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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science and Science Education (JoSSEd)
Venty Sopacua
Pattimura University
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Neuroscience Physics

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The Analysis of Students' Metacognitive Skills in Physics through Problem-Solving Strategies in Physics Education Students Heppy Sapulete; Fryan Sopacua; Venty Sopacua
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.7102

Abstract

This study aims to analyze the metacognitive skills of students through problem-solving learning strategies in the subject of Basic Physics 1. The research sample consists of students enrolled in the Basic Physics 1 course in the Physics Education Study Program at Pattimura University, Ambon, for the 2023/2024 academic year. This study uses a descriptive quantitative and qualitative research type, with a one-shot case study design. The instruments used in this research include: (1) A questionnaire to assess students' metacognitive skills, (2) An observation sheet to observe students' problem-solving activities, and (3) A student response questionnaire to evaluate students' responses to problem-solving learning. Data analysis in this study is conducted using descriptive quantitative analysis to describe the data as is in percentage form and explain the data or events qualitatively with explanatory sentences. The data analysis techniques used include descriptive quantitative analysis, which covers the results of the metacognitive skills questionnaire, observations of problem-solving activities, and the response questionnaire. The results of the metacognitive skills questionnaire showed a percentage of 57.58%, categorized as fairly good. The student response to problem-solving learning received a percentage of 52.27%, categorized as fairly good. The observation of problem-solving activities yielded a percentage of 57%, also categorized as fairly good
Implementation of In-Depth Learning in Science Material to Train Critical Thinking Skills of High School Students in West Seram Regency Fryan Sopacua; Venty Sopacua; Heppy Sapulete; Cicylia Triratna Kereh
Journal of Science and Science Education Vol. 7 No. 1 (2026)
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v7i1.14527

Abstract

Critical thinking skills will be easily measured if through a learning approach that can make students develop a learning culture and be more contextual and meaningful. An approach that can support these critical thinking skills is the immersive learning approach. This study aims to describe the Application of Immersive Learning to Train Critical Thinking Skills of High School Students in West Seram Regency. The subjects of this study were 26 students of class XB at State Senior High School A, West Seram Regency. This study used a descriptive quantitative and qualitative research type. The research design was one group pretest-posttest design. The instruments in this study were test and non-test instruments (learning activities). The test instrument was to measure students' cognitive abilities before and after the treatment while the non-test instrument was to measure students' learning activities during the treatment. Data analysis techniques used included: qualitative descriptive analysis, namely critical thinking skills and student learning activities using the immersive learning approach. The results of the pretest and posttest showed an increase in each indicator of critical thinking skills with an average increase of all indicators above 50%. The results of learning activities showed an increase in learning activities at each meeting, so it can be concluded that the immersive learning approach can train students' critical thinking skills
Co-Authors Cicylia Triratna Kereh Fryan Sopacua Fryan Sopacua Heppy Sapulete