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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Edunity: Kajian Ilmu Sosial dan Pendidikan
Rufi’i
Universitas PGRI Adi Buana Surabaya
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences

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The Influence of PBL and PjBL Models and Learning Motivation on Science Learning Outcomes Aziziah; Rufi’i; Retno Danu Rusmawati
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13557

Abstract

This study aims to analyze the influence of the Problem Based Learning (PBL) and Project Based Learning (PjBL) learning models and learning motivation on the science learning outcomes of class IX students at SMPN 1 Pacet. The study employed an experimental method with a 2×2 factorial design. The research sample consisted of two randomly selected classes, each with 30 students. The research instruments included a science learning achievement test and a learning motivation questionnaire, both of which had been tested for validity and reliability. The data were analyzed using a two-way ANOVA after meeting the assumptions of normality and homogeneity. The results showed that the learning model significantly influenced science learning outcomes (Sig. = 0.000). Students learning using PjBL showed greater improvement in learning outcomes than those using PBL. Learning motivation also significantly influenced learning outcomes (Sig. = 0.000), with students learning through PjBL demonstrating higher learning outcomes than those learning through PBL. Furthermore, there was a significant interaction between the learning model and learning motivation on science learning outcomes (Sig. = 0.016), indicating that the effectiveness of the learning model depends on students’ levels of learning motivation. In conclusion, these findings emphasize the importance of selecting an appropriate learning model and the need to consider motivational factors to optimize science learning outcomes.
Analysis of Test Items for the 10th-Grade Visual Arts Course Using ANATES Software Version 4.0.9 Miftahul Jannah; Rufi’I; Sabariah
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 5 No. 7 (2026): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v5i7.543

Abstract

Learning evaluation is an important component of the educational process for obtaining information regarding the achievement of learning objectives and students’ abilities. The accuracy of evaluation results is greatly influenced by the quality of the instruments used; therefore, test item analysis is necessary as a basis for determining the characteristics and feasibility of each test item. This study aimed to analyze the quality of Class X Visual Arts subject test items on the material Introduction to Fine Arts Around Us using ANATES software version 4.0.9. The study employed a quantitative descriptive approach involving 36 students. The analyzed instrument consisted of 25 multiple-choice questions. The analysis included test reliability, difficulty level, discriminating power, and distractor quality. The test result data were analyzed using ANATES software version 4.0.9 and interpreted based on the criteria for each test item analysis indicator. The results showed that the instrument had a reliability coefficient of 0.49, which was categorized as moderate. The difficulty level analysis revealed that the items were dominated by very easy and easy categories, while the discriminating power varied from very poor to very good. Most distractors functioned effectively, although several items still required improvement. In conclusion, the test instrument was considered reasonably feasible for use as a learning evaluation tool; however, revisions are still needed for several items. The analysis results can serve as a basis for teachers to improve and develop higher-quality evaluation instruments capable of measuring students’ abilities more accurately.
Co-Authors Aziziah Miftahul Jannah Rusmawati, Retno Danu Sabariah