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Experiment: Journal of Science Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 2747206X     DOI : https://doi.org/ 10.18860
Core Subject : Science, Education,
Education Physics
Experiment: Journal of Science Education published twice a year since March 2021. This journal is published by Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. We invite scientists, scholars, researchers, as well as professionals in the field of early childhood education to publish their researches in our journal. Experiment: Journal of Science Education is a study about the results of research in the areas of science education. The focus and scope of this journal are: Natural Sciences Science Learning and Development. Media for Science Education. Instructional Technology in Science Education. Problems in Science Education. Assessment and Evaluation of Science Education Development. Management of Organizing Science Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 4, No 1 (2024)" : 6 Documents clear
Pengaruh Model Problem Based Learning Terintegrasi Virtual Lab Terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Perubahan Energi Muawanah, Nidaul
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.28967

Abstract

The ability to think critically plays a crucial role in the learning process, enabling students to develop cognitive skills and overcome challenges. The expression of critical thinking skills is reflected in the way students solve problems, analyze ideas based on facts, and formulate conclusions. Science education emphasizes the student's ability to build and develop critical, logical, analytical, systematic, empirical, and exploratory thinking to discover ideas and creativity through various activities linked to real-life conditions. This study aims to explain the influence of the Problem-Based Learning (PBL) Model Integrated with Virtual Lab on Students' Critical Thinking Skills in Energy and Its Transformations Material in Grade IV at Muslim Cendekia Elementary School.This research employs a quantitative approach with a quasi-experimental design method, specifically the Nonequivalent Control Group Design. A quasi-experiment is an experimental design conducted without randomization, but still involves dividing participants into groups. Based on Table 4.4, the t-value for critical thinking skills is 4.251 with a probability of 0.000. Since the probability (Sig.) 0.000 ≤ 0.05, H0 is rejected and Ha is accepted, indicating a significant influence of the PBL model integrated with Virtual Lab on students' critical thinking skills. The results demonstrate that the Problem-Based Learning (PBL) model integrated with the PhET Virtual Lab significantly affects critical thinking skills. Each aspect of the model helps students solve problems when using the PBL-Virtual Lab PhET. The integrated PBL with Virtual Lab PhET directly provides students with experiential knowledge and understanding of the subject matter.
Peningkatan Aktivitas Belajar Mahasiswa Pada Mata Kuliah Kimia Instrumentasi Menggunakan Pembelajaran Berbasis Proyek Secara Online Susanto, Nindita Clourisa A; Rahmi, Rahmi; Lestari, Intan; Sutrisno, Sutrisno
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.27129

Abstract

Learning in the 4.0 revolution era requires teaching staff to prepare innovative and creative learning models and methods according to students' needs. To meet these needs, the role of technology is needed in its implementation. An online learning system via LMS is the right solution for today's students. To foster collaboration between students and increase learning activities, a project-based learning model was chosen. Teaching materials were developed using Dick and Carey's development design through several stages leading to formative evaluation. The resulting product is then implemented in large lecture classes. The results of the implementation show that there has been an increase in student learning activities when implementing this learning. The percentages of each activity in sequence are giving consideration activities reaching 95.15%, training activities reaching 91.21%, interpreting activities reaching 71.96%, applying activities reaching 68.30%, evaluating activities reaching 66.18%, and creative activity reached 51.24%. The results of student learning activities show a tendency for students' thinking structures from easy things to difficult things.
Penerapan Pembelajaran Berbasis Proyek Menggunakan Metode Blended Learning untuk Meningkatkan Hasil Belajar Mahasiswa Sutrisno, Sutrisno; Lestari, Intan; -, Rahmi -
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.27128

Abstract

The aim of this research is to improve student learning outcomes in chromatographic analysis courses by implementing a project-based learning model using a blended learning method, namely face-to-face and online via the Learning Management System (LMS) platform. Chromatographic analysis is known as a subject that is theoretically easy to understand, but in the analysis of chemical reactions that occur in the separation process it is still difficult for students to describe so that appropriate visualization technology needs help in describing the process of chemical reactions occurring when the separation takes place. Material using the project-based learning model in the LMS was developed using the Research and Development (RD) 4-D Model (four D model) method. Next, a formative evaluation is carried out for the testing stage of the teaching material. The application of this learning shows that students experience increased understanding in analyzing material and can complete projects that are presented well in class. The advantage of implementing the blended learning method is that students can access the material repeatedly and can confirm during face-to-face lectures in class. The application of the project-based learning model is able to direct students to be more active in solving direct problems, compiling them in the form of reports and presenting the results they have obtained. In this way, students learn to be more responsible in completing projects given by the lecturer and student learning outcomes increase.
Pengaruh Model Project Science Based Learning Terhadap Keterampilan Berpikir Kritis dan Kreatif Siswa pada Topik Materi dan Perubahannya Sa'diyah, Dwi Arini Nur Ilmiatus
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.28968

Abstract

level with the topic of forms of matter and their changes. Based on the results of pre-research conducted through observations and interviews with science and natural sciences class IV A SD Tamansiswa Turen teachers, it was said that after students received the material concept regarding the shape of objects and their materials. changes, students are not yet fully able to identify the process by which substances form and the causes that result in changes in form. that substance. To make it easier for students to understand material about the forms of substances and their changes, a learning model is needed that can increase students' understanding. One learning model that can be used is the project based learning (PjBL) learning model. This is because the project based learning (PjBL) model can improve student skills, make students more active and creative, and can improve critical thinking skills when completing projects that have been designed and prepared individually or in groups. This research aims to determine whether or not there is an influence of the project-based learning model on students' critical and creative thinking abilities in class IV of the material changes at SD Tamansiswa Turen.The type of research used was quantitative research with  a pre-experimental method of type one group pre-test and post-test design. This research was given to all students in grade IV A at SD Tamansiswa Turen which amounted to 22 students. The instruments used in this study are: 1) Processing instruments: Teaching Module, LKPD, Interview Guidelines, 2) Measurement instruments: written tests (pre-test and post-test) in the form of 10 essay  questions for pre-test and  1 essay  question for post-test. Data analysis used the liliefors  analysis test for normality test while for hypothesis test used paired sample t-test. The results of the study showed that there was an influence of the project-based learning (PjBL) model on students' critical and creative thinking skills with an average pre-test  score of 67,840 and an average post-test score  of 80. It is known that the t-count value for critical and creative thinking skills is 5,430 with a probability (Sig.) of 0.001. So that the probability value is 0.05, then H0 is rejected and Ha is accepted. In addition, the results of the study also show the influence of PjBL on critical and creative thinking skills with the emergence of indicators of critical and creative thinking skills in the learning process. Thus, the project-based learning (PjBL) model can be used by teachers in schools for learning options or alternatives in improving students' critical and creative thinking skills.
Pengaruh Model Problem Based Learning (PBL) Terintegrasi Pembelajaran Berdiferensiasi Terhadap Kemampuan Berpikir Kreatif Peserta Didik Pada Mata Pelajaran IPAS Kelas IV di MI Sunan Giri Diniyah, Ayu Lestari
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.28966

Abstract

Important skills to master in the 21st century include critical thinking, creative thinking, communication, and collaboration. Creative thinking is the ability to use one's thought processes to generate new ideas and knowledge. Preliminary research indicates that students do not yet possess strong creative thinking skills, as the current teaching models do not facilitate the development of these abilities. To foster students' creative thinking, an integrated Problem Based Learning (PBL) model with differentiated instruction can be utilized. This study aims to determine the effect of the integrated Problem Based Learning (PBL) model with differentiated instruction on the creative thinking abilities of fourth-grade students in the IPAS subject at MI Sunan Giri. This research employs a quantitative experimental method with a Pre-Experimental One-Group Pretest-Posttest design. The results indicate that the integrated Problem Based Learning (PBL) model with differentiated instruction has a significant impact on students' creative thinking abilities, with the average pretest score being 53.23 and the posttest score being 75.32.
Peningkatan Pemahaman Partikel Penyusun Benda Melalui Animasi 3 Dimensi Herlina, Dinny; Wibowo, Agus Mukti; Miftahusyai’an, Mohammad
Experiment: Journal of Science Education Vol 4, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v4i1.26021

Abstract

Pemahaman terhadap partikel penyusun benda sangat penting dikuasi karena berkaitan dengan kehidupan sehari-hari dan menjadi dasar untuk menguasai materi ditingkat selanjutnya. Kesulitan pengusaaan partikel penyusun benda disebabkan penggunaan media pembelajaran yang kurang tepat. Penelitian ini bermaksud untuk mengetahui pengaruh dari penggunaan animasi 3 dimensi terhadap pemahaman siswa pada materi partikel penyusun benda. Metode eksperimen one group pre-test post-tes digunakan dalam penelitian pada 32 siswa sekolah menengah. Data dikumpulkan menggunakan instrument observasi pembeljaran dan instrument test. Hasil penelitian menunjukkan bahwa animasi 3 dimensi yang diterapkan memberikan pengaruh signifikan pada pemahaman konsep siswa pada materi partikel penyusun benda. Selain itu motivasi untuk menguasai konsep menjadi lebih tinggi selama prose pembelaran.

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