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All Journal COMPTON: Jurnal Ilmiah Pendidikan Fisika International Journal of Essential Competencies in Education
Lia Saptini Handriani, Lia Saptini
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Education Mathematics Physics Other

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The influence of guided inquiry learning based on local wisdom and android applications on students' high-order thinking skills (HOTS) Muhammad Zaini; Ali, Lalu Usman; Handriani, Lia Saptini; Fitriana, Iin Mahlia
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19905

Abstract

This research aims to evaluate the effects of a guided inquiry learning model, grounded in local wisdom and delivered through an Android application, on the higher-order thinking skills of students in physics education. The study employed a quasi-experimental design featuring a pretest-posttest non-equivalent control group. Participants included science students from classes XA and XB, with class XA serving as the experimental group and class XB as the control group, selected through purposive sampling. Quantitative data, comprising pretest, posttest, and N-Gain scores related to students' higher-order thinking skills, were analyzed using an independent sample t-test (α = 0.05) via SPSS 25.0 for Windows. The findings revealed a significant effect (Sig. 0.010 < 0.05). The N-gain score for the experimental group was 0.71, indicating a high level, while the control group had a score of 0.6, which falls within the moderate range. Qualitative data derived from student answer questionnaires regarding the learning process indicated an average student interest of 64.2%, categorizing it as good.  The guided inquiry learning paradigm, grounded in local wisdom and facilitated by Android applications, is engaging and positively impacts students' higher-order thinking skills (HOTS).
The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes Verawati, Ni Nyoman Sri Putu; Handriani, Lia Saptini; Prahani, Binar Kurnia
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.729

Abstract

This study aimed to provide biology students with a motion kinematics experimental experience using virtual PhET simulations and explore the improvement of their physics learning outcomes. Pre-experimental (pretest-posttest experimental design) was conducted in this study, pretest-posttest was carried out before and after the learning treatment, while the learning treatment was motion kinematics experiment using virtual PhET simulation. The research sample was taken purposively, they were 24 students of the Biology Education Study Program, FKIP Mataram University who took Basic Physics courses. Student learning outcomes were measured using a test instrument. Learning outcomes data were analyzed descriptively with the average score of achievement or performance of students' cognitive learning outcomes on pretest and posttest, as well as n-gain analysis. In addition, statistical analysis (Wilcoxon test) was used to determine the difference in the average score of student learning outcomes between pre-posttest (p < 0.05). The results of the descriptive analysis showed that the average score of student learning outcomes increased from pretest to posttest with successive criteria from "less" to "good," an increase in student learning outcomes with high criteria with an n-gain score of 0.71. The results of the statistical test showed that there was a significant difference in the average score of student learning outcomes before and after the motion kinematics experiment using PhET virtual simulation. The results in this study provide a learning experience related to ways of conducting physics concepts that are more meaningful in the learning process that can be widely used in routine physics teaching in the classroom.
The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes Verawati, Ni Nyoman Sri Putu; Handriani, Lia Saptini; Prahani, Binar Kurnia
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.729

Abstract

This study aimed to provide biology students with a motion kinematics experimental experience using virtual PhET simulations and explore the improvement of their physics learning outcomes. Pre-experimental (pretest-posttest experimental design) was conducted in this study, pretest-posttest was carried out before and after the learning treatment, while the learning treatment was motion kinematics experiment using virtual PhET simulation. The research sample was taken purposively, they were 24 students of the Biology Education Study Program, FKIP Mataram University who took Basic Physics courses. Student learning outcomes were measured using a test instrument. Learning outcomes data were analyzed descriptively with the average score of achievement or performance of students' cognitive learning outcomes on pretest and posttest, as well as n-gain analysis. In addition, statistical analysis (Wilcoxon test) was used to determine the difference in the average score of student learning outcomes between pre-posttest (p < 0.05). The results of the descriptive analysis showed that the average score of student learning outcomes increased from pretest to posttest with successive criteria from "less" to "good," an increase in student learning outcomes with high criteria with an n-gain score of 0.71. The results of the statistical test showed that there was a significant difference in the average score of student learning outcomes before and after the motion kinematics experiment using PhET virtual simulation. The results in this study provide a learning experience related to ways of conducting physics concepts that are more meaningful in the learning process that can be widely used in routine physics teaching in the classroom.
Co-Authors Binar Kurnia Prahani Fitriana, Iin Mahlia Lalu Usman Ali Muhammad Zaini Ni Nyoman Sri Putu Verawati