Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Lensa: Jurnal Kependidikan Fisika Journal of Authentic Research
Gummah, Syifa’ul
Unknown Affiliation
Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pengaruh Model Problem-Based Learning (PBL) Terhadap Kemampuan Pemecahan Masalah Fisika Siswa Putri, Merla Wahida; Prayogi, Saiful; Gummah, Syifa’ul; Azmi, Irham
Lensa: Jurnal Kependidikan Fisika Vol 11, No 1: June 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v11i1.10071

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah fisika siswa. Penelitian ini merupakan penelitian quasi eksperimen dengan desain penelitian non equivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X yang terdiri dari kelas eksperimen dan kelas kontrol. Instrumen dalam penelitian ini diantaranya tes kemampuan pemecahan masalah, lembar obervasi keterlaksanaan pembelajaran dan aktivitas siswa. Analisis hasil tes kemampuan pemecahan masalah pada kelas eksperimen mendapatakan skor rata-rata 69.07, sedangkan kelas kontrol mendapatkan skor rata-rata 61.50. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif dan analisis statistik. Hasil uji hipotesis menggunakan paired sampel t-test diperoleh nilai sig. 2-tailed < 0.05 dengan demikian Ha diterima dan Ho ditolak. Hal ini menunjukkan bahwa terdapat pengaruh model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah fisika siswa.The Effect of Problem-Based Learning (PBL) Model on Students' Physics Problem-Solving AbilitiesAbstractThis study aims to determine the effect of the Problem Based Learning (PBL) model on students' physics problem solving abilities. This research is a quasi-experimental study with a non-equivalent control group design. The population in this study were all students of class X consisting of an experimental class and a control class. The instruments in this study included tests of problem-solving abilities, observation sheets on the implementation of learning and student activities. Analysis of the results of the problem-solving ability test in the experimental class got an average score of 69.07, while the control class got an average score of 61.50. The data analysis technique used in this research is descriptive analysis and statistical analysis. The results of hypothesis testing using paired sample t-test obtained sig. 2-tailed < 0.05 thus Ha is accepted and Ho is rejected. This shows that there is an influence of the Problem Based Learning (PBL) model on students' physics problem solving abilities.
Efektivitas Penggunaan Metode Active Learning Tipe Team Game Tournament Terhadap Minat dan Prestasi Belajar Siswa Gummah, Syifa’ul; Rapsanjani, Hafsemi
Journal of Authentic Research Vol. 2 No. 1 (2023): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v2i1.2130

Abstract

Penelitian ini mengkaji efektivitas metode active learning tipe team game tournament dalam meningkatkan minat dan prestasi belajar siswa pada mata pelajaran IPA di tingkat SMP. Desain kuasi-eksperimen digunakan dengan melibatkan 60 siswa kelas VIII dari dua kelas yang berbeda, masing-masing terdiri dari 30 siswa. Kelompok eksperimen diajar menggunakan metode team game tournament selama dua pertemuan, sementara kelompok kontrol menerima pembelajaran STAD. Minat belajar siswa yang ditinjau berdasarkan aktivitas dan antusiame belajar siswa, menunjukkan peningkatan skor minat sebesar 25% pada kelompok eksperimen, dibandingkan dengan peningkatan 5% pada kelompok kontrol. Prestasi akademik diukur menggunakan lima butir soal berbentuk essay, dengan rata-rata nilai post-test kelompok eksperimen sebesar 74,3, jauh lebih tinggi dibandingkan dengan rata-rata 49,7 pada kelompok kontrol. Analisis statistik menggunakan uji-t mengkonfirmasi perbedaan signifikan dalam minat dan prestasi belajar siswa (p < 0,05). Hasil penelitian ini menunjukkan bahwa metode team game tournament secara efektif meningkatkan keterlibatan siswa dan prestasi akademik, menjadikannya strategi pedagogis yang menjanjikan untuk pendidikan IPA. Penelitian lanjutan direkomendasikan untuk mengeksplorasi penerapan metode ini pada mata pelajaran dan tingkat pendidikan lainnya guna memaksimalkan manfaatnya. The Effectiveness of the Team Game Tournament Active Learning Method on Students' Interest and Academic Achievement Abstract This study examines the effectiveness of the Team Game Tournament (TGT) active learning method in enhancing students' interest and academic achievement in science subjects at the junior high school level. A quasi-experimental design was used, involving 60 eighth-grade students from two different classes, each consisting of 30 students. The experimental group was taught using the TGT method for two sessions, while the control group received STAD-based instruction. Student interest, evaluated based on learning activities and enthusiasm, showed a 25% increase in interest scores for the experimental group, compared to a 5% increase in the control group. Academic achievement was measured using five essay questions, with the experimental group’s average post-test score being 74.3, significantly higher than the control group’s average of 49.7. Statistical analysis using a t-test confirmed a significant difference in both interest and academic achievement (p < 0.05). The findings of this study indicate that the TGT method effectively enhances student engagement and academic performance, making it a promising pedagogical strategy for science education. Further research is recommended to explore the application of this method across other subjects and educational levels to maximize its benefits.
The Impact of the Problem-Based Learning Model with a Scientific Approach on Students' Creative Thinking and Design Thinking Azizah, Lathifatul Muwafiq; Prayogi, Saiful; Gummah, Syifa’ul; Herayanti, Lovy; Habibi, Habibi
Lensa: Jurnal Kependidikan Fisika Vol 12, No 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.11933

Abstract

This study investigates the impact of integrating the scientific approach within the problem-based learning (PBL) model on students' creative thinking and design thinking skills, specifically in the context of physics education. The primary objective is to evaluate whether this combined approach significantly enhances these higher-order thinking skills compared to conventional teaching methods. A quasi-experimental design was employed with non-equivalent control groups, comprising two eighth-grade classes: an experimental group receiving the PBL model with a scientific approach, and a control group taught using traditional methods. Pretests and posttests were administered to assess the students’ creative and design thinking abilities. Data were analyzed using parametric statistical methods, including normality and homogeneity tests, followed by a paired t-test to evaluate the hypothesis. The results indicated that students in the experimental group showed significantly higher improvements in both creative and design thinking skills compared to the control group. Key dimensions such as comfort with uncertainty, attention to process, and confidence in creativity were notably enhanced in the experimental group. The findings suggest that integrating the scientific approach within PBL fosters an engaging and effective learning environment, promoting not only cognitive development but also collaboration, communication, and problem-solving skills. These results have important implications for educational practices, highlighting the value of adopting student-centered learning models to equip students with the critical skills needed for future challenges.
Co-Authors Azizah, Lathifatul Muwafiq Azmi, Irham Habibi Habibi Hafsemi Rapsanjani Lovy Herayanti Prayogi, Saiful Putri, Merla Wahida