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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA)
Muhammad Habib Ash shiddiqi
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Kebiasaan Belajar Siswa Berprestasi melalui Pemanfaatan Jam Belajar Efektif di SMA Negeri 1 Keruak Muhammad Habib Ash shiddiqi; Sulistia Safitri
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.3316

Abstract

The aim of the study was to find out the study habits of high achieving students in utilizing effective study hours at Keruak 1 Public High School. This research is a qualitative research with a case study approach. Teachers and outstanding students in class X MIPA I, X MIPA IV and X MIPA V SMA Negeri 1 Keruak as subjects in this study. To obtain data used observation (observation of objects), interviews to obtain detailed and in-depth information on objects, and documentation. then the data is processed using the Miles & Huberman model which then checks the correctness of the data using data triangulation. The research results obtained show the effective study hours habits of outstanding students at SMA Negeri 1 Keruak. Students are more likely to enjoy studying in the first hour of class than learning at the end of the lesson, students learn independently by searching for study material on the internet, textbooks and other learning resources, students always record and repeat material provided by the teacher. Suggestions for educators pay attention to the efficient use of student learning time and provide methods for time management. Parents must also provide support and facilities for efficient study time at home.
Systematic Literature Review: Analysis of Misconception Problems and Diagnostic Instruments for Learning Chemistry Muhammad Habib Ash Shiddiqi; Vegha Dwi Arthamena; Mizzan Ayyubi; Alessandro Jeremi Manarisip; Nurfina Aznam
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.5189

Abstract

This research aims to analyze research trends in Chemical misconceptions in chemistry learning and diagnostic instruments used. The research method used in this research is a systematic literature review (SLR). The database obtained was 16 articles selected from the Scopus and Google Scholar databases with Publish or Perish (PoP). The results of the research found were the majority of students experienced misconceptions in learning chemistry caused by errors in preconceptions and abstract thinking concepts in the material, the method used to analyze the misconceptions found was a two-level, three-level, four-level diagnostic instrument, multiple choice, and semi-open tests and The misconceptions found in chemistry materials are acid-base, reaction rate, chemical equilibrium, chemical bonding, salt hydrolysis, and buffer solution.
Creative Thinking Skills in Chemistry Learning: A Systematic Literature Review Sarmila Eka Putri; Vegha Dwi Arthamena; Hana’ Fadhilah Retiyanto; Muhammad Habib Ash Shiddiqi; Suyanta Suyanta
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6343

Abstract

Creative thinking is one of the abilities needed in facing the 21st century era. Various problems in learning chemistry make students have to be creative thinkers to solve the problems they face. This study aims to determine creative thinking skills in chemistry learning. The method used is Systematic Literature Review (SLR) which adopts 5 stages from Denyer and Tranfield with the criteria of articles on creative thinking skills in learning chemistry indexed by Scopus, Sinta 1, and Sinta 2 from 2014 to 2023, full text and open source. There were 17 articles that fit these criteria. The results of the literature review show that most studies involve chemistry education students as prospective teachers who have an important role in developing students' creative thinking skills. In addition, most studies aim to investigate the effect of learning models on creative thinking skills. Project Based Learning (PjBL) model with a STEM approach is the most effective learning used to improve creative thinking skills with student learning outcomes of 83.00. Based on the results of the literature review, it was found that there is a positive relationship between learning outcomes and creative thinking skills. The better students' learning outcomes, the better their creative thinking skills.
The Impact of Problem-Based Learning on Students' Problem-Solving Skills and Learning Motivation: A Perspective on Learning Styles Muhammad Akbar Chaniago; Retno Arianingrum; Muhammad Habib Ash Shiddiqi
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11045

Abstract

Problem-solving ability and learning motivation are essential in chemistry learning, yet often overlooked in conventional instruction. This study investigates the effects of problem-based learning (PBL) versus discovery learning on students’ problem-solving ability and motivation, while also examining the influence of learning styles. Using a quasi-experimental pretest-posttest control group design, XI MIPA students at SMA Negeri 9 Bengkulu City were assigned to either a PBL or discovery learning group. Data were collected through tests, questionnaires, and learning style inventories, and analyzed using MANOVA. Results indicated no significant difference between the two models in improving problem-solving ability or motivation. However, learning styles significantly affected both outcomes, with visual, auditory, and kinesthetic learners performing differently. PBL contributed modestly to both variables (2.4% for problem-solving, 0.4% for motivation), and no interaction effect with learning styles was found. These findings highlight the need to align teaching strategies with students' learning styles to support more effective learning. The study offers practical implications for fostering adaptive instruction in chemistry classrooms and enhancing scientific literacy.
Co-Authors Alessandro Jeremi Manarisip Hana’ Fadhilah Retiyanto Mizzan Ayyubi Muhammad Akbar Chaniago Nurfina Aznam Retno Arianingrum Sarmila Eka Putri Sulistia Safitri Suyanta Suyanta Vegha Dwi Arthamena