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Fatma Wati
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SEMESTA: Journal of Science Education and Teaching
Published by Universitas Negeri Padang
ISSN : 25991817     EISSN : 25981951     DOI : https://doi.org/10.24036/semesta
Core Subject : Education,
Education Other
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.
Arjuna Subject : Umum - Umum
Articles 188 Documents
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Pengaruh Model Pembelajaran Search, Solve, Create, and Share (SSCS) terhadap Keterampilan Literasi Sains Peserta Didik Anggraini, Wulan; Yurnetti, Yurnetti; Oktavia, Rani; Arif, Khairil
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/553

Abstract

Contemporary science education aims to equip students with the competencies needed to address the complex challenges of the 21st century, particularly within the framework of Industry 4.0, where scientific literacy is recognized as a fundamental skill. However, students’ low levels of scientific literacy are often attributed to passive, text-based, and teacher-centered learning methods. This study aims to examine the effect of the Search, Solve, Create, and Share (SSCS) learning model on the scientific literacy of seventh-grade students at SMPN 5 Mandau in the topic Forms of Matter and Their Changes. The study employed a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes selected through purposive sampling. Research data were analyzed using descriptive and inferential statistics with the aid of Microsoft Excel. The results of the hypothesis testing revealed a significant difference in the average scores between the two classes after the implementation of the SSCS learning model. The posttest analysis showed that the calculated t-value (tcount = 2.458) was greater than the critical t-value (ttable = 2.004), indicating that the SSCS learning model had a significant positive effect on students’ scientific literacy.
THE THE INFLUENCE OF THE READING TO LEARN LEARNING MODEL ON STUDENTS' LEARNING OUTCOMES OFF VII GRADE STUDENTS Lani Dian Orchida; Rani Oktavia
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/573

Abstract

One of the key indicators of students’ scientific understanding and skills is their learning outcomes. Based on interviews with science teachers at SMPN 7 Padang, it was found that students’ learning outcomes remain low due to limited motivation, low interest in learning science, and suboptimal learning readiness. To address this issue, the Reading to Learn (R2L) model was applied as an alternative learning strategy to improve student achievement. This study aimed to examine the effect of implementing the Reading to Learn model on students’ learning outcomes. The research sample consisted of class VII.5 as the experimental group and class VII.6 as the control group, each comprising 33 students. The results revealed a significant difference between the two groups: the experimental group achieved an average score of 81, while the control group scored an average of 56. The t-test analysis yielded a t-value of 5.948, exceeding the t-table value of 1.997 (tcount > ttable = 5.948 > 1.997). Therefore, H₀ was rejected and H₁ was accepted, indicating that the implementation of the Reading to Learn model had a significant positive effect on students’ learning outcomes.
Validity and Practicality of PBL-SSI E-Module on Ecology and Biodiversity Topic for Junior High School Nispu Rahma, Septina; Oktavia, Rani; Yurnetti
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/638

Abstract

Teaching materials, as one of the essential components in the learning process, must evolve in line with rapid technological advancements. Therefore, E-module teaching materials need to be developed to enhance students’ understanding and learning outcomes. This study employed Research and Development (R&D) with the 4D model (Define, Design, Develop, and Disseminate) to develop a Problem-Based Learning (PBL)-based E-module integrated with Socio-Scientific Issues (SSI) on ecology and biodiversity topics for junior high school students. The research instruments included teacher interview sheets, student needs analysis questionnaires, validity questionnaires, and practicality questionnaires. Data were analyzed for validity and practicality. The findings revealed that the developed PBL-based E-module integrated with SSI achieved a very valid category, with an average validity score of 90%, and a very practical category, with an average practicality score of 96%. It can be concluded that the PBL-based science learning E-module integrated with SSI on ecology and biodiversity meets the criteria of validity and practicality, making it suitable for use by teachers and students.
The Implementation Of Case Based Learning (CBL) Model To Improve Student’s Problem Solving Skills In SMP Negeri 30 Padang Zya Zya Gusya, Cheryna; Oktavia, Rani; Yanto, Febri; Wati, Fatma
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/639

Abstract

This study aims to examine the effect of implementing the Case-Based Learning (CBL) model on the problem-solving skills of eighth-grade students at SMP Negeri 30 Padang. The research population consisted of all eighth-grade students at the school. A quasi-experimental design with a non-equivalent control group was employed. The sample was selected using a purposive sampling technique, resulting in classes VIII B and VIII D being chosen as the experimental and control groups, respectively. The experimental class was taught using the CBL model, while the control class received instruction through a conventional learning model. Data were collected through pretest and posttest in the form of essay-type questions administered to both groups. The data were analyzed using the tʹ-test. The results indicated a significant difference in the mean scores between students taught using the CBL model and those taught using the conventional model. The tʹ-test results showed that tcount > ttable (8.544 > 2.009), leading to the acceptance of the alternative hypothesis and rejection of the null hypothesis. It can be concluded that the CBL model had a significant positive effect on the problem-solving skills of eighth-grade students at SMP Negeri 30 Padang.
Implementation of SSI-Based PBL Model to Develop Students' Critical Thinking Skills in Science Learning Febrianty, Riana; Az Zahra, Firda; Lestari, Tuti; Arif, Khairil
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/645

Abstract

Critical thinking is one of the most essential skills to be developed in 21st-century education. However, many classroom activities still rely on conventional methods that fail to actively engage students. This study aimed to investigate the effect of integrating the Problem-Based Learning (PBL) model with Socio-Scientific Issues (SSI) on junior high school students’ critical thinking skills in the topics of ecology and biodiversity. A quasi-experimental method with a non-equivalent control group design was employed. The research subjects consisted of two eighth-grade classes at SMP Negeri 35 Padang: one class implemented the PBL-SSI model as the experimental group, while the other used conventional learning as the control group. Data were collected through pre-tests and post-tests and analyzed using the t-test. The results showed that before the intervention, students in both groups had comparable levels of critical thinking skills. However, after the intervention, the experimental group demonstrated a significant improvement (tcount = 7.234 > ttable = 2.005). Improvements were evident across six indicators of critical thinking, including information analysis, drawing conclusions, and evaluation. These findings indicate that the PBL-SSI model effectively enhances students’ critical thinking skills through meaningful, contextual, and applicable learning experiences. By incorporating real-life issues, this model encourages active student participation in discussion, problem-solving, and decision-making, thereby making the learning process more engaging and meaningful.
Empowering 21st-Century Skills through Ethno-PjBL: The Case of ‘Geplak’ in Science Education Rahmat, Shafira Ramadhina; Tyas, Rizki Arumning; Wilujeng, Insih; Hastuti, Purwanti Widhy; Susilowati
SEMESTA: Journal of Science Education and Teaching Vol. 8 No. 2 (2025): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol8-iss2/735

Abstract

Developing 21st-century skills—such as critical thinking and communication—is essential to prepare students for real-world challenges, yet these skills remain underdeveloped in many science classrooms. This study investigates the effect of the Project-Based Learning (PjBL) model integrated with ethnoscience content based on the traditional food "Geplak" on students’ critical thinking and communication skills in the context of science education. It also examines whether significant differences exist between students taught using ethnoscience-based PjBL and those taught using the Discovery Learning model on the topic of food additives. A quasi-experimental design was employed with eighth-grade students, divided into an experimental group and a control group. The experimental group received learning through the PjBL model with ethnoscientific integration, while the control group followed the Discovery Learning model. Data were collected through pretest-posttest assessments on critical thinking, communication skill questionnaires, and observation sheets. MANOVA and effect size analyses revealed that the PjBL model significantly enhanced students’ critical thinking and communication abilities. The findings suggest that integrating local cultural content such as traditional food into science learning can meaningfully contribute to the development of essential 21st-century skills.
Pengaruh Pembelajaran Berbasis Masalah terhadap Keterampilan Pemecahan Masalah Peserta Didik Kelas VIII dalam Pembelajaran IPA Aulianur Fadila; Febri Yanto; Firda Az Zahra; Tuti Lestari
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/559

Abstract

This study examined the effect of the Problem-Based Learning (PBL) model on eighth-grade students’ problem-solving skills in science learning, particularly on the topic of the human digestive system. A quasi-experimental method with a non-equivalent control group design was employed. The sample consisted of two classes selected through purposive sampling: one experimental class taught using the PBL model and one control class taught using conventional instruction. Data were collected using an essay test administered as pretest and posttest, supported by observation sheets and a student response questionnaire. The data were analyzed using descriptive and inferential statistics. The results indicate that students taught using the PBL model achieved significantly higher problem-solving skills than those taught using conventional methods. In addition, the implementation of the PBL model was categorized as very well implemented, and students showed very positive responses toward the learning process. These findings suggest that the Problem-Based Learning model is effective and feasible to improve students’ problem-solving skills in science learning and can be recommended as an alternative instructional approach in junior high school science classrooms.
The Effect of Project-Based Learning Model in Junior High School Students’ Creative Thinking Skills Oktavia, Melda; Diliarosta, Skunda
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/660

Abstract

Creative thinking skills are essential to develop through the learning process to enable students to solve various learning-related problems and to meet the demands of the twenty-first century. Therefore, innovation in learning models is required to enhance students’ creative thinking abilities. One such model is Project-Based Learning (PjBL). This study aimed to examine the effect of the PjBL model on junior high school students’ creative thinking skills in the context of Indonesian ecology and biodiversity. A quasi-experimental method with a nonequivalent control group design was employed. The research subjects were two classes of SMP Negeri 35 Padang, consisting of an experimental class taught using the PjBL model and a control class taught using conventional instructional methods. Data were collected through pretests and posttests and analyzed using a t-test. The results indicated that students’ creative thinking skills in both classes were equivalent prior to treatment. After the intervention, the experimental class showed a significant improvement in creative thinking skills (tcount = 3.267 > ttable = 1.670). These findings demonstrate that the PjBL model has a significant positive effect on students’ creative thinking abilities.
The Effect Discovery Learning Model Using 3D Interactive Media On Students' Learning Outcomes At SMPN 4 Payakumbuh Hanifa, Azkia; Oktavia, Rani; Yanto, Febri; Diliarosta, Skunda; Sazaliana, Ade
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/664

Abstract

Through the use of interactive 3D media, this study aims to examine how the Discovery learning model affects seventh-grade students' academic achievement. This research is motivated by the insufficient diversity of learning media utilized in the classroom. A nonequivalent control group design is applied in the research approach, which is quasi-experimental. The experimental class will implement the Discovery Learning model utilizing 3D media, while the control group will use the same model without the support of 3D media. The employed sample method is purposive sampling. A student response questionnaire and an exam with twenty-four objective questions make up the research tools. Parametric tests, particularly t-tests, were used for data analysis, along with tests for normality and homogeneity. Results of the student response questionnaire regarding with the use of interactive 3D media, the Discovery Learning model achieved a 95% success rate, which is considered excellent. A total implementation rate of 97.94% was determined to be indicative of successful implementation of the Discovery Learning Model accompanied by interactive 3D media, according to the observation data. The t-value of 2.18 is higher than the t-table value of 2.00, leading to the rejection of H₀ in the hypothesis test. This indicates that student learning outcomes in grade VII of senior high school are significantly influenced by the Discovery Learning Model supported by 3D interactive media covering material about the Earth and the solar system.
The effect of problem-based learning model assisted by tiktok videos on students' cognitive learning outcomes at SMPN 22 Padang Anggraini, Rani; Oktavia, Rani
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 1 (2026): Semesta: Journal of Science Education and Teaching
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/667

Abstract

This study used a quasi-experimental design with a nonequivalent control group design to examine the effect of the Problem-Based Learning (PBL) model assisted by TikTok videos on students’ cognitive learning outcomes in ecology and biodiversity topics. The study was conducted with seventh-grade students at SMP Negeri 22 Padang using a quantitative approach. The sample consisted of two classes selected through purposive sampling, with class VII.A as the experimental group and class VII.B as the control group. Data were collected using a 20-item multiple-choice test administered before (pretest) and after (posttest) the intervention. The results showed that the average posttest score of the experimental group (79.69) was higher than that of the control group (65.78), with a t-value of 4.10 exceeding the t-table value of 2.00 at a significance level of 0.05. These findings indicate that the implementation of the PBL model assisted by TikTok videos has a significant effect on improving students’ cognitive learning outcomes. The integration of problem-based learning activities with short video media provides a more engaging, interactive, and contextual learning experience in science education.

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