-Based Learning (PBL) model through a differentiated approach to substance and its changes topics on student learning outcomes at SMP Negeri 12 Gorontalo. This research is experimental research, with the research design being One Group Pretest-Posttest Design. The population of this research is class VII students of SMP Negeri 12 Gorontalo. The sample consists of 3 classes, namely experimental class, replication 1, and replication 2, with the total sampling technique. The instruments used in this research are learning style tests, teaching modules, LKPD, teaching materials, and written tests (pretest-posttest) to see student learning outcomes. Then, the data is analysed using descriptive and inferential statistics, including normality tests, hypothesis tests, and n-gain analysis. The average score for class VII students is greater than the achieving learning objectives, shown by the average score of the experimental class of 78.08, replication 1 at 78.53, and replication 2 at 77.73, compared to the achieving learning objectives of 70. Based on hypothesis testing criteria where t is calculated in the experimental class, it was 5.404 compared to a t-table of 2.056; replication 1 obtained a t-count of 6.006 with a t-table of 2.037; and replication 2 obtained a t-count of 5.199 with a t-table of 2.064. It can be concluded that hypothesis testing in the three classes is t-count greater than t-table. Through a differentiated approach, the PBL model affects student learning outcomes.
Co-Authors Abd Rahman Abdjul , Tirtawaty Abdul Haris Odja Alpinawati N. Masaguni Anak Agung Istri Sri Wiadnyani Anatasya Lagarusu Anisa Fauzia Asmiati Amir Asnan, Wa Ode Fatma Nur Asnianti A. Awila Asri Arbie Assagaf, Halisa Bokori, Nur A S Buhungo, Trisnawaty Junus Chairunnisah J Lamangantjo Danial, Yulistia Anggraini Daud, Manda Nur Aisia Dewa Gede Eka Setiawan Dewi Diana Paramata Donti, Yarti Dunggio, Dian Pitaloka Elvira Ariyanto Pakaya Fatmawati Linggile Fitria Hatiku Gamar Abdullah Gimnastiar, Asih Nurbaiti Hadju, Asri Febriyani Hayunida, Ode Helena Badu Hendra Hendra Hersiq Basri I Made Hermanto Iis Rahayu Timbola Ingka M. Djafar Irmawaty Umar Irsan Rahman Ismail Pakaya Ismail, Meyke Jahja, Mohamad Jepri Dikum Jolanda Hulda Debora Pilongo Lando, Felma Fitrah Mahfud Nur Solehan Mahmud, Andini Pratiwi M. Masra Latjompoh Masri Kudrat Umar Masrid Pikoli Meilan Demulawa Mohamad Fitrah Ramadhan Tatali Mohamad Nurkhojin Mohamad Yusuf Mohammad Yusuf Mohi, Margareta Putri Mokoagow, Annisa Mokoginta, Chindy Dahlia Muhammad Yunus Muhammad Yunus Muhammad Yusuf Muhammad Yusuf Mursalin Mursalin Mursalin . Naki, Nadrah Pratiwi Nancy Katili Niniek Pratiwi Nova Elysia Ntobuo Ntobuo, Nova E. Nurhayati Nurhayati Nursia Madjid Rachmi Laya Raghel Yunginger Rahayu Nusi Rahma Ramadanti Yusuf Ripo, Delsi Ritin Uloli Rusni Podungge Salmawaty Tansa Sambel, Nurhalisa Sarni Ngadi Septiana Kurniasari Siti Fatimah Sri Rumiyatiningsih Luwiti Sri Windi Akuba Sridiyanti S. Dunggio Supartin Supartin Supartin Supartin, Supartin Supu Idawati Suranti, Meliana Syam S. Kumaji Tirtawaty Abdjul Wirawan Fadly Wiwin Lestari Yulinda L. Ismail Yuszda K Salimi