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All Journal Journal La Edusci Jurnal Pendidikan dan Profesi Keguruan
Halimah Husain
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN LKPD FISIKA BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK SMA NEGERI 13 BONE Andi Rianyoma; Helmi Abdullah; Halimah Husain; Muhammad Arsyad
Jurnal Pendidikan dan Profesi Keguruan Vol. 4 No. 2 (2025): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v4i2.10383

Abstract

Penelitian ini bertujuan untuk menghasilkan LKPD fisika berbasis proyek, menganalis validitas LKPD fisika berbasis proyek, tanggapan praktisi terhadap LKPD fisika berbasis proyek, dan efektivitas LKPD fisika berbasis proyek dalam pembelajaran fisika. Penelitian ini menggunakan pengembangan model 4D. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi LKPD, kuesioner respon praktisi dan instrumen keterampilan proses sains yang berupa tes penilaian keterampilan proses sains dan lembar observasi keterampilan proses sains. Teknik analisis data menggunakan analisis data validasi ahli dan respon praktisi, analisis hasil tes danobservasi keterampilan proses sains serta analisis efektifitas LKPD. Berdasarkan penilaian pakar diperoleh persentase kelayakan 92%, respon praktisi dengan skor rata-rata 3,76 dengan kategori sangat baik serta hasil analisis N-gain yang dilakukan menggunakan data hasil observasi dan tes penilaian keterampilan proses sains yang berada pada kategori efektif. Hal ini menunjukkan bahwa pengembangan LKPD fisika berbasis proyek efektif untuk meningkatkan keterampilan proses sains peserta didik.
The Effect of Integrating the Claim–Evidence–Reasoning Framework into the Argument-Driven Inquiry Model on Students’ Scientific Argumentation Skills and Green Chemistry Learning Outcomes Risna Amalia; Ramlahwati Ramlahwati; Halimah Husain
Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i5.3386

Abstract

This study aimed to describe the level and improvement of students’ scientific argumentation skills and learning outcomes and to examine the effect of integrating the Claim–Evidence–Reasoning (CER) framework into the Argument-Driven Inquiry (ADI) learning model in green chemistry. A quasi-experimental method with a nonequivalent pretest–posttest control group design was employed. The participants were 60 Grade X students at SMAN 13 Makassar, comprising 30 students in the experimental class taught using CER-integrated ADI and 30 students in the control class taught using ADI without explicit CER integration. Data were collected through a scientific argumentation essay test and a multiple-choice learning-outcome test. The data were analyzed using descriptive statistics, N-Gain, an independent-samples t-test, and the Mann–Whitney U test. The experimental class obtained a higher scientific argumentation posttest mean than the control class (51.10 vs. 48.07), with N-Gain scores of 0.70 and 0.64, respectively, both categorized as moderate. The experimental class also achieved higher percentages in claim, evidence, and reasoning. For learning outcomes, the experimental class obtained a higher posttest mean (12.40 vs. 11.63), although the N-Gain scores were similar and categorized as moderate (0.55 vs. 0.56). Significant differences were found in scientific argumentation skills (t = −3.410, p = 0.001) and learning outcomes (U = 310.500, p = 0.035). Therefore, CER-integrated ADI significantly supported students’ scientific argumentation skills and learning outcomes in green chemistry.
Co-Authors Andi Rianyoma Helmi Abdullah Muhammad Arsyad Ramlahwati Ramlahwati Risna Amalia