Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JURNAL PENDIDIKAN TAMBUSAI Semesta: Jurnal Ilmu Pendidikan dan Pengajaran
R, Oktavia
Unknown Affiliation
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Literature Review : Pengaruh Model Problem Based Learning Berbasis Socio-Scientific Issues terhadap Kemampuan Berpikir Kritis Peserta Didik R, Aisi; R, Oktavia; F, Azzahra
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Studi ini mengkaji sejumlah publikasi relevan tentang bagaimana penggunaan paradigma problem based learning (PBL) berdasarkan socio-scientific issues dapat membantu siswa meningkatkan kemampuan berpikir kritis mereka.Tujuannya yaitu guna memahami dampak penggunaan PBL berbasis SSI terhadap kemampuan berpikir kritis siswa yang dikaji berdasarkan literatur review. Karena siswa mampu mengenali masalah, menganalisisnya, dan menilai solusinya, model PBL merupakan alat yang ampuh untuk mengembangkan kemampuan berpikir kritis. Penelitian ini merupakan studi literatur yang melipti pencarian informasi, dengan melakukan identifikasi terhadap sejumlah artikel yang dipublikasikan dalam jurnal ilmiah di bidang Pendidikan sains melalui Google Scholar. Temuan studi menunjukan bahwa sebagian besar hasil penelitian menunjukan adanya pengaruh positif dari model PBL berbasis SSI dalam meningkatkan berpikir kritis siswa.
The Effect Of The Poe (Predict-Observe-Explain) Model On Learning Outcomes Of Junior High School Students Eka Novita, Fenny; Arif, Khairil; R, Oktavia; F, Az-Zahra; Karma, Lewak
SEMESTA: Jurnal Ilmu Pendidikan dan Pengajaran Vol. 3 No. 3 (2025): November 2025
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/semesta.v3i3.305

Abstract

This study investigates the effect of the Predict-Observe-Explain (POE) learning model on junior high school students’ science learning outcomes amid the suboptimal implementation of the independent curriculum, which remains teacher-centered and limits student engagement. Using a Quasi-Experimental Nonequivalent Control Group Design, the sample consisted of Grade VII students of SMP Negeri 26 Padang selected through purposive sampling. Class VII.1 received POE-based learning, while VII.2 experienced conventional instruction. Data were collected through pretest–posttest multiple-choice assessments, implementation observation sheets, and student response questionnaires. Descriptive and inferential analyses, including normality, homogeneity, and t-tests, revealed that t_count > t_table, indicating a significant effect of the POE model on students’ science learning outcomes regarding substances and their changes. Implications highlight the POE model’s potential to enhance conceptual understanding and student participation. Recommendations include integrating POE routinely into science instruction and training teachers to apply inquiry-based models effectively.
Co-Authors Eka Novita, Fenny F, Az-Zahra F, Azzahra Karma, Lewak Khairil Arif R, Aisi