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ASSESSING STUDENTS’ SELF EFFICACY IN SCIENCE LEARNING Multi Armainah; Windy Amelia Rizki; Rahma Alia Kasih; Rahmi Alisa Putri; Widia Kemala Sari; Fatma Wati
SEMESTA: Journal of Science Education and Teaching Vol 5 No 2 (2022): Journal Of Science Education
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta.v5i2.171

Self efficacy is an individual's assessment about his ability to organize, manage, and execute a series of behaviors to get the results he wants to achieve. Science learning at school is one of the ways to build up students character through learning activities. This study aims to assess students' self efficacy in science learning and examine male students and female students difference in term of their self efficacy. The research method used is descriptive research with quantitative approach. The instrument was distributed to 38 students which consisted of 12 (twelve) statements with 4 Likert Scale options. The results showed that students have very strong sense of self efficacy with 84,3%. Also, male and female students performed similar sense of self efficacy.

Analisis Kebutuhan Pengembangan Bahan Ajar Digital Fisika Berbasis Project Based Learning Terintegrasi Pendekatan STEM Selma Riyasni; Intan Purnama Yani; Widia Kemala Sari; Zulhendra Zulhendra
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.3775

21st century learning is suggested to be based on information and communication technology, for example using digital teaching materials. The learning model used is an innovative learning model that improves students' 21st century skills such as project based learning which is also suggested in the independent curriculum. The use of project based learning learning models is considered effective if it integrates the STEM approach. The initial step in developing STEM-integrated PjBL-based digital teaching materials is to conduct an analysis of the needs of teachers and students. The purpose of this study is to describe the results of the analysis of the needs for the development of digital teaching materials based on the integrated PjBL learning model with the STEM approach. The subjects of this study were 22 physics teachers and 50 students of SMAN 2 Bukittinggi. Data collection through questionnaires, then analyzed to obtain conclusions. The conclusions from this study show 1) learning still does not use digital teaching materials, 2) it is necessary to develop teaching materials based on the PjBL learning model that is integrated with STEM to assist student project assignments.

ASSESSING STUDENTS’ SELF EFFICACY IN SCIENCE LEARNING Multi Armainah; Windy Amelia Rizki; Rahma Alia Kasih; Rahmi Alisa Putri; Widia Kemala Sari; Fatma Wati
SEMESTA: Journal of Science Education and Teaching Vol. 5 No. 2 (2022): Journal Of Science Education
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol5-iss2/171

Self efficacy is an individual's assessment about his ability to organize, manage, and execute a series of behaviors to get the results he wants to achieve. Science learning at school is one of the ways to build up students character through learning activities. This study aims to assess students' self efficacy in science learning and examine male students and female students difference in term of their self efficacy. The research method used is descriptive research with quantitative approach. The instrument was distributed to 38 students which consisted of 12 (twelve) statements with 4 Likert Scale options. The results showed that students have very strong sense of self efficacy with 84,3%. Also, male and female students performed similar sense of self efficacy.

Pengaruh Model Case Based Learning terhadap Keterampilan Berpikir Kritis Siswa Kelas VIII MTsN 3 Padang Dwi Retno Ningsih; Rahmah Evita Putri; Widia Kemala Sari; Khairil Arif
Jurnal TPACK IPA Vol 9, No 2 (2025): Jurnal TPACK IPA (August, 2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Berpikir. kritis merupakan salah satu dari keterampilan 6C yang perlu dikuasai peserta didik pada abad ke-21, terutama dalam pembelajaran IPA untuk menafsirkan informasi, menemukan solusi, serta mengidentifikasi masalah. Hasil observasi di MTsN 3 Padang menunjukkan keterampilan berpikir kritis peserta didik belum optimal karena pembelajaran masih didominasi oleh guru dan belum pada siswa, sehingga diperlukan inovasi melalui model CBL yang menekankan analisis kasus nyata melalui diskusi. Penelitian ini menggunakan metode quasi-eksperimen dengan desain non-equivalent.control group design . Sampel penelitian ditetapkan dengan teknik purposive sampling, yakni kelas VIII.6 sebagai kontrol dan VIII.8 sebagai.eksperimen. Instrumen tes berupa tes uraian (esai), lembar observasi, dan angket respon peserta didik. Analisis data dilakukan secara deskriptif dan inferensial melalui uji-t. Hasil penelitian memperlihatkan bahwa CBL berdampak positif terhadap keterampilan berpikir kritis dengan capaian tertinggi pada indikator evaluasi (83,59%) dan terendah pada indikator eksplanasi (78,51%), keterlaksanaan pembelajaran tergolong sangat baik (95,8%), serta respon siswa mayoritas positif. Dengan demikian, CBL terbukti mampu meningkatkan keterampilan berpikir kritis peserta didik, baik dari segi pemahaman konsep, analisis informasi, maupun partisipasi aktif dalam pembelajaran.

Guided Inquiry laboratory-based learning to improve science learning outcomes of VII students at SMPN 2 Tanjung Mutiara School. Annisa Mardhatillah; Widia Kemala Sari; Fatma Wati; Azza Nuzullah Putri
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/768

This study aims to examine the effect of a practicum-based Guided Inquiry learning model on the science learning outcomes of seventh-grade students on the topic of substances and their changes. The research employed a quasi-experimental method using a pretest posttest nonequivalent control group design. The participants consisted of two classes, namely an experimental class and a control class, each comprising 30 students. Data were collected using a validated objective test and analyzed through descriptive statistics, prerequisite tests, and hypothesis testing using an independent samples t-test at a significance level of 0.05. The results indicated that the initial abilities of students in both groups were relatively equivalent. Hypothesis testing on posttest data revealed a significant difference in learning outcomes between the experimental and control classes, with a t-value of 4.338 exceeding the t-table value of 2.0017 (α = 0.05), indicating that the practicum-based Guided Inquiry learning model had a significant positive effect on students’ learning outcomes. Furthermore, analysis of learning objective achievement showed that TP 3, which focuses on identifying physical and chemical changes through practicum activities, achieved the highest level of mastery compared to other learning objectives. These findings suggest that the practicum-based Guided Inquiry learning model is effective in improving students’ science learning outcomes.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN PHET SIMULATION TERHADAP KETERAMPILAN PROSES SAINS PESERTA DIDIK KELAS VIII SMP Safira Harana; Widia Kemala Sari; Firda Azzahra
Jurnal TPACK IPA Vol 10, No 1 (2026): Jurnal TPACK IPA (January, 2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk mengetahui pengaruh model inkuiri terbimbing berbantuan PhET simulation terhadap keterampilan proses sains peserta didik kelas VIII SMP.Penelitian ini menerapkan metode quasi eksperimen dengan desain kelompok kontrol non-equivalent untuk menguji apakah suatu perlakuan tertentu berpengaruh pada kelompok yang diteliti. Penelitian dilakukan di SMP N 1 Kec. Harau dengan melibatkan dua kelas, yaitu kelas VIII.A sebagai kelompok eksperimen dengan 30 peserta didik dan kelas VIII.F sebagai kelompok kontrol dengan 30 peserta didik. Kelas eksperimen diajar dengan menggunakan model inkuiri terbimbing berbantuan PhET simulation, sedangkan kelas kontrol menggunakan model konvensional. Data dikumpulkan melalui tes dan non tes dimana tes berupa soal pilihan ganda dan esai yang dianalisis menggunakan teknik statistic dan data non tes berupa lembar observasi peserta didik. Berdasarkan analisis uji-t, hasil menunjukkan adanya perbedaan yang signifikan antara kelompok eksperimen dan kontrol, dengan nilai t hitung sebesar 5,863 melebihi nilai t tabel sebesar 2,002. Temuan ini menunjukkan bahwa penerapan model inkuiri terbimbing berbantuan PhET simulation secara efektif meningkatkan keterampilan proses sains peserta didik dan menumbuhkan sikap ilmiah serta kemandirian belajar bagi peserta didik. Keterampilan yang paling meningkat terlihat pada indicator menyimpulkan dengan rata-rata sebesar 83,58.

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