Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Pendidikan MIPA
Listiawan, Listiawan
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Physics

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

Found 2 Documents
Search

 1 
The Impact of the Group Investigation (GI) Learning Model on Enhancing Middle School Students’ Science Literacy in Thermal Expansion Topics Listiawan, Listiawan; Winarto, Winarto; Wiyatmo, Yusman
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Scientific literacy is essential skills that students must master in the 21st century. This study aims to examine the effect of the Group Investigation (GI) learning model on improving science literacy in Middle School students on thermal expansion. The research uses a pre-experimental method with a one-group pretest-posttest design. The sample consisted of one class selected through purposive sampling, namely class VII I at SMP Negeri 5 Yogyakarta. The data collection method involved using a test with a science literacy test in the form of multiple-choice questions. Data analysis was conducted using statistical tests to determine the differences before and after implementing the GI learning model. The study results indicate that the Group Investigation (GI) learning model can improve students' science literacy on thermal expansion. The enhancement in science literacy scores for indicators such as explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting data and evidence scientifically showed increases of 35.1%, 40.02%, 22.08%, and 39.98%, respectively. The paired sample T-test results indicated that the GI learning model significantly affected science literacy and its indicators. The N-gain test results showed that the GI learning model positively affected science literacy, with the indicators achieving scores of 0.42, 0.64, 0.39, and 0.29, categorized as moderate, moderate, moderate, and low, respectively. The calculated Cohen's d value of 1.457024 falls within the huge category based on Sawilowsky's (2009) criteria. This study concludes that implementing the GI learning model can improve students' science literacy on thermal expansion.      Keywords: group investigation, science literacy, thermal expansion, middle school. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1549-1558
ENHANCED CONCEPTUAL UNDERSTANDING OF ELEMENTS AND COMPOUNDS THROUGH THE STAD LEARNING MODEL ASSISTED BY MOCHECLAY MEDIA Winedar, Ihza Rizky; Widyaputri, Mutya Ardha; Farid, Mohammad Ghufroni; Listiawan, Listiawan; Maryati, Maryati; Natadiwijaya, Ismail Fikri; Sunarti, Sunarti
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 8, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v8i1.8301

Abstract

This study aimed to investigate the influence of the Student Teams Achievement Division (STAD) cooperative learning model supported by Mocheclay media on students’ conceptual understanding in science. A quasi-experimental method was employed, utilizing a non-equivalent group design. Participants were selected through purposive sampling, with class VIII F (30 students) assigned as the experimental group taught using the STAD model assisted by Mocheclay, and class VIII H (30 students) as the control group taught through direct instruction. The calculated effect size was 1.23, indicating a strong influence of the STAD model supported by Mocheclay media on students’ scientific conceptual understanding. The experimental group's normalized gain score reached 64%, whereas the control group achieved only 33%. Independent sample t-test results revealed a significant difference in conceptual understanding between students exposed to the STAD-Mocheclay approach and those taught with direct instruction.
Co-Authors Farid, Mohammad Ghufroni Maryati Maryati Natadiwijaya, Ismail Fikri Sunarti Widyaputri, Mutya Ardha Winarto Winarto Winedar, Ihza Rizky Yusman Wiyatmo