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Untajana, Sally E.
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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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TGT Type Cooperative Learning Assisted by Quizizz: Study of Students' Physics Cognitive Abilities on the Material of Motion of Objects Untajana, Sally E.; Dulhasyim, Ashari Bayu P.; Telapary, Aprillia F.; Kelelufna, Vantri Pieter
Journal of Science and Science Education Vol. 5 No. 2 (2024): October
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i2.9608

Abstract

This study aims to analyze the effect of the TGT type cooperative learning model assisted by the quizizz application in improving students' physics cognitive abilities in the material of motion of objects. The type of research used in this study is a quantitative descriptive research type. The design used in this study is the One-Group Pretest-Posttest Design. The subjects in this study were 23 people. The data for this study were collected through test and non-test instruments, the test instrument was in the form of an initial test and a final test, while the non-test instrument was in the form of student worksheets and tournament results. The results of the study showed that the initial abilities of students before being taught using the TGT type cooperative learning model assisted by the quizizz application were proven to be in the failing qualification with an achievement score of 24.08. The cognitive abilities of students during the learning process assessed in the LKPD and tournament obtained completeness from all groups that were in the sufficient qualification with an average value of 74.37. The average score of the final test achievement of students was 81.17 where 1 student was in very good qualification, 10 students were in good qualification and 12 other students were in sufficient qualification. Meanwhile, the results of the analysis of the increase in students' cognitive abilities in the N-gain test obtained a value of >0.74. This result was obtained because of the treatment given, with the TGT type cooperative learning model assisted by the quizizz application. Thus it can be concluded that through the use of the TGT type cooperative learning model assisted by the quizizz application in physics learning is complete on the material of motion in objects
Analysis of Science Teachers’ Difficulties in Implementing Differentiated Learning in the Independent Curriculum at Senior High Schools Dulhasyim, Ashari Bayu P.; Untajana, Sally E.; Sopacua, Fryan; Sopacua, Venty
Journal of Science and Science Education Vol. 6 No. 1 (2025): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v6i1.10983

Abstract

Differentiated learning is an innovative approach aimed at improving instructional effectiveness by tailoring teaching methods and materials to meet students' individual needs. However, most science teachers in West Seram Regency have not yet implemented this approach optimally. Some teachers have even made mistakes in its application and face various significant challenges. This study aims to analyze the difficulties experienced by senior high school science teachers in implementing differentiated learning in accordance with the Merdeka Curriculum. The study involved 30 teachers from 6 senior high schools in the region and employed both quantitative and qualitative descriptive methods using a survey design. Instruments included questionnaires to measure levels of difficulty and interviews to strengthen the data. The results revealed that four out of six schools had not yet implemented differentiated learning effectively, with an average difficulty level reaching 63.3%. The main difficulties included a lack of conceptual understanding, limited resources, and minimal training related to the new curriculum. These findings underscore the need to enhance teachers’ professional capacity through intensive training so that they can design more inclusive and adaptive learning strategies, ultimately improving the quality of education in West Seram Regency.
Co-Authors Dulhasyim, Ashari Bayu P. Kelelufna, Vantri Pieter Sopacua, Fryan Sopacua, Venty Telapary, Aprillia F.