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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Journal of Science Education Research
S. Fatimah, S.
Faculty of Science and Technology Islamic State University Sunan Kalijaga Yogyakarta, Indonesia
Education Physics Social Sciences

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CRITICAL THINKING SKILLS IN INTEGRATED SCIENCE LEARNING VIEWED FROM LEARNING MOTIVATION Cholisoh, L.; Fatimah, S.; Yuniasih, F.
Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015): July 2015
Publisher : Physics Department, Faculty of Mathematics and Natural Sciences, Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v11i2.4241

Abstract

The study aimed to determine the effect of Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies toward critical thinking skills and the influence of learning motivation toward critical thinking skills. This study was a quasi experiment with the non-equivalent pretest-posttest design. Data were analysed by inferential statistics of two way analysis of variance and regression analysis. The results showed that Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies were influential toward critical thinking skills and the average of students critical thinking skills using Small Group Discussion strategy was better than those experiencing Predict Discuss Explain Observe Discuss Explain strategy. Furthermore, learning motivation were also influential toward critical thinking skills. Students having high learning motivation were better than students having low learning motivation. Regression analysis showed learning motivation and critical thinking skills have positive correlation. Influence of learning motivation toward critical thinking skill was about 6.4%.Penelitian ini bertujuan untuk mengetahui pengaruh strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion terhadap kemampuan berpikir kritis, dan pengaruh motivasi belajar terhadap kemampuan berpikir kritis. Penelitian ini merupakan penelitian quasi experiment menggunakan desain the non-equivalent pretest-posttest. Data dianalisis menggunakan statistik inferensial Analisi Varian dua jalur dan analisis regresi. Hasil penelitian menunjukkan bahwa strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion berpengaruh terhadap kemampuan berpikir kritis, rata-rata kemampuan berpikir krtis siswa yang menggunakan strategi Small Group Discussion lebih baik daripada siswa yang menggunakan strategi Predict Discuss Explain Observe Discuss Explain. Selain itu, motivasi belajar berpengaruh terhadap kemampuan berpikir kritis. Rata-rata kemampuan berpikir kritis siswa yang mempunyai motivasi belajar tinggi lebih baik daripada siswa yang mempunyai motivasi belajar rendah. Berdasarkan analisis regresi, motivasi belajar dan kemampuan berpikir kritis memiliki hubungan yang positif. Motivasi belajar memberikan pengaruh sebesar 6,4% terhadap kemampuan berpikir kritis.
CRITICAL THINKING SKILLS AND CREATIVITY ENHANCEMENT IN 7th GRADE STUDENTS THROUGH PBL MODEL AND JAS APPROACH Fatimah, S.
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v4i2.4184

Abstract

This research aim is to improve  critical thinking skill dan creativity of student at VIIC class  in SMP 2 Kudus academic year 2013/2014 by implementing  problem-based learning (PBL) with Jelajah Alam Sekitar (JAS) approach. The study design used is classroom action research is conducted in  2 cycles. The first cycle apply PBL with JAS approach in which students conduct direct exploration to environment and in the second cycle students conduct direct and indirect exploration. The results showed that PBL model with JAS approach able to improve students’ critical thinking skills amounted to 74. 35% and enhance students’ creativity amounted to 66.96%. It can be concluded that the PBL model with JAS approach able to improve critical thinking skills and creativity of students effectively.
CRITICAL THINKING SKILLS AND CREATIVITY ENHANCEMENT IN 7th GRADE STUDENTS THROUGH PBL MODEL AND JAS APPROACH Fatimah, S.
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v4i2.4184

Abstract

This research aim is to improve  critical thinking skill dan creativity of student at VIIC class  in SMP 2 Kudus academic year 2013/2014 by implementing  problem-based learning (PBL) with Jelajah Alam Sekitar (JAS) approach. The study design used is classroom action research is conducted in  2 cycles. The first cycle apply PBL with JAS approach in which students conduct direct exploration to environment and in the second cycle students conduct direct and indirect exploration. The results showed that PBL model with JAS approach able to improve students’ critical thinking skills amounted to 74. 35% and enhance students’ creativity amounted to 66.96%. It can be concluded that the PBL model with JAS approach able to improve critical thinking skills and creativity of students effectively.
CRITICAL THINKING SKILLS IN INTEGRATED SCIENCE LEARNING VIEWED FROM LEARNING MOTIVATION Cholisoh, L.; Fatimah, S.; Yuniasih, F.
Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v11i2.4241

Abstract

The study aimed to determine the effect of Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies toward critical thinking skills and the influence of learning motivation toward critical thinking skills. This study was a quasi experiment with the non-equivalent pretest-posttest design. Data were analysed by inferential statistics of two way analysis of variance and regression analysis. The results showed that Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies were influential toward critical thinking skills and the average of students critical thinking skills using Small Group Discussion strategy was better than those experiencing Predict Discuss Explain Observe Discuss Explain strategy. Furthermore, learning motivation were also influential toward critical thinking skills. Students having high learning motivation were better than students having low learning motivation. Regression analysis showed learning motivation and critical thinking skills have positive correlation. Influence of learning motivation toward critical thinking skill was about 6.4%.Penelitian ini bertujuan untuk mengetahui pengaruh strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion terhadap kemampuan berpikir kritis, dan pengaruh motivasi belajar terhadap kemampuan berpikir kritis. Penelitian ini merupakan penelitian quasi experiment menggunakan desain the non-equivalent pretest-posttest. Data dianalisis menggunakan statistik inferensial Analisi Varian dua jalur dan analisis regresi. Hasil penelitian menunjukkan bahwa strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion berpengaruh terhadap kemampuan berpikir kritis, rata-rata kemampuan berpikir krtis siswa yang menggunakan strategi Small Group Discussion lebih baik daripada siswa yang menggunakan strategi Predict Discuss Explain Observe Discuss Explain. Selain itu, motivasi belajar berpengaruh terhadap kemampuan berpikir kritis. Rata-rata kemampuan berpikir kritis siswa yang mempunyai motivasi belajar tinggi lebih baik daripada siswa yang mempunyai motivasi belajar rendah. Berdasarkan analisis regresi, motivasi belajar dan kemampuan berpikir kritis memiliki hubungan yang positif. Motivasi belajar memberikan pengaruh sebesar 6,4% terhadap kemampuan berpikir kritis.
Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network Mahmudah, U.; Lola, M. S.; Fatimah, S.; Suryandari, K. C.
Jurnal Pendidikan IPA Indonesia Vol 11, No 4 (2022): December 2022
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v11i4.39091

Abstract

The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.
The Effect of Science Projects Through The Edmodo Platform to Enhance Critical Thinking And Students' Science Motivation: A Mixed-Method Study Fatimah, S.; Chamdani, M.; Trisnawati, O. R.; Mahmudah, U.
Journal of Science Education Research Vol. 8 No. 2 (2024): J. Sc. Edu. Research (Available in August)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v8i2.72201

Abstract

Covid-19 has changed every aspect of life including the world of education. The changing of the learning system presents challenges for education stakeholders. Face-to-face learning has turned into online-based learning. The study aimed to analyze the effect of project-based learning through Edmodo to enhance students' critical thinking skills and science motivation. It was a mixed-method study using an explanatory sequential design. The study was conducted for 1 semester on the second-semester students involving 140 students and divided into 4 classes. One of the classes became the control class. The purposive sampling technique was used in the sampling stage. The instruments were tests, questionnaires, interviews, observations, and documentation. The data analysis techniques were N-Gain and MANOVA strengthened by qualitative data through the stages of data collection, data reduction, data display, and conclusions. The results indicate an effect of project-based learning through Edmodo on the student's critical thinking skills and science motivation. The value of the increase in critical thinking skills and science motivation in the experimental class is better than in the control class by reviewing the N-Gain value.  
Co-Authors Chamdani, M. F. Yuniasih, F. L. Cholisoh, L. Lola, M. S. Mahmudah, U. Suryandari, K. C. Trisnawati, O. R. Umi Mahmudah