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All Journal ORBITA: Jurnal Pendidikan dan Ilmu Fisika Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services
Baiq Nabila Saufika Zainuri
Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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PENGARUH MODEL GUIDED DISCOVERY BERBANTUAN PhET TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN PRESTASI BELAJAR FISIKA Baiq Nabila Saufika Zainuri; Syahrial Ayub; Aris Doyan; Gunawan Gunawan
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 8, No 2 (2022): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.458 KB) | DOI: 10.31764/orbita.v8i2.11670

Abstract

ABSTRAKRendahnya prestasi belajar dan tidak terbentuknya pola pikir kreatif siswa disebabkan oleh jarangnya siswa dalam melakukan percobaan atau penemuan yang mendukung untuk berpikir secara terbuka serta penggunaan metode pembelajaran yang belum menuntut keaktifan siswa. Penelitian ini bertujuan untuk menguji (1) pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif siswa, (2) pengaruh model guided discovery berbantuan PhET terhadap prestasi belajar fisika siswa, (3) interaksi antara pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperiment dengan desain nonequivalent control group design. Pengambilan sampel yang digunakan adalah sampling jenuh, dengan kelas X IPA 1 sebagai kelas eksperimen dan kelas X IPA 2 sebagai kelas kontrol. Analisis data untuk hipotesis pertama dan kedua dilakukan dengan uji-t, sedangkan hipotesis ketiga dengan uji Manova. Hasil uji ketiga hipotesis menunjukkan bahwa nilai thitung > ttabel pada taraf signifikan 5% yang artinya Ho ditolak dan Ha diterima, sehingga dapat disimpulkan bahwa terdapat pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa serta terdapat interaksi antara pengaruh model guided discovery berbantuan PhET terhadap kemampuan berpikir kreatif dan prestasi belajar fisika siswa. Kata kunci: guided discovey; PhET; kemampuan berpikir kreatif; prestasi belajar. ABSTRACTThe low learning achievement and the lack of creative thinking patterns of students are caused by the lack of students conducting experiments or discoveries that support open thinking and the use of learning methods that do not require student activity. The research is aimed to examine (1) the influence of a guided discovery model assisted by PhET on students' creative thinking skills, (2) the influence of guided discovery model assisted by PhET on students' learning achievement in physics, (3) the interaction between the influence of guided discovery model assisted by PhET on students' creative thinking skills and physical learning achievement. The type of research used is quasi- experiment with a nonequivalent control group design. The population used was students of class X IPA SMAN 1 Kediri. The Sampling used was saturated sampling, with class X IPA 1 as the experimental class and class X IPA 2 as the control class. Data analysis for the first and second hypotheses was carried out by t-test, while the third hypothesis was carried out by the Manova test. The results of the third hypothesis test show that the value of tcount > ttable at a significant level of 5%, which means Ho is rejected and Ha is accepted, so it can be found that there is an effect of the guided discovery model assisted by PhET on students' creative thinking skills and physics learning achievement and there is an interaction between guided discovery model assisted by PhET on students' creative thinking skills and physics learning achievement. Keywords: guided discovey; PhET; creative thinking skills; physics learning achievement.
Pengaruh Model Guided Discovery Learning Berbantuan Media Simulasi PhET Terhadap Kemampuan Berpikir Kreatif Peserta Didik Syahrial Ayub; Baiq Nabila Saufika Zainuri; Aris Doyan
LAMBDA : Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 2 No. 3 (2022): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v2i3.391

Abstract

The research is aimed to examine the influence of a guided discovery learning model assisted by PhET simulation media on students' creative thinking skills. The type of research used is quasi-experiment research with a nonequivalent control group design. The population used is the students of class X IPA SMAN 1 Kediri. Sampling using a saturated sampling technique with all members of the population as a sample, where class X IPA 1 is the experimental class and X IPA 2 is the control class. The technique of data analysis was carried out by a polled variance t-test. The results of the t-test indicate that the value of is greater than (2.03) at a significant level of 5% so that Ha is accepted, which means that the creative thinking ability of students on the subject of momentum and impulse has increased after being given treatment. The highest increase occurred in the class using a guided discovery learning model assisted by PhET simulation media. Based on the results of the study, it can be concluded that there is an influence of the guided discovery learning model assisted by PhET simulation media on students' creative thinking skills
Local Wisdom Integration in Problem-Based Learning E-Modules: Impact on Science Literacy and Science Process Skills Baiq Nabila Saufika Zainuri; Gunawan Gunawan; Kosim Kosim
Indonesian Journal of STEM Education Vol. 6 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

The low levels of scientific literacy and science process skills among Indonesian students necessitate innovative approaches to learning. This study aimed to analyze the impact of using Problem-Based Learning (PBL) e-modules, incorporating local wisdom, on improving students' scientific literacy and science process skills. A systematic literature review (SLR) methodology was employed. Literature searches used relevant keywords in electronic databases such as Scopus, Web of Science, ERIC, and Google Scholar. The identified articles were screened based on inclusion and exclusion criteria, and their quality was assessed. Relevant data were extracted and analyzed both qualitatively and quantitatively. The study results indicate that PBL e-modules incorporating local wisdom effectively enhance students' scientific literacy and science process skills. Improvements were observed in concept understanding, critical thinking abilities, problem-solving skills, creativity, and learning motivation. Factors influencing the effectiveness of the e-modules include the quality of their design, the role of the teacher, and the learning context. This study recommends the broader development and implementation of such e-modules, teacher training in their use, and further research on the long-term impact of these modules on students' knowledge and skill retention.
Multimodal Approaches in Problem-Based, Project-Based, and Inquiry-Based Learning Models in Science Education: A Systematic Literature Review Gunawan Gunawan; Ahmad Harjono; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of STEM Education Vol. 7 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

The shift in science education towards a constructivist approach requires integrating learning strategies that foster deep student engagement and understanding. This research systematically investigates the integration of multimodal approaches into Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL) models in science education, and evaluates their effectiveness on student learning outcomes. Employing a Systematic Literature Review (SLR) based on the PRISMA protocol, this study covers peer-reviewed sources from various international databases over the last 15 years. Findings consistently indicate that multimodal integration through simulations, virtual laboratories, multiple representations, videos, and other digital tools significantly improves conceptual understanding, critical thinking skills, creativity, and positive motivation and attitudes towards science. While each model offers specific advantages (PBL excels in problem analysis, PjBL in artifact creation, and IBL in scientific exploration), successful implementation depends heavily on the teacher's role, student readiness, and contextual support. This review recommends well-planned multimodal learning designs that align with learning objectives and the specific model's characteristics.
Pengenalan E-Modul Berbasis PBL Terintegrasi Kearifan Lokal untuk Meningkatkan Literasi dan Keterampilan Proses Siswa di SMPN 15 Mataram Baiq Nabila Saufika Zainuri; Gunawan Gunawan; Kosim Kosim
Indonesian Journal of Education and Community Services Vol. 5 No. 1 (2025): Edisi: Januari - Juni 2025
Publisher : Indonesian Publication Center

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Abstract

The purpose of this activity is to introduce and facilitate the use of an e-module based on Problem-Based Learning (PBL) integrated with local wisdom in the learning process. This activity utilizes a Participatory Action approach consisting of three stages: introduction, training, mentoring, and evaluation. In the introduction phase, the e-module concept was presented to teachers and students through interactive presentations and discussions. The training phase was conducted in the form of a workshop involving students, focusing on the use of the e-module and the implementation of PBL strategies. Subsequently, the mentoring and evaluation phase involved classroom observations and reflective discussions with teachers. The results of the activity show that this e-module has a positive impact on increasing student engagement, strengthening science process skills, improving science literacy, and connecting science learning with local cultural contexts. It is hoped that this approach can continue to be developed and implemented more widely to support more contextual and meaningful learning.
Pengenalan Model PBL dengan Pendekatan Multimodal untuk Meningkatkan Kemampuan Berpikir Kritis dan Literasi Digital Siswa SMPN 1 Gerung Qothrunnada Qothrunnada; Baiq Nabila Saufika Zainuri; Gunawan Gunawan; Kosim Kosim
Indonesian Journal of Education and Community Services Vol. 5 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

This activity was carried out to introduce and implement the Problem-Based Learning (PBL) model with a multimodal approach to improve critical thinking skills and digital literacy of students at SMPN 1 Gerung. The background of the activity departed from the school's need to strengthen 21st-century skills through more interactive, challenging learning, and utilizing a variety of learning resources. The focus of the activity was directed at how the integration of various presentation modes, such as text, images, audio, and video, can support the problem-solving process systematically. The series of activities included an introduction to the concept of multimodal PBL, training in the use of multimodal media and learning resources, and mentoring implementation in the classroom. Teacher and student responses showed that this approach makes students more active, more analytical, and wiser in using digital media during the learning process. Overall, this activity recommends multimodal PBL as an alternative to strengthen science learning and a relevant strategy to encourage critical thinking skills and digital literacy at the junior high school level.
Co-Authors Ahmad Harjono Aris Doyan G. Gunawan, G. Kosim . Qothrunnada Qothrunnada Syahrial Ayub