Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) SPEKTRA: Jurnal Kajian Pendidikan Sains
Talia Ananda
Universitas Riau
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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

Found 2 Documents
Search

 1 
Pengembangan Pembelajaran Inklusif Berbasis Problem-Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis dan Sikap Ilmiah Siswa di Wilayah 3T Provinsi Riau Azhar; Talia Ananda; Daeng Ayub; Dedi Irawan
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12830

Abstract

This study aims to develop an inclusive learning model based on Problem-Based Learning (PBL) to enhance students’ critical thinking skills and scientific attitudes in the 3T regions (frontier, outermost, and disadvantaged areas) of Riau Province, Indonesia. The research is motivated by the limited access to quality education in 3T areas, which affects students’ higher-order thinking skills and mastery of scientific attitudes. The model was developed using a Research and Development (R&D) approach adapted from the Borg & Gall framework, involving preliminary studies, model design, expert validation, revision, and limited trials. The research subjects were high school students in one of the 3T schools. Instruments used included a critical thinking skills test, a scientific attitude questionnaire, observation sheets, and interview guidelines. The results show that the inclusive PBL model developed is valid, practical, and effective for classroom implementation. Its application successfully improved students’ critical thinking skills through contextual problem-solving activities and fostered scientific attitudes such as curiosity, openness to evidence, and responsibility in the learning process. This study recommends the inclusive PBL model as an alternative instructional strategy for schools in 3T areas to support equitable improvement in education quality.
EFFORTS TO ENHANCE CRITICAL THINKING SKILLS AND ATTITUDES TOWARD SCIENCE THROUGH THE PROBLEM-BASED LEARNING MODEL Talia Ananda; Azhar; Fakhruddin Z
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 12 No. 1 (2026): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/63vef061

Abstract

The development of students’ critical thinking skills and attitudes toward science is essential for strengthening the quality of education in Indonesia. However, observations at a senior high school revealed that students demonstrated limited critical thinking abilities and low attitudes toward science, particularly in physics learning. This study aimed to describe the implementation of the Problem-Based Learning model and to examine its effectiveness in improving students’ critical thinking skills and attitudes toward science. The research employed a classroom action research design consisting of two cycles, each involving planning, action, observation, and reflection. Data were collected through tests of critical thinking skills and questionnaires measuring attitudes toward science. The findings showed substantial improvements in all five indicators of critical thinking, with stronger gains observed in the second cycle following instructional refinements. Students’ attitudes toward science also improved across all indicators, including interest, learning activities, perceived importance of science, and interest in pursuing science-related careers. The results indicate that the Problem-Based Learning model successfully increased students’ engagement, reasoning ability, and positive perceptions of science. The study implies that implementing learning strategies centered on real-world problem solving can effectively enhance both cognitive and affective aspects of science learning.
Co-Authors Azhar Azhar Daeng Ayub Dedi Irawan Fakhruddin Z