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All Journal Jurnal Zarah Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Pedagogik Journal of Islamic Elementary School JIIP (Jurnal Ilmiah Ilmu Pendidikan) Teaching and Learning Journal of Mandalika (Teacher) JES-TM Social and Community Service
M Raidil
Pendidikan Kimia FKIP Universitas Cenderawasih
Humanities Chemistry Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN TAI BERBANTUAN E-LKPD INTERAKTIF TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI ASAM BASA Rahmadansah Rahmadansah; Haryanto Haryanto; Aulia Sanova; Asrial Asrial; Yusnidar Yusnidar; M Raidil
Jurnal Zarah Vol. 10 No. 1 (2022): April, 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v10i1.4252

Abstract

Kemampuan critical thingking penting diperhatikan, agar dapat menyelesaikan masalah dalam pembelajaran. Saat ini tingkat critical thinking siswa masih termasuk rendah. Salah satu penyebabnya masih kurangnya bahan ajar yang membantu kemampuan tersebut. Kemampuan berpikir kritis siswa dalam penelitian ini ditingkatkan dengan menerapkan model Team Assisted Individualization berbantuan E-LKPD Interaktif serta materi yang digunakan asam basa. Tujuan penelitian ini melihat pengaruh bahan ajar E-LKPD interaktif dengan model TAI. Quasi eksperimen dipakai dalam penelitian ini dengan menggunakan dua kelas yang dibandingkan. Kelas kontrol ataupun kelas eskperimen akan diberi pretest sebelum dilakukan proses pembelajaran dan posttest selesai dilakukan pembelajaran. Data penelitian diperoleh melalui tes esai dan lembar observasi. Analisis data menggunakan pretest dan posttest dengan dilakukan uji-t. Terbukti bahwa adanya pengaruh setelah diterapkan model Team assisted individualization berbantuan E-LKPD interaktif terhadap kemampuan berpikir kritis siswa, dari analisis data menunjukkan peningkatan hasil rata-rata pretest dan posttest yaitu 47,49% - 65,51% di kelas kontrol dengan selisih kenaikan 18,02%, sedangkan di kelas eksperimen mendapatkan hasil 50,61% - 77,10%. Jika ditinjau dari hasil per aspek indikator kemampuan berpikir kritis pada kelas kontrol - eksperimen berturut-turut yaitu 62,38% - 71,20%.
PENGARUH MODEL PREDICT-OBSERVE-EXPLAIN (POE) TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT M. Raidil
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44356

Abstract

This study aims to examine the extent to which the application of the Predict-Observe-Explain (POE) model has a significant effect on students' creative thinking skills on the topic of electrolyte and non-electrolyte solutions. Using a quasi-experimental approach with a Pretest-Posttest Nonequivalent Control Group design, which describes the causal relationship between variables. The sample was selected randomly, with the experimental class applying the POE model and the control class using the CPS learning approach. The research instruments included creative thinking observation sheets, student activities, and teacher activities, while data analysis was carried out using the t-test. The results of the creative thinking observation showed that the average creative thinking score of the control class was 51.42, which is in the fairly good category, while the experimental class obtained an average of 54.53 with the same category. When viewed based on the results of observations of student activities, it shows that the average creative thinking score of the control class was 67.74, which is in the good category, while the experimental class obtained an average of 68.33, which is in the good category. Data were analyzed using the t-test, after previously conducting normality and homogeneity tests. The test results show that there is a significant difference between the two classes, indicated by the t-count value which is greater than the t-table, namely 2.77 > 1.67.
TRANSFORMASI PEMBELAJARAN MELALUI INKUIRI TERBIMBING: DAMPAKNYA TERHADAP KEMAMPUAN KOLABORATIF DAN PROBLEM SOLVING DALAM KURIKULUM DEEP LEARNING Nensi, Mariana; Astuti, Nelia; Raidil, M.; Simorangkir , Agustina; Candra Ledoh, Cartika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44506

Abstract

21st-century education demands that students develop collaborative and problem-solving skills as core competencies. A deep learning-based curriculum emphasizes the importance of active student engagement, strong conceptual understanding, and the development of higher-order thinking skills. However, implementation in the field shows that learning is still dominated by teacher-centered methods, resulting in suboptimal student collaborative and problem-solving skills. This study aims to analyze the effect of implementing a guided inquiry learning model on improving students' collaborative and problem-solving skills within the context of a deep learning curriculum. The method used was a quantitative descriptive study with a pretest-posttest experimental design in an experimental class implementing the guided inquiry model. The results showed a significant effect of the guided inquiry learning model on learning outcomes, indicated by a significance value of 0.000 < 0.025, thus Ha was accepted. Furthermore, there was an increase in chemistry learning outcomes, indicated by an n-Gain value of 0.86 for 11th-grade science students at SMA Muhammadiyah Jayapura, which is considered high. These findings confirm that the guided inquiry model is effective in improving student learning abilities in line with the demands of 21st-century learning.
Co-Authors Agustina Simorangkir Asrial Astuti, Nelia Aulia Sanova Candra Ledoh, Cartika Damris, Damris Efendi, Rian Fadli Agus Triansyah Florida Doloksaribu Haryanto Haryanto Mutaqin, Alim Nensi, Mariana P., Wilda W. Pamangin, Wilda Wijayani Rahmadansah Rahmadansah Rara Akda Septian Rayandra Asyhar S., Agustina Silvia Anggri Wijaya Simorangkir , Agustina Simorangkir, Agustina W., Silvia A. Wilda Syahri Yusnidar Yusnidar Zurweni