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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

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

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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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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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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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.

Gender Differences in Creative Thinking Skills and Learning Achievement Through Guided Discovery Learning Assisted by PhET Simulation Baiq Nabila Saufika Zainuri; Syahrial Ayub
Indonesian Journal of STEM Education Vol. 4 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian Publication Center

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This study aims to analyze differences in students’ creative thinking abilities and academic achievement based on gender through the application of the Guided Discovery Learning model aided by PhET Simulations. The study employed a quantitative approach with a one-group pretest–posttest pre-experimental design combined with a comparative analysis based on gender. The sample consisted of 20 10th-grade science students, including 8 male students and 12 female students. The research instruments comprised a creative thinking ability test and an academic achievement test. Data were analyzed using the Shapiro-Wilk normality test and the Mann-Whitney U test. The results showed that there were no significant differences between male and female students in creative thinking ability (Sig = 0.251) or academic achievement (Sig = 0.842). These findings indicate that the learning model used has an equal impact on both gender groups, thereby having the potential to create inclusive and gender-neutral learning.

Inovasi Pembelajaran Fisika: Sinergi Guru Abad 21 dan Teknologi AI Dalam Rangka Pengembangan Profesional Dosen, Guru, dan Calon Guru di Indonesia Timur Gunawan Gunawan; Seska Malawau; Erlin Eveline; Hikmawati Hikmawati; Lisa Sutami Suharlan; Baiq Nabila Saufika Zainuri
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.4408

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan dosen, guru fisika, serta mahasiswa calon guru mengenai inovasi pembelajaran fisika yang relevan dengan tantangan Abad 21, khususnya melalui sinergi antara peran guru dan pemanfaatan teknologi kecerdasan buatan (AI). Kegiatan kolaboratif ini diselenggarakan secara daring pada Senin, 11 Mei 2026, melibatkan partisipasi aktif dari 100 peserta yang terdiri dari perwakilan Universitas Mataram (Lombok) dan Universitas Pattimura (Ambon). Sesi kuliah umum ini mencakup pembukaan, penyajian materi "Inovasi Pembelajaran Fisika: Sinergi Guru Abad 21 dan Teknologi AI", sesi tanya jawab interaktif, dan evaluasi. Hasil evaluasi kuantitatif menunjukkan tingkat kepuasan dan penerimaan yang sangat tinggi dari peserta terhadap relevansi materi, kualitas penyampaian, dan kelancaran penyelenggaraan, dengan rata-rata skor pada kategori "Sangat Setuju". Secara kualitatif, antusiasme peserta tercermin dari diskusi yang hangat dan banyaknya pertanyaan, serta harapan kuat untuk tindak lanjut kegiatan yang lebih teknis dan praktis. Kegiatan ini terbukti efektif dalam meningkatkan wawasan peserta tentang potensi AI dalam pembelajaran fisika dan memotivasi mereka untuk mengaplikasikannya, sambil tetap menekankan peran AI sebagai alat bantu untuk memperkuat kualitas instruksional.

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): Lambda : Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya
Publisher : Lembaga Bale Literasi

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

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

The Effectiveness of Inquiry-Based Virtual Laboratories on Students' Physics Creativity: A Systematic Literature Review Gunawan Gunawan; Lovy Herayanti; Fahmi Yahya; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Creativity is a core competency in twenty-first-century science education, and inquiry-based virtual laboratories are increasingly used in physics instruction to foster creativity, particularly where laboratory resources are limited. However, evidence of their effectiveness remains fragmented across study contexts, creativity dimensions, and instructional designs. This systematic literature review synthesizes empirical studies published between 2013 and 2022 on the effectiveness of inquiry-based virtual laboratories in enhancing students' creativity in physics education. Following the PRISMA 2020 guidelines, four databases (Scopus, DOAJ, Crossref, and Google Scholar) were searched, yielding 572 records, of which 42 studies met the inclusion criteria. The findings indicate that inquiry-based virtual laboratories consistently improve students' creativity, with the greatest gains observed in verbal creativity and ideational fluency compared with figural creativity and originality. Much of the available evidence originates from Indonesia, particularly from studies conducted by the University of Mataram research group on electricity, heat, and fluid mechanics. Effectiveness was influenced by the degree of inquiry guidance, the quality of the virtual simulation environment, and the extent to which learning activities scaffolded divergent thinking, whereas evidence regarding gender differences remained inconsistent. Overall, inquiry-based virtual laboratories represent an effective and accessible approach to fostering creativity in physics learning, although broader educational contexts, more standardized creativity measures, and longer-term studies are needed.

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