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All Journal Jurnal Penelitian Pendidikan Indonesia (JPPI) Edcomtech: Jurnal Kajian Teknologi Pendidikan
Septina Anggraini
Universitas Islam Riau
Education Languange, Linguistic, Communication & Media Other

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IDENTIFIKASI MODEL-MODEL PEMBELAJARAN IPA YANG DIGUNAKAN GURU DI SMP 25 PEKANBARU Septina Anggraini; Ibnu Hajar; Nurkhairo Hidayati
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6783

Abstract

Penelitian ini bertujuan untuk mengidentifikasi model-model pembelajaran yang diterapkan oleh guru IPA di SMP Negeri 25 Pekanbaru serta menganalisis faktor-faktor yang memengaruhi pemilihan dan penerapannya di kelas. Penelitian menggunakan metode deskriptif dengan pendekatan kuantitatif, dengan data diperoleh dari lima orang guru melalui angket skala Likert dan wawancara terstruktur. Hasil penelitian menunjukkan bahwa guru memiliki pemahaman yang sangat baik mengenai berbagai model pembelajaran, termasuk Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, dan Inquiry Learning. Dalam implementasinya, guru lebih sering menggunakan Discovery Learning dan PjBL karena dinilai sesuai dengan karakteristik materi dan kebutuhan belajar peserta didik. Pemilihan model pembelajaran dipengaruhi oleh tujuan pembelajaran, kesiapan siswa, kompleksitas materi, serta ketersediaan sumber belajar. Guru juga melakukan evaluasi dan refleksi secara rutin melalui analisis hasil belajar serta diskusi dengan rekan sejawat. Secara keseluruhan, praktik pembelajaran IPA di SMP Negeri 25 Pekanbaru telah berjalan dengan baik, meskipun peningkatan fasilitas dan pengembangan profesional berkelanjutan tetap diperlukan untuk mendukung implementasi Kurikulum Merdeka secara optimal.
Project-Based Learning with a Deep Learning Approach through an Eco-Enzyme Project: Students' Critical Thinking in Ecology Learning Septina Anggraini; Ibnu Hajar
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p284-297

Abstract

This study aimed to examine students' critical thinking performance following project-based science learning using an eco-enzyme production project with a Deep Learning approach in ecology learning. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group design. The participants were 78 seventh-grade students at SMP Negeri 25 Pekanbaru, divided into experimental and control classes. The experimental class participated in project-based learning with a Deep Learning approach through an eco-enzyme production project, while the control class received the learning approach used in the control group. Data were collected through critical thinking tests administered before and after the learning process. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U Test, N-Gain, and effect size analysis. The results showed that the experimental class obtained a higher mean posttest score (86.52) than the control class (76.08). The Mann-Whitney U Test indicated a statistically significant difference between the two groups (Asymp. Sig. = 0.000). The experimental class obtained a mean N-Gain of 0.5964, while the control class obtained 0.5177, with both categorized as moderate. The effect size was 0.602, categorized as large. These findings indicate a difference in students' critical thinking performance between the two instructional groups, although the experimental class had a higher mean pretest score than the control class.
Co-Authors Ibnu Hajar Nurkhairo Hidayati