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All Journal Journal of Education Informatic Technology and Science Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam PESHUM Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Defrizal Hamka
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Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Immunology & microbiology Mathematics Social Sciences Other

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Pengaruh Modul Interaktif Terintegrasi ESD terhadap Minat Belajar dan Keterampilan Berpikir Kreatif Peserta Didik Kelas VII SMPN 23 Pekanbaru Rahmah Tika Syurya; Hadi Purwanto; Defrizal Hamka; Widodo Widodo
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 3 (2025): September : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v3i3.761

Abstract

The effect of the integrated interactive Education for Sustainable Development (ESD) module on learning interest and creative thinking skills of class VII students at SMPN 23 Pekanbaru was the focus of this study. One of the learning resources that is particularly suitable for the 21st century is interactive modules. These modules serve as detailed learning packages designed to help students achieve their learning objectives. The Education for Sustainable Development (ESD) approach used in this study aims to not only increase students' interest and readiness to learn but also enhance their creative thinking skills. The purpose of this research was to examine and analyze the effect of the integrated interactive ESD module on learning interest and creative thinking skills, and to describe the correlation between learning interest and creative thinking skills in students. The study employed a quasi-experimental design combined with correlation analysis, using instruments such as a learning interest questionnaire and a creative thinking skills test. The findings of the study indicated that the integrated interactive ESD module had a significant effect on both the learning interest and the creative thinking skills of students. Furthermore, there was a positive correlation between learning interest and creative thinking skills, suggesting that enhancing students' engagement in the learning process through interactive modules can foster the development of their creative thinking abilities. These results highlight the importance of interactive learning resources in supporting student achievement in the 21st century
Penerapan Model Inkuiri Terbimbing Berbasis Education for Sustainable Development untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP Marisha Silta Fany; Neng Sholihat; Defrizal Hamka
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 3 (2024): September : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/konstanta.v2i3.5521

Abstract

The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.
Penerapan Model Project Based Learning (PjBL) Berbasis Mind Mapping untuk Meningkatkan Keterampilan Berpikir Kreatif dan Kreativitas Siswa Annisa Dwi Diningsih; Neng Sholihat; Defrizal Hamka
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 4 No. 1 (2026): Maret : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/konstanta.v4i1.6068

Abstract

This study aims to determine the application of a mind-mapping Project-Based Learning (PjBL) model to the human digestive system in improving creative thinking skills and creativity in eighth-grade students at SMP Dakwah Pekanbaru. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The subjects consisted of eighth-grade students at SMP Dakwah Pekanbaru. The research instruments included a creative thinking skills test, a product creativity assessment sheet, and learning documentation. Data were analyzed using descriptive statistics, the N-gain test, the Wilcoxon test, and the Spearman correlation test. The results showed an increase in students' creative thinking skills after implementing the mind-mapping-based PjBL model, as indicated by an increase in the average posttest score compared to the pretest and a low to moderate N-gain score. Furthermore, students' product creativity was in the good category and had a significant relationship with their creative thinking skills. Thus, implementing the mind-mapping-based PjBL model is effective in improving students' creative thinking skills and creativity in the human digestive system.
Pengaruh Modul Berbasis Puzzle Pada Materi Sistem Tata Surya Terhadap Hasil Belajar Peserta Didik Kelas VII SMP Ika Ayu Lestari; Hadi Purwanto; Defrizal Hamka
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.16132

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada materi sistem tata surya, kurangnya variasi media pembelajaran serta kurangnya keterlibatan siswa dalam pembelajaran IPA. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan modul berbasis puzzle terhadap hasil belajar peserta didik kelas VII di SMP Negeri 1 Kampar Kiri. Penelitian menggunakan pendekatan quasi eksperimen dengan desain Posttest Only Control Design. Yang melibatkan sampel kelas VII.A sebagai kelas eksperimen dan VII.B sebagai kelas kontrol yang ditentukan melalui purposive sampling. Instrumen penelitian berupa tes pilihan ganda beralasan untuk mengukur ranah kognitif dan lembar observasi untuk menilai ranah afektif serta psikomotor. Analisis data menunjukkan bahwa terdapat perbedaan signifikan hasil belajar kognitif antara kelas eksperimen dan kontrol dengan nilai signifikansi 0,000 (<0,05). Selain itu, hasil observasi menunjukkan terdapat peningkatan ranah afektif dengan persentase sebesar 88,33% dengan kategori sangat baik dan pada ranah psikomotor sebesar 83,75% dengan kategori baik. Dengan demikian, modul berbasis puzzle berpengaruh signifikan terhadap hasil belajar peserta didik dan dapat menjadi alternatif bahan ajar inovatif dalam pembelajaran IPA.
Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) yang didukung dengan Ular Tangga terhadap Motivasi Belajar Siswa pada Materi Klasifikasi Makhluk Hidup. puspita, suci; Neng Sholihat; Defrizal Hamka
Jurnal Pendidikan Teknologi Informatika dan Sains Vol 8 No 2 (2026): Journal of Education Informatic Technology and Science (JeITS) Edisi Agustus 2026
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Studi ini bertujuan untuk mengkaji pengaruh model pembelajaran kooperatif jenis Teams Games Tournament (TGT) yang didampingi oleh permainan ular tangga terhadap motivasi siswa dalam memahami materi klasifikasi makhluk hidup. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain kontrol pascatest saja. Sampel penelitian terdiri dari 21 siswa dari kelas kontrol dan 22 siswa dari kelas eksperimen di SMP yang dipilih menggunakan metode purposive sampling. Data motivasi belajar dikumpulkan melalui kuesioner berskala 1-4 yang mencakup 20 pernyataan, kemudian dianalisis dengan uji Mann-Whitney U. Temuan penelitian menunjukkan nilai Asymp. Sig. (2-tailed) yang bernilai 0,000 (kurang dari 0,05) menunjukkan perbedaan signifikan dalam motivasi belajar antara kelompok kontrol dan kelompok eksperimen. Rata-rata motivasi belajar di kelas eksperimen (63) lebih tinggi daripada kelas kontrol (51), dengan kelas eksperimen didominasi oleh siswa yang memiliki motivasi tinggi. Dapat disimpulkan bahwa penerapan model pembelajaran TGT yang dilengkapi dengan ular tangga memberikan dampak yang signifikan terhadap peningkatan motivasi belajar siswa.
Studi Perbandingan Motivasi dan Hasil Belajar Kognitif IPA Siswa berdasarkan Status Sosial Ekonomi Keluarga di SDN 124 Pekanbaru: perbandingan motivasi dan hasil belajar status sosial ekonomi keluarga rahmawati, aci; Neng Sholihat; defrizal hamka
Jurnal Pendidikan Teknologi Informatika dan Sains Vol 8 No 2 (2026): Journal of Education Informatic Technology and Science (JeITS) Edisi Agustus 2026
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mengetahui perbedaan motivasi belajar dan hasil belajar kognitif IPA siswa, serta hubungan di antara keduanya, berdasarkan status sosial ekonomi (SSE) keluarga di SDN 124 Pekanbaru. Penelitian kuantitatif dengan desain komparatif ex post facto ini melibatkan 38 siswa kelas IV dan V yang dipilih melalui cluster random sampling. Data motivasi belajar dan SSE dikumpulkan menggunakan angket skala Likert, sedangkan data hasil belajar kognitif diperoleh melalui tes berbasis Taksonomi Bloom Revisi. Data dianalisis menggunakan uji Shapiro-Wilk, uji Levene, Independent Samples T-Test, Mann-Whitney U, dan korelasi Spearman Rank dengan bantuan SPSS. Hasil penelitian menunjukkan tidak terdapat perbedaan motivasi belajar yang signifikan antara kelompok SSE tinggi dan rendah (Sig.=0,285>0,05), tidak terdapat perbedaan hasil belajar kognitif yang signifikan (Asymp.Sig.=0,131>0,05), dan tidak terdapat hubungan yang signifikan antara motivasi belajar dengan hasil belajar kognitif (rho=-0,131; Sig.=0,460>0,05). Disimpulkan bahwa status sosial ekonomi keluarga tidak secara signifikan memengaruhi motivasi maupun hasil belajar kognitif IPA siswa di SDN 124 Pekanbaru.
Co-Authors Annisa Dwi Diningsih Hadi Purwanto Ika Ayu Lestari Marisha Silta Fany Neng Sholihat Puspita, Suci Rahmah Tika Syurya Rahmawati, Aci Widodo Widodo