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All Journal Indonesian Journal of Educational Innovation
Alauddin Shahih
Melbourne Polytechnic
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Influence of The Project-Based Learning Model on Students' Creativity and Understanding of Science Concepts Zaena Sultona Osi; Alauddin Shahih; Egi Gerhanandi; Kholid Khairul Umam
Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): May - August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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Abstract

The importance of Project-Based Learning (PjBL) in learning lies in its ability to increase student engagement, develop various important skills, and make learning more meaningful. This study aims to investigate the effect of the Project-Based Learning (PjBL) model on the creativity and understanding of physics concepts among grade XI students. Involving 35 students studying Temperature and Heat material, this study used a one-group pretest-posttest design. Data were collected through a concept understanding test and a creativity questionnaire covering indicators of fluency, originality, flexibility, and elaboration. The results showed that the average value of concept understanding increased from 65 in the pretest to 82 in the posttest. Additionally, the creativity questionnaire revealed a significant increase in all aspects, with the average total creativity score rising from 70.5 to 85.5. These findings indicate that the implementation of the PjBL model not only improves students' concept understanding but also encourages their creativity. Therefore, the PjBL model is recommended as an effective method for enhancing student engagement and improving learning outcomes in physics education.
The Effect of Ethnoscience-Integrated Science Teaching Materials on Junior High School Students’ Scientific Literacy Rizka Isnaeni; Mahrus Mahrus; Alauddin Shahih; Zaena Sultona Osi; Fana Tri Prihatini
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.263

Abstract

Scientific literacy is an essential competency in twenty-first-century science education, yet Indonesian students’ achievement in this area remains relatively low. One possible contributing factor is the limited availability of contextual teaching materials that connect formal science concepts with students’ sociocultural environment. This study aimed to analyze the effect of ethnoscience-integrated science teaching materials on eighth-grade students’ scientific literacy at MTs. Birrul Walidaini NW Bertong. The study employed a quantitative pre-experimental method with a one-group pretest-posttest design involving 20 students selected through saturated sampling. Data were collected using a scientific literacy test and analyzed descriptively and inferentially through normalized gain (N-gain), the Shapiro-Wilk normality test, and a paired-sample t-test. The results showed a statistically significant increase in students’ scientific literacy (p < 0.05), with the mean score rising from 54.95 on the pretest to 78.60 on the posttest, and an average N-gain of 0.575, placing it in the medium category. These findings suggest that ethnoscience-integrated teaching materials are highly effective in improving scientific literacy, particularly when implemented through guided inquiry with adequate teacher scaffolding, by bridging abstract scientific concepts with students’ everyday cultural realities. The study provides empirical support for culturally responsive, context-based science learning and offers practical implications for the development of science teaching materials in madrasah settings.
Co-Authors Egi Gerhanandi Fana Tri Prihatini Kholid Khairul Umam Mahrus Mahrus Rizka Isnaeni Zaena Sultona Osi Zaena Sultona Osi