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Muhammad Arsyad
Makassar State University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Development of Student Worksheets (LKPD) to Measure Student Creativity Ummi Chalsum; Muhammad Arsyad; Helmi Helmi
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.2674

Abstract

This research is a development research which aims to develop valid project based learning worksheets, practical project based learning worksheets, effective project based learning worksheets for measuring creativity. The subjects of this research trial were 32 students of class XI MIPA 2 SMAN 3 Polewali. This study uses the development of a 4-D model. The instruments used in this study were LKPD validation sheets, practitioner response questionnaires (educators/teachers), creativity test instruments and non-creativity test instruments (cognitive dimension creativity assessment sheets, affective dimension creativity questionnaires, psychomotor dimension creativity assessment sheets). LKPD eligibility criteria seen from the aspect of validity. The practicality criteria are seen from practitioners' assessment of LKPD, and the effectiveness criteria are seen from the level of creativity of students after being given project-based learning LKPD. Based on the results of the analysis, it was concluded that the developed project based learning LKPD, based on expert judgment using Aiken V index analysis, obtained a V value of 0.77 meaning that the LKPD was declared valid and feasible to use with minor revisions, then the project based learning based LKPD in terms of response physics teacher practitioners obtained an average score of 3.5 meaning that the LKPD is in the very good category and the effectiveness of project based learning LKPD is seen from the results of the analysis of student creativity, after being analyzed it is found that the average percentage of students' creativity scores on the cognitive dimension is 78.22%, the average percentage of creativity in the affective dimension is 79.25%, and the average percentage of creativity in the psychomotor dimension is 77.50% so that it can be said that the project based learning worksheets developed are effective for measuring student creativity because they have the average creativity score is above 75%.
The Influence of Self-Efficacy on IPAS Literacy Skills Reviewed from Students' Achievement Motivation Paulus Raja; Muhammad Arsyad; Kaharuddin Arafah
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10357

Abstract

IPAS literacy is an essential skill for students to understand and apply natural and social science concepts in daily life. Psychological factors such as self-efficacy and achievement motivation play a crucial role in enhancing students' IPAS literacy skills. This study employs a quantitative approach to investigate the influence of self-efficacy on IPAS literacy skills through achievement motivation among fifth-grade students of Frater Bakti Luhur Elementary School in Makassar for the 2024/2025 academic year. The independent variable in this study is self-efficacy, the intervening variable is achievement motivation, and the dependent variable is IPAS literacy skills. The population consists of all fifth-grade students of Frater Bakti Luhur Elementary School, totaling four classes. One class was designated as the pilot class (36 students), while the remaining three classes served as the research sample, comprising 108 students. Data were collected using a self-efficacy questionnaire, an achievement motivation questionnaire, and an IPAS literacy skills test. This study adopts a causative research design to analyze the relationship between two or more variables, both directly and indirectly. The data analysis technique used is path analysis with a path field model. The analysis results indicate that the IPAS literacy skills and achievement motivation of fifth-grade students are categorized as moderate, while self-efficacy is categorized as low. The path analysis results show that: 1) Self-efficacy has a direct positive and significant influence on students' IPAS literacy skills with a coefficient of 0.142. 2) Achievement motivation has a direct positive and significant influence on students' IPAS literacy skills with a coefficient of 0.145. 3) Self-efficacy has a direct positive and significant influence on students' achievement motivation with a coefficient of 0.358. 4) Self-efficacy has an indirect positive and significant influence on IPAS literacy skills through achievement motivation with a coefficient of 0.016.
Pengembangan E-modul Literasi Sains Pada Mata Pelajaran IPA (Fisika) untuk Meningkatkan Keterampilan Proses Sains Irna Yosa; Muhammad Arsyad; Pariabti Palloan
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11895

Abstract

This research is a type of Research and Development (R&D) using the Four-D model. The stages are Define, Design, Develop, and Disseminate. The aim is to develop a science literacy e-module for science (physics) subject and to test its validity, practicality, and effectiveness to improve students' science process skills. Three experts checked the content validity of the e-module, teacher questionnaire, and science process skills test. Ten science (physics) teachers tested the practicality, and the effectiveness e-module was tried on 34 students of Grade 8 at SMP Katolik Belibis Makassar. The results show: 1) the e-module is valid and suitable to use, 2) the teachers' response is very practical, and 3) the effectiveness of the e-module is shown by an N-gain score of 63.40%, which means it is effective to improve students' science process skills. Based on these results, the science literacy e-module for science (physics) is valid, very practical, and effective to support the learning process of science process skills.
Pengembangan E-ModulKontekstual pada Pembelajaran IPA (Fisika) untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Yersi; Muhammad Arsyad; Pariabti Palloan
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11896

Abstract

This research is a type of research and development (R&D) using the 4D model: define, design, develop, and disseminate. The goal of this research and development is to find out the content validity, practitioners’ responses, and the effectiveness of using a contextual e-module in science (physics) learning to improve students’ critical thinking skills. The content validity of the e-module was evaluated by 3 experts. Its practicality was evaluated by 10 science teachers who teach physics. The e-module was tested on 45 eighth-grade students at SMP Katolik Sudiang, where the researcher teaches. The instruments used in this study included a validation sheet for the e-module, a validation sheet for the practitioners’ response questionnaire, and a critical thinking test validation sheet. Each instrument was validated by experts. The practitioners’ questionnaire and the critical thinking test were also used in the study. The results showed that the contextual e-module in science (physics) learning was valid according to the experts, very practical according to the practitioners’ responses, and effective in improving students’ critical thinking skills, with an N-Gain percentage of 60.85%. Based on the results, the developed e-module is considered valid, very practical, and effective in improving students' critical thinking skills.
Modul Fisika Berbasis SETS (Science, Environment, Techology, and Society) dan Pengaruhnya Terhadap Literasi Sains Peserta Didik Fiskia Ruzaina; Helmi; Muhammad Arsyad
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.12216

Abstract

This research is a type of Research and Development (R&D) employing the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The aim of this research is to develop a SETS-based physics module and to examine its validity, practicality, and effectiveness in improving students’ scientific literacy skills. Validation was conducted by three experts who assessed both the module and the scientific literacy test. The practicality of the module was evaluated by eight physics teachers. To determine the effectiveness of the module, a true experimental design was used, specifically the posttest-only control group design, involving two groups: an experimental class (28 students) and a control class (27 students), both from Grade 10 at SMA Muhammadiyah Kalosi. The research findings revealed that: the module was valid and appropriate for use; teacher responses indicated the module was highly practical; and the results of an independent samples t-test showed a t-value of 5.448, which exceeded the t-table value of 2.006 at a 5% significance level. Based on these results, the SETS-based physics module is considered valid, highly practical, and effective in enhancing students’ scientific literacy skills.
Co-Authors Fiskia Ruzaina Helmi Helmi Abdullah Irna Yosa Kaharuddin Arafah Pariabti Palloan Paulus Raja Ummi Chalsum Yersi