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All Journal Jurnal Pendidikan Fisika dan Teknologi SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Ali, Ramli R.
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Education Physics Social Sciences Other

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The Effect of Local Wisdom-Integrated Problem-Based Learning (PBL) Models on Learning Outcomes in Temperature and Heat Concepts Pilobu, Muznawaty; Odja, Abdul Haris; Xavier, Felipe; Fathan, Suparmin; Abdjul , Tirtawaty; Payu, Citron S.; Pikoli, Masrid; Yusuf, Muhammad; Mursalin, Mursalin; Ali, Ramli R.
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10563

Abstract

This study aims to analyze the effect of local wisdom-based Problem Based Learning (PBL) on junior high school students' learning outcomes in temperature and heat. The method used was a quantitative experiment with a one-group pretest–posttest design; the independent variable was PBL based on local wisdom integrated through Google Sites (e-modules, worksheets, videos, and contextual tasks), while the dependent variable was learning outcomes measured by achievement tests that had been validated by experts and declared to be highly valid. Data analysis included descriptive statistics, Shapiro–Wilk test for normality, Wilcoxon Signed-Rank test for paired comparisons, and N-Gain for effectiveness. The results show a significant increase: the class average increased from 45 to 84 and from 41 to 84; the posttest data was not normal, so Wilcoxon was used with results of Z = 4.111 and Z = 4.021 (p < 0.001), confirming a significant difference between the pretest and posttest. The average N-Gain = 0.69 (moderate category) with individual distribution in the moderate to high range, indicating that PBL based on local wisdom is effective in strengthening conceptual understanding and encouraging learning engagement. It is recommended to continuously integrate the local cultural context into science units through digital platforms, strengthen teacher training to facilitate PBL, and conduct further research with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively. It is recommended that local cultural contexts be continuously integrated into science units through digital platforms, that teacher training be strengthened to facilitate PBL, and that further research be conducted with control groups, larger samples, and mixed approaches to examine conceptual changes and misconception reduction more comprehensively.
THE EFFECT OF PROBLEM-BASED LEARNING INTEGRATED WITH ARTIFICIAL INTELLIGENCE ON SELF-REGULATED LEARNING TENDENCIES Lanio, Altri Rahmadhani; Odja, Abdul Haris; Amali, Lanto Mohammad Kamil; Latjompoh, Masra; Fathan, Suparmin; Ali, Ramli R.
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.7184

Abstract

Self-regulated learning (SRL) is a crucial competency for students in the 21st century, enabling learners to plan, monitor, regulate, and reflect on their own learning processes. However, many junior high school students still experience difficulties in developing strong self-regulation skills. This study aims to examine the effect of Problem-Based Learning (PBL) integrated with Artificial Intelligence (AI) on students’ self-regulated learning tendencies. The research employed a quasi-experimental method using a one-group posttest-only design. The study was conducted at SMP Negeri 1 Telaga Biru during the first semester of the 2025/2026 academic year, involving 60 seventh-grade students selected through purposive sampling. Data were collected using a self-regulated learning questionnaire based on indicators of goal setting, learning strategies, self-monitoring, time and resource management, motivational control, and self-reflection. Data analysis was carried out using the Kolmogorov–Smirnov normality test, followed by a One-Sample t-Test for normally distributed data and the Wilcoxon Signed-Rank Test for non-normally distributed data. The results showed that students’ SRL scores after the implementation of PBL integrated with AI were in the good to high category and significantly exceeded the predetermined reference value (p < 0.05). Strong tendencies were observed in the forethought, motivational belief, and self-reflection dimensions, while help-seeking and collaboration showed relatively lower scores. These findings indicate that PBL integrated with AI has a positive and significant effect on students’ self-regulated learning tendencies. The study concludes that integrating AI as pedagogical scaffolding within PBL can effectively support the development of self-regulated learning, provided that social interaction and collaborative learning are intentionally strengthened.
Co-Authors Abdjul , Tirtawaty Abdul Haris Odja Amali, Lanto Mohammad Kamil Citron S Payu Lanio, Altri Rahmadhani Masra Latjompoh Masrid Pikoli Muhammad Yusuf Mursalin . Pilobu, Muznawaty Suparmin Fathan Xavier, Felipe