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All Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Online Learning in Educational Research
An Nuril Maulida Fauziah
Universitas Negeri Surabaya, Indonesia
Humanities Computer Science & IT Education Mathematics 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.
Co-Authors Ahmad Fauzi Hendratmoko Arif Hidayat Lia Yuliati Muhamad Arif Mahdiannur Saiful Fajar Dwi Ananda Tutut Nurita