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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Unram Journal of Community Service (UJCS)
Seska Malawau
Pattimura University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences

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Analysis of Students' Metacognition Skills in Solving Static Fluid Problems Seska Malawau
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.v9i9.5148

Abstract

Students' errors in solving problems are caused by a lack of accuracy and calculation as well as the use of strategies in problem solving. So, to improve academic achievement, students need metacognitive skills so they can manage their cognition and find weaknesses so they can be corrected. This research aims to describe students' metacognitive skills in solving static fluid physics problems. The type of research used is quantitative descriptive research. Participants in this research were class XI science students at SMA Negeri 12 Ambon, a total of 26 students. The sample was selected using a purposive sampling technique. The instruments used are tests and non-tests in the form of essay test questions and the MAI metacognitive skills questionnaire. Based on the research results, it can be concluded that with a total of 26 students with metacognitive skills in planning and monitoring indicators in solving test questions, it can be seen that 21 students (80.8%) and 18 students (69.2%) have very good qualifications. Meanwhile, in the evaluation category, only 9 students (34.6%) qualified as very good. In this way, MAI can be used by teachers in solving students' physics problems. Therefore, students are expected to be more active and study hard, especially practicing solving physics problems with different problems in order to achieve good metacognitive skills
Optimizing Ethnophysics-Based Deep Learning Strategies to Improve the Quality of Teaching in SMA Negeri 8 Ambon Marasi Bless Suryan; Erlin Eveline; Anastasija Limba; Seska Malawau; Ashari Bayu Dulhasyim
Unram Journal of Community Service Vol. 7 No. 2 (2026): June
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i2.1613

Abstract

This community service program aimed to enhance teachers’ pedagogical competence by introducing ethnophysics-based deep learning strategies and diagnostic assessment practices through socialization activities at SMA Negeri 8 Ambon. The program was implemented using a discussion-based approach that encouraged teachers to share classroom experiences, identify instructional challenges, and collaboratively explore contextual teaching strategies. The activity focused on strengthening teachers’ understanding of deep learning principles, which emphasize critical thinking, conceptual understanding, and meaningful learning, as well as the development and use of diagnostic assessments to identify students’ prior knowledge and misconceptions. The results indicated that teachers gained improved understanding of student-centered learning approaches and recognized the importance of integrating local cultural contexts into physics instruction to enhance relevance and engagement. Participants also developed practical insights into designing diagnostic assessment instruments and using assessment data to inform instructional decisions. Active discussions revealed increased teacher awareness of reflective teaching practices and the value of collaboration in professional development. In conclusion, the program effectively supported teachers in adopting more contextual and meaningful teaching practices. The integration of ethnophysics-based deep learning and diagnostic assessment is expected to improve instructional quality and contribute to better student learning outcomes.
Co-Authors Anastasija Limba Ashari Bayu Dulhasyim Erlin Eveline Marasi Bless Suryan