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Nur Hikmah
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Impact of Science Learning Materials Integrating Natural Disasters and Disaster Mitigation on Students' Learning Outcomes: A Meta Analysis Asrizal Asrizal; Nur Hikmah; Dhea Febriya; Filda Mawaddah
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.2680

Abstract

This research is a meta-analysis to determine the impact of science teaching materials integrated with natural disasters and disaster mitigation on students' learning outcomes. The method used is meta-analysis with research samples, namely scientific articles that have been published through Google Scholar on a national and international scale in 2012-2022, which discuss integrated science teaching materials on natural disasters and disaster mitigation on student learning outcomes. The results of the study showed that science teaching materials integrated with natural disasters and disaster mitigation had a large effect on student learning outcomes. In the category of teaching materials, the science module, which integrates natural disasters and disaster mitigation materials, has the highest effect. In the category where natural disaster materials and disaster mitigation are integrated, disaster mitigation materials have the highest effect compared to natural disaster materials. And in the school level category, the application of integrated science teaching materials on natural disasters and disaster mitigation has a high effect when applied to the Junior and Senior High School Levels, with a higher impact on the Junior High School level
The Impact of the Project-Based Learning Model on Students' Critical and Creative Thinking Skills in Science and Physics Learning: A Meta-Analysis Nur Hikmah; Dhea Febriya; Asrizal Asrizal; Fatni Mufit
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4384

Abstract

This research is a meta-analysis to see the influence of the Project-Based Learning (PjBL) model in learning science and physics on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2023, that discuss the application and influence of the PjBL model in learning science and physics on students’ critical and creative thinking skills. Overall, the results of the research show that the application of the PjBL model in learning science and physics has an influence in the high category, both on students' critical and creative thinking skills. In the school-level category, the implementation of the PjBL model had the highest effect on students' critical thinking skills at university levels. Whereas in terms of creative thinking skills, the implementation of PjBL has the highest influence at the elementary school levels. In the subject category, the application of the PjBL model has a high effect on both critical thinking skills and creative thinking when applied to science and physics subjects.
The Impact of Blended Learning on Students’ Critical and Creative Thinking Skills in Science Learning: A Meta-Analysis Nur Hikmah; Dhea Febriya; Hermalina Daulay; Akmam; Asrizal
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.4405

Abstract

This research is a meta-analysis to see the influence of Blended Learning in science learning on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2022, which discusses the application and influence of Blended Learning in science learning on students' critical and creative thinking skills. In the science subject category, which includes physics, biology, and chemistry. Blended learning influences in the highest category in its application in physics learning to students' critical and creative thinking skills. Whereas in chemistry lessons, has an effect on the medium category. Based on the level of education, blended learning has an influence on the high category when applied to the high school level. Meanwhile, if it is applied to the secondary school and university levels, blended learning only has an effect on the medium category. However, in general, the application of blended learning has a significant influence on students' critical and creative thinking skills. So, blended learning can be used as an innovation in science learning in an effort to improve students' critical and creative thinking skills.
The Impact of Blended Learning on Students’ Critical and Creative Thinking Skills in Science Learning: A Meta-Analysis Nur Hikmah; Dhea Febriya; Hermalina Daulay; Akmam; Asrizal
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.4405

Abstract

This research is a meta-analysis to see the influence of Blended Learning in science learning on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2022, which discusses the application and influence of Blended Learning in science learning on students' critical and creative thinking skills. In the science subject category, which includes physics, biology, and chemistry. Blended learning influences in the highest category in its application in physics learning to students' critical and creative thinking skills. Whereas in chemistry lessons, has an effect on the medium category. Based on the level of education, blended learning has an influence on the high category when applied to the high school level. Meanwhile, if it is applied to the secondary school and university levels, blended learning only has an effect on the medium category. However, in general, the application of blended learning has a significant influence on students' critical and creative thinking skills. So, blended learning can be used as an innovation in science learning in an effort to improve students' critical and creative thinking skills.
The Impact of Science Learning Materials Integrating Natural Disasters and Disaster Mitigation on Students' Learning Outcomes: A Meta Analysis Asrizal Asrizal; Nur Hikmah; Dhea Febriya; Filda Mawaddah
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.2680

Abstract

This research is a meta-analysis to determine the impact of science teaching materials integrated with natural disasters and disaster mitigation on students' learning outcomes. The method used is meta-analysis with research samples, namely scientific articles that have been published through Google Scholar on a national and international scale in 2012-2022, which discuss integrated science teaching materials on natural disasters and disaster mitigation on student learning outcomes. The results of the study showed that science teaching materials integrated with natural disasters and disaster mitigation had a large effect on student learning outcomes. In the category of teaching materials, the science module, which integrates natural disasters and disaster mitigation materials, has the highest effect. In the category where natural disaster materials and disaster mitigation are integrated, disaster mitigation materials have the highest effect compared to natural disaster materials. And in the school level category, the application of integrated science teaching materials on natural disasters and disaster mitigation has a high effect when applied to the Junior and Senior High School Levels, with a higher impact on the Junior High School level
The Impact of the Project-Based Learning Model on Students' Critical and Creative Thinking Skills in Science and Physics Learning: A Meta-Analysis Nur Hikmah; Dhea Febriya; Asrizal Asrizal; Fatni Mufit
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4384

Abstract

This research is a meta-analysis to see the influence of the Project-Based Learning (PjBL) model in learning science and physics on students' critical and creative thinking skills. The method used is meta-analysis with a population and research sample, namely scientific articles that have been published through Google Scholar on a national to international scale in 2016–2023, that discuss the application and influence of the PjBL model in learning science and physics on students’ critical and creative thinking skills. Overall, the results of the research show that the application of the PjBL model in learning science and physics has an influence in the high category, both on students' critical and creative thinking skills. In the school-level category, the implementation of the PjBL model had the highest effect on students' critical thinking skills at university levels. Whereas in terms of creative thinking skills, the implementation of PjBL has the highest influence at the elementary school levels. In the subject category, the application of the PjBL model has a high effect on both critical thinking skills and creative thinking when applied to science and physics subjects.
Literature Study: Application of Self Assessment in Improving Character Quality, 21st Century Abilities, and Physics Learning Results Dhea Febriya; Festiyed; Nur Hikmah; Fatni Mufit
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.v9i12.5219

Abstract

This study aims to examine the literature related to the application of self-assessment in improving character quality, 21st century abilities, and physics learning outcomes. The method used is library research or literature study by collecting international and national articles over a 10 year range (2013-2022). This research begins by analyzing appropriate assessment in 21st century education and its real application in the education sector. The research results show that the implementation of self-assessment is not yet comprehensive in every school and level of education. High school in grade X is a school that often implements self-assessment in learning physics. However, self-assessment does not only play a role in improving physics learning outcomes, but also improving the quality of student character, Higher Order Thinking Skills (HOTS), scientific attitudes, knowledge and (intellectual) skills, student attitudes, critical thinking skills in scientific literacy, TPACK for prospective physics teachers, students' scientific literacy, students, honest attitude, responsible attitude, and student cooperation.
Co-Authors Akmam Akmam Asrizal Dhea Febriya Fatni Mufit Festiyed Filda Mawaddah Hermalina Daulay Ida Ayu Putu Sri Widnyani