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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Wahono Widodo
State University of Surabaya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Materials Science & Nanotechnology Physics Social Sciences Other

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Pengembangan Perangkat Pembelajaran Berbasis Discovery Learning dan Toulmin Argument Pattern (TAP) untuk Melatih Kemampuan Berpikir Kritis Siswa Pada Materi Pemanasan Global Arif Rahman Hakim; Wahono Widodo; Titin Sunarti
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4862

Abstract

This study aims to develop learning tools for the Discovery Learning model based on the Toulmin Argument Pattern (TAP) which are valid, practical and effective for training students' critical thinking skills on global warming. This research is a development research with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) and is tested in SMA Negeri 1 Menganti with One Group Pre test – Posttest Design. Data collection through observation, tests and questionnaires. Data analysis techniques using descriptive quantitative analysis, qualitative and parametric statistical tests. The results of the study show that the learning tools developed are in the valid category, the learning tools developed are practical in terms of the implementation of the lesson plans and the learning activities of active students according to the stages of Discovery Learning syntax, the learning tools developed are effective in terms of from Increased critical thinking skills seen from the n-gain in the high category , there is an increase in students' critical thinking skills, there is no difference increasing critical thinking skills from one class to another.  It was concluded that the discovery learning model based on Toulmin's Argument Pattern (TAP) Global Warming material developed was valid, practical, and effective
Developing a TPaCK Textbook to Support the ScaPro-PjBL Model: Preparing Pre-Service Physics Teacher Competencies in Distance Learning for SDG 4 Gaguk Resbiantoro; Wasis Wasis; Wahono Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.246

Abstract

Objective: This study evaluates the validity and practicality of a TPaCK textbook as supporting teaching material for the Scaffolded Product in Project-Based Learning (ScaPro-PjBL) model for training pre-service physics teachers in TPaCK. It focuses on three phases: starting with essential questions, designing a project with a timeline and checkpoints, and providing tutorials on subject-specific techniques and methods. Method: The textbook development followed Plomp’s stages of preliminary research, development/prototyping, and assessment. The textbook has five chapters on the TPaCK concept, framework, application in physics distance learning, supporting technology, and TPaCK products. Validity was assessed by three experts using the Indonesian National Agency of Education Standards (NAES) criteria for content, presentation, language, and graphics, with scores ranging from 1 to 10. Reliability was calculated using ICC(3,k) and Cronbach's Alpha. Practicality was tested through limited (21 students) and extensive (98 students) trials using questionnaires 1–4, with similar reliability analyses. Results: The TPaCK textbook is valid and practical, and it supports students in understanding concepts, designing TPaCK-based learning products, determining project needs, following technical tutorials, and developing products such as online lesson plans, digital worksheets, video materials, and application-based formative evaluations. Conceptual scaffolding supports the initial phase, while procedural scaffolding guides mastery of technology. Multimodal presentation and accessibility enhance ease of use. Novelty: This textbook is designed as scaffolding for ScaPro-PjBL implementation in preparing pre-service physics teachers for distance learning. It serves as content support, a practice guide, a conceptual mediator, and a procedural tool for developing TPaCK.
Developing a TPaCK Textbook to Support the ScaPro-PjBL Model: Preparing Pre-Service Physics Teacher Competencies in Distance Learning for SDG 4 Gaguk Resbiantoro; Wasis Wasis; Wahono Widodo
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.246

Abstract

Objective: This study evaluates the validity and practicality of a TPaCK textbook as supporting teaching material for the Scaffolded Product in Project-Based Learning (ScaPro-PjBL) model for training pre-service physics teachers in TPaCK. It focuses on three phases: starting with essential questions, designing a project with a timeline and checkpoints, and providing tutorials on subject-specific techniques and methods. Method: The textbook development followed Plomp’s stages of preliminary research, development/prototyping, and assessment. The textbook has five chapters on the TPaCK concept, framework, application in physics distance learning, supporting technology, and TPaCK products. Validity was assessed by three experts using the Indonesian National Agency of Education Standards (NAES) criteria for content, presentation, language, and graphics, with scores ranging from 1 to 10. Reliability was calculated using ICC(3,k) and Cronbach's Alpha. Practicality was tested through limited (21 students) and extensive (98 students) trials using questionnaires 1–4, with similar reliability analyses. Results: The TPaCK textbook is valid and practical, and it supports students in understanding concepts, designing TPaCK-based learning products, determining project needs, following technical tutorials, and developing products such as online lesson plans, digital worksheets, video materials, and application-based formative evaluations. Conceptual scaffolding supports the initial phase, while procedural scaffolding guides mastery of technology. Multimodal presentation and accessibility enhance ease of use. Novelty: This textbook is designed as scaffolding for ScaPro-PjBL implementation in preparing pre-service physics teachers for distance learning. It serves as content support, a practice guide, a conceptual mediator, and a procedural tool for developing TPaCK.
Co-Authors Arif Rahman Hakim Gaguk Resbiantoro Titin Sunarti Wasis Wasis