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<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Student Team Achievement Division Untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa di Kelas IV SDN Kawatuna ]]>
<![CDATA[Nasmin Baso Ali]]>;
<![CDATA[I Komang Werdhiana]]>;
<![CDATA[Hartono D. Mamu]]>
<![CDATA[ Mitra Sains Vol 4 No 2 (2016): April ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/mitrasains.v4i2.171
<![CDATA[The problem in this study was the lack of student activities and low learning outcomes of students in science subject at fourth grade SDN Kawatuna Palu. This study was classroom action research consist of two cycles. Each cycle consists of two meetings. The stages of every cycle were planning, action, observation and reflection. By through the six phases of Student Team Achievement Division (STAD) learning, that students activity and student learning outcomes on the material force and motion of objects might increase. The activity of student in first cycle reached 72.7%, (good categories according to Likert scale), teacher activity reached 75% (good categories) and learning outcomes in the form of classical completeness reached 59.4% (enough category). In the second cycle, the student activity reached 84.9% and teacher reached 87.5%, the result of classical completeness increased up to 100%. These results provide a positive impact in improving the activity and student learning outcomes. STAD might made students more familiar and more active in learning. Familiar means that students work together in completing the LKS group, they cooperate by accepting the differences of each member of the group. Active in this case was students more active to ask and answer the question, both of teachers and of other groups at the time of the learning process.]]>
<![CDATA[PENGARUH PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PADA PEMBELAJARAN GEOGRAFI DI SMAN 7 PALU ]]>
<![CDATA[Nurfadilah, Nurfadilah]]>;
<![CDATA[Nurvita, Nurvita]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Khairurraziq, Khairurraziq]]>
<![CDATA[ Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 10, No 1 (2025): VOLUME 10 NUMBER 1 JANUARY 2025 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jpipsi.v10i1.6305
<![CDATA[Peneltiaian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa kelas XI pada mata pelajaran geografi di SMA Negeri 7 Palu. Jenis penelitian ini adalah penelitian Quasi Experimental dengan pendekatan kuantitatif menggunakan rancangan model penelitian Nonequivalent Control Group Design. Sampel dalam penelitian ini yaitu kelas XI 1 yang berjumlah 36 siswa sebagai kelas eksperimen dan XI 4 yang berjumlah 36 siswa sebagai kelas kontrol dengan jumlah populasi sebanyak 214 siswa. Instrumen peneltian ini berupa tes tulis 15 butir soal pilihan ganda. Hasil analisis data nilai pretest pada kelas kontrol memperoleh nilai rata-rata sebesar 53,19 dan nilai rata-rata posttest sebesar 60,66. Sedangkan hasil analisis data nilai pretest pada kelas eksperimen memperoleh nilai rata-rata sebesar 53,55 dan nilai rata-rata posttest sebesar 72,75. Berdasarkan hasil pengujian hipotesis dengan uji-t dua sampel independen (Independent Samples T-Test ) menunjukkan bahwa nilai signifikansi (sig) (2-tailed) yang diperoleh adalah 0,001. Maka pengambilan keputusan adalah H 0 ditolak dan H a diterima karena <0,05. Jadi dapat disimpulkan bahwa terdapat perbedaan yang signifikan pada kemampuan berpikir kritis antara siswa dikelas eksperimen yang menggunakan model pembelajaran Problem Based Learning dibandingkan kelas kontrol yang menggunakan model pembelajaran konvensional. Artinya terdapat pengaruh model pembelajaran Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa kelas XI pada mata pelajaran geografi di SMA Negeri 7 Palu]]>
<![CDATA[Penenerapan Model PBL pada Konsep Hidrostatika IPA Terpadu Type Connected terhadap HOTS Siswa SMP ]]>
<![CDATA[Dewi, Citra]]>;
<![CDATA[Hatibe, Amiruddin]]>;
<![CDATA[Werdhiana, I Komang]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 1 (2025): January 2025 Edition ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v10i1.1333
<![CDATA[This research aims to identify differences in students' high-level thinking abilities (HOTS) related to the concept of hydrostatics in connected-type integrated science between the group that took part in problem-based learning (PBL) and the group that did not. Apart from that, this study also aims to evaluate the impact of implementing the PBL model on students' higher-order thinking abilities. The research method used was an experiment with a quasi-experimental design, carried out in class VIII MTs Muhammadiyah Al-Haq Palu. The sample consisted of two classes: one experimental class applying PBL and one control class using the discovery learning method. Data was collected through a high-level thinking skills test in the form of an essay test with 6 questions. The research results show that there is no significant difference in higher level thinking abilities between students who use PBL and those who don't, as proven by the results of the difference test (t-test), with a significance value (2-tailed) of 0.183 > 0.05. However, the application of PBL in the concept of hydrostatics in connected type integrated science has proven to be effective in improving students' high-level thinking abilities, with an N-Gain for the experimental class of 0.65 (medium category) and the control class of 0.63 (medium category). In addition, each indicator of higher order thinking skills showed a more significant increase in the experimental class compared to the control class.]]>
<![CDATA[Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education ]]>
<![CDATA[Jarnawi, Muhammad]]>;
<![CDATA[Haeruddin, Haeruddin]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Syamsuriwal, Syamsuriwal]]>;
<![CDATA[Mu’aziyah, Siti Eneng Sururiyatul]]>
<![CDATA[ Integrated Science Education Journal Vol 6 No 1 (2025): January ]]>
Publisher : <![CDATA[Cahaya Ilmu Cendekia Publisher ]]>
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DOI: 10.37251/isej.v6i1.1328
<![CDATA[Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education. Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively. Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70). Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.]]>
<![CDATA[Pengembangan E-Modul Berbasis Model Experiential Learning dengan Pendekatan Berdiferensiasi untuk Meningkatkan Pemahaman Konsep dan Keterampilan Kolaborasi Peserta Didik ]]>
<![CDATA[Pratama, Wahyu Prasetya]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Haeruddin, Haeruddin]]>;
<![CDATA[Muslimin, Muslimin]]>;
<![CDATA[Napitupulu, Nurasyah Dewi]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v10i2.1730
<![CDATA[Development of e-modules based on experiential learning models with a differentiated approach for students' learning needs. This study aims to: (1) produce a level of feasibility of e-modules based on experiential learning models with a differentiated approach; (2) test the effectiveness of e-modules based on experiential learning models with a differentiated approach; (3) determine the practicality of e-modules based on experiential learning models with a differentiated approach. This study is a Research and Development (R&D) study using the 4D development procedure. The subjects of the study were students of class X of SMA Negeri 5 Palu. The data collection technique used test and non-test instruments. The results of instrument validation by material experts and media experts showed that the instruments were feasible to use in the study. The data analysis techniques used were descriptive analysis and MANOVA tests. The results of the study showed that (1) the e-modules based on experiential learning models with a differentiated approach produced met the feasibility criteria based on expert validation with a feasible category and practitioner validation with a very feasible category; (2) e-modules based on experiential learning models with a differentiated approach are effective in increasing conceptual understanding with an effect size of 1.3 in the high category but less effective in increasing collaboration skills with an effect size of 0.4 in the low category; (3) e-modules based on experiential learning models with a differentiated approach are practical in learning physics on the topic of global warming: concepts and solutions.]]>
<![CDATA[STUDENTS™ HIGHER ORDER THINKING SKILLS AS TRANSFER IN HIGH SCHOOL PHYSICS ]]>
<![CDATA[Fathulkhair, Fathulkhair]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Darsikin, Darsikin]]>;
<![CDATA[Napitupulu, Nurasyah Dewi]]>;
<![CDATA[Muslimin, Muslimin]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v13i2.58926
<![CDATA[The purpose of this study is to examine high school students' higher order thinking skills (HOTS) in relation to the transfer aspect in order to give a general picture of how far the transfer aspect has come, at least since it was included in the 2013 curriculum. Five questions on linear motion from the Physics subject make up the HOTS oriented research instrument. The research instrument used is a HOTS-oriented test consisting of 5 questions on linear motion from the Physics subject. The results stated that 47% of students succeeded in transferring from C1 to C4 and factual to metacognitive in question number 1. Then there were 10% of students who succeeded in transferring from C1 to C4 and factual to metacognitive in question number 2. Unfortunately, none of the students succeeded in answering questions number 3 (C4), number 4 (C5) and number 5 (C6) correctly. Students' failure to transfer their cognitive and knowledge is divided into several factors, namely lack of factual knowledge, lack of conceptual knowledge, lack of mathematical ability, not being used to using units in problem solving and not being familiar to HOTS questions.]]>
<![CDATA[Perbedaan Hasil Belajar Siswa Antara Menggunakan Alat Sains Sederhana Dengan Alat Peraga Berbasis Mikrokontroler Arduino Uno Melalui Alur Pembelajaran Merdeka ]]>
<![CDATA[Hasanah, Nurul]]>;
<![CDATA[Saehana, Sahrul]]>;
<![CDATA[Paramitha, Ielda]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Adi Untara, Ketut Alit]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 2 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v12i2.3376
<![CDATA[Penelitian ini dilakukan dengan tujuan untuk mengetahui perbedaan hasil belajar siswa antara menggunakan alat sains sederhana dengan alat peraga berbasis mikrokontroler arduino uno melalui alur pembelajaran MERRDEKA. Jenis penelitian ini merupakan eksperimen kuasi dengan desain the non-equivalent pretest-posttest design. Populasi penelitian adalah siswa kelas VII SMP Negeri 2 Sigi. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah purposive sampling dengan sampel penelitian adalah kelas VII B sebagai kelas eksperimen 1 dan kelas VII C sebagai kelas eksperimen 2. Instrumen hasil belajar siswa berupa tes pilihan ganda. Hasil analisis uji Independent Sample T-Test pada nilai sig. (2-tailed) sebesar 0,001<0,05, maka Ha= diterima. Dari perhitungan N-Gain Score, kelas eksperimen 1 sebesar 66,62% dengan kategori cukup efektif sedangkan kelas eksperimen 2 sebesar 76,53% dengan kategori efektif. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar siswa antara menggunakan alat sains sederhana dengan alat peraga berbasis mikrokontroler arduino uno melalui alur pembelajaran MERRDEKA.]]>
<![CDATA[Analisis Nilai-Nilai Karakter Peserta Didik Pada Pembelajaran Fisika Di SMA Katolik St. Andreas Palu ]]>
<![CDATA[Adisti, Maria Firmina]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Zaky, Muhammad]]>;
<![CDATA[Jarnawi, Muhammad]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 1 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v12i1.3532
<![CDATA[Penelitian ini bertujuan untuk mengetahui nilai-nilai karakter peserta didik pada pembelajaran fisika di SMA Katolik St.Andreas Palu. Jenis penelitian ini menggunakan deskriptif kuantitatif. Sampel pada penelitian ini yaitu semua siswa kelas IX IPA sebanyak 19 orang. Instrumen pengumpulan data yang digunakan dalam penelitian ini berupa angket dan lembar observasi. Data yang diperoleh dari responden dianalisis dengan menggunakan analisis persentase. Berdasarkan hasil angket untuk aspek nilai karakter jujur 68% dengan klasifikasi tinggi, untuk aspek nilai karakter disiplin 90% dengan klasifikasi tinggi, aspek nilai karakter percaya diri 76% dengan klasifikasi tinggi, dan aspek nilai karakter tanggung jawab 89% dengan klasifikasi tinggi. Sedangkan hasil observasi untuk nilai karakter jujur 77% dengan klasifikasi tinggi, untuk nilai karakter disiplin 84% dengan klasifikasi tinggi, untuk nilai karakter percaya diri 82% dengan klasifikasi tinggi dan untuk nilai karakter tanggung jawab 82% dengan klasifikasi tinggi. Berdasarkan hasil penelitian yang telah dilakukan, maka dapat disimpulkan bahwa nilai-nilai karakter peserta didik pada pembelajaran fisika di SMA Katolik St. Andreas Palu berkategori tinggi.]]>
<![CDATA[Pengaruh Media Pembelajaran Augmented Reality Berbasis Etnosains Untuk Meningkatkan Literasi Budaya Peserta Didik ]]>
<![CDATA[Ture, Alan Roinaldo]]>;
<![CDATA[Saehana, Sahrul]]>;
<![CDATA[Tadeko, Nurgan]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Adi Untara, Ketut Alit]]>;
<![CDATA[Ratnaningtyas, Delthawati Isti]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 3 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v12i3.3739
<![CDATA[Penelitian ini bertujuan untuk mengkaji pengaruh media pembelajaran Augmented Reality (AR) berbasis Etnosains terhadap peningkatan literasi budaya peserta didik. Menggunakan desain penelitian quasi-eksperimen non-ekivalen pretest-posttest control group, penelitian ini melibatkan peserta didik kelas XI MIA 1 dan XI MIA 3 SMA Labschool Untad Palu. Instrumen penilaian literasi budaya digunakan untuk mengukur kemampuan peserta didik sebelum dan setelah perlakuan. Hasil penelitian menunjukkan peningkatan signifikan pada nilai rata-rata literasi budaya peserta didik eksperimen yang menggunakan media AR (dari 67,21 menjadi 81,93) dibandingkan dengan kelompok kontrol (dari 68,50 menjadi 70,93). Uji t berpasangan menunjukkan perbedaan yang signifikan secara statistik antara nilai pre-test dan post-test pada kelompok eksperimen (sig. 2-tailed < 0,05). Analisis lebih lanjut dengan uji t bebas menunjukkan bahwa kedua metode pembelajaran, baik AR maupun konvensional, sama-sama efektif dalam meningkatkan literasi budaya. Namun, perhitungan N-gain dan effect size (1,581) menunjukkan bahwa media AR memberikan pengaruh yang lebih besar dan cepat dalam meningkatkan literasi budaya peserta didik. Hasil ini mengindikasikan bahwa media AR berbasis Etnosains memiliki potensi yang sangat baik sebagai alat bantu pembelajaran untuk meningkatkan pemahaman peserta didik terhadap budaya.]]>
<![CDATA[Perbandingan Keterampilan Proses Sains Terpadu Siswa Berdasarkan Gender ]]>
<![CDATA[Veristina, Yuanita]]>;
<![CDATA[Werdhiana, I Komang]]>;
<![CDATA[Paramita, Ielda]]>;
<![CDATA[Gustina, Gustina]]>;
<![CDATA[Zaky, Muhammad]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 3 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v12i3.3755
<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah ada perbandingan keterampilan proses sains terpadu siswa SMA Negeri 1 Balinggi berdasarkan gender. Jenis penelitian ini adalah penelitian dengan pendekatan kuantitatif komparatif. Sampel pada penelitian ini yaitu seluruh siswa kelas XI IPA yang terdiri dari XI IPA 1, XI IPA 2, dan XI IPA 3 yang secara keseluruhan berjumlah 94 siswa, yaitu 48 orang siswa laki-laki dan 46 orang siswa perempuan. Instrumen yang digunakan pada penelitian ini untuk mengumpulkan data yaitu tes keterampilan proses sains terpadu. Data yang diperoleh dari responden kemudian dianalisis menggunakan analisis statistik deskriptif. Berdasarkan hasil analisis data tes keterampilan proses sains terpadu diperoleh nilai rata-rata siswa laki-laki sebesar 6,42, sedangkan nilai rata-rata siswa perempuan sebesar 7,37, dan hasil uji statistik menunjukkan nilai ttabel sebesar 1,98 sedangkan nilai thitung sebesar 2,32 sehingga dapat dinyatakan ada perbedaan keterampilan proses sains terpadu antara siswa laki-laki dan perempuan. Berdasarkan nilai rata-rata bahwa keterampilan proses sains terpadu siswa perempuan lebih tinggi daripada siswa laki-laki.]]>
