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All Journal QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) INDONESIAN JOURNAL OF SCIENCE EDUCATION AND APPLIED SCIENCE
Muhammad Kusasi
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Effect of Using Inquiry Model on Science Process Skills and Student Learning Outcomes Fahmi; Hery Fajeriadi; Yudha Irhasyuarna; Yuyun Eka Yulianti; Muhammad Kusasi
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8658

Abstract

Science learning must be changed by applying real and active science process skills which are shown by students being able to understand the use of tools, methods, and procedures and apply them in the discovery process and communicate them based on the evidence they get. The purpose of this study was to see the impact of the use of the inquiry model on science process skills and student learning outcomes. The research method used is a combination of quantitative and qualitative methods designed using a pre-test-post-test control group. The samples of this research were 7th-grade junior high school students. The length of the research process is 12 weeks. The results showed that there were significant differences between the two groups. This indicates that the inquiry model has a positive impact on students' science process skills. This was also accompanied by positive results on student learning outcomes in the group using the inquiry model. The conclusion is that quantitatively the fact that the inquiry learning model can improve science process skills and student learning outcomes is found. Optimizing the application of this model is needed to support progress in the education quality.
Innovative Development of Guided Inquiry-Based Science Learning Materials to Improve Critical Thinking Skills among Junior High School Students Yudha Irhasyuarna; Fahmi; Hery Fajeriadi; Muhammad Kusasi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11600

Abstract

This study aims to develop guided inquiry-based science learning tools to enhance the critical thinking skills of junior high school students on the topic of additive and addictive substances. The research employed a development method using Tessmer’s formative evaluation model, which includes the stages of validation, practicality testing, and effectiveness testing. The developed learning tools consist of lesson plans (RPP), student worksheets (LKPD), and instructional materials. Expert validation results indicated that the tools are in the "highly valid" category, with an average percentage score of 92.5%. The practicality of the tools was reflected in the high implementation of learning activities, ease of use by teachers, and positive student responses. Effectiveness testing showed a significant improvement in students’ critical thinking skills, with an average N-Gain of 0.49 (moderate category). These findings demonstrate that the guided inquiry-based learning tools are not only theoretically and practically feasible but also have a positive impact on the enhancement of students’ critical thinking skills. Therefore, these tools can serve as an alternative solution for implementing instruction that emphasizes both content mastery and the development of students’ competencies.
IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL Harsono Hammasa; Iriani Bakti; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 1 (2024): April 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i1.16851

Abstract

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.
Implementation Of The Think Pair Share Model Assisted By Canva Video On The Topic Of Salt Hydrolysis For The Learning Outcomes Of 11th Grade Science Students Talitha Az Zahra Rosadi; Parham Saadi; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 2 (2024): Oktober 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i2.17380

Abstract

Research has carried to implement the Think Pair Share (TPS) model with the help of Canva videos in teaching about salt hydrolysis for 11th-grade students at SMAN 10 Banjarmasin. This study aims to compare the learning outcomes between the implementation of the Think Pair Share model with Canva video assistance and  the Discovery Learning model on the focus of salt hydrolysis. This research employed a quantitative method with a quasi-experimental design using the pretest-posttest nonequivalent control group design. The research participants formed students from SMAN 10 Banjarmasin, with XI MIPA 2 class as the experimental group and XI MIPA 3 class as the control group. The teaching model considered the independent variable, while the learning outcomes were the dependent variable. Data collected through tests and non-tests also were analyzed using descriptive and inferential analysis techniques. The research results showed that there occured to be a difference in learning outcomes in the knowledge domain between the students in the experimental group with an achievement percentage of 96.77% and the students in the control group with an achievement percentage of 80.65%. There was also a difference in learning outcomes in the skills domain, with the experimental group obtaining a score of 3.42 and the control group acquiring a score of 3.21. Meanwhile, the learning outcomes in the attitude domain showed a score of 3.42 for the experimental group and an score of 3.44 for the control group. Thus, it can resolved that there is a difference in the learning outcomes of students who use the Think Pair Share model with Canva video assistance compared to the Discovery Learning model on the focus of salt hydrolysis.
MEDIA EDUGRAM MENGGUNAKAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS PESERTA DIDIK SMA PADA MATERI STOIKIOMETRI Rana Irdanti; Muhammad Kusasi
Indonesian Journal of Science Education and Applied Science Vol 5, No 2 (2025)
Publisher : Program Studi Pendidikan IPA, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/i.v5i2.17222

Abstract

Keterampilan literasi sains peserta didik di Indonesia masih tergolong rendah. Oleh karena itu, peneliti melakukan pengembangan edugram dengan model problem based learning (PBL) untuk meningkatkan kemampuan literasi sains peserta didik pada materi stoikiometri. Penelitian ini bertujuan untuk menganalisis validitas, praktikalitas, dan efektivitas dari edugram yang dikembangkan. Penelitian ini termasuk penelitian research & development dengan model pengembangan ADDIE. Penelitian ini dilaksanakan di SMA Negeri 12 Banjarmasin dengan subjek penelitian yaitu kelas XI-3 dan XI-5 Fase F yang melaksanakan pembelajaran menggunakan edugram di aplikasi instagram. Instrumen yang digunakan adalah instrumen tes, lembar observasi, lembar validasi untuk scatter hitam ahli materi dan media, angket keterbacaan, serta angket respon peserta didik dan guru. Data hasil validasi, praktikalitas dan efektivitas edugram yang dikembangkan di analisis dengan teknik deskriptif kualitatif. Hasil penelitian menunjukkan bahwa edugram yang dikembangkan sangat valid dengan persentase penilaian 96,39%, sangat praktis dengan persentase penilaian 91,16% dan peningkatan kemampuan literasi sains peserta didik termasuk dalam kategori tinggi berdasarkan nilai n-gain sebesar 0,78. Dengan demikian, edugram dengan model PBL yang dikembangkan adalah layak digunakan untuk meningkatkan kemampuan literasi sains peserta didik dalam pembelajaran kimia terkhusus pada materi stoikiometri.Kata kunci: Edugram, instagram, literasi sains, model PBL, stoikiometri. The scientific literacy skills of students in Indonesia are still relatively low. Therefore, researchers developed an edugram using a problem-based learning (PBL) model to improve students' scientific literacy skills in stoichiometry. This study aims to analyze the validity, practicality, and effectiveness of the developed edugram. This research is a research & development study with the ADDIE development model. This research was conducted at SMA Negeri 12 Banjarmasin with research subjects being grades XI-3 and XI-5 Phase F who implemented learning using edugram on the Instagram application. The instruments used were test instruments, observation sheets, validation sheets for material and media experts, readability questionnaires, and student and teacher response questionnaires. Data from the validation results, practicality, and effectiveness of the developed edugram were analyzed using qualitative descriptive techniques. The results of the study indicate that the developed Edugram is highly valid with a score of 96.39%, highly practical with a score of 91.16%, and the improvement in students' scientific literacy is categorized as high based on an n-gain value of 0.78. Therefore, the developed Edugram using the PBL model is suitable for improving students' scientific literacy in chemistry learning, specifically in stoichiometry.Keywords: Edugram, Instagram, scientific literacy, PBL model, stoichiometry.
Co-Authors Bakti, Iriani Fahmi Fahmi Harsono Hammasa Hery Fajeriadi Parham Saadi Rana Irdanti Talitha Az Zahra Rosadi Yudha Irhasyuarna Yuyun Eka Yulianti