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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.

Workshop Pemanfaatan Articulate Storyline Bagi Guru Untuk Mengembangkan Media Pembelajaran Berdiferensiasi Fatma Wati; Ardo Okilanda; Firda Az Zahra; Azza Nuzullah Putri; Khairil Arif; Muhammad Fakhrur Rozi; Yogi Arnaldo; Harmedi Yulian Saputra
Wahana Dedikasi: Jurnal PkM Ilmu Kependidikan Vol. 7 No. 1 (2024): Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/dedikasi.v7i1.14345

The Workshop on Using Articulate Storyline to develop learning media for Junior High School Teachers in Agam Regency aims to provide training for teachers so that they are able to develop their own learning media according to the characteristics of their students. This activity was successful in increasing teachers' conceptual understanding and practical skills in integrating learning technology. Post-workshop evaluation revealed significant improvements in teachers' conceptual understanding regarding the use of Articulate Storyline for online and/or digital learning at the Junior High School level. Participants gain in-depth insight into the user interface, key features, and potential applications. In addition, this workshop was effective in improving participants' practical skills, including designing interactive learning materials, selecting appropriate media, and integrating multimedia elements. The result is that teachers feel more confident and ready to face the challenges of online and/or digital learning and are able to create more dynamic learning. The transformation of the teaching paradigm is the main highlight, namely teachers experiencing a positive shift in their approach to technology in everyday teaching. This workshop not only provides technical expertise, but also creates the foundation for a mutually supportive and inspiring learning community in Agam Regency. Overall, this workshop succeeded in creating a positive and sustainable impact in improving the skills and learning approaches of junior high school teachers in Agam Regency.

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.

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.

Preservice Science Teachers’ Perceptions of Learning Difficulties in Organic Chemistry at an Indonesian University Fatma Wati; Ade Sazaliana
ISER (Indonesian Science Education Research) Vol. 7 No. 2 (2026): Vol. 7 No. 2 (2026): Indonesian Science Education Research (ISER) (In Press)
Publisher : UNIVERSITAS NEGERI MEDAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/iser.v7i2.71716

This study examined preservice science teachers’ perceptions of learning difficulties in Organic Chemistry and their relationship with achievement in General Chemistry. A quantitative descriptive–correlational design was employed. The participants were 103 undergraduate students enrolled in the Science Education program who were taking an Organic Chemistry course, selected through total sampling. Data were collected using a four-point Likert-scale questionnaire measuring perceived learning difficulties and analyzed using SPSS 23. The results indicated that students’ perceptions of learning difficulties were distributed across high and low levels. Among the assessed indicators, problem-solving and analytical skills were perceived as the most challenging. No significant differences were found in perceptions based on gender. Meanwhile, a significant positive correlation was identified between General Chemistry achievement and perceived learning difficulties in Organic Chemistry (R² = 0.91), indicating a strong association within the study sample. However, this association should be interpreted cautiously due to the correlational design of the study. These findings suggest that students’ understanding of foundational chemistry concepts plays a crucial role in shaping their learning experiences in Organic Chemistry and should be strengthened to support more effective instruction.

THE EFFECT OF STEM-PjBL ON SEVENTH-GRADE STUDENTS' CREATIVE THINKING SKILLS IN LEARNING SUBSTANCES AND THEIR CHANGES Annisa Fitria Rahayu; Muhyiatul Fadilah; Febri Yanto; Fatma Wati
Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning
Publisher : Department of Science Education

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

Creative thinking is one of the essential competencies required for learners in the twenty-first century. However, students' creative thinking skills remain relatively low in science learning. Preliminary observations conducted in a seventh-grade class at SMPN 1 Sijunjung revealed that students' creative thinking skills reached only 49%, indicating the need for more innovative instructional approaches. This study aimed to investigate the effect of STEM Project-Based Learning (STEM-PjBL) on seventh-grade students' creative thinking skills in the topic of Substances and Their Changes. A quasi-experimental research design employing a nonequivalent control group design was adopted. The participants were selected using purposive sampling, with one class assigned as the experimental group receiving STEM-PjBL instruction and another class serving as the control group receiving conventional instruction. Data were collected using an essay-based test designed to assess students' creative thinking skills. The collected data were analyzed using normality, homogeneity, and independent-samples t-tests. The results indicated no significant difference between the two groups on the pretest (p = 0.524 > 0.05), confirming comparable initial abilities. However, a statistically significant difference was found in the posttest scores (p = 0.005 < 0.05), indicating that students who learned through STEM-PjBL demonstrated significantly higher creative thinking skills than those who received conventional instruction. Therefore, it can be concluded that STEM Project-Based Learning has a significant positive effect on seventh-grade students' creative thinking skills in learning Substances and Their Changes.

pengaruh Pengaruh Model Pembelajaran Think Talk Write Terhadap Pemahaman Konsep IPA Siswa Kelas VII pada Materi Sistem Tata Surya Tarisa; Skunda Diliarosta; Putri Qalbina; Fatma Wati
Al-Alam: Islamic Science Education Journal Vol 5 No 1 (2026): (Edisi Januari) Inovasi Pembelajaran IPA
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v5i1.15438

Science education in schools today still faces various challenges, one of which is students’ low conceptual understanding, which impacts their learning. Students tend to memorize material without understanding its meaning, the relationships between concepts, and their application in daily life. This situation is exacerbated by a teaching approach that remains teacher-centered. As a result, students’ engagement in thinking, speaking, and writing about what they understand has not yet reached an optimal level. The Think Talk Write (TTW) learning model is an alternative that can be used to address this issue. This study is quantitative and employs a quasi-experimental method with a nonequivalent control group design. Purposive sampling was used to determine the sample. The results of the hypothesis test showed that the significance value was 0.005, which is less than the significance level of 0.05 (p < 0.05). Therefore, H₀ was rejected and H₁ was accepted, indicating that the implementation of the TTW learning model has a significant effect on students’ conceptual understanding. In the class that used the TTW model, students’ conceptual understanding was better than in the class that used the conventional model. Teacher activities and student activities each accounted for 93%. The implementation of the TTW model was rated as “very good.”

The Effect of Problem Based Learning (PBL) Model with a STEM Approach on the Critical Thinking Skills of Students’ at SMP Negeri 40 Padang GUSNITA WANDARI; Febri Yanto; Fatma Wati; Intan Lestari Mulyaning Tyas
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 2 (2026): Semesta: Journal of Science Education and Teaching (In Press)
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss2/773

Science learning at the junior high school level faces challenges in fostering students’ critical thinking skills, particularly on temperature, heat, and thermal expansion topics. This study aimed to examine the effect of the Problem Based Learning (PBL) model with a STEM approach on students’ critical thinking skills. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were seventh-grade students of SMP Negeri 40 Padang selected through purposive sampling, consisting of an experimental class implementing PBL with a STEM approach and a control class implementing PBL. Research instruments included an essay-based critical thinking test, an observation sheet on learning implementation, and a student responses questionnaire. Data were analyzed using descriptive statistics and inferential tests. The results showed that the implementation of PBL with a STEM approach was categorized as very good (96.67%), and student responses were also very good (89.60%). Hypothesis testing revealed a significant difference between the experimental and control classes (t = 13.35 > 2.00). Therefore, it can be concluded that the PBL model with a STEM approach significantly improves the critical thinking skills of seventh-grade students at SMP Negeri 40 Padang.

Pengaruh Model Guided Discovery Learning Berbantuan Question Card Terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas VIII SMP Negeri 5 Padang Selinda Wigati Asih Afiana; Tuti Lestari; Widia Kemala Sari; Fatma Wati
Al-Alam: Islamic Science Education Journal Vol 5 No 1 (2026): (Edisi Januari) Inovasi Pembelajaran IPA
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v5i1.14161

Critical thinking skills are essential competencies that need to be enhanced in science learning. This study aims to determine the effect of the Guided Discovery Learning model assisted by Question Cards on students’ critical thinking skills. This research employed a quantitative approach with a quasi-experimental method using a non-equivalent control control group design. This sample was selected through purposive sampling. The results showed that the implementation percentage was 83% for teacher and 78% for students. In addition, the results of the student response to the implemented learning of 79,41%, suggesting a positive response to the calculated t-value was greater than t-table value (3.65>1.99. These results indicate that is rejected and is accepted, meaning that the Guided Discovery Learning model assisted by Question Cards has a significant effect on students’critical thinking skills at SMP Negeri 5 Padang.

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