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INDONESIA
Eduscience Development Journal (EDJ)
Published by Universitas Mahaputra Muhammad Yamin
ISSN : 26558815     EISSN : 26561875     DOI : https://doi.org/10.36665/edj.v1i1
Core Subject : Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics
Eduscience Development Journal (EDJ) adalah sebuah sarana untuk mempublikasikan hasil penelitian dan artikel dalam bidang IPA dan Pendidikan bagi mahasiswa, guru, dosen, peneliti dan praktisi di bidang IPA (Biologi, Kimia, Fisika, Geografi, Astronomi), Sains Terapan.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 3 Documents
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Search results for , issue "Vol. 7 No. 2 (2025): Eduscience Development Journal (EDJ)" : 3 Documents clear
Efektivitas Pembelajaran Kimia Berbasis Proyek Inovatif dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Menengah Atas Afrahamiryano, Afrahamiryano; Yora, Muharama
Eduscience Development Journal Vol. 7 No. 2 (2025): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/edj.v7i2.856

Abstract

Critical thinking skills require a fundamental understanding of content in order to understand, analyze, and evaluate information. Therefore, learning critical thinking skills requires a good combination of student-centered learning and teacher-centered learning. One such student-centered learning approach is Project-Based Learning (PjBL). The purpose of this study was to determine the differences in critical thinking skills of students who learn chemistry using innovative project-based learning and those without innovative project-based learning. The sample in this study was students of class XII MIPA 3 (Control Class) and class XII MIPA 4 (Experimental Class) of SMA Negeri 3 Solok. Based on the test results, it was found that there were differences in critical thinking skills between students who learned chemistry using innovative project-based learning and those without innovative project-based learning. Where the results of the Independent Samples Test - T showed that the p-value was > 0.05. So it can be concluded that the critical thinking skills of students who learned chemistry using innovative project-based learning were better than those without innovative project-based learning.
Efektivitas Pembelajaran Kimia Berbasis Proyek Inovatif dalam Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Menengah Atas Afrahamiryano, Afrahamiryano; Yora, Muharama
Eduscience Development Journal Vol. 7 No. 2 (2025): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/edj.v7i2.856

Abstract

Critical thinking skills require a fundamental understanding of content in order to understand, analyze, and evaluate information. Therefore, learning critical thinking skills requires a good combination of student-centered learning and teacher-centered learning. One such student-centered learning approach is Project-Based Learning (PjBL). The purpose of this study was to determine the differences in critical thinking skills of students who learn chemistry using innovative project-based learning and those without innovative project-based learning. The sample in this study was students of class XII MIPA 3 (Control Class) and class XII MIPA 4 (Experimental Class) of SMA Negeri 3 Solok. Based on the test results, it was found that there were differences in critical thinking skills between students who learned chemistry using innovative project-based learning and those without innovative project-based learning. Where the results of the Independent Samples Test - T showed that the p-value was > 0.05. So it can be concluded that the critical thinking skills of students who learned chemistry using innovative project-based learning were better than those without innovative project-based learning.
PENGARUH SOCIO-SCIENTIFIC ISSUE (SSI) DALAM MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS X FASE E DI SMAN 1 KECAMATAN SITUJUAH LIMO NAGARI Angraini, Luthfiyanna Dwifa; Hidayat, Opi Rahmah; Sitepu, Nurlaila
Eduscience Development Journal Vol. 7 No. 2 (2025): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/edj.v7i2.880

Abstract

This research was motivated by the low biology learning outcomes of Grade X Phase E students at SMAN 1 Kecamatan Situjuah Limo Nagari. One alternative to improve students’ learning outcomes is the use of Socio-Scientific Issues (SSI) in the Discovery Learning model. This study aims to examine the effect of using Socio-Scientific Issues (SSI) in the Discovery Learning model on biology learning outcomes of Grade X Phase E students at SMAN 1 Kecamatan Situjuah Limo Nagari. This research employed a quasi-experimental method with a posttest only control group design. The population consisted of all Grade X Phase E students at SMAN 1 Kecamatan Situjuah Limo Nagari, comprising six (6) classes. The sampling technique used was purposive sampling. The research instrument was an objective test. Data were analyzed using the Mann-Whitney U test followed by the Z test, with the hypothesis accepted if Zcalculated > Ztable. The results of data analysis showed that the data were not normally distributed but had homogeneous variance. The Mann–Whitney test followed by the Z test produced Zcalculated = -5.62 and Z0.5-α = 1.64, indicating that Zcalculated = -5.62 < Z0.5–α = 1.64, thus H1 was rejected. The conclusion of this study is that there is no significant effect of using the Socio-Scientific Issues (SSI) in the Discovery Learning model on biology learning outcomes of Grade X Phase E students at SMAN 1 Kecamatan Situjuah Limo Nagari at the 95% confidence level.

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