SEMESTA: Journal of Science Education and Teaching
SEMESTA Journal of Science Education and Teaching is a journal that is managed by Department of Natural Science Education, Universitas Negeri Padang. First published in 2019 and regularly published twice a year. The script that is loaded is the original manuscript, not yet published in other publications. The editor receives from the author of researchers, lecturers, teachers, practitioners, and University students for submitting the result of studies and the prioritized results of research concerned with natural science education and natural science teaching, including the development of instruments for evaluation, development of instructional media, the development of learning model, and ethnosciences in learning.
Articles
176 Documents
<![CDATA[The Impact of Guided Discovery Learning Model on Students’ Learning Outcomes on Temperature, Heat, and Expansion Topic ]]>
<![CDATA[Saputri, Ernimel Diana]]>;
<![CDATA[Tuti Lestari]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Yanto, Febri]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/550
<![CDATA[This research was driven by the observation that many students still lack a strong understanding of the subject matter, leading to below-average performance. Another factor that causes low student learning outcomes is the lack of variety in learning models applied by teachers so that learning becomes uninteresting. For this reason, various learning models are needed, such as the application of the guided discovery learning model The results of previous research stated that this model can improve student learning outcomes. This study aims to determine the effect of the application of the guided discovery learning model on students’ learning outcomes. This type of research is a quasi experiment with a nonequivalent control group design research design. The sampling technique uses the purposive sampling technique. The sample consists of one experimental class by applying the guided discovery learning model and one control class with a conventional model. This study conducted a statistical analysis using Microsoft Excel. The result shows that there is an improvement in students’ learning outcomes in the control class in the low category, while the increase in students’ learning outcomes in the experimental class is in the medium category.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Berpikir Kritis Peserta Didik di SMPN 7 Padang ]]>
<![CDATA[Sarmila]]>;
<![CDATA[Oktavia, Rani]]>;
<![CDATA[Azzahra, Firda]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Prima Sari, Monica]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/551
<![CDATA[Observations and interviews with science teachers at SMPN 7 Padang revealed that learning that trains students' critical thinking skills has not been implemented optimally. When students gave answers or asked questions related to the material in science learning, they were still hesitant or limited to understand, also scientific attitude towards science learning. The literature states that Problem Based Learning (PBL) model is able to train students' critical thinking skills. PBL shows effective approach to increase students’ potential and develop students’ critical thinking skills. Therefore, this study was conducted to determine the effect of the Problem Based Learning model on the Critical Thinking Skills of Grade VIII Students at SMP Negeri 7 Padang. This quantitative study used a quasi-experimental design with a pretest-posttest control group design. PBL Model as the independent variable in this study was employed to experimental class, while dependent variable was students’ critical thinking skills tested in both experimental and control class. The measurement of students’ critical thinking skills consisted of five indicators such as elementary clarification, basic support, inference, advance clarification, and strategy and tactics. The results showed a significant increase in students' critical thinking skills in the experimental group compared to the control group (p<0.05). It can be concluded that Problem Based Learning model significantly improve students’ critical thinking skills.]]>
<![CDATA[THE EFFECT OF PjBL-STEM MODEL ON COGNITIVE ABILITY OF STUDENTS IN PHASE D OF THE MATTER OF VIBRATION, WAVES AND LIGHT SUBJECT ON 8TH GRADE ]]>
<![CDATA[Sari, Fine Dwina]]>;
<![CDATA[Putri, Rahmah Evita]]>;
<![CDATA[Oktavia, Rani]]>;
<![CDATA[Putri, Azza Nuzullah]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/552
<![CDATA[Cognitive ability is one of the essential aspects emphasized in the Merdeka Curriculum. One of the ways to enhance students’ cognitive ability is by applying the Project Based Learning-STEM (PjBL-STEM) model. This research was motivated by observations conducted on Grade VIII students at SMPN 21 Padang during the 2024/2025 academic year. The observations revealed that although the teacher implemented the PjBL-STEM model, its application was not fully optimal. The purpose of this study was to determine the effect of the PjBL-STEM learning model on students’ cognitive ability on the topic of vibration and wave. This study employed a quasi-experimental method with a posttest control group design. Purposive sampling was used to select the samples. Grade VIII students taught using the PjBL-STEM model served as the experimental group, while another Grade VIII class taught using conventional discovery learning served as the control group. The research instrument was an objective written test. The collected data were analyzed using normality, homogeneity, and hypothesis testing. The t-test results showed a t-count of 10.283 and a t-table value of 2.036, where tcount ≥ ttable. Therefore, H0 was rejected and H1 was accepted, indicating a significant effect of the PjBL-STEM model on students’ cognitive ability in junior high school.]]>
<![CDATA[Pengaruh Penerapan Model Interactive Conceptual Instruction (ICI) terhadap Hasil Belajar Peserta Didik Kelas VII di SMPN 34 Padang ]]>
<![CDATA[Putri, Widya Forisya]]>;
<![CDATA[Yurnetti]]>;
<![CDATA[Diliarosta, Skunda]]>;
<![CDATA[Yanto, Febri]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/554
<![CDATA[Low students learning outcomes are often attributed to conventional teacher-centered instructional methods, which render students passive and hinder their ability to comprehend and apply scientific concepts effectively. This study aims to evaluate the effect of the Interactive Conceptual Instruction (ICI) learning model on the academic performance of seventh-grade students at SMPN 34 Padang, specifically in the topic of substance classification and changes. This research employed a quasi-experimental design using a posttest-only control group approach. The sample consists of two classes, an experimental group that received instruction using the ICI model and a control group that followed conventional methods. Data were analyzed statistically using Microsoft Excel. The results indicate that the average posttest score of the experimental group (77) was higher than that of the control group (65). A t-test analysis yielded a tcount of 5.303, which exceeds the critical ttable of 1.998, indicating a statistically significant difference between the two groups. The implementation of the ICI model was rated positively, with an effectiveness score of 98%, and 94% of students responded favorably to the learning model. In conclusion, the study demonstrates that the application of the ICI model has a significant positive impact on students' learning outcomes in the topic of substance classification and changes.]]>
<![CDATA[THE IMPACT OF PROBLEM BASED LEARNING (PBL) ON THE LEARNING OUTCOMES OF THE 7th GRADER ON THE MATERIAL SUBSTANCES AND THEIR CHANGES ]]>
<![CDATA[Salvira, Muna]]>;
<![CDATA[Az zahra, Firda]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Azhar, Aulia]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/555
<![CDATA[This research aims to ascertain the influence of the Problem Based Learning model on students’ learning outcomes of the 7th grader about the matter and its changes topic. This quasi-experimental research is to determine if a specific treatment has an effect on the group being studied. For this investigation, an uneven control group design will be employed. One sample strategy utilized in sampling techniques is purposive sampling. The Problem Based Learning model was employed in the experiment group, while the lecture approach was used in the control group. Based on the T-test hypothesis testing, it was demonstrated that there was a significant difference in average between the experimental class and the control class with Tcount = -24.0946 and Ttable = 2.0017, the results of the second similarity test in average post-test indicated that H0 was rejected or Ha was accepted. As a result, the Problem Based Learning Model significantly affects the students’ learning outcomes.]]>
<![CDATA[Pengaruh Model Discovery Learning Berbantuan Video terhadap Hasil Belajar Peserta Didik ]]>
<![CDATA[Juanda, Refika]]>;
<![CDATA[Azzahra, Firda]]>;
<![CDATA[Arif, Khairil]]>;
<![CDATA[Wati, Fatma]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 1 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss1/556
<![CDATA[This research was motivated by teacher-centered learning, which leads to students not actively participating in the learning process and it affects their learning outcomes. The purpose of this study was to examine the effect of applying the Discovery Learning model on student learning outcomes in science subjects for Grade VII students in junior high school. This study employed a quasi-experimental method, using a non-equivalent control group design. The sampling technique used was purposive sampling, with class VII-3 assigned as the control group using a conventional learning model, and class VII-4 as the experimental group which used the Discovery Learning model assisted by video. The research instrument was a multiple-choice written test. The data collected were analyzed using a normality test, a homogeneity test, and a hypothesis test. Based on the results of the hypothesis test, there was a significant difference in the average scores between the control and experimental classes. This is evidenced by the t-test results, where tcount=2.776 > ttable=2.004. Therefore, H₀ is rejected and Hₐ is accepted. Thus, it can be concluded that the application of Discovery Learning model assisted by video has a significant effect on students' learning outcomes.]]>
<![CDATA[The Effect Of Creative Problem Solving Model On The Creative Thingking Skill Of Student At Smp Negeri 29 Padang ]]>
<![CDATA[Fitri, Nurmiati]]>;
<![CDATA[Arif, Khairil]]>;
<![CDATA[Lestari, Tuti]]>;
<![CDATA[Yanto, Febri]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss2/625
<![CDATA[This study aims to determine the effect of the Creative Problem-Solving (CPS) learning model on the creative thinking skills of eighth-grade students at SMP Negeri 29 Padang. The research employed a quasi-experimental design with a nonequivalent control group. The study was conducted at SMP Negeri 29 Padang, West Sumatra. The sample was selected using purposive sampling, consisting of 34 students from class VIII-9 as the experimental group and 34 students from class VIII-6 as the control group. The instrument used was a test in the form of essay questions. The results showed that the hypothesis was accepted, as the significance value obtained was less than 0.05. These findings suggest that the implementation of the Creative Problem-Solving learning model is an effective strategy for enhancing students’ creative thinking skills. Therefore, it is recommended that teachers integrate the CPS model into classroom instruction to encourage students to be more active, innovative, and capable of solving problems creatively.]]>
<![CDATA[Literature Review: Factors Influencing Creativity in Junior High School Students’ Science Learning ]]>
<![CDATA[Chova, Septiza Kurnia]]>;
<![CDATA[Muttaqiin, Arief]]>;
<![CDATA[Oktavia, Rani]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss2/543
<![CDATA[Creativity refers to the ability to generate novel ideas and skills from ordinary situations, characterized by fluency, flexibility, and originality. Creative students continuously seek innovative ways to address problems in their daily lives. In the context of science education, such students tend to find creative science problems easier to solve, as they already possess effective problem-solving strategies. This study employs a literature review method by analyzing 16 selected articles from Google Scholar that met specific inclusion criteria. The main objectives of this research are to (1) evaluate the creativity levels of Indonesian high school students in science learning and (2) identify the factors that influence their creativity in this field. The findings reveal that the overall creativity level of Indonesian high school students is categorized as low, contrasting with the expected higher level. Factors affecting students’ creativity include the implementation of diverse learning models, teachers’ pedagogical competence, and students’ comprehension of the subject matter.]]>
<![CDATA[The Implementation Of Problem Based Learning (PBL) Model Assisted By Wordwall To Improve Students Achievement At SMP Negeri 12 Padang ]]>
<![CDATA[Ramadhana Putri, Widya]]>;
<![CDATA[Yanto, Febri]]>;
<![CDATA[Nuzullah Putri, Azza]]>;
<![CDATA[Evita Putri, Rahmah]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss2/635
<![CDATA[This study examined the effect of implementing the Problem-Based Learning (PBL) model assisted by Wordwall on the learning achievement of seventh-grade students at SMPN 12 Padang. The research employed a quasi-experimental design with a non-equivalent control group. The population consisted of all seventh-grade students, while the sample was selected purposively, comprising classes VII-5 and VII-7. The experimental group received instruction through the PBL model integrated with Wordwall activities, whereas the control group was taught using conventional methods. Data were collected using multiple-choice tests administered as pretests and posttests, and analyzed using Microsoft Excel. The results revealed a significant difference in the average scores between the experimental and control groups. The t-test analysis yielded a calculated t-value of 2.3027, which exceeded the critical t-value of 1.9964, indicating the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ). These findings suggest that the use of the PBL model assisted by Wordwall significantly enhances students’ learning achievement in seventh-grade science at SMPN 12 Padang.]]>
<![CDATA[The Effect of Problem-Based Learning Model on Junior High School Students’ Communication Skills in Earth and Solar System Topic ]]>
<![CDATA[Rahmi, Auziatul]]>;
<![CDATA[Fadilah, Muhyiatul]]>;
<![CDATA[Yanto, Febri]]>;
<![CDATA[Azhar, Aulia]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24036/semesta/vol8-iss2/535
<![CDATA[Learning activities in natural science subject have considerable potential for development, particularly in creating a more engaging and communicative classroom environment through active student participation. The implementation of the Problem-Based Learning (PBL) model is expected to enhance students’ communication skills, as it encourages collaborative investigations, problem-solving, and discussion of results. This study aimed to examine the effect of the PBL model on students’ communication skills in learning the Earth and Solar System topic. The research was conducted at SMPN 1 Kec. Guguak over five weeks, from May to June 2024, involving 53 students selected through purposive sampling. The sample consisted of 26 students in the experimental class and 27 in the control class. A quasi-experimental method with a Post-test Only Control Group Design was employed. The indicators of communication skills assessed included oral communication, written communication, and interpersonal communication. Data were collected using a communication test comprising six essay questions that had been validated and tested for reliability. Data analysis was carried out using descriptive statistics and inferential statistics through the Mann-Whitney test with SPSS version 25. The results of the Mann-Whitney test showed a significance value of 0.044 (p < 0.05), indicating that H0 was rejected and Ha was accepted. Therefore, it can be concluded that the PBL model has a significant effect on students’ communication skills.]]>
