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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) ICONESTH Jurnal Pendidikan MIPA
Miswatul Hasanah
Universitas Bina Bangsa Getsempena
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Dentistry Education Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM BERBASIS EDMODO TERHADAP HASIL BELAJAR PESERTA DIDIK PADA TOPIK GELOMBANG BUNYI Miswatul Hasanah; A Halim; Rini Safitri; Yusrizal Yusrizal
Jurnal Penelitian Pendidikan IPA Vol. 7 No. SpecialIssue (2021): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7iSpecialIssue.1061

Abstract

This study aims to see the effect of the Edmodo-based Flipped Classroom learning model on student learning outcomes. The method used in this study is a quasi-experimental design with The Nonequivalent Control Group Design. The instruments used are in the form of choice questions to measure learning outcomes and student response questionnaires to the use of the Edmodo-based flipped classroom model. Learning outcomes were analyzed using an independent sample t-test based on the acquisition of N-gain. The results showed that there was a significant difference in improving learning outcomes between the control class and experimental class with tcount = 3.06 > ttable = 2.02 with a two-tailed significance value (Sig. 2-tailed) smaller than  = 0.05 which is 0.004. There is a significant difference in learning outcomes, indicating that there is an effect caused by the implementation of Edmodo-based flipped classrooms. The results of data analysis showed that the increase in student learning outcomes in the experimental class by applying the Edmodo-based flipped classroom model was better than the control class without the Edmodo-based flipped classroom model. Around88.4% of students gave a positive attitude towards the use of Edmodo-based flipped classrooms.
ANALYSIS OF STUDENTS' INTEREST IN LEARNING AND MOTIVATION LEARNING PHYSICS: A CASE STUDY AT SMAN 9 BANDA ACEH YEAR 2023/2024 Miswatul Hasanah
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.104

Abstract

The case study aims to determine students' interest and motivation during thelearning process in physics subjects with material on rectilinear motion andstatic fluids. The population of this study were students in classes X and XI atSMAN 9 Banda Aceh for the 2023/2024 academic year. The selected researchsamples were students in classes X MIPA 2 and XI MIPA 4, totaling 20 and 29students respectively. This research uses descriptive research with a qualitativeapproach. Data collection was carried out through observing student activities,observing student responses, interviews, and documentation. Based on theresults of the case study that has been carried out, it is concluded that studentactivity in learning physics can be categorized as low with the percentage dataobtained for class X MIPA 2 being 42.78% and the percentage for class XIMIPA 4 being 50.56%. The physics learning process still uses conventionalmethods and the media used in the learning process is a whiteboard. The resultsof interviews with teachers stated that students were not enthusiastic and lazyin learning physics. This indicates that students have low interest andmotivation towards learning.
ENHANCING STUDENTS' UNDERSTANDING AND APPLICATION OF PHYSICS THROUGH STEM-BASED LEARNING Miswatul Hasanah
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.396

Abstract

Science, Technology, Engineering, and Mathematics (STEM) education has gained significant attention in recent years, particularly in the context of enhancing learning outcomes and fostering critical thinking. This study investigates the implementation of STEM-based learning strategies in physics education, focusing on how these interdisciplinary approaches influence students' understanding of complex physical concepts. By integrating hands-on experiments, real-world applications, and collaborative problem-solving, STEM education in physics aims to bridge the gap between theoretical knowledge and practical skills. The study uses a case study methodology to examine the impact of STEM activities on student engagement, comprehension, and application of physical principles. Results indicate that STEM-based instruction fosters deeper understanding, improves retention of core concepts, and enhances students' ability to apply their knowledge in real-world scenarios. This paper discusses the challenges and benefits of incorporating STEM strategies in physics education, offering insights into its potential to transform traditional teaching methodologies and prepare students for the demands of a technology-driven future.
Implementation of the Flipped Classroom in Learning Sound Wave toward Students' Learning Interest Hasanah, Miswatul; Septian, Ilham
Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to see the influence of the Flipped Classroom learning model on student learning interests. Samples were taken by purposive sampling technique with samples of students of grade XI IPA1 and XI IPA2 SMAN 9 Banda Aceh. The method used quasi-experiment with the design of The Nonequivalent Control Group Design. The instrument used is a questionnaire using the Likert scale to measure students' interest in learning. The results of the study showed that there was a difference in increased interest in learning between students who taught with the flipped classroom model and classes without the flipped classroom model. Testing the hypothesis of increased interest in learning has tcount = 4.108 > ttable = 2.306 with a two-sided significance value (Sig. 2-tailed) greater than α = 0.05 which is 0.003, meaning that there is a significant difference, then Ha is accepted and H0 is rejected. Keywords: flipped classroom, interest in learning, physics education. DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp505-515
Using the STEM Approach to Improve Students' Critical Thinking Abilities in an Integrated Flipped Classroom in Physics Learning Hasanah, Miswatul; Faradilla, Meriza; Marvida, Tria
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.10660

Abstract

This study investigates the effect of a STEM (Science, Technology, Engineering, and Mathematics) approach integrated with the flipped classroom model on students’ critical thinking skills in physics learning. Using a quasi-experimental method with a nonequivalent control group design, data were collected through pretests and posttests using validated and reliable essay tests. The sample consisted of students selected through purposive sampling from two senior high schools. Results indicate a significant improvement in the critical thinking skills of students in the experimental group compared to the control group, based on N-gain and independent t-test analyses. Notably, improvements were observed in inference and explanation indicators. These findings suggest that integrating STEM with the flipped classroom model can effectively enhance students’ critical thinking in physics education. This shows that students with a STEM approach have better abilities to solve problems, draw conclusions, and explain ideas.
Co-Authors A Halim Ilham Septian Marvida, Tria Meriza Faradilla Rini Safitri Septian, Ilham Yusrizal Yusrizal