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All Journal INSECTA: Integrative Science Education and Teaching Activity Journal THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Omnia Salah Ahmed
Member of The Egyptian Minister's of Education Technical Office
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Social Sciences

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APPLICATION OF INQUIRY BASED LEARNING MODEL USING STEM APPROACH TO REDUCE STUDENTS' INTRINSIC COGNITIVE LOAD Rita Sundari; Omnia Salah Ahmed; Abdurrahman Abdurrahman; Kartini Herlina
INSECTA: Integrative Science Education and Teaching Activity Journal Vol 2, No 1 (2021)
Publisher : Science Education, Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (554.496 KB) | DOI: 10.21154/insecta.v2i1.2482

Abstract

This study is an experimental research using a quasi-experimental design with the type of non-equivalent control group pretest-posttest. This research aims to reduce Intrinsic Cognitive Load (ICL) through Inquiry Based Learning (IBL) model based STEM approach. This research was conducted at SMA Negeri 1 Seputih Banyak with the research subjects of class X IPA 1 students and X IPA 4. An data Intrinsic Cognitive Load obtained from essay the pretest-posttest (Task Complexity worksheet). Cognitive load test data analysis was performed using the data normality test, N-gain test and hypothesis test using the Paired Sample T-Test. The experimental class implements the Inquiry Based Learning model based audio and visual using STEM approach while the control class is nonaudio and visual. The results showed by the average value of N-Gain Intrinsic Cognitive Load (ICL) in the experimental class was 0.63 with the moderate category and the control class was 0.18 with the low category. Based on data analysis, can be concluded that there is a positive influence in the form of a decrease in the cognitive load Intrinsic Cognitive Load (ICL) in the experimental class using the Inquiry Based Learning model plus an audio and visual based  STEM approach.
Exploration of the influence of environmental concern and reading interest on 7th grade students’ argumentation skills regarding socioscientific issues Jamus Alma'ruf; Ulinnuha Nur Faizah; Omnia Salah Ahmed
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 9, No 1 (2026): THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v9i1.34112

Abstract

Argumentation skills are essential for students in understanding and responding critically to socio-scientific issues (SSI). However, many students still struggle to construct logical, evidence-based arguments. Two contributing factors are environmental concern and reading interest. Environmental concern can enhance sensitivity to real-world problems, while reading interest broadens students’ perspectives and strengthens the foundation for argumentation. This study aims to (1) examine the effect of environmental concern and reading interest on the argumentation skills of Grade 7 students in relation to socio-scientific issues, (2) identify the causes of the relatively low influence of environmental concern and reading interest on argumentation skills, and (3) explore other factors that influence students' argumentation skills. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected through questionnaires and tests, while qualitative data were obtained through interviews and observations. The quantitative sample consisted of 173 Grade 7 students from State Junior High School 1 Jenangan selected through random sampling. The qualitative sample comprised six students selected using purposive sampling. The results of the multiple linear regression analysis indicated that environmental concern and reading interest jointly influenced students’ argumentation skills, although the effect was relatively small, accounting for only 5.8 %. This limited influence was attributed to difficulties in connecting personal experiences to arguments, limited interest in scientific reading materials, lack of practice in argument construction, and minimal teacher guidance. Other contributing factors included discussion experience, parental interaction, use of social media and the internet, and peer influence
Co-Authors Abdurahman Abdurrahman Herlina, Kartini Jamus Alma'ruf Rita Sundari Ulinnuha Nur Faizah