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All Journal VISA: Journal of Vision and Ideas Indonesian Journal of Educational Innovation
Nafisah, Ridha Zulfatun
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Identifikasi Miskonsepsi Siswa pada Konsep Atom, Ion, dan Molekul dengan Menggunakan Tes Diagnostik Three-Tier Nafisah, Ridha Zulfatun
VISA: Journal of Vision and Ideas Vol. 5 No. 2 (2025): Journal of Vision and Ideas (VISA)
Publisher : IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/visa.v5i2.7319

Abstract

This research aims to calculate the percentage of misconceptions and explain the misconception patterns that occur in students. The instrument used is a three-tier diagnostic test using the CRI confidence level method in the third tier. This type of research is descriptive research with a quantitative approach with a sample of class X students of SMAN 1 Gunungsari. The research data was processed based on the combination of student answers on the three-tier diagnostic test. The results showed the percentage of misconceptions amounting to 38.95% including misconceptions of 18.43%, positive misconceptions of 10.42% and negative misconceptions of 10.08%. Among the three concepts studied, the concept of molecules has the highest percentage of misconceptions with a percentage of 50.32%, the concept of atoms has a percentage of misconceptions of 45.21% and the concept of molecules has the lowest percentage of misconceptions with a percentage of 24.15%.
The Effect of The Project-Based Learning Model on High School Students' Science Process Skills Irawan, Rizka Sofia; Sahidi, Samsul; Fadhilah, Rifdah; Nafisah, Ridha Zulfatun; Anam, Khaerul
Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): September - December
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v1i3.155

Abstract

Project-Based Learning is an instructional strategy that improves students' Science Process Skills (SPS) by involving them in hands-on scientific project design and implementation. This study investigates the effect of PjBL on students’ SPS, focusing on skills such as observing, generating hypotheses, planning experiments, using tools and materials, collaborating in groups, and communicating scientifically. The research follows a quasi-experimental design with a pretest-posttest control group, including two XI classes at SMAN 1 Lembar, selected through purposive sampling. One class (XI-1) is assigned to the experimental group, which uses PjBL, while the other (XI-2) is the control group, which follows traditional teaching methods. The study uses a science process skills test as the research instrument. The N-Gain analysis showed a moderate improvement of 0.335 in the experimental group, compared to a minimal improvement of 0.011 in the control group. A t-test (t = 6.84 > t = 1.673 at the 5% significance level) confirmed the significant effect of PjBL. The results indicate that PjBL effectively enhances students’ scientific skills, critical thinking, and creativity, making it a viable and innovative approach for science education. These results suggest that PjBL can be foundational to developing more integrated, context-driven approaches to science learning.
Co-Authors Fadhilah, Rifdah Irawan, Rizka Sofia Khaerul Anam Sahidi, Samsul