Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPPS (Jurnal Penelitian Pendidikan Sains)
Fenno Farcis
University of Palangka Raya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Effect of Project-Based Learning and Science Literacy Ability on Critical Thinking Skills in Virtual Learning of the Thermodynamics Course Fenno Farcis; Gunarjo Suryanto Budi; Enny Wijayanti
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 12 No. 1 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v12n1.p56-68

Abstract

Research aims to find the effect of project-based Learning and scientific literacy skills on students' critical thinking skills 20 students in virtual learning of the Thermodynamics class at the Physics Education Study Program. The research design used the three-variable regression technique, which consists of two independent variables, namely project-based Learning (X1), the scientific literacy ability  (X2), and the dependent variable, namely critical thinking skills (Y). Data collection techniques include observation sheets, questionnaires with a Likert scale, and evaluation of critical thinking skills. The results of the data analysis show that there is no partial effect of project-based learning on students' critical thinking skills, and the scientific literacy ability variable partially affects the critical thinking skills variable. Project-based Learning and scientific literacy skills significantly affect critical thinking skills. This research implies that there is evidence that Thermodynamics learning is not enough to apply project-based learning but must be equipped with literacy learning because, with a combination of these two things, students' critical thinking skills can increase significantly.
Investigating the Impact of Research-Based Learning on Conceptual Understanding in Thermal Conduction Gunarjo Suryanto Budi; Theo Jhoni Hartanto; Fenno Farcis; Elis Triwati; Muhammad Fajar Ma’ruf
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12467

Abstract

This study investigates the impact of research-based learning on students’ conceptual understanding of thermal conduction. The research employed a one-group pretest-posttest design involving 20 pre-service physics teachers enrolled in a thermodynamics course. The research instrument used was a conceptual understanding test administered before and after implementing research-based learning. The Shapiro-Wilk normality test indicated that both pre-test and post-test data were normally distributed (p > 0.05). A paired samples t-test revealed a significant difference between pre-test and post-test scores (Sig. (2-tailed) = 0.000 < 0.05), suggesting that research-based learning effectively enhanced students’ conceptual understanding. Furthermore, the N-Gain analysis resulted in a score of 0.71, categorized as high, indicating a substantial improvement in students’ conceptual mastery. These findings suggest that research-based learning is an effective instructional approach in teaching thermal conduction, fostering deeper conceptual comprehension among students.
Co-Authors Elis Triwati Enny Wijayanti Gunarjo Suryanto Budi Gunarjo Suryanto Budi Muhammad Fajar Ma’ruf Theo Jhoni Hartanto