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All Journal Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Kasuari: Physics Education Journal (KPEJ) Jurnal Studi Guru dan Pembelajaran Integrated Science Education Journal Jurnal Pengabdian kepada Masyarakat Bina Darma Journal of Mathematics Science and Computer Education Jurnal Kreatif Online Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Syamsuriwal, Syamsuriwal
Program Studi Pendidikan Fisika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh Model Pembelajaran Project Based Learning (PjBL) Pada Materi Alat-Alat Optik Terhadap Kemampuan Berpiikir Kritis Siswa SMA Negeri 1 Sigi Jumria Jumria; Syamsuriwal Syamsuriwal; Unggul Wahyono; Ielda Paramita
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 12 No. 1 (2024): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v12i1.3500

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran project based learning (PjBL) pada materi alat-alat optik terhadap kemampuan berpikir kritis siswa SMA Negeri 1 Sigi. Jenis penelitian ini adalah penelitian kuantitatif dengan meggunakan metode kuasi eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas XI MIPA SMA Negeri 1 Sigi yang terdiri dari 85 siswa. Teknik pengambilan sampel menggunakan purposive sampling. Sampel penelitian ini adalah kelas XI MIPA 3 (n=29) sebagai kelas eksperimen dan kelas XI MIPA 1 (n=29) sebagai kelas kontrol. Instrumen kemampuan berpikir kritis berupa tes essay yang telah divalidasi. Hasil tes kemampuan berpikir kritis setelah diberikan perlakuan menunjukkan bahwa skor rata-rata kelas eksperimen 81,72 dan kelas kontrol 62,59. Untuk menguji hipotesis digunakan uji T (Independent Sample T-test) diperoleh nilai signifikan sebesar 0,001 < 0,05 yang membuktikan bahwa terdapat perbedaan kemampuan berpikir kritis siswa kelas eksperimen yang menggunakan model pembelajaran project based learning (PjBL) dengan kelas kontrol yang menggunakan model pembelajarn direct instruction. Berdasarkan hasil uji N-Gain Score menunjukkan nilai rata-rata pada kelas eksperimen sebesar 68,75% kategori cukup efektif dan pada kelas kontrol diperoleh nilai rata-rata sebesar 35,49% kategori tidak efektif. Sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran project based learning (PjBL) pada materi alat-alat optik terhadap kemmpuan berpikir kritis siswa SMA Negeri 1 Sigi. Kata Kunci : Project Based Learning, Kemampuan Berpikir Kritis
The Effect of Argument-Driven Inquiry on Students’ Scientific Reasoning and Argumentation Skills Ielda Paramita; Nurul Kami Sani; Syamsuriwal Syamsuriwal; Rudi Santoso; Indo Tang
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7342

Abstract

Developing students’ scientific reasoning and argumentation skills is essential for achieving meaningful learning in physics, as these competencies are fundamental to scientific literacy and higher-order thinking. Nevertheless, physics instruction in many secondary classrooms still prioritizes procedural problem solving, providing limited opportunities for students to engage in reasoning and scientific discourse. This condition highlights the urgent need for instructional models that explicitly integrate inquiry and argumentation into learning. This study examined the effect of the Argument-Driven Inquiry (ADI) model on students’ scientific reasoning and argumentation skills using a mixed-method quasi-experimental design with a non-equivalent pretest–posttest control group. The participants were 72 eleventh-grade science students from a public senior high school in Central Sulawesi, Indonesia, divided into an experimental (ADI) and a control (conventional instruction) group. Data were collected using validated reasoning and argumentation instruments and analyzed through normalized gain, ANCOVA, and discourse analysis. The results showed that students in the ADI group achieved higher improvements in scientific reasoning (N-gain = 0.66, high) and argumentation quality (N-gain = 0.72, high) than those in the control group. Discourse analysis further revealed more frequent construction of claims, use of evidence, and rebuttals among ADI students, indicating deeper epistemic engagement. In conclusion, this study provides novel empirical evidence that ADI effectively strengthens reasoning-based physics learning by simultaneously enhancing students’ scientific reasoning and argumentation, offering a robust pedagogical contribution for fostering higher-order thinking in secondary science education.
Development of an Ethnophysics-Based Critical Thinking Test on Heat Concept Siti Nurhaliza; Delthawati Isti Ratnaningtyas; I Komang Werdhiana; Syamsuriwal Syamsuriwal
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1055

Abstract

Critical thinking skills are important in physics education because they encourage students to analyze, evaluate, and apply concepts in real life. However, the assessment instruments used still focus on memory skills and have not integrated the local cultural context. In fact, many physical phenomena, including heat transfer, can be seen in cultural activities such as traditional food preparation. Previous studies have emphasized the development of questions based on higher-order thinking skills, literacy, and numeracy, but few have linked them to culture. Therefore, it is necessary to develop ethno-physics-based critical thinking questions on heat so that assessments not only measure conceptual mastery but also connect physics with local wisdom. This study aims to analyze the validity, reliability, discriminating power, and difficulty level of ethno-physics-based critical thinking questions on the topic of heat, as well as to test their practicality. The method applied is Tessmer's Research and Development (R&D) model, with stages including Preliminary, Self-Evaluation, and Formative Evaluation. The results of the development show that the resulting test items are valid. The reliability value obtained is 0.75, which is classified as high. In terms of difficulty, the majority of questions are categorized as moderate and a small portion are easy. The discrimination power of the test items varies between very good, good, and fair. Overall, all items successfully differentiated between students' abilities, and none of the items failed to differentiate. In terms of practicality, the use of these items is classified as very practical.
Integrating Thinking Styles into Differentiated Instruction: Enhancing Learning Outcomes in Science Education Muhammad Jarnawi; Haeruddin Haeruddin; I Komang Werdhiana; Syamsuriwal Syamsuriwal; Siti Eneng Sururiyatul Mu’aziyah
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1328

Abstract

Purpose of the study: This research aims to advance science education by integrating Gregorc’s Thinking Style Model into differentiated instruction, thereby accommodating students’ diverse cognitive needs and improving their academic performance and learning outcomes in science education. Methodology: This study employed a quasi-experimental design conducted at MTs Al-Khairaat Bora, involving 70 students (36 male and 34 female). Thinking styles were identified using the Gregorc Thinking Style Inventory. Differentiated learning modules were developed and implemented, supported by pre-test and post-test assessments, classroom observations, and feedback surveys analyzed quantitatively and qualitatively. Main Findings: This study investigated the distribution of cognitive styles among 70 students, finding that Abstract Random (30.22%) and Concrete Random (28.30%) were the most predominant, followed by Abstract Sequential (16.48%) and Concrete Sequential (11.54%). Instruction tailored to these cognitive styles resulted in an increase in post-test scores for the experimental group (from 65 to 85), surpassing the control group (from 64 to 70). Novelty/Originality of this study: This study integrates Gregorc’s Thinking Style Model with differentiated instruction, offering a novel approach to adapting science education. By identifying students' thinking styles, it enhances engagement and understanding, aligning teaching methods with cognitive preferences. The study contributes to improving educational practices by fostering better learning outcomes for diverse student groups.
Co-Authors Abd. Syukur, Muh. Syarif. S Alfito, Alfito Amiruddin Kade Ananda, Falwa Aprianto Malotong Bayu Setiaji Chatarina Umbul Wahyuni Damayanti, Andini Rizki Delthawati Isti Ratnaningtyas Farida Agus Setiawati Firda, Nyoman Gustina Gustina Gustina Gustina Haeruddin Haeruddin Haeruddin Haeruddin Haeruddin Haeruddin Haeruddin I Komang Werdhiana I Komang werdhiana I Komang Werdhina I Wayan Darmadi Ielda Paramita Ielda Paramita Ijirana Indo Tang Jumria Jumria Kamaluddin Kamaluddin Kamaluddin Kamaluddin Ketut Alit Adi Untara Lisdawati Lisdawati Marungkil Pasaribu Misnah Misnah Mu'aziyah, Siti Eneng Sururiyatul Muh. Syarif MUHAMMAD ALI Muhammad Jarnawi Muhammad Jarnawi Muhammad Zaky Mutahharah Hasyim, Mutahharah Mutmainna, Mutmainna N. Laratu, Wahyuni Ni Made Wiwik Astuti Ni Made Wiwik Astuti Nurgan Tadeko Nurjannah Nurjannah Nurul Kami Sani Paramitha, Ielda Punnari, Nurfadilah Putriana Putriana Ratnaningtyas, Delthawati Isti Rizki Ilmianih Rudi Santoso Rudi Santoso Rudi Santoso, Rudi Sahrul Saehana Sani, Nurul Kami Satrianti, Satrianti Siti Eneng Sururiyatul Mu’aziyah Siti Nurhaliza Sri Mulyani Sabang Supahar Unggul Wahyono Zuhdan Kun Prasetyo