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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) HiJaSE (Hamzanwadi Journal of Science Education)
Haeruddin
Universitas Tadulako
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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Metakognisi dan Gaya Berpikir: Membuka Potensi Pemecahan Masalah Fisika Haeruddin; I Komang Werdhina; Muhammad Jarnawi; Syamsuriwal; Zuhdan Kun Prasetyo; Supahar
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6151

Abstract

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.
Penerapan Pendekatan STEM Terhadap Kemampuan Psikomotorik Siswa Pada Pembelajaran IPA Winda; Haeruddin; Ielda Paramita; Nurjannah; Deltha Wati Isti Ratnaningtiyas
Hamzanwadi Journal of Science Education Vol. 1 No. 2 (2024): Hamzanwadi Journal of Science Education
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/hijase.v1i2.27390

Abstract

TTujuan penelitian ini untuk mengetahui penerapan pendekatan STEM terhadap kemampuan psikomotorik siswa pada pembelajaran IPA di SMPN 1 Sigi. Jenis penelitian ini merupakan penelitian pre-experimental dengan desain penelitian one-group pretest-posttest design. Teknik pengambilan sampel yang digunakan pada penelitian ini adalah purposive sampling dengan sampel sebanyak 25 siswa kelas VIII B. Teknik pengumpulan data pada penelitian ini berupa pengamatan secara langsung menggunakan lembar observasi psikomotorik. Nilai rata-rata pre-test sebesar 77,7 dan nilai rata-rata post-test sebesar 86,1. Berdasarkan uji paired simple test pada pretest dan posttest diperoleh nilai sebesar 0,000 < 0,05 yang artinya terdapat perbedaan kemampuan psikomotorik yang signifikan. Kemudian selanjutnya uji N-Gain, diperoleh nilai sebesar 0,37 yang artinya terjadi peningkatan kemampuan psikomotorik dalam kategori sedang. Jadi, dapat disimpulkan bahwa penerapan pendekatan STEM dapat meningkatkan kemampuan psikomotorik siswa pada pembelajaran IPA
Assessing Student Performance Designing Props and Experiments Physics In Learning Team Base Project For Subject Instrumentation I Komang Werdhiana; Haeruddin; Muhammad Jarnawi; Syamsuriwal
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.10126

Abstract

Performance assessment is an important part of learning that applies the team-based project method. This study aims to describe student performance in designing physics teaching aids and experiments in terms of active participation, understanding of the material, presentation skills and products. This study uses a descriptive method. Data were obtained through observation sheets and rubrics and assessment sheets. Data analysis for active participation, understanding of the material, and presentation skills was carried out by determining the number of students who obtained scores according to each category (very good, good, quite good, and less good) then expressed as a percentage. Data analysis for product assessment was carried out by determining the average score of each product and converting it to a score of 100. There were 29 students who were the sample of the study. The results of the study showed that students who participated actively were predominantly in the sufficient and less active categories. The percentage of students who understood the material was predominantly in the understand and understand enough categories. Students' presentation skills were predominantly in the good category. All the results of the teaching aid designs were in the very good category. There were three experimental design results in the very good category and three others in the good category. Based on the research results, it can be concluded that students are able to design physics demonstration tools and experiments in terms of active participation, understanding of the material, presentation and product skills, through team-based project learning.
Co-Authors Deltha Wati Isti Ratnaningtiyas I Komang Werdhiana I Komang Werdhina Ielda Paramita Muhammad Jarnawi Nurjannah, Nurjannah Supahar Syamsuriwal, Syamsuriwal Winda Zuhdan Kun Prasetyo