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All Journal Jurnal Inovasi Pendidikan IPA JIPI (Jurnal IPA dan Pembelajaran IPA)
Nguyen, Tuan Dinh
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Mathematics Physics

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Analysis of Students' Questioning Ability Through Learning Intervention in Physics at Senior High School 1 Kuta Baro Andrian*, Andrian; Evendi, Evendi; Saminan, Saminan; Hamid, Abdul; Susanna, Susanna; Ngadimin, Ngadimin; Saputri, Mawarni; Cooper, Katelyn; Nguyen, Tuan Dinh
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.46698

Abstract

The ability to ask questions is a crucial aspect of learning; however, students' questioning skills have generally been low. This study aimed to analyze and enhance the questioning ability of eleventh-grade students (class XI-1) at SMAN 1 Kuta Baro in physics learning through learning interventions. This research employed a quantitative and qualitative approach, with data collected through observation, questioning ability tests (pre-test and post-test), teacher interviews, and student questionnaires. Students' questioning ability was analyzed based on quantity (number of questions) and quality (cognitive level and effectiveness), for both oral and written questions. The results showed that teacher interventions successfully encouraged students to ask questions, leading to a 38% increase in the quantity of oral questions from the total students in the class, and a 28.63% increase in the quantity of written questions (from 234 to 301 questions). A significant increase was also observed in the quality of written questions based on cognitive level (P=0.001 with a significance level of 0.05). Although the quality of oral questions based on cognitive level remained low (31.25%), their effectiveness was remarkably high (81.25%). The dominant type of oral questions was conceptual (understanding concepts/C2), while written questions predominantly fell into the analyzing level (C4). Both students and teachers acknowledged that questioning ability was influenced by a combination of internal and external factors, including inhibiting factors, but it was proven that these abilities could be improved through learning interventions
Effect of Learning Intervention on the Improvement of Students' Questioning Skills in Physics Learning Andrian; Evendi; Saminan; Hamid, Abdul; Susanna; Ngadimin; Saputri, Mawarni; Cooper, Katelyn M; Nguyen, Tuan Dinh
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.86425

Abstract

This study aims to reveal the effect of a learning intervention on the questioning ability in physics learning of the students of SMA Negeri 1 Kuta Baro. Employing a quantitative approach with a nonequivalent control group quasi-experimental design, the research involved 84 students, comprising 41 students in the experimental group (Classes X-1 and XI-1) and 43 students in the control group (Classes X-2 and XI-2). The learning intervention in the experimental class integrated the problem-based learning (PBL) model, teacher-student question-and-answer interactions, collaborative group discussions, and inter-group Q&A sessions. The research results showed that the learning intervention significantly and substantially enhanced students' questioning ability, as measured by the dimensions of questioning skills, including clarity, focus, conciseness, depth of information, and cognitive level. There was a 27.56% increase in the quantity of written questions in the experimental class, far exceeding the 7.9% increase in the control class. Although the quantity of oral questions increased in the experimental class, the cognitive level of oral questions in both groups remained low; however, their effectiveness (clarity and focus) was categorized as high. Overall, the learning intervention proved effective in facilitating the development of students' questioning skills, although further strategies were still needed to encourage questions at higher cognitive levels. Further follow-up is required to enhance students' oral questioning ability at the mental level by improving their prior knowledge of the subject matter and critical thinking skills
Co-Authors . Saminan Abdul Hamid Andrian Andrian*, Andrian Cooper, Katelyn Cooper, Katelyn M Evendi evendi, evendi Ngadimin Ngadimin Ngadimin Saminan Saputri, Mawarni Susanna Susanna Susanna