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Multi Discere Journal
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 29648718     DOI : https://doi.org/10.36312/mdj
Core Subject : Economy, Humanities, Health, Education, Social,
Humanities Economics, Econometrics & Finance Education Public Health Social Sciences
Multi Discere Journal is a peer-reviewed, open-access academic journal that serves as a platform for scholars, researchers, and practitioners to disseminate original, high-quality research across various disciplines. Rooted in the Latin phrase "discere" (to learn), the journal champions interdisciplinary learning, intellectual curiosity, and cross-sectoral knowledge exchange. The journal focuses on fostering dialogues that bridge diverse fields of inquiry. It promotes scholarly contributions that address complex societal, scientific, educational, technological, and cultural challenges through interdisciplinary perspectives. We welcome empirical, theoretical, methodological, and conceptual articles in the following (but not limited to) areas: Education and Pedagogy, Social and Cultural Studies, Science and Technology, Humanities and Philosophy, Health and Environmental Studies, Economics and Business Researchers, educators, policymakers, practitioners, and students from various academic and professional backgrounds committed to fostering learning and knowledge creation across disciplines are welcome to submit their manuscripts to this journal.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 2 (2024): November" : 5 Documents clear
Pengaruh Model Problem Based Learning terhadap Kemampuan Generik Sains dan Pemahaman Konsep Siswa Hambarwati, Sri; Muhali, Muhali; Taloin, Rensani
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.2236

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh model Problem-Based Learning (PBL) terhadap kemampuan generik sains dan pemahaman konsep siswa pada materi reaksi reduksi-oksidasi. Metode kuasi-eksperimen dengan desain pretest-posttest control group digunakan pada 53 siswa kelas X di SMA Islam Al-Azhar NW Kayangan, yang dibagi secara acak menjadi kelompok eksperimen (n=25) dan kontrol (n=28). Hasil penelitian menunjukkan bahwa kelompok eksperimen yang diajarkan dengan PBL mengalami peningkatan signifikan dalam kemampuan generik sains, terutama pada indikator bahasa simbolik (nilai rata-rata posttest 75,00) dan inferensi logika (29,00), dengan signifikansi 0,000. Peningkatan pemahaman konsep siswa juga signifikan pada kelompok eksperimen, dengan rata-rata posttest 70,60 dibandingkan kelompok kontrol yang hanya mencapai 46,00 (signifikansi 0,003). Temuan ini menunjukkan bahwa PBL lebih efektif daripada metode konvensional dalam meningkatkan kemampuan generik sains dan pemahaman konsep siswa dalam materi kimia yang kompleks. Penerapan PBL dalam pembelajaran kimia di sekolah disarankan untuk meningkatkan kualitas pemahaman siswa terhadap konsep-konsep abstrak. The Effect of Problem-Based Learning Model on Students’ Generic Science Skills and Conceptual Understanding  Abstract This study aimed to examine the effect of the Problem-Based Learning (PBL) model on students' generic science skills and conceptual understanding of redox reactions. A quasi-experimental method with a pretest-posttest control group design was employed with 53 tenth-grade students from SMA Islam Al-Azhar NW Kayangan, who were randomly assigned into an experimental group (n=25) and a control group (n=28). The findings revealed that the experimental group taught using PBL showed a significant increase in generic science skills, particularly in symbolic language (posttest mean score of 75.00) and logical inference (29.00), with a significance level of 0.000. Conceptual understanding also improved significantly in the experimental group, with a posttest mean score of 70.60, compared to 46.00 in the control group (significance level of 0.003). These results indicate that PBL is more effective than conventional methods in enhancing both generic science skills and conceptual understanding in complex chemistry topics. The study recommends PBL application in chemistry education to deepen students' understanding of abstract concepts.
Perbedaan Sikap Percaya Diri antara Anak Sulung dan Anak Bungsu pada Siswa SMA Ursula, Putu Abda; Zainuddin, Muhammad
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.2278

Abstract

Penelitian ini bertujuan untuk mengeksplorasi perbedaan sikap percaya diri antara anak sulung dan anak bungsu pada siswa kelas X dan XI, serta mengevaluasi faktor keluarga dan sosial yang memengaruhi perbedaan ini. Penelitian ini menggunakan pendekatan kuantitatif komparatif dengan instrumen berupa angket sikap percaya diri yang terdiri dari 20 item pernyataan, diukur menggunakan skala Likert. Sampel terdiri dari 20 siswa anak sulung dan 20 siswa anak bungsu, yang dipilih melalui teknik random sampling. Hasil analisis menunjukkan bahwa terdapat perbedaan signifikan dalam sikap percaya diri antara kedua kelompok, di mana anak bungsu memiliki tingkat kepercayaan diri yang lebih tinggi. Uji statistik t-test menghasilkan nilai t sebesar 2.842, yang lebih besar dari nilai t-tabel 2.021 pada taraf signifikansi 5%, sehingga hipotesis alternatif diterima. Temuan ini mengindikasikan bahwa peran sosial dan dinamika keluarga berkontribusi terhadap perbedaan ini. Implikasi penelitian mencakup pentingnya intervensi pendidikan dan konseling yang disesuaikan untuk mendukung pengembangan sikap percaya diri siswa berdasarkan urutan kelahiran mereka. Differences in Self-Confidence Between Firstborn and Youngest Children in High School Students Abstract This study aims to explore the differences in self-confidence between firstborn and youngest children among Grade X and XI students, as well as to evaluate the family and social factors influencing these differences. A comparative quantitative approach was employed, utilizing a 20-item self-confidence questionnaire measured on a Likert scale. The sample consisted of 20 firstborn and 20 youngest students, selected through random sampling. Data analysis revealed a significant difference in self-confidence between the two groups, with youngest children showing higher confidence levels. The t-test result showed a t-value of 2.842, greater than the t-table value of 2.021 at the 5% significance level, thus supporting the alternative hypothesis. These findings suggest that social roles and family dynamics contribute to this difference. The study implies the need for tailored educational and counseling interventions to support students' self-confidence development based on birth order.
Pengembangan E-LKPD Berbasis Video Eksperimen dan Laboratorium Virtual untuk Melatihkan Keterampilan Proses Sains Siswa pada Materi Gerak Harmonik Sederhana Andiantosa, Syah Warunadwipa; Miriam, Sarah; Mahtari, Saiyidah
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.2308

Abstract

Keterampilan proses sains (KPS) siswa pada materi gerak harmonik sederhana sering kali rendah akibat keterbatasan kegiatan praktikum dan kurangnya fasilitas laboratorium. Penelitian ini bertujuan mengembangkan E-LKPD berbasis video eksperimen dan laboratorium virtual yang dapat digunakan sebagai media pembelajaran untuk melatihkan KPS siswa secara efektif. Penelitian ini menggunakan model pengembangan ADDIE (Analyze, Design, Develop, Implement, Evaluate), dengan subjek penelitian adalah 22 siswa kelas X MIPA di SMA Negeri 12 Banjarmasin. Instrumen penelitian meliputi lembar validitas, angket kepraktisan, dan tes hasil belajar. Hasil validasi menunjukkan E-LKPD ini sangat valid pada aspek didaktik, konstruksi, dan keterampilan proses sains. Dari angket kepraktisan, E-LKPD dinilai praktis dengan rata-rata skor 70,31%, menunjukkan bahwa media ini mudah digunakan dan menarik bagi siswa. Efektivitas E-LKPD ini juga dibuktikan melalui peningkatan keterampilan proses sains siswa dengan skor N-gain sebesar 0,53 (kategori sedang). Integrasi video eksperimen dan laboratorium virtual dalam E-LKPD ini membantu siswa memahami konsep fisika dan melatih keterampilan proses sains secara mandiri. E-LKPD ini direkomendasikan sebagai alternatif pembelajaran interaktif untuk meningkatkan kompetensi sains siswa pada topik-topik yang memerlukan visualisasi konsep abstrak. Development of E-Worksheet Based on Experimental Videos and Virtual Laboratories to Train Students' Science Process Skills in Simple Harmonic Motion Abstract Students' science process skills (SPS) in simple harmonic motion are often low due to limitations in laboratory practice and inadequate laboratory facilities. This study aims to develop an E-worksheet (E-LKPD) based on experimental videos and virtual laboratories that can effectively train students’ SPS in physics. The research follows the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), with 22 tenth-grade students in SMA Negeri 12 Banjarmasin as research subjects. Research instruments included validation sheets, practicality questionnaires, and learning outcome tests. Validation results show that the E-LKPD is highly valid in didactic, construction, and science process skills aspects. Practicality scores averaged 70.31%, indicating that students found the E-LKPD easy to use and engaging. The effectiveness was demonstrated by an increase in SPS, with an N-gain score of 0.53 (moderate category). The integration of experimental videos and virtual laboratories in this E-LKPD aids students in understanding physics concepts and independently enhancing their science process skills. This E-LKPD is recommended as an interactive learning tool to improve students' science competence in topics requiring visualization of abstract concepts.
Pengaruh Problem-Based Learning terhadap Keaktifan dan Motivasi Belajar Siswa MTs Abrori, Feri; Haikal, Moch.; Antika, Linda Tri; Ibana, Lukluk
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.2310

Abstract

Penelitian ini mengkaji pengaruh model Problem-Based Learning (PBL) terhadap keaktifan dan motivasi belajar siswa di MTs Mutiara Hikmah Al-Jubail. Penelitian menggunakan metode eksperimen semu dengan desain posttest only control group, melibatkan 26 siswa kelas VIII yang dibagi dalam kelompok eksperimen (menggunakan PBL) dan kelompok kontrol (metode ceramah). Instrumen keaktifan dan motivasi telah divalidasi untuk mengukur efek perlakuan. Hasil analisis menunjukkan bahwa PBL berpengaruh signifikan terhadap peningkatan keaktifan siswa (p < 0,001) dengan peningkatan rerata yang lebih tinggi pada kelompok eksperimen. Namun, PBL tidak menunjukkan pengaruh signifikan terhadap motivasi belajar siswa (p = 0,417). Kesimpulan dari penelitian ini adalah bahwa PBL dapat meningkatkan keaktifan belajar secara signifikan, namun faktor kontekstual perlu diperhatikan untuk meningkatkan motivasi dalam lingkungan belajar yang berbeda. The Effect of Problem-Based Learning on Student Engagement and Motivation at Madrasah Abstract This study examines the effect of Problem-Based Learning (PBL) on student engagement and motivation at MTs Mutiara Hikmah Al-Jubail. Using a quasi-experimental method with a posttest-only control group design, the study involved 26 eighth-grade students divided into an experimental group (PBL) and a control group (lecture-based method). Validated engagement and motivation instruments were used to measure treatment effects. Results indicate that PBL significantly enhances student engagement (p < 0.001), with a higher mean increase in the experimental group. However, PBL did not show a significant effect on learning motivation (p = 0.417). The study concludes that while PBL effectively increases student engagement, contextual factors should be considered to boost motivation in diverse learning environments.
The Impact of PhET-Assisted Problem-Solving Model on Enhancing Students' Physics Problem-Solving Skills in Indonesian High Schools Harudu, La; Nursalam, La Ode; Kasmiati, Sitti; Hasan, Sakka; Sugiarto, Agus; Karim, Ahmad Tarmizi Abdul; Syarifuddin, S.; Sejati, Andri Estining
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.2312

Abstract

This study investigates the impact of a PhET-assisted problem-solving model on high school students' physics problem-solving skills, especially in resource-limited educational settings in Indonesia. Conducted as a quasi-experimental study with a non-equivalent control group pretest-posttest design, the research involved 50 students from SMAN 10 Kendari, divided into an experimental group receiving instruction through the PhET-assisted model and a control group following traditional teaching methods. The intervention consisted of structured learning sessions incorporating PhET simulations, designed to engage students actively with physics concepts through virtual experiments. Data were collected using a 10-item problem-solving test and analyzed using a one-way ANOVA to determine the statistical significance of differences in performance between groups. Results revealed a significant improvement in the experimental group, with a mean increase of 47.91 points from pretest to posttest (M = 83.54, SD = 15.22) compared to the control group’s improvement of 39.11 points (M = 74.48, SD = 12.78). The ANOVA results (F = 23.526, p < 0.001) confirm that the PhET-assisted model significantly enhanced students' problem-solving skills. These findings suggest that PhET simulations can be an effective tool for improving physics learning outcomes in schools with limited access to laboratory resources. Integrating PhET simulations into the physics curriculum could provide students with accessible, interactive learning experiences that bridge the gap in traditional laboratory access, fostering a deeper understanding and application of physics concepts.

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