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All Journal Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN MIPA
Susilawati Susilawati
Universitas Syiah Kuala
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing the Missouri Mathematics Project Learning Model to Enhance Students’ Physics Problem-Solving Skills Desy Shafira Siahaan; Muhammad Syukri; Evendi Evendi; Susilawati Susilawati; Erni Maidiyah; Fitria Herliana
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7197

Abstract

Problem-solving is a critical competency for students, particularly in physics education. However, observations and literature reviews indicate that students' physics problem-solving abilities remain low. This deficiency is often linked to underdeveloped mathematical skills, which are essential for understanding and applying physics concepts. This study aims to analyze the significant differences in students' physics problem-solving abilities between those taught using the Missouri Mathematics Project (MMP) model and those taught using conventional instructional methods. This quasi-experimental research employed a nonequivalent control group design. The study was conducted at Madrasah Aliyah Negeri (MAN) Tanjungbalai with a population of 95 students. A purposive sampling technique was used to select 47 students, divided into experimental and control groups. The instruments used were a physics problem-solving test consisting of five essay questions and a student response questionnaire. Data were analyzed using the independent t-test.Findings reveal that students in the experimental group, taught using the MMP model, demonstrated significantly higher problem-solving ability than those in the control group. This is evidenced by the N-Gain scores: the experimental class achieved an average N-Gain of 0.74, compared to 0.51 in the control class.The results indicate that the MMP model positively influences students' physics problem-solving skills. The structured and collaborative nature of MMP may enhance conceptual understanding and application, suggesting its potential as an effective teaching strategy in physics education.
Enhancing Students’ Critical Thinking in Physics through Discovery Learning-Based Worksheets: Integrating Facione’s Framework in a Quasi-Experimental Study Susilawati Susilawati; Ananda Muliyana; Susanna Susanna
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4613

Abstract

This study aims to investigate the effect of discovery learning-based student worksheets on improving students’ critical thinking skills in physics, particularly on the topic of straight motion. A quasi-experimental design with a non-equivalent control group was employed, involving 66 eleventh-grade students divided into an experimental group (n = 34) and a control group (n = 32), selected through purposive sampling. Data were collected using a set of 20 validated multiple-choice items designed to measure critical thinking skills. The results reveal that the experimental group achieved a higher mean posttest score (M = 75.64) compared to the control group (M = 71.91), with a moderate N-gain value (0.57). Statistical analysis using the independent samples t-test indicates a significant difference between the two groups (p = 0.01 < 0.05), confirming the effectiveness of the intervention. Notably, the highest improvement was observed in the inference indicator (91.18%), suggesting that the Discovery Learning approach particularly enhances students’ ability to draw logical conclusions. This study contributes an empirically-tested worksheet model that explicitly maps each discovery learning stage to a specific Facione critical thinking indicator. The differentiated N-Gain outcomes observed per indicator (ranging from 0.27 for self-regulation to 0.84 for inference) serve as empirical evidence of the mapping’s differential instructional effect, providing measurable diagnostic value beyond a holistic improvement score. It should be noted that the causal contribution of each individual worksheet stage to each specific indicator has not been directly tested; the observed differentiation represents a theoretically-grounded design inference supported by indicator-level outcome patterns. It is recommended that educators adopt discovery learning-based instructional materials that are explicitly aligned with critical thinking indicators to optimize students’ higher-order cognitive skills. Future research should examine the long-term impact of such interventions and explore their applicability across different scientific domains and educational contexts.
Co-Authors Ananda Muliyana Desy Shafira Siahaan Erni Maidiyah Evendi Evendi Fitria Herliana Muhammad Syukri Susanna Susanna