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All Journal Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan MIPA
Ulin Nuha
University of Jember
Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics

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The Effectiveness of Flipbook and Video to Improve Students' Critical Thinking Skills in Science Learning during the COVID-19 Pandemic Ulin Nuha; Sri Wahyuni; Aris Singgih Budiarso; Uswatun Hasanah; Novita Eka Anggraini
Lensa: Jurnal Kependidikan Fisika Vol 9, No 1: June 2021
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (651.902 KB) | DOI: 10.33394/j-lkf.v9i1.3899

Abstract

Critical thinking is one of the skills that must be possessed in studying science. During the Covid-19 pandemic, flipbooks and videos can be used as alternative media to improve students' critical thinking skills. This study aims to determine the effectiveness of using flipbooks and videos in improving the critical thinking skills of junior high school students during the pandemic. The method used in this research is descriptive quantitative. The data collected were in the form of students' pretest and posttest scores. The data were analyzed using the N-gain test and Independent Sample T-Test. The results showed: (1) learning videos were effective for improving students' critical thinking skills with an average score of 0.44 (medium) and (2) flipbooks were effective for improving students' critical thinking skills with an average score of 0.42 (medium). There is no significant difference between students' critical thinking skills, both after using flipbooks and videos.
Problem-Based vs Design-Based Learning: Which Better Develops Computational Thinking in Middle School Science Students? Rizka Elan Fadilah; Supeno Supeno; Rusdianto Rusdianto; Ulin Nuha; Soraya Firdausi; Ferry Budi Prasetya; Nuril Ayyamil Izza; Siti Khasfiyatin
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Computational thinking has become a crucial skill for students because it gives them the tools to solve complicated issues using organized methods. Implementing Problem-based learning and Design-based learning in science learning has significantly enhanced students' skills. This research aims to ascertain which of the two models is better for facilitating computational thinking skills among middle school students in science learning. The study used a sample of 69 middle school students selected through random sampling. This research employs a quasi-experimental, multi-group, post-test-only design. The instrument utilized in this research is a computational thinking skills test comprising five questions. The data were analyzed using one-way ANOVA to test the hypotheses. Tukey test results indicate that the mean difference score between the PBL and DBL groups is 1.2609, with a significance value greater than 0.05. The study confirms that Problem-based learning is more effective than Design-based learning in facilitating students' computational thinking skills. However, the difference between the two is not particularly noteworthy. PBL and DBL represent viable pedagogical approaches that can enhance middle school students' computational thinking skills in science learning.         Keywords: problem-based learning, design-based learning, computational thinking skill. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1214-1223
Co-Authors Aris Singgih Budiarso Ferry Budi Prasetya Novita Eka Anggraini Nuril Ayyamil Izza Rizka Elan Fadilah, Rizka Elan Rusdianto Rusdianto Siti Khasfiyatin Soraya Firdausi Sri Wahyuni Supeno Supeno Uswatun Hasanah