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Harahap, Fitra Hayati
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Aktualisasi Model Pembelajaran PjBL Pendekatan Saintifik untuk Meningkatkan Keterampilan Proses Sains Siswa Harahap, Fitra Hayati; Himsar, Himsar
Gravity Journal Vol 3, No 2 (2024)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v3i2.14346

Abstract

Education is the process of forming students' competencies as a whole and integrated between attitudes, knowledge and skills, the government programs nine years of compulsory education to achieve this. Era 4.0 and Society 5.0 are changing all lines of society's life dynamically, be it economic, socio-cultural, agricultural, even the world of education. Based on research by the Word Economic Forum (WEF) 2020 in Kahar et al (2021), there are 10 main abilities that are most in demand. What is needed to face the era of industrial revolution 4.0 and society 5.0 is being able to solve complex problems, thinking critically, creatively, having management skills, being able to coordinate with other people, emotional intelligence, being able to assess and make decisions, being service oriented, negotiating skills and cognitive flexibility. This is compatible with the PJBL in Madrasah Aliyah darul ikhlas Islamic Boarding padangsidimpuan learning model which has steps including: 1. learning through processes of searching for data and information about problems raised by the teacher. 2. Learners who foster a sense and attitude of personal and group responsibility among students. 3. Learning that focuses on results or projects. 4. Results or projects are evaluated. The approach that is relevant to the PJBL model is the scientific approach. The learning process is a learning process that is designed in such a way that students actively construct concepts, laws and principles through the stages of observing, formulating problems, proposing and formulating hypotheses, collecting data, analyzing data. and conclude it. The PJBL model based on a scientific approach forms students' science process skills, PJBL based on a scientific approach for science process skills requires knowledge, skills and attitudes competencies.
Penerapan Metode STEM pada Proses Pembelajaran Fisika Berbais Pendekatan Saintifik untuk Meningkatkan Keterampilan Berpikir Kritis Himsar, Himsar; Harahap, Fitra Hayati
Gravity Journal Vol 3, No 1 (2024)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v3i1.11724

Abstract

The learning process using one method of learning creates a learning atmosphere of saturation, boredom and tiredness. students become weak and lazy in participating in learning. Students do not understand and are confused when faced with integrated concepts (integrated science, technology, engineering and mathematics material). The integrity and integration of these materials requires a long time to analyze and conclude. This condition of students has an impact on their critical thinking skills being weak, their way of finding solutions to problems is not being able to solve problems. The integrity and integration of science, technology, engineering and mathematics materials requires a high level of critical thinking among students. Researchers provide solutions to these problems by applying STEM methods to physics learning based on a scientific approach. This research can improve students' abilities in the areas of knowledge, attitudes, skills and critical thinking. This research uses PTK with two cycles. The average value for Cycle I is knowledge 65, attitude 67, skills 68 with a KKM of 70. Cycle I has not yet been completed and continues with cycle II, the average value for Cycle II is knowledge 75, attitude 77 and skills 80, meaning that all areas of student ability are above KKM 70, meaning complete. For critical thinking skills, researchers refer to the average score of students on the initial test of 63.66 (value of knowledge, attitudes and skills). In cycle I, the average critical thinking score for students was 68, an increase of 4.34 on the scale or 6.54%. The average critical thinking score of cycle I has not increased sufficiently, so it continues with cycle II. The average critical thinking score for Cycle II students was 75. Cycle II experienced an increase of 11.34 on the scale or 17.8% from the average initial test score of 63.66. with this improvement, the application of STEM methods to the physics learning process based on a scientific approach can improve students' critical thinking abilities.