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All Journal REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA)
Jumriani Sultan
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Hubungan Berpikir Kritis dengan Hasil Belajar Pada Mata Pelajaran Fisika, Kimia, Biologi dan Matematika Ditinjau dari Meta Analisis Jumriani Sultan; Slamet Suyanto; Zulfa Safira Ibrahim
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.v9i8.3862

Abstract

Critical thinking is an important element in understanding a subject of Physics, Chemistry, Biology, and Mathematics. Learning outcomes are closely related to critical thinking skills. This study used the meta-analysis method assisted by the JASP program with the aim of determining the relationship between critical thinking and learning outcomes in Physics, Chemistry, Biology, and Mathematics. Meta-analysis is used by reviewing research articles published in journals in the range of publication years starting from 2018 to 2023 which are obtained purposively so that there are 20 articles. The results of this meta-analysis show that the relationship between critical thinking and learning outcomes of Physics, Chemistry, Biology, and Mathematics subjects is included in the high category indicated by a correlation effect size (rE) value of 0.891 with a p-value of less than 0.01 at a 95% confidence level
Enhancing student achievement: Developing a Differentiated Instruction Formative Assessment Model (DIFAM) Muh. Asriadi AM; Samsul Hadi; Edi Istiyono; Anna Isabela Sanam; Jumriani Sultan; Gulzhaina K. Kassymova
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.87869

Abstract

An ideal assessment should offer constructive feedback and insights into students' strengths and weaknesses in learning. This study aims to develop an assessment model integrating formative assessment with Differentiated Instruction (DIFAM) to assess learning achievements proportionally. The DIFAM model was developed using the ADDIE development framework. The research sample consisted of 99 students from four high schools in Bandung Regency. Student learning profiles were analyzed using N-Gain and paired sample t-test. Data analysis was conducted with R Studio and JASP software. Data analysis using the N-Gain formula revealed an average improvement in student learning achievements of 25% with the implementation of DIFAM. The formative tests conducted over eight sessions showed that students grasped the material more effectively compared to conventional teaching methods. Feedback from students and teachers indicated that DIFAM facilitated more structured learning and provided constructive feedback, contributing significantly to enhanced student performance. The DIFAM model demonstrates its ability to cater to diverse student needs, achieve significant learning improvements, and has the potential for broader application to ensure more inclusive and equitable learning outcomes.
Co-Authors Anna Isabela Sanam Edi Istiyono Gulzhaina K. Kassymova Muh. Asriadi AM SAMSUL HADI Slamet Suyanto Zulfa Safira Ibrahim