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All Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Online Learning in Educational Research Journal of Environment and Sustainability Education
An Nuril Maulida Fauziah
Universitas Negeri Surabaya, Indonesia
Humanities Chemistry Computer Science & IT Education Environmental Science Mathematics Physics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA Saiful Fajar Dwi Ananda; An Nuril Maulida Fauziah
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 9 No 2 (2022)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v9i2.491

Abstract

This study aimed to describe the learning activities, a changes in the results of students' critical thinking skills after using a problem based learning model, and student responses after participating with problem based learning on model temperature and heat subject. This research method used pre-experimental design with one group pretest and post-test with the research target of 36 students from class VII-E 2nd Taman Junior High School. Observation, tests, and questionnaires obtained the data, and then analyzed on the descriptive quantitative method. The results showed that the category was very good in the percentage of learning implementation, with a value of 4 for 2 weeks of meetings. The critical thinking ability of students is fairly high, this is indicated by the N-Gain score obtained with high criteria of 97% (35 students) while students who are on the medium N-Gain criteria are 3% (1 student). The results of the questionnaire on student responses to learning were 90.37 with very good categories. This study concluded that the application of the problem-based learning model could improve critical thinking skills in the matter of temperature and heat. This research contributes to expanding and enriching the treasures of science learning and the study of problem-based learning and is expected to be applied by teachers in improving the quality and achievement of students' learning, especially critical thinking skills in science learning in the classroom.
Mobile-Assisted Case-Based Learning to Promote Creative Cognitive Flexibility and Deep Understanding in Physics Tutut Nurita; Lia Yuliati; Arif Hidayat; An Nuril Maulida Fauziah; Muhamad Arif Mahdiannur; Ahmad Fauzi Hendratmoko
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1200

Abstract

Developing creative thinking in physics requires instructional approaches that encourage students to apply multiple problem-solving strategies and representations in authentic contexts. However, evidence on how mobile-assisted case-based learning promotes creative cognitive flexibility remains limited. This study investigated the contribution of mobile-assisted case-based learning to students’ creative cognitive flexibility as an indicator of deep conceptual understanding of ideal gas concepts. An explanatory sequential mixed-methods design was employed involving 70 undergraduate students who participated in a mobile-supported case-based learning intervention delivered through smartphones and a learning management system. Quantitative data were collected using pretest–posttest assessments of cognitive flexibility, while qualitative evidence was derived from students’ written responses to examine shifts in reasoning strategies and representational use. The findings indicate meaningful improvements in students’ creative cognitive flexibility following the intervention, accompanied by predominantly positive learning interest. Qualitative analyses further revealed that students became more capable of employing multiple solution pathways, integrating mathematical, graphical, and conceptual representations, and critically reflecting on the assumptions underlying ideal gas models. These findings suggest that mobile-assisted case-based learning provides an effective learning environment for fostering adaptive reasoning, strengthening deep conceptual understanding, and promoting creative thinking in undergraduate physics education. The study contributes empirical evidence supporting the integration of mobile technologies with authentic case-based pedagogy to advance higher-order thinking in digital science learning.
HCI-Informed STEM Mini-Projects for Critical Thinking in Technology-Enhanced Learning An Nuril Maulida Fauziah; Tutut Nurita; Muhamad Arif Mahdiannur; Dyah Astriani; Khusaini Khusaini; Angela Boey
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1070

Abstract

Developing critical thinking in technology-enhanced learning requires more than access to digital platforms; it also depends on how students interact with digital environments while engaging in authentic problem solving. This study examined changes in students’ critical thinking following participation in HCI-informed STEM mini-project learning that integrated usability, interactivity, and user experience into Learning Management System (LMS)-supported activities. A quantitative pre-experimental one-group pretest–posttest design was employed with undergraduate Science Education students. Critical thinking was assessed using an essay-based test covering interpretation, analysis, evaluation, inference, and explanation. The findings showed an overall improvement in critical thinking performance following the learning activities, with the magnitude of improvement varying across students. The STEM mini-projects engaged students in problem analysis, solution design, prototyping, testing, evaluation, and scientific explanation, while HCI principles supported their interaction with the digital learning environment. These findings provide preliminary empirical support for integrating HCI considerations into LMS-supported STEM mini-project learning as a promising approach to facilitating critical-thinking processes. However, because the study did not include a comparison group and HCI dimensions were not independently measured, the observed improvement cannot be attributed specifically to the HCI-informed approach. Further controlled studies are needed to establish its effectiveness and clarify the contribution of individual HCI dimensions.
Microteaching as a platform for developing STEAM teaching competencies across multiple science topics in pre-service science teacher: Evidence from six science topic An Nuril Maulida Fauziah; Mohamad Arif Mahdiannur; Tutut Nurita; Ahmad Fauzi Hendratmoko; Angela Boey
Journal of Environment and Sustainability Education Vol. 4 No. 3 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i3.311

Abstract

Preparing future science teachers to implement interdisciplinary learning has become an important goal in science teacher education. This study aimed to explore the development of STEAM teaching competencies among pre-service science teachers through microteaching experiences. A qualitative case study was conducted involving seven undergraduate students enrolled in a Microteaching course in the Science Education Program at Universitas Negeri Surabaya, Indonesia. Participants designed and implemented STEAM-oriented lessons on six science topics, including series and parallel electrical circuits, pressure, force and motion, heat and temperature, physical and chemical changes, and light refraction. Data were collected through lesson plan analysis, observation field notes, performance assessments, and reflective journals. The data were analyzed using thematic analysis focusing on STEAM integration, teaching competencies, and reflective practices. The findings showed that participants demonstrated relatively strong integration of Science and Technology across the six science topics, whereas Engineering and Arts were integrated less consistently. Microteaching experiences supported the development of teaching competencies, particularly in explaining scientific concepts, utilizing instructional media, and connecting learning to real-world contexts. Reflective journals further indicated increased teaching confidence, improved understanding of STEAM integration, and greater awareness of student-centered instruction. However, participants experienced challenges in incorporating engineering design activities and facilitating higher-order thinking discussions. The study suggests that microteaching provides a valuable platform for developing STEAM teaching competencies and preparing future science teachers for interdisciplinary science instruction.
Co-Authors Ahmad Fauzi Hendratmoko Angela Boey Angela Boey Arif Hidayat Dyah Astriani Khusaini Khusaini Lia Yuliati Mohamad Arif Mahdiannur Muhamad Arif Mahdiannur Saiful Fajar Dwi Ananda Tutut Nurita Tutut Nurita