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METACOGNITIVE REGULATION PROFILES AND ITS POTENTIAL IN DEALING WITH COMPLEX ISSUE Ihsan Hijria Putra; Hera Novia; Muslim
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.421

Abstract

In facing increasingly complex global challenges, metacognitive regulation skills are very important. Metacognitive regulation helps a person in solving the problems they face comprehensively because they can regulate their thinking strategies. This study uses a descriptive approach and uses the MAI (Metacognitive Awareness Inventory) instrument adapted from Schraw and Dennison's work. The researcher involved 37 tenth-grade students from a high school in West Java. The study aimed to map and classify metacognitive regulation skills, with special attention to five main aspects and its potential in dealing with complex issue. Data analysis integrated the Likert scale results with the calculation of the average percentage for each aspect. The research findings revealed varied metacognitive regulation achievements: the Planning aspect reached 81%, Information Management Strategies 73%, Comprehension Monitoring 75%, Debugging Strategy 60%, and Evaluation 76% of the maximum score of 100%. This data indicates that students' metacognitive regulation skills still need development. The study results highlight the importance of developing learning steps that are specifically designed to improve students' metacognitive regulation skills, so that they are better prepared to face complex issues in learning.
Mendorong Model Mental dan Keterampilan Pemecahan Masalah melalui Argumentation-Based on Three Levels of Representation (AB3LR) Hazrati Ashel; Ida Hamidah; Sjaeful Anwar; Muslim
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.v11i3.10671

Abstract

Mental models and problem solving skills need to be developed in learning. However, previous study show that students’ mental model and problem-solving skills are not optimal. The solution is to develop an Argumentation Based on Three Levels of Representation (AB3LR) model. This research aims to determine the components, validity, and practicality of the AB3LR model. The method of this study is Design and Development Research (DDR). The instruments used consisted of validation sheets and student response questionnaires. The model was validated by five experts and applied to 19 students taking Statistical Physics courses. The data obtained was analyzed using the Content Validity Ratio (CVR) and Percentage Calculation Method (PCM). The AB3LR model consists of seven stages, namely identifying problems or phenomena, collecting data or information, assimilation and accommodation, presenting tentative arguments, implementing solutions, analyzing and synthesizing the results of discussions, and evaluation. The validation result is 0.99 with a valid category. The AB3LR model is also practical to use with the average percentage is 86.12%. 78.90% and 63.2% students strongly agree that AB3LR model can promote mental models and problem-solving skills. The conclusion of the study is the AB3LR model is valid and practical for use in learning.
Implementasi Model Pembelajaran Berbasis Masalah dalam Pendidikan IPA: Trend dan Peluang Penelitian Menggunakan Systematic Literature Network Analysis Nurhayati; Andi Suhandi; Muslim; Ida Kaniawati
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3178

Abstract

The purpose of this study is to describe research trend data related to the implementation of PBL in science education. Article metadata was collected from the SCOPUS database, and 131 relevant articles were selected in 2013-2022. Data were analyzed using the Systematic Literature Network Analysis (SLNA) method with the VOSViewer application. Variables of bibliometric analysis, such as the number of articles and citations each year, the journals and authors with the most publications, countries, and networks of authors' cooperation, were determined based on metadata and analyzed descriptively. This research shows that the number of PBL research articles in science education during the 2013-2022 period fluctuated and tended to increase. The top keywords with the highest link strength are science, teacher, and technology. Recent research focuses on modules/e-modules, scientific literacy, natural science, and physics as important keywords. Future research related to the use of PBL learning has the potential to be developed in physics material and focuses on developing 21st-century skills such as creative thinking, critical thinking, communication, and collaboration. In addition, further research can focus on developing the knowledge and skills of prospective teachers in implementing PBL models that are integrated with 21st-century skills.
Students’ Visual Representation of Lights and Visions Yogi Kuncoro Adi; Ari Widodo; Wahyu Sopandi; Muslim
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.v9i10.5240

Abstract

Visual representations are used by scientists to communicate scientific conceptions and are used by teachers to teach science in the classroom. The 2013 Curriculum textbook reduces this visual representation. Meanwhile, visual representations will help students develop a comprehensive understanding of the concept. This case study research aims to reveal cases of misconceptions in the visual representation of students at an X elementary school. We used observations of fifty-nine fourth-grade elementary school students to find students with different cases of misconceptions. Eleven students were further identified using interviews and drawing tests. We analysed the data qualitatively based on the collection of these two types of data. We found misconceptions in the representation of luminous objects and how students draw visions of luminous objects and non-luminous objects. Research results showed that we found cases of misconceptions similar to the findings from previous studies. While light and vision are prerequisite concepts, a student's conception of vision is affected when he has a misconception about light. Content can be developed by paying attention to the various modes of representation, conceptual change, and learning progression in the future. The pattern of learning progression can be studied in more detail using the microgenetic method.
Implementation of Design Thinking to Support Creativity-Oriented Learning: A Literature Review Dina Syaflita; Ridwan Efendi; Muslim; Azhar
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.v10i4.6788

Abstract

Learning to Support the Implementation of Concepts for Real-World Problem Solving can be achieved by applying outcome-oriented learning that produces products as problem-solving solutions. Design Thinking is a strategy that can be utilized to support the achievement of these goals. This research aims to specifically examine the stages and characteristics of design thinking as a learning strategy oriented towards enhancing creativity. This research is a literature review study conducted using the narrative review method. The source of information used is secondary data in the form of literature related to design thinking in international journals. The literature selected is deemed capable of addressing the research questions. The results of this study indicate that design thinking is a learning process that can foster creativity. Design thinking involves a divergent thinking process in the problem-finding stage (empathy and design) and ideation. Creativity in both problem-finding and ideation resides in the realm of creative thinking. Problem-finding refers to the process of discovering various ways to obtain information about users. Ideation refers to the process of generating various solutions to solve user problems. Various literature studies demonstrate the role of design thinking in generating creative ideas and products to solve problems.
The Application of the Quantum Teaching Model with a Deep Learning Approach to Improve Students’ Problem-Solving Skills in the Topic of Static Fluids Dhea Kamelia Fauziah; Muslim; Hera Novia; Devi Eliviani
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2066

Abstract

This study aims to analyze students’ problem-solving skills through the application of the Quantum Teaching model with a deep learning approach to static fluid. The research method used is a quantitative method with a between-group design, specifically a quasi-experimental research design. The type of quasi-experimental research design used in this study is a nonequivalent control group design, in which there are two classes used, namely a control class and an experimental class. The research instrument used is a problem-solving ability instrument developed based on Polya’s indicators, consisting of three items. The data analysis employed N-Gain scores and a t-test hypothesis test, which met the prerequisites of normality and homogeneity. The results indicate that the N-Gain scores in the experimental class were higher than those in the control class, with respective values of 0.71 and 0.42. These results were supported by the t-test hypothesis test, which showed an Asyimp sig (2-tailed) value—under the assumption of unequal variances—of <0.05. This indicates a significant difference in the improvement of problem-solving skills between students in the experimental and control classes. Thus, the Quantum Teaching model with a deep learning approach can serve as an alternative for enhancing problem-solving skills students, particularly in the area of static fluids.
Penerapan Model Pembelajaran PIMCA untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik SMA pada Materi Kalor Diki Aditya; Muslim; Dedi Sasmita
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2136

Abstract

Problem-solving skills are one of the most important skills for students to possess; however, their proficiency in this area remains low, necessitating a learning model that actively engages students and fosters a strong conceptual understanding. This study aims to determine the effectiveness of the PIMCA learning model in improving problem-solving skills in heat-related material. A quantitative approach was used with a quasi-experimental design. The sample in this study was determined using convenience sampling, while data on problem-solving skills were collected through tests and analyzed using N-Gain, hypothesis testing in the form of an independent samples t-test, and effect size calculations. The analysis results show that the average N-Gain score for problem-solving skills among students in the experimental class was 0.59, which is higher than that of the control class, which was only 0.43. The results of the independent samples t-test yielded a significance value of < 0.001, indicating a significant difference in the improvement of problem-solving skills. Furthermore, the effect size calculation yielded a value of 1.4, which falls into the high category. Thus, the PIMCA model has a positive impact on students’ problem-solving skills regarding heat-related material. Based on the research results, it can be concluded that the PIMCA model can serve as an alternative instructional model to enhance students’ problem-solving skills.
Penerapan Model Pembelajaran Berbasis Masalah dengan Pendekatan Deep Learning untuk Meningkatkan Kemampuan Pemecahan Masalah pada Materi Termodinamika Tsurayya Muthmainnah; Muslim; Duden Saepuzaman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2176

Abstract

Problem-solving skills (PSS) are one of the key competencies students need to meet the demands of the 21st century; however, field observations indicate that students’ PSS remain low, particularly in thermodynamics. This study aims to improve students’ PSS through the application of the Problem-Based Learning (PBL) model with a Deep Learning approach. The method used is quantitative with a quasi-experimental design, specifically a Non-Equivalent Control Group Design, involving 59 11th-grade science students at a public high school in Subang Regency, divided into an experimental class (PBL with Deep Learning) and a control class (PBL only). The instrument consisted of 22 PBL essay test questions based on five aspects according to Heller, namely focus on the problem, describe the physics, plan a solution, execute the plan, and evaluate the answer. The results showed that both classes experienced an increase in PBL skills, with an N-Gain of 0.47 for the experimental class and 0.35 for the control class (both in the moderate category). The Mann-Whitney U test showed an Asymp. Sig (2-tailed) < 0.001, indicating a significant difference between the two classes. These results prove that PBM with a Deep Learning approach is more effective in addressing students’ low KPM in thermodynamics material compared to PBM alone.
The Application of Guided Inquiry with a Deep Learning Approach in Improve Students' Cognitive Abilities on Heat Material Devi Eliviani; Muslim; Ridwan Efendi; Dhea Kamelia Fauziah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2264

Abstract

The teaching of physics, specifically the topic of heat, is essentially aimed at facilitating a deep understanding of concepts and enhancing pupils’ higher-order cognitive skills. However, the results of a preliminary field study indicate that the learning process is still hampered by the presentation of abstract concepts, meaning that pupils tend to simply memorise formulas without meaningful understanding. This study aims to analyze students’ cognitive abilities through the application of a guided inquiry learning model with a deep learning approach to the topic of heat. The research method used was a quantitative method with a between-group design, specifically a quasi-experimental research design. The specific research design employed was a pretest-posttest design with a non-equivalent control group. The research instrument used was a cognitive ability test consisting of thirteen items. Data analysis utilized the N-Gain score and the Mann-Whitney U test, which met the prerequisites of normality and homogeneity. The results showed that the N-Gain scores in the experimental class were higher than those in the control class, with values of 0.67 and 0.57, respectively. These results were supported by the Mann-Whitney U test, which yielded an Asymp. Sig. (2-tailed) value of 0.029 under the assumption of unequal variances (0.029 < 0.05). This indicates a significant difference in the improvement of students’ cognitive abilities between the experimental and control classes. Therefore, the guided inquiry learning model with a deep learning approach can serve as an alternative solution for enhancing students’ cognitive abilities.
Co-Authors A. Suhandi Ari Widodo Azhar Azhar Devi Eliviani Dhea Kamelia Fauziah Diki Aditya Dina Syaflita Duden Saepuzaman, Duden Efendi, Ridwan Hazrati Ashel Hera Novia Ida Hamidah Ida Kaniawati Ihsan Hijria Putra Mr Sjaeful Anwar Nurhayati Nurhayati Sasmita, Dedi Tsurayya Muthmainnah Wahyu Sopandi Yogi Kuncoro Adi