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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 PBL Berbantuan PhET Simulation Terhadap Hasil Belajar Peserta Didik Kelas VIII di MTsN 6 Kota Padang Grasia, Neha; Arif, Khairil; Yanto, Febri
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-iss1/672

Abstract

This study aims to examine the effect of the implementation of Problem-Based Learning (PBL) assisted by PhET simulation on the learning outcomes of eighth-grade students at MTsN 6 Padang. A quasi-experimental design was used, involving an experimental group receiving PBL treatment and a control group following conventional learning methods. Data were collected through observation sheets and objective tests aligned with learning indicators on the topic of vibration, waves, and sound. The results showed that the experimental class achieved a significantly higher average posttest score (84) compared to the control class (70). The independent sample t-test analysis yielded a sig (2-tailed) of 0.000, less than the 0.05 significance level, leading to the rejection of the null hypothesis (H0). These findings indicate that PBL supported by PhET simulation significantly improves student learning outcomes. In addition, it increases student engagement and motivation in the learning process compared to traditional methods. This study concludes that the implementation of PBL with PhET simulation is an effective strategy to improve conceptual understanding and academic performance in physics education.
The Effect of Model Assisted By Zep Quiz on Studens' Learning Outcome Thahirah, Azizah; Oktavia, Rani; Azhar, Aulia
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-iss1/685

Abstract

This research explores the problem of low academic performance in science among students at SMP Negeri 2 Payakumbuh. To address this challenge, the application of a suitable learning model is deemed crucial. The Student Teams Achievement Division, a model of collaborative education, along with the incorporation of Zep Quiz technology, is proposed as a potential approach to improve students' comprehension of the topic Elements, Compounds, and Mixtures. The study utilized a quasi-experimental design with a non-equivalent control group format. The participants were eighth-grade students from the 2024/2025 school year, class VIII.9 was designated as the experimental group, while class VIII.8 served as the control group, selected through purposive sampling. The class that participated in the experiment was taught with the STAD approach, aided by Zep Quiz, whereas the control class utilized traditional teaching practices. To gather data, pre-tests and post-tests were administered, followed by analysis of the data for normality, homogeneity, and hypothesis testing, which was performed using Microsoft Excel. The results of the t-test indicate a significant distinction between the experimental and control groups (tcount = 2.83 > ttable = 2.00). These results suggest that applying the STAD cooperative model, aided by Zep Quiz media, significantly enhances students’ learning outcomes in science. The model encourages collaborative learning, active student involvement, and interactive digital-based formative assessments, leading to a more effective and engaging learning experience.
The Effect of Culturally Responsive Transformative Teaching (CRTT) on Students’ Science Learning Outcomes Y., Fitri Amanda Solta; Diliarosta, Skunda; Lestari, Tuti
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-iss1/691

Abstract

This study was motivated by the low learning outcomes of students in science subjects, which were caused by the difficulty of understanding abstract concepts when using only lecture methods or conventional learning media. The purpose of this study was to determine the effect of the Culturally Responsive Transformative Teaching model on the learning outcomes of eighth-grade students at SMPN 2 Pariaman. This study was a quasi-experimental study with a non-equivalent control group design. The research population consists of all eighth-grade students, with the sample comprising class VIII.1 as the experimental class and VIII.2 as the control class, selected using purposive sampling. The instruments used were multiple-choice questions and student response questionnaires. The questionnaire results showed that students' responses to the use of the Culturally Responsive Transformative Teaching model were very positive, with 98% stating that it was easy to understand. Based on the results of the hypothesis test using the t-test, a significant difference was found between the learning outcomes of students who used the Culturally Responsive Transformative Teaching model and those who did not. Therefore, it can be concluded that the Culturally Responsive Transformative Teaching model has a positive effect on students' learning outcomes in science.
The Effect of Project Based Learning Model with STEAM Approach on Creative Thinking Skills of Grade VIII Students of SMP Negeri 27 Padang Indah Sari, Suci; Oktavia, Rani; Yanto, Febri
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 2 (2026): Semesta: Journal of Science Education and Teaching (In Press)
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss1/693

Abstract

This research is motivated by the importance of creative thinking skills in today's learning environment. This can be enhanced through the application of innovative learning models. One such approach is the Project-Based Learning model with a STEAM approach. This study aims to determine the effect of the Project-Based Learning model with a STEAM approach on the creative thinking skills of eighth-grade students at SMP Negeri 27 Padang. This study employed a quantitative method using a Quasi-Experimental method with a Non-Equivalent Control Group Design. The Project-Based Learning (PjBL) model with a STEAM approach was applied to the experimental class, while the conventional learning model was applied to the control class. Two classes served as sample groups, selected by purposive sampling. The research instruments used were observation sheets on the implementation of the Project-Based Learning (PjBL) model with a STEAM approach, descriptive test questions, and a questionnaire assessing student responses to the Project-Based Learning (PjBL) model with a STEAM approach. Data analysis was performed using normality tests, homogeneity tests, and two-mean difference tests. Statistical analysis in this study was performed using Microsoft Excel. The results of the study were obtained, based on the hypothesis test, the t-value was 5.70 ≥ t-table of 2.00. This indicates that there is a significant average difference, so that the Project Based Learning learning model with the STEAM approach has a significant effect on the creative thinking skills of class VIII students at SMP Negeri 27 Padang.
Profil Miskonsepsi Peserta Didik SMP/MTs di Kecamatan Lubuk Kilangan Menggunakan Intrumen Four-Tier Test Nazwa Syahlilla Sudirman; Arif, Khairil; Lestari, Tuti; Putri, Rahmah Evita
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-iss1/763

Abstract

Science education covers material related to the natural world, which consists of various scientific concepts that have been agreed upon by experts. If the diversity of concepts studied by students is not managed and directed appropriately by teachers, this has the potential to cause errors in understanding the correct concepts. To measure the level of students' understanding of concepts after studying a subject, teachers need to identify that understanding. This study aims to analyze students' misconceptions about vibration, waves, and light. The research method used is descriptive with a quantitative approach. The research population consists of 9th grade students in junior high school. The sampling technique used was cluster sampling with the criteria of public schools, accredited A, and the same teacher in each school; based on these criteria, the research sample consisted of 85 students. The research data was collected through 17 items of the Four-Level Test, which consisted of four levels: multiple-choice questions, confidence in answers, reasons for answers, and confidence in reasons for answers. The average misunderstanding experienced by students based on the learning objectives in the material on vibrations, waves, and light was classified as low, namely 8%. The highest misconception was found in the learning objective of applying the concept of vibration in everyday life, which was 47%. The lowest percentage of misconception, 14%, was found in the learning objective of classifying examples of waves. The results of this study can be used as a basis for educators to design learning that emphasizes strengthening conceptual understanding and clarifying misconceptions in the material on vibrations, waves, and light.
Guided Inquiry laboratory-based learning to improve science learning outcomes of VII students at SMPN 2 Tanjung Mutiara School. Mardhatillah, Annisa; Sari, Widia Kemala; Wati, Fatma; Putri, Azza Nuzullah
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-iss1/768

Abstract

This study aims to examine the effect of a practicum-based Guided Inquiry learning model on the science learning outcomes of seventh-grade students on the topic of substances and their changes. The research employed a quasi-experimental method using a pretest posttest nonequivalent control group design. The participants consisted of two classes, namely an experimental class and a control class, each comprising 30 students. Data were collected using a validated objective test and analyzed through descriptive statistics, prerequisite tests, and hypothesis testing using an independent samples t-test at a significance level of 0.05. The results indicated that the initial abilities of students in both groups were relatively equivalent. Hypothesis testing on posttest data revealed a significant difference in learning outcomes between the experimental and control classes, with a t-value of 4.338 exceeding the t-table value of 2.0017 (α = 0.05), indicating that the practicum-based Guided Inquiry learning model had a significant positive effect on students’ learning outcomes. Furthermore, analysis of learning objective achievement showed that TP 3, which focuses on identifying physical and chemical changes through practicum activities, achieved the highest level of mastery compared to other learning objectives. These findings suggest that the practicum-based Guided Inquiry learning model is effective in improving students’ science learning outcomes.
The Effect of the Index Card Match Learning Model on the Motivation and Science Learning Outcomes of Seventh Grade Students at SMP N 1 Jujuhan, Bungo Regency Fridayani, Yulia; Sari, Widia Kemala
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-iss1/770

Abstract

This study aims to determine the effect of the Index Card Match learning model on the motivation and science learning outcomes of seventh-grade students at SMP N 1 Jujuhan, Bungo Regency. This study is quantitative in nature with a quasi-experimental approach using a nonequivalent control group design. The sample was selected through purposive sampling consisting of two classes, namely experimental class VII C and control class VII B with a total of 46 students. Data were collected through motivation questionnaires and learning achievement tests (pretest and posttest).  This study conducted statistical analysis using SPSS with normality, homogeneity, and parametric tests, namely the t-test to determine the effect of the Index Card Match learning model. The results showed that the average learning motivation score of the experimental class was 81.43 (high category) and the learning outcome (posttest) was 74.26. The hypothesis test results for learning motivation showed that Sig.< α = 0,03 < 0,05, indicating a significant difference between the learning motivation of students taught using the Index Card Match model compared to the conventional model. The results of the hypothesis test for learning outcomes showed that Sig.< α = 0,031 < 0,05, so it can be concluded that the Index Card Match model has a significant effect on increasing motivation and learning outcomes in science. The implications of this study show that the Index Card Match learning model is effective in creating an interactive and collaborative learning environment, so it can be used as an alternative for educators to improve the quality of science learning in schools.
The Effect of Problem Based Learning (PBL) Model with a STEM Approach on the Critical Thinking Skills of Students’ at SMP Negeri 40 Padang WANDARI, GUSNITA; Yanto, Febri; Wati, Fatma; Tyas, Intan Lestari Mulyaning
SEMESTA: Journal of Science Education and Teaching Vol. 9 No. 2 (2026): Semesta: Journal of Science Education and Teaching (In Press)
Publisher : Pendidikan IPA, FMIPA, UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/semesta/vol9-iss2/773

Abstract

Science learning at the junior high school level faces challenges in fostering students’ critical thinking skills, particularly on temperature, heat, and thermal expansion topics. This study aimed to examine the effect of the Problem Based Learning (PBL) model with a STEM approach on students’ critical thinking skills. A quantitative quasi-experimental method with a nonequivalent control group design was employed. The participants were seventh-grade students of SMP Negeri 40 Padang selected through purposive sampling, consisting of an experimental class implementing PBL with a STEM approach and a control class implementing PBL. Research instruments included an essay-based critical thinking test, an observation sheet on learning implementation, and a student responses questionnaire. Data were analyzed using descriptive statistics and inferential tests. The results showed that the implementation of PBL with a STEM approach was categorized as very good (96.67%), and student responses were also very good (89.60%). Hypothesis testing revealed a significant difference between the experimental and control classes (t = 13.35 > 2.00). Therefore, it can be concluded that the PBL model with a STEM approach significantly improves the critical thinking skills of seventh-grade students at SMP Negeri 40 Padang.

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