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Universitas Pendidikan Indonesia
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Penerapan Model Pembelajaran Inkuiri Terbimbing dengan Teknik Scaffolding untuk Meningkatkan Penalaran Ilmiah Siswa pada Materi Fluida Statis Erin Erliana Afsari; Muslim; Agus Danawan
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.v7i3.2575

Abstract

Scientific reasoning plays a crucial role in addressing globalization and solving various problems. However, students’ scientific reasoning skills are often still relatively weak and need to be improved. This study aims to determine the improvement in students’ scientific reasoning following the implementation of a guided inquiry learning model with scaffolding techniques on the topic of static fluids, and to assess students’ responses to learning that employs this approach. This study employed a quantitative approach with a One-Group Pretest-Posttest Design. The sampling technique used was purposive sampling, with a sample size of 32 students from the same class. Students’ scientific reasoning was measured using a test instrument consisting of 12 two-tier multiple-choice questions. The research data were analyzed using the Wilcoxon test, N-Gain calculations, and Rosenthal’s “r” effect size calculations. The results indicated a significant difference between the pretest and posttest scores. The calculated N-Gain score was 0.73, indicating a high-level improvement in students’ scientific reasoning. This indicates that an overall improvement in students’ scientific reasoning, as well as improvements for each indicator, was observed following the implementation of this learning model. The effect size calculation yielded a value of 0.85, which falls into the “high” category. This indicates that the intervention was effective in improving students’ scientific reasoning skills. In addition, students’ responses to the learning process also showed positive results. Based on these findings, the guided inquiry model using scaffolding techniques can be considered an option for implementation in physics instruction and as an alternative solution for developing students’ scientific reasoning.
Penerapan Model Pembelajaran Berbasis Masalah dengan Pendekatan Deep Learning untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Tarisa Putri; Muslim; Agus Danawan
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2150

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keteraampilan berpikir kritis siswa. Hasil studi pendahuluan menunjukkan bahwa keterampilan berpikir kritis khususnya pada materi fluida statis masih tergolong rendah. Kondisi tersebut salah satunya dipengaruhi oleh penerapan model pembelajaran yang belum optimal dalam mendorong aktivitas berpikir tingkat tinggi siswa. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kritis siswa dengan penerapan model pembelajaran berbasis masalah dengan pendekatan deep learning. Metode penelitian yang digunakan adalah metode eksperimental dengan desain one group pretest-posttest pre-experimental design, melibatkan 35 siswa kelas XI di salah satu SMA Kota Bandung. Instrumen yang digunakan adalah soal keterampilan berpikir kritis dengan bentuk soal pilihan ganda yang berjumlah 21 soal. Hasil analisis data menunjukkan adanya peningkatan keterampilan berpikir kritis pada siswa dengan nilai N-Gain 0,47 yang berada pada kategori sedang. Uji hipotesis yang dilakukan dengan uji non parametrik Wilcoxon menunjukkan nilai signifikansi (Asymp. Sig. 2-tailed) sebesar < 0,001. Hasil ini menunjukan bahwa terdapat perbedaan yang signifikan antara skor pretest dan posttest kemampuan berpikir kritis siswa. Selain itu hasil respon siswa setelah dilakukannya pembelajaran dengan model pembelajaran berbasis masalah dengan pendekatan deep learning berada pada kategori “Sangat Baik” yang artinya siswa memberikan respon yang baik terhadap pembelajaran dengan model ini.
Efektivitas Integrasi Asesmen Formatif Self-Diagnostic Learning Logs Pada Model PBL dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa Pada Materi Termodinamika Fuzi Warisnan; Ridwan Efendi; Muslim
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.31814

Abstract

Peserta didik masih mengalami kesulitan dalam menyelesaikan masalah fisika, khususnya pada materi Termodinamika yang membutuhkan pemahaman konseptual dan kemampuan berpikir analitis. Tujuan dari penelitian ini yaitu untuk mengetahui peningkatan kemampuan pemecahan masalah serta efektivitas asesmen formatif self-diagnostic learning logs pada model PBL dalam meningkatkan kemampuan pemecahan masalah siswa pada materi Termodinamika. Metode penelitian yang digunakan pada penelitian ini yaitu Quasi Experimental Design yaitu Nonequivalent Control Design. Penelitian ini menggunakan satu kelas eksperimen dan satu kelas kontrol, masing-masing terdiri dari 36 peserta didik kelas XI MIPA di salah satu SMA Negeri di Kota Bandung. Instrumen yang digunakan dalam penelitian ini yaitu tes kemampuan pemecahan masalah, tes formatif serta angket respon peserta didik terhadap asesmen formatif self-diagnostic learning logs pada model PBL. Teknik analisis data yang digunakan meliputi uji normalitas, uji hipotesis menggunakan uji statistik nonparametrik Mann–Whitney U Test, serta perhitungan N-Gain dan effect size untuk melihat peningkatan dan pengaruh perlakuan. Hasil penelitian menunjukkan bahwa integrasi asesmen formatif self-diagnostic learning logs pada model PBL terbukti efektif dalam meningkatkan kemampuan pemecahan masalah peserta didik.  
Designing ESD-integrated outdoor learning to enhance students' systems thinking skills Duhita Savira Wardani; Ari Widodo; Ernawulan Syaodih; Muslim
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5983

Abstract

This study aimed to develop and examine the feasibility and preliminary effectiveness of an Education for Sustainable Development (ESD)-integrated outdoor learning design to enhance students' systems thinking skills in science classrooms, responding to the urgent need for instructional approaches that address students' limited ability to understand complex sustainability issues at the primary education level. The study employed a Design and Development (D&D) research approach, consisting of needs and context analysis, design development, expert validation, and limited implementation. The study involved 200 elementary school students selected through purposive sampling from public schools representing diverse learning contexts. Research instruments included validation sheets, learning implementation tools, and a systems thinking test. Data were analyzed using descriptive statistics, Percentage Agreement (PA) for reliability, paired difference testing, and N-gain analysis. The results indicated that the developed design, learning worksheets, and instruments were highly valid and reliable. Limited evaluation results indicated a significant improvement in students' systems-thinking skills, with a moderate N-gain score. These findings suggest that ESD-integrated outdoor learning can foster a holistic understanding of sustainability issues. It is recommended that future studies implement large-scale programs and investigate the long-term impacts on sustainability-oriented behaviors.
Examining Self-Regulated Learning as a Dynamic Network in Inquiry-Based Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 13 No. 1 (2026): June 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v13i1.24037

Abstract

Background: Self-regulated learning is a key determinant of successful inquiry-based science learning, yet little is known about how elementary students' regulatory behaviors interact dynamically throughout the inquiry process. Aims: This study examines self-regulated learning as a dynamic network of regulatory behaviors within inquiry-based elementary science education and evaluates changes in students' regulatory ability after instruction. Methods: An embedded mixed-methods design was employed during a six-week intervention involving 207 elementary students from three public schools in Bandung, Indonesia. Qualitative data from inquiry worksheets were transformed into network data to map self-regulated learning behaviors across five inquiry stages, while pretest–posttest self-regulated learning questionnaire data were analyzed using the Wilcoxon signed-rank test. Results: The results indicate that self-regulated learning operates as a dynamic and interconnected network. The self-regulated learning network consisted of 20 nodes and 29 directed edges, with a directed density of 0.076, modularity of 0.662, and directed clustering coefficient of 0.283. Forethought behaviors in the goal-setting stage showed strong weighted connectivity, while monitoring and reflection behaviors in the data-analysis stage acted as regulatory bridges. Wilcoxon signed-rank analysis showed a significant increase in self-regulated learning scores from pretest (M = 3.13, Mdn = 3.08, IQR = 0.37) to posttest (M = 3.32, Mdn = 3.24, IQR = 0.59), Z = -6.72, p < .001, r = .47. However, the N-gain value of 0.23 indicates low normalized improvement. Conclusion: These findings suggest that inquiry-based science learning contributes to measurable improvements in elementary students' self-regulated learning. However, the relatively low learning gain indicates that sustained and explicit scaffolding is necessary to strengthen self-regulatory processes throughout inquiry activities.
Co-Authors A. Suhandi Ari Widodo Azhar Azhar Danawan, Agus Devi Eliviani Dhea Kamelia Fauziah Diki Aditya Dina Syaflita Duden Saepuzaman, Duden Efendi, Ridwan Erin Erliana Afsari Ernawulan Syaodih Fransiska Astri Kusumastuti Fuzi Warisnan Hazrati Ashel Hera Novia Ida Hamidah Ida Kaniawati Ihsan Hijria Putra Mr Sjaeful Anwar Muhamad Gina Nugraha Nurhayati Sasmita, Dedi Tantri Rahmayu Tarisa Putri Tsurayya Muthmainnah Wahyu Sopandi Wardani, Duhita Savira Yogi Kuncoro Adi