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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA
Supahar
Yogyakarta State University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Metakognisi dan Gaya Berpikir: Membuka Potensi Pemecahan Masalah Fisika Haeruddin; I Komang Werdhina; Muhammad Jarnawi; Syamsuriwal; Zuhdan Kun Prasetyo; Supahar
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6151

Abstract

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.
A Gamification-Integrated STAD-Based Physics E-Worksheet on Work and Energy to Improve High School Students’ Mathematical Representation and Collaboration Skills Sindy Chintyawati; Supahar
Jurnal Pendidikan Fisika Vol. 14 No. 3 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/hjszt983

Abstract

Physics learning requires students not only to understand concepts but also to develop mathematical representation and collaboration skills; however, conventional instruction struggles to foster these competencies. This study aimed to develop and evaluate a gamification-integrated Student Teams Achievement Division (STAD)-based physics e-worksheet on work and energy for feasibility, practicality, and effectiveness in improving high school students’ mathematical representation and collaboration skills. The study used a Research and Development approach based on the ADDIE model, followed by a quasi-experimental pretest-posttest design involving 108 Grade X students divided into one experimental class and two control classes. Data were collected using expert validation sheets, student response questionnaires, a mathematical representation test, and a collaboration skills questionnaire. Product feasibility and practicality were analyzed using the Method of Successive Intervals and Ideal Standard Deviation criteria; content validity was assessed using Aiken’s V; and effectiveness was examined using a General Linear Model Repeated Measures MANOVA with Bonferroni post hoc comparisons and partial eta squared. The e-worksheet was categorized as feasible based on material and media validation scores of 42.48 and 37.84, respectively, and practical based on a student response score of 23.81. The intervention produced a very large effect on mathematical representation (partial η² = 0.741) and a moderate effect on collaboration skills (partial η² = 0.108). This study's novelty lies in embedding gamification elements within STAD stages through structured digital representation tasks. The findings indicate that this integrated e-worksheet is particularly effective for strengthening mathematical representation while also supporting collaborative learning, contributing an empirically tested instructional design for secondary physics education.
Co-Authors Haeruddin I Komang Werdhina Muhammad Jarnawi Sindy Chintyawati Syamsuriwal, Syamsuriwal Zuhdan Kun Prasetyo