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All Journal Jurnal Penelitian Pembelajaran Fisika JIPF (Jurnal Ilmu Pendidikan Fisika) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Pengabdian Masyarakat Asia PESHUM Asian Journal of Science Education
Musdar Musdar
Program Studi Pendidikan Fisika, Universitas Syiah Kuala
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Physics Social Sciences Other

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Journal : Asian Journal of Science Education

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The Improvement Of Students' Conceptual Understanding Using The Experimental Learning Method Rahmina, Aula; Wahyuni, Agus; Zainuddin, Zainuddin; Hamid, Abdul; Musdar, Musdar
Asian Journal of Science Education Vol 6, No 2: October, 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v6i2.37899

Abstract

In Physics learning, students face challenges in the learning process if they do not grasp the fundamental concepts of physics itself. The low conceptual understanding of students is caused by the fact that the learning targets of most teachers focus solely on covering the material, rather than on how students master the material and understand physics concepts. Efforts to address this issue involve implementing the experimental learning method. This study aims to determine the improvement of students' conceptual understanding using the experimental learning method. The research employs a Pre-Experimental Design with a One Group Pretest-Posttest pattern, with a sample of 31 students from class XII MIPA 4 selected through simple random sampling. The instruments used consist of non-tests (lesson plans, worksheets, student observation sheets, and student responses) and test instruments (conceptual understanding test). Data processing techniques involve quantitative analysis and calculation of N-Gain scores. The data analysis results are grouped into three categories: Validity analysis, Practicality analysis, and Effectiveness analysis. The Validity analysis results indicate that both non-test and test instruments are valid (V). The Practicality analysis results, based on non-test instruments such as student observation sheets, show an average rating in the excellent category (SB). Meanwhile, the Effectiveness analysis results indicate that the experimental learning method falls into the high category, and student response questionnaires average a good rating. Therefore, it can be concluded that the experimental learning method can improve students' conceptual understanding, with an N-Gain score of 0.73.
Effectiveness of the Scientifically based Flipped Classroom Model to Increase Students' Critical Thinking Ability Ngadimin, Ngadimin; Hamid, Abdul; Sahara, Yuni; Musdar, Musdar
Asian Journal of Science Education Vol 6, No 1: April, 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v6i1.35574

Abstract

In fact, the physics learning process in senior high schools does not encourage students to think critically, resulting in low learning outcomes. This research aims to test the effectiveness of a scientific-based flipped class model to enhance students' critical thinking abilities. The research method used is a quantitative method with a quasi-experimental design, specifically nonequivalent pre-test post-test control group design. The population of this study consists of all tenth-grade science classes at Kutacane State Senior High School 3, and the sampling technique used is total sampling, where tenth-grade science class I serves as the experimental group, while the tenth-grade science class II serves as the control group. The instruments used are observation sheets, tests, and questionnaires. Data were analyzed using the N-Gain test, the classical completeness test, and student response analysis. The results of the study showed that critical thinking skills, as measured by both the classical completeness test and N-Gain test, improved in both classes, with the experimental class showing a high gain index category, while the control class showed a moderate gain index category. Learning using a scientific-based flipped class model is effective in enhancing students' critical thinking abilities because it can facilitate students in accessing the provided learning materials.
Co-Authors Abdul Hamid E Mahsum Elva Sesioria Putri Fitria Herliana Khairatun Nisa Lilia Halim Mawarni Saputri Muhammad Syukri Ngadimin Ngadimin Ngadimin Nurulwati Nurulwati Nurulwati Rahmina, Aula S Rizal Sahara, Yuni Saputri, Mawarni Susanna Susanna Wahyuni, Agus Yusrizal Yusrizal Zainuddin, Zainuddin