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

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PENGARUH INKUIRI TERBIMBING DAN SIKAP ILMIAH TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMAN 26 BONE Haeril Kaddi; Helmi Helmi; Khaeruddin Khaeruddin
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.v4i2.10389

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing dan sikap ilmiah terhadap kemampuan berpikir kritis peserta didik. Jenis penelitian ini adalah penelitian true experiment dengan menggunakan rancangan faktorial 2 x 2. Sampel diambil dengan teknik sampling jenuh. Data dalam penelitian ini dikumpulkan dengan menggunakan tes pilihan ganda dan kuesioner sikap ilmiah. Data dianalisis dengan analisis deskriptif dan uji ANAVA 2 jalur. Hasil penelitian menunjukkan sebagai berikut: (1) terdapat perbedaan kemampuan berpikir kritis antara peserta didik yang diajar menggunakan model inkuiri terbimbing dengan peserta yang diajar dengan model discovery dengan Fhitung =114, 447 > Ftabel = 4,19, (2) tidak terdapat interaksi antara model pembelajaran dan sikap ilmiah terhadap pencapaian kemampuan berpikir kritis peserta didik dengan Fhitung= 1,515 < Ftabel = 4,19. Perhitungan uji lanjut dengan uji Tukey bagi peserta didik dengan sikap ilmiah tinggi dan rendah menunjukkan perbedaan yang signifikan pada kemampuan berpikir kritis yang diajar menggunakan model inkuiri terbimbing dengan model discovery.
Contextual Teaching Materials Development and Its Impact on Science Learning Outcomes Maryunita Maryunita; Helmi Helmi; Muhammad Arsyad
Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i4.3351

Abstract

This study aimed to develop contextual-based science teaching materials on the topic of pressure and to evaluate their validity, practicality, and effectiveness in improving students’ science learning outcomes at YHS Christian Junior High School Makassar. The study employed a Research and Development (R&D) approach using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages. The effectiveness of the developed teaching materials was examined using a quasi-experimental design involving an experimental group and a control group. The field testing involved 30 Grade IX students, consisting of 16 students in the experimental group and 14 students in the control group. Data were collected using expert validation sheets, teacher practicality questionnaires, and students’ learning achievement tests. The validation results indicated that the developed teaching materials achieved an average Aiken’s V coefficient of 0.90, indicating high validity. The practitioners’ evaluation yielded an average practicality score of 92.91%, categorizing the teaching materials as very practical. The effectiveness analysis showed that students who learned using contextual-based teaching materials achieved higher learning outcomes than those who learned using conventional teaching materials. The Independent Samples t-test revealed a calculated t-value of 6.15, which exceeded the critical t-value of 1.40 at the 5% significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the developed contextual-based science teaching materials are valid, practical, and effective in improving junior high school students’ science learning outcomes.
Co-Authors Haeril Kaddi Khaeruddin Khaeruddin Maryunita Maryunita Muhammad Arsyad