International Journal of Education, Humaniora, and Social Studies
The International Journal of Education, Humanities, and Social Studies (IJEHSS) is an open-access journal that disseminates current research in the fields of education, humanities, and social sciences. The journal publishes papers from the results of original research, review, and communication with respect to the scopes of education, humaniora, and social studies, including philosophy, law, history, linguistics, literature, art, psychology, anthropology, cultural studies, economics, geography, religion, sociology, politics, public administration, communication, and governance. All papers are single peer-reviewed and published in March and September.
Enhancing Learning Outcomes through Problem-Based Learning in IPAS
This study explores the effectiveness of the problem-based learning (PBL) model in improving learning outcomes in the Natural and Social Sciences (IPAS) subject for fourth-grade students at SD Negeri 04 Bungku. The research was motivated by the relatively low percentage of students (57.57%) achieving the minimum mastery criteria, which signaled the need for an alternative learning approach. PBL emphasizes critical thinking, collaboration, and problem-solving through structured inquiry. Using a qualitative descriptive method, the study involved 18 students and employed various instruments, including cognitive tests, attitude questionnaires, and skill observation sheets, complemented by observations, interviews, and documentation. Data were analyzed using descriptive statistics and N-Gain calculations. The results indicate that the PBL model was effectively implemented across its five stages: problem orientation, student organization, investigation, result presentation, and reflection. Cognitive outcomes showed moderate improvement (N-Gain = 0.30), as did affective outcomes, particularly in environmental responsibility and appreciation for local identity. However, skill outcomes improved only at a low level (N-Gain = 0.17), suggesting that collaborative practices require further strengthening. The study highlights PBL as a promising approach to foster active learning and student engagement, while also pointing to the need for more targeted strategies to enhance psychomotor skills.
Copyright (c) 2026 Ilham Moh. Ali, Sunarto Amus, Hasdin Hasdin (Author) https://creativecommons.org/licenses/by-nc/4.0
Authority and Violence in Teacher-Student Relations: An Anthropological Perspective of PAK
This research aims to analyze the dynamics of authority, violence, and Christian values in teacher-student relations through the anthropological perspective of Christian Religious Education (PAK) in Indonesia. The research employs a qualitative approach, drawing on a literature review of theological literature, pedagogy, national education policy, and critical theories of power. Data were analyzed through thematic reduction, content analysis, and hermeneutical-critical interpretation to map the construction of authority, forms of violence, and Christian normative values in educational practice. The results of the study show that theological authority in the PAK is understood as a pastoral call rooted in love, justice, and respect for human dignity. However, in the context of Indonesian education influenced by hierarchical culture, authority has the potential to be distorted into a control mechanism that normalizes physical, verbal, and symbolic violence. Dialogue with power theory and the concept of symbolic violence affirms that pedagogical relations are part of a power network that can reproduce dominance. This research proposes the model of “Love-Based and Anti-Violence Pedagogical Authority” as a conceptual contribution to PAK anthropology, emphasizing the transformation of authority into dialogical, restorative, and inclusive praxis for the formation of humanizing character.
Copyright (c) 2026 Berty Kristina Napitupulu, Semuel Selanno (Author) https://creativecommons.org/licenses/by-nc/4.0
The Impact of The Campus Teaching Programme MBKM on University Students’ Creativity Thinking and Communication Skills
This study aims to analyse the impact of the teaching campus program (CTP) - MBKM on the creative thinking skills (CTS) and communication skills (CS). The research subjects were 44 Physics Education students who were divided into two groups: the experimental group (22 students who participated in the program) and the control group (22 students who did not participate in the program). This research is a quantitative using quasi-experiment method. The results showed that the Teaching Campus Program had a significant impact on students' creative thinking and communication skills. On creative thinking ability, the experimental group obtained a higher average score (61.18) than the control group (54.55), with the fluency indicator showing the highest increase (85%). Meanwhile, students' communication skills also improved, with the average score of the experimental group (63.64) higher than the control group (57.91). The indicator “expressing opinions” showed the highest result (80%) in the experimental group. It is concluded that the Teaching Campus Program is significantly effective in improving the creative thinking and communication skills of Physics Education students, with a contribution of 95.5%, especially through practical experience involving direct interaction with students and teachers.
Copyright (c) 2025 Sri Dewi, Muslimin Muslimin, Nurasyah D. Napitupulu (Author) https://creativecommons.org/licenses/by-nc/4.0
Exploring Generation Z’s Perceptions of the Relevance of the Great Mandate
The Great Commission (Matthew 28:19-20) faces significant challenges in the context of Generation Z. This study aims to examine the perceptions of Christian students regarding the relevance of the Great Commission in the Generation Z environment. A survey was conducted among 101 Christian students aged 18-24. The data was collected using a questionnaire with three indicators of the perception of the Great Commission's relevance: understanding, application, and influence. Each indicator consists of 10 questions with four options in the form of a Likert scale. The results indicate that there is a stronger understanding of the Great Commission than its application and influence in Gen Z's life. The study's findings indicate that while there is a robust theological grasp of the Great Commission, the primary challenge lies in its practical implementation to enhance its influence on Gen Z. To address this challenge, churches and educational institutions must adapt to the digital lifestyle of Gen Z.
Copyright (c) 2025 Saran Parade M Lumbantoruan, Junita G L P Aruan (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Digital Pop-up Book Science Teaching Materials to Increase Student Activity and Retention of Junior High School
This study aims to assess the feasibility (validity, practicality, effectiveness) of digital pop up book model science teaching materials, and increase the activity and retention of 8th grade students of SMP Negeri 3 Bungku through the application of digital pop up book model science teaching materials. This research is an ADDIE model development research developed by Branson, including the stages of analysis, design, development, implementation, and evaluation. The variables in the study were digital pop up book model science teaching materials, activity and retention of students. The population in this study were all students in class VIII of SMP Negeri 3 Bungku in the 2023/2024 academic year, while the sample was class VIIIB students. Research data were obtained through observation, interviews, questionnaires, and tests. The results showed that this teaching material is suitable for use in learning. The assessment given by three validators on the content and media aspects amounted to 94.4% and 87.5% with very valid criteria. The responses obtained from teachers and students showed a percentage of 93.3% and 90% with very practical criteria. This teaching material is effective to use in learning because it gives a small effect to 4 learners, and a moderate effect to 11 learners in small groups. The application of this teaching material in the treatment class has increased learning activities and retention of students.
Copyright (c) 2024 Utami Cahyaningsih, Daud K. Walanda, Mohammad Jamhari (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Digital Student Worksheets (D-LKPD) Liveworksheet on the Critical Thinking Skills and Problem Solving Ability of Students of Junior High School
This research aims to develop an assisted digital student worksheet (LKPD-D). liveworksheet on students' critical thinking skills and problem solving abilities which are assessed in terms of validity, practicality and effectiveness. The research method used is development research (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were class IX students at SMP Negeri 2 Bungku Selatan. The overall score validation from the validator shows a validity level of 90%, both of which are included in the valid category. The response of teachers and students to the LKPD was 95% for teachers, while the student response questionnaire was 87.21%, both of which were in the very practical category. The effectiveness of Digital LKPD products in improving critical thinking skills and problem solving abilities is measured by the N-Gain percentage score and Effect Size. The N-Gain percentage in critical thinking skills obtained an overall score of 56.28% with a fairly effective interpretation category, while the effect size value was 1.23 with a very large effect interpretation, which means that the LKPD had a significant impact on improving students' critical thinking skills while the value The N-Gain percentage of problem solving ability is 56.42% with a fairly effective interpretation category, while the effect size value is 1.37 with a large effect interpretation, which means that the LKPD has a significant impact on increasing students' problem solving abilities. These results indicate that the Digital LKPD is assisted liveworksheet valid, practical and effective.
Copyright (c) 2025 Ayu Anggasari, I Nengah Kundera, Lilies N. Tangge (Author) https://creativecommons.org/licenses/by-nc/4.0
Innovative Differentiated Teaching Module for Enhancing Critical Thinking Skills in Taxonomy of Living Things Subject at Junior High School
This research was conducted at SMP Negeri 4 Witaponda in the 2023/2024 academic year. The aim of the research is to produce differentiated teaching modules to improve students' critical thinking abilities. The development of differentiated teaching modules is a type of Research and Development (R&D) research that refers to the ADDIE model, which consists of five stages, namely: analysis, design, development, implementation and evaluation. The research subjects were 27 students. The research instrument consists of: Product validation sheet for developing differentiated teaching modules, teacher response questionnaire, and critical thinking skills test. The research results show that the differentiated teaching module developed is in the category suitable for use. This is shown by the average expert validation results of the differentiated teaching module which obtained a score of 86.88% with very valid criteria, the results of the practicality questionnaire using the teacher response questionnaire obtained a score of 92.71% with very practical criteria, and the effectiveness of the teaching module obtained a score The effect size is d=0.82 with large effect criteria. It can be concluded that the differentiated teaching module is effective in improving the critical thinking skills of students at SMP Negeri 4 Witaponda.
Copyright (c) 2024 Hajar, Mery Napitupulu, I Nengah Kundera, Mohammad Jamhari, I Komang Werdhiana (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of LKPD on Project Based Learning to Improve Science Process Skills and Collaboration Skills for Junior High School Students
This research is an R&D approach using the ADDIE model which consists of five main stages: analysis, design, development, implementation and evaluation. The aim of the research is to determine the validity, practicality and effectiveness, as well as investigate the application of PjBL-based LKPD to students' science process and collaboration skills at SMPN 3 Bumi Raya Satap. Data collection techniques included interviews, documentation, validation, surveys, observation to measure collaboration skills, and written tests to examine science process skills. Research instruments included interview guides, teacher and student response questionnaires, collaboration skills observation sheets, and science process skills tests. The results of data analysis showed that the PjBL-based LKPD was retrieved very valid with a score of 3.36, very practical with a score of 4.46, and effective with an effect size (d = 0.84) categorized as having a large influence. The implementation of PJBL-based LKPD has a big influence in improving science process skills (d = 0.97) and a moderate influence on improving collaboration skills (d = 0.32). In conclusion, PjBL-based LKPD has a significant positive impact on improving students' science process and collaboration skills.
Copyright (c) 2024 Harin Pratiwi, Ratman, Daud K. Walanda, Darsikin, Nurasyah Dewi Napitupulu (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of HOTS LKPD Using Problem-Based Learning Models to Improve Students' Critical Thinking Abilities and Science Processing Skills in Junior High School
This study aims to describe the validity, practicality, and effectiveness of Student Worksheets (LKPD) based on Higher Order Thinking Skills (HOTS) on pressure material using a problem-based learning model at SMP Negeri 1 Menui. The research method is a type of development research following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of the study were class VIII A students, consisting of 12 boys and 13 girls with the average age was 15 years old. Data collection involved validation sheets, questionnaires, and written tests. Validation sheets were used to assess the validity of the developed learning tools. Questionnaires evaluated the practicality of the learning tools, while written tests measured students' scientific process skills before and after the implementation of HOTS learning tools. The results showed that the developed LKPD is categorized as good, with an average validation percentage of 78.93%, classified as valid. The teacher response score of M=3.78 classified it as practical. Field testing indicated that the LKPD effectively improved students' critical thinking and scientific process skills. This was evidenced by scientific process skills score of M= 77.46, categorized as effective. Additionally, the pre-test and post-test results showed an increase score from M=64 to M=73, with an Cohen’s (d= 0.98) categorized as huge effect.
Copyright (c) 2025 Danny Hardiyanto, Marungkil Pasaribu, Afadil Afadil (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Problem Based Learning LKPD to Improve Critical Thinking and Collaboration Skills Students in Junior High School
Collaboration skills and critical thinking abilities are essential 21st-century skills needed in both education and daily life. This Research and Development study aims to develop a problem-based learning LKPD (Student Worksheet) that is valid, practical, and effective. The LKPD was developed to enhance students' collaboration skills and critical thinking abilities using the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The subjects of this study were the eighth-grade students of SMPN 7 Menui Satap. The results showed that the developed LKPD was highly valid, with validity scores of 95% from Validator 1 and 92.14% from Validator 2. It was also very practical, with a practicality score of 95.5%. Furthermore, it was moderately effective in improving collaboration skills, with an average score of (M= 78.25%), and highly effective in enhancing critical thinking abilities from 43 to 81 and Cohen’s d=0.88, categorized as a huge effect.
Copyright (c) 2025 Risal Husain, Muslimin Muslimin, Ratman (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of LKPD Based on Local Wisdom to Improve Skills Science Processes and Critical Thinking Abilities of Students
Science process skills and critical thinking abilities are very necessary for students in science learning, which is the task of educators to be able to train students in solving problems both in the learning process and in everyday life. This research is a research and development study which aims to develop LKPD based on local wisdom that is valid, practical and effective. Development of LKPD to improve students' science process skills and critical thinking abilities using the ADDIE (Analyze, Design, Development, Implementation and Evaluation) model. The research subjects were students in class VIII A of SMPN 1 Bungku Pesisir. The results of the research show that the LKPD developed is very valid with a validity score on validator 1, namely 85.00% and validator 2, namely 92.50%, very practical with a practicality score of 92.42%, and quite effective for science process skills with a Cohen’s d score was 13.65 while critical thinking skills are very effective with Cohen’s d score 7.77.
Copyright (c) 2024 Amran Nasir, Afadil, Kasmudin Mustapa (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Project-Based Learning (PjBL) Based Student Worksheets (LKPD) to Improve The Collaboration and Creative Thinking Skills of Students of Junior High School
This research aims to evaluate the development and feasibility (validity, practicality and effectiveness) of Student Worksheets (LKPD) based on Project Based Learning (PjBL) at SMP Negeri 1 Bungku Timur. This development research uses the ADDIE model which consists of five stages, namely Analysis, Design, Development, Implementation and Evaluation. Quantitative data collection through validation tests of LKPD and effect sizes from pre and post tests, as well as qualitative data from descriptive analysis of student assessments and responses. Data was collected through interviews, questionnaires and tests. Data analysis techniques include the validity of learning tools, the practicality of using questionnaires, effectiveness through effect size to compare pre-test and post-test results, as well as collaboration skills through questionnaires and score evaluation to determine effectiveness. The research results show that the development of PjBL-based LKPD is effective, feasible and practical in improving students' collaboration and creative thinking abilities. The significant effect size value in the experimental class shows the positive contribution of PjBL, validation by material and media experts confirms the quality of the LKPD, and the student questionnaire shows ease of application and relevance. The rice ribbon making project as part of a biotechnology worksheet provides an interactive and relevant learning experience, better preparing students to face real-world challenges.
Copyright (c) 2025 Mariam, Achmad Ramadhan, Sutrisnawati Sutrisnawati (Author) https://creativecommons.org/licenses/by-nc/4.0
Developing LKPD Based on Discovery Learning to Improve Collaboration and Critical Thinking Skills in Class VIII Students at Junior High School
This study aims to describe the feasibility of developing discovery learning-based LKPDs for class VIII students of SMPN 3 Bungku, and to produce LKPDs that can improve students' collaboration and critical thinking skills. This research uses a Research and Development (R&D) approach with the Four D (4D) development model, which involves the Define, Design, Develop, and Disseminate stages, adapted to the characteristics of the subject and development needs in the field. The research design used a nonequivalent pretest-posttest control group design with two classes: experimental and control, to assess the effectiveness of the LKPD development. The results showed that the discovery learning-based LKPD was very valid, with an average of 92.31%. The effectiveness was obtained from the analysis of critical thinking skills using pretest and posttest questions. In the experimental class, an increase of 30.50% was obtained, while in the control class, an increase of 28.34% was obtained. Effectiveness was also obtained from collaboration skills using observation sheets in the experimental class; an increase of 14% was obtained while in the control class, an increase of only 5% was obtained. Practicality is obtained from the results of the teacher's response, which states that the LKPD is practical to use. Then the effect size test obtained a result of 0.80 with a very large effect. So, it is recommended to be able to apply discovery learning-based LKPD more widely in an effort to improve learning, collaboration skill,s and critical thinking at the junior high school level.
Copyright (c) 2025 Fitriani Laonu, Darsikin Darsikin, Supriyatman Supriyatman (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Inquiry-Based LKPD to Improve Critical Thinking and Problem Solving Skills of Class IX Students at Junior High School
This research aims to develop an inquiry-based Student Worksheet (LKPD) on crossover material in class IX of SMP Negeri 1 Bungku, using the Research and Development (R&D) model with a 4-D model consisting of the Define, Design, Develop, and Disseminate stages. The research population was all class IX students with a purposive sample of 30 students from class IXA. Research instruments include validation sheets, observation sheets, student response questionnaires, as well as pretests and posttests. Validation by experts shows that the LKPD meets the valid criteria with an average score of 3.7. Readability tests and trials in class IXA show that the teacher's ability to manage learning and student activities meets the minimum criteria of good. Student responses to inquiry-based LKPD were very positive, with a percentage of ≥ 80%. Data analysis using effect size shows a value of 0.95, indicating a large effect of using LKPD on improving students' critical thinking and problem solving skills. Based on research results, inquiry-based LKPD is proven to be valid, practical, and effective in improving students' critical thinking and problem-solving skills.
Copyright (c) 2025 Ramlianti, Achmad Ramadhan, Sutrisnawati Mardin (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Interactive e-LKPD using ADDIE Model to Improve Science Process Skills and Learning Motivation of Students of Junior High School
This research is development research which aims to investigate various aspects of Interactive E-LKPD using the ADDIE model at SMPN 1 Bungku Selatan. The main focus of research includes validity, practicality, effectiveness on science process skills and student learning motivation. Data was collected through questionnaires and tests, with product validity measured using the average score from the validation sheet, practicality evaluated through observation sheets on the implementation of teacher activities using the guided inquiry learning model and student questionnaires, effectiveness measured by effect size from the pretest and posttest, and student learning motivation assessed with closed questionnaires converted into percentages. The research results show that the Interactive E-LKPD developed using the ADDIE model is proven to be suitable for use in learning. From validity, the product obtained an average feasibility level of 3.74, with the "valid" category. Assessment of the implementation of teacher activities using the guided inquiry learning model for this product shows an average score of 3.60, which indicates that this product is practical to use in the learning process. In terms of effectiveness, Interactive E-LKPD succeeded in significantly improving students' science process skills with an effect size value reaching 0.86 with the criterion of having a "big effect". The use of Interactive E-LKPD also succeeded in increasing students' learning motivation as seen from the average percentage of initial learning motivation of 60.66% and after learning using Interactive E-LKPD, learning motivation was obtained at the first meeting with an average percentage of 77.29%. the second 88.11%, and the third meeting 94.09%, these results indicate an increase in student learning motivation at each meeting. So that the development of Interactive E-LKPD using the ADDIE model is effective in producing learning products that are not only academically valid, but also practical and effective in improving learning outcomes and student motivation at SMPN 1 Bungku Selatan.
Copyright (c) 2025 Yayu Muspirad, Darsikin Darsikin, Kasmudin Mustapa (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of HOTS LKPD using a Problem Based Learning Model on Magnetic Materials to Improve Students’ Collaborative and Critical Thinking Skills in Junior High School
This study aims to describe the validity, practicality, and effectiveness of student worksheets (LKPD) based on higher-order thinking Skills (HOTS) on magnetism material using a problem-based learning model to enhance students' collaboration and critical thinking skills at SMP Negeri 1 Bungku. Conducted from January to May 2024, the research involved ninth-grade students in two classes. The research method is a type of development research following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection involved validation sheets, questionnaires, and written tests. Validation sheets were used to assess the validity of the developed learning tools, resulting in an average score of 4.74, indicating high validity. Questionnaires evaluated the practicality of the learning tools, with an average teacher response score of 3.86, indicating practicality. Written tests measured students' collaboration and critical thinking skills before and after the implementation of HOTS learning tools. Field testing indicated that the LKPD effectively improved students' collaboration and critical thinking skills, as evidenced by significant improvements in collaboration skills and a high effect size of 0.9 in critical thinking skills. The results demonstrate that LKPD HOTS using a problem-based learning model is valid, practical, and effective in enhancing students' skills.
Copyright (c) 2024 Austriansyah, Marungkil Pasaribu, Supriyatman (Author) https://creativecommons.org/licenses/by-nc/4.0
Development of Problem-based Learning Tools to Improve Critical Thinking Skills and Collaboration Skills of Class VIII Junior School Students
This research uses an R&D approach by applying the ADDIE Model which consists of five main stages: Analysis, Design, Development, Implementation and Evaluation. The aim of the research is to evaluate the validity, practicality and effectiveness of problem based learning tools to improve students' critical thinking and collaboration skills at SMPN 7 Menui Satap. Data collection methods include observation, critical thinking skills tests, and questionnaires to measure collaboration skills. Research instruments include tests, assessment sheets, rubrics, as well as validation sheets for PBL-based lesson plans and LKPD. The results of data analysis show that the learning tool is effective in improving critical thinking skills with an effect size value of 0.95, which indicates a very large effect from the use of LKPD on student learning outcomes and collaboration which has increased significantly at each meeting with high validity (86 .43%) and a good level of practicality (95.00% by teachers, 90.97% by students). In conclusion, this learning tool has a significant positive impact on students' critical thinking and collaboration skills.
Copyright (c) 2025 SITI ARFAH DAUD, Mohammad Jamhari, Lilies N. Tangge (Author) https://creativecommons.org/licenses/by-nc/4.0
The Influence of the Assisted Problem-based Learning Model Scaffolding Method against Problems Solving and Communication Ability of High School Students
This study aims to examine the influence of the assisted problem-based learning model scaffolding method against ability-solution problem participants studied at SMAN 9 Palu, and the influence of the assisted problem-based learning model scaffolding method against ability communication participants studied at SMAN 9 Palu. Study This has been held in the odd semesters of 2023-2024 teaching in class X MIA SMAN 9 Palu. The type of research used is a quantitative study that employs a quasi-experimental method with a non-equivalent control group design. Population under study This is all over participants educate class X at SMAN 9 Palu year 2023/2024 teachings consisting of 5 groups. A study with a large number of participants educates up to 157 people. The sample study consists of class X MIA 2 as the class experiment and class X MIA 1 as the respective class controls, totaling 25 participants with specified education, based on the technique of purposive sampling. Data collection techniques use instrument test ability to solve issues and sheets observation ability to communicate. The effect size of the use-assisted problem-based learning method of scaffolding amounted to 5.83, while the conventional model (lecture) was 4.77 with a difference of 1.06 (category high). Average percentage yield ability communication participant students who use the assisted problem-based learning model entrance scaffolding method in category moderate (score 40–59%) to high (score 60–79%), whereas class control using a conventional model (lecture) entry in category less (20–39%) up to moderate (score 40–59%) for percentage score each aspect. Based on the results of the study, it was concluded that: (1) the assisted problem-based learning model is an influential scaffolding method for ability-solution problem participants studied at SMAN 9 Palu, and (2) the assisted problem-based learning model is an influential scaffolding method for ability-communication participants studied at SMAN 9 Palu.
Copyright (c) 2024 Surini Layukan, Andi T. Tellu, Mursito S. Bialangi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Chemistry Learning E-module Based on Project-based Learning with a STEM Approach to Improve Students Problem Solving and Communication Skills on Solubility and Solubility Product Material
This study aims to produce project-based learning chemistry e-modules with an effective STEM approach to improve students' problem-solving and communication skills. This type of research is research and development (R & D), with the ADDIE development model. The population and research sample were all students of class XI MIA 2 at SMAN 9 Palu. Research data collection techniques were carried out using the e-module feasibility test through filling out questionnaires by students, essay tests to measure problem solving skills given twice, namely before learning (pretest) and after learning (pretest), and observation sheets to measure students' communication skills which are carried out three times according to the number of meetings. Research data were analyzed descriptively with statistical applications. The results showed that the e-module feasibility test was in the very proper category with a score of 92%. The effectiveness of learning e-modules for improving students' problem-solving skills is in a very large category with an effect size d Cohen of 6.884 and students' communication skills after using project-based learning chemistry e-modules with the STEM approach at the first meeting has (M = 19, % = 48%), the second meeting has (M = 22.36, % = 56%), and the third meeting has (M = 30.16, % = 75%). Based on the results of this research, project-based learning chemistry e-modules with a STEM approach are feasible to use.
Copyright (c) 2024 Dian Anriani A. Makuasa, Sitti Rahmawati, Afadil Afadil (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of the Integrated Problem-based Learning (PBL) Model of High Order Thinking Skills (HOTS) on the Critical Thinking Ability and Science Creativity of High School Students
This study was conducted to determine the influence of the integrated high order thinking skills (HOTS) integrated problem based learning (PBL) model on the critical thinking ability and science creativity of SMA Negeri 8 Palu Students on Redox Material and the great influence of the Integrated Problem Based Learning (PBL) high order thinking skills (HOTS) learning model (Towards Critical Thinking Skills and Science Creativity of SMA Negeri 8 Palu Students on Redox Material). The research method used is quantitative research, which that is quasi-experimental with a non-equivalent research design, one group pretest-posttest design with one independent variable, namely the PBL learning model and two dependent variables, namely the ability to think critically and scientific creativity. The population in this study was all 64 students in grade X IPA SMA 8 Palu. Determination of samples based on purposive sampling The class selected as the sample class is X IPA, which amounts to 20 people as an experimental class, and X IPA 2, which amounts to 20 people as a control class. Data collection using critical thinking ability test instruments and science creativity observation sheets. Test the hypothesis with a logistic regression test. Test results for students' critical thinking skills showed Nagelkerke R square significance values of 0.690 > 0.05 with F-count 0.365 > F-Table, which is 54.572. The results of the experimental science creativity analysis increased from 33.75, 35.62, and 38.43 at each meeting. While in the science creativity class from 33.43, 36.43, and 36.87 each meeting. The results showed that there was an influence of the HOTS integrated PBL learning model after being given the test, and there was also an influence on science creativity after being observed with the observation sheet.
Copyright (c) 2024 Fadjria Nurhalis, Siti Nuryanti, Jamaludin Sakung (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Problem-based Learning Models Assited by Open-ended Worksheet on Problem Solving Ability and Ability to Ask of Junior High School Student
Students' ability to ask questions can be measured by looking at the quantity and quality of questions, in addition to the ability to ask questions there is also the ability to solve problems. One way to improve the ability to ask questions and problem-solving skills is by using the problem-based learning (PBL) model assisted by open-ended worksheets. The research objectives are: (1) to determine the effect of the problem-based learning model assisted by open-ended worksheet on problem-solving ability at junior high school. (2) to determine the effect of a problem-based learning model assisted by an open-ended worksheet on the ability to ask questions at junior high school. (3) to find out the relationship between the ability to ask questions and the problem-solving ability of students who are taught using the problem-based learning model assisted by open-ended worksheets at junior high school. This research was conducted in the even semester of the 2022/2023 school year in class VIII of SMPN 4 Tanantovea. This research is quasi-experimental. The samples used were VIIIA and VIIIB classes totaling 21 students. Based on the results of the study, it can be concluded that (1) a problem-based learning model assisted by an open-ended worksheet affects problem-solving ability. (2) The problem-based learning model assisted by open-ended worksheets affects the ability to ask questions in a good category. (3) There is a relationship between relationship between problem-solving ability and the ability to ask students who are taught using problem-based learning models assisted by open-ended worksheets.
Copyright (c) 2024 Ulpiana Ulpiana, I Komang Werdhiana, Unggul Wahyono (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis Technological Pedagogical and Content Knowledge (TPACK) of Physics Teachers at MAN in Palu City during the Covid-19 Pandemic
The purpose of the research was carried out to analyze the technological pedagogical and content knowledge (TPACK) of Physics Teachers at MAN in Palu City during the Covid-19 pandemic. The type of research used is survey research with a descriptive quantitative approach. The sample of this research is a class X MAN physics teacher in the city of Palu. The instrument was developed from previous research which has high validity and reliability. Data collection using questionnaires and interviews. Data analysis used the descriptive statistics test. The results showed that the ability of the TPACK components: pedagogical knowledge (PK) was 79.83; content knowledge (CK) of 68.83; technological knowledge (TK) of 70.00; pedagogical content knowledge (PCK) of 80.56; technological content knowledge (TCK) of 92.50; technological pedagogical knowledge (TPK) of 94.83; and technological pedagogical and content knowledge (TPACK) of 79.17. The average ability of the TPACK component of 80.82 is in the good category.
Copyright (c) 2024 Dedi Prasojo, Marungkil Pasaribu, Unggul Wahyono (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Implementation of STEM Learning to Improve Critical Thinking Skills and Students Learning Outcome on Force and Motion
This study aims to (1) improve students' critical thinking skills through the application of STEM learning to force and motion material in class IV SD Negeri 4 Parigi, (2) improve student learning outcomes through the application of STEM learning to force and motion material in class IV SD Negeri 4 Paris. The sample used in this study were all students of SD Negeri 4 Parigi, totaling 25 students consisting of 12 female students and 13 male students. The type of research used in this research is Classroom Action Research (CAR) using the STEM approach with the 5E type cycle model. The results obtained showed that there was an increase in the critical thinking skills of SD Negeri 4 Parigi students through the application of the STEM approach, for pre-cycle completeness presentations of 16%, in cycle I the presentation of completeness was 52%, and in cycle II the presentation of completeness was 88%.
Copyright (c) 2024 Surahman Rudin, Anang Wahid Diah, Purnama Ningsih (Author) https://creativecommons.org/licenses/by-nc-sa/4.0