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Critical thinking skills and concepts mastery on the topic of temperature and heat Jamaludin Jamaludin; Sulastri Kakaly; John Rafafy Batlolona
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

This study aimed to determine the effect of the inquiry-discovery learning model on critical thinking skills and mastery of students' physics concepts on the topic of temperature and heat. This quasi-experimental research used posttest only control group design in which there are two groups in this design, each of which was selected randomly. The sample in this study was 34 students for the experimental class and 34 students for the control class. The results showed that there was a difference between inquiry-discovery learning and conventional learning in improving students' critical thinking skills and mastery of physics concepts. Inquiry-discovery learning affects critical thinking skills and students' mastery of physics concepts. Future research is expected to explore variables that can sharpen students' physics skills through inquiry-discovery learning.

Analysis of Students' Conceptual Understanding of Physics on the Topic of Static Fluids Jamaludin Jamaludin; John Rafafy Batlolona
Jurnal Penelitian Pendidikan IPA Vol. 7 No. SpecialIssue (2021): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7iSpecialIssue.845

Physics misunderstandings still occur in high school students now. Therefore, it requires complete learning so that students' conceptual physics can be stable and embedded in everyone. This study aimed to diagnose the extent to which students' conceptual understanding of physics on the topic of static fluid is. This study used a survey approach to form a written test for 100 senior high schools in two schools in Central Maluku Regency. The results showed that there were still many students who experienced fluid misconceptions in cases 2, 3, and 5 to achieve a good level. Therefore, deep learning is needed so that students' conceptual physics will be good and not forgotten

Physics Problem Solving Skills with IBL-STEMWeb: Students on Small Islands in Maluku John Rafafy Batlolona; Jamaludin Jamaludin
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1344

Learning on small islands in Maluku still has many obstacles. It is limited by inadequate supporting facilities and infrastructure in the form of internet availability in accessing learning materials. Maluku's natural resources, both biological and non-biological, are very abundant. However, they have not been managed properly in improving the community's welfare. Therefore, education is one of the spearheads in improving the quality of students so that they can manage the existing nature well in the future. One of the recommended lessons is IBL-STEWeb to improve the academic quality of students. The use of IBL-STEWeb can take into account the involvement of students' preconceptions, provide in-depth basic knowledge, help students make connections within the context of a conceptual framework, and can map students' knowledge in a way that facilitates the search and application of information

Exploration of Students' Conceptual Understanding and Ethnophysics: A Case Study of Tifa In The Tanimbar Islands, Indonesia John Rafafy Batlolona; Marleny Leasa; Pamella Mercy Papilaya; Jamaludin Jamaludin; Jony Taihuttu
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 6 (2022): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i6.2154

Contemporary culture has disturbed the local community's culture, which has been maintained since the time of the ancestors. The Tanimbar culture has been preserved and maintained. Tifa Tanimbar is a small musical instrument used for arts and cultural performances of the community. It is one of the heritage and wealth of an area different from other regions. This study shows something different, namely Tifa, in learning physics. This study aimed to analyze the conceptual physics of students based on ethnoscience on the Tifa concept in the Tanimbar Islands. The research was conducted in 10 elementary schools in the Tanimbar Islands Regency with 300 students with 175 male students and 125 female students. The questions given to test students' conceptual tests were physics diagnostic tests, totaling 6 questions. The study results informed that the average conceptual physics of students related to Tifa was 55.42. It indicates that the conceptual physics of elementary school students is still very weak with a good category. Therefore, there is a solution to develop ethnophysics-based teaching materials with orientation to local potentials affiliated with science in improving students' conceptual physics. This research implies that teachers can develop teaching materials that foster students' cognition with surrounding phenomena based on local culture

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning Marleny Leasa; John Rafafy Batlolona; Jamaludin Jamaludin; Sefnath Nuniary; Venny Salhuteru
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3686

The results of previous studies show that biological science learning for elementary school students is in the sufficient category. This is because teachers do not familiarize students with being trained in high-level thinking in the form of life skills, namely metacognitive awareness. Therefore, effective strategies are needed to increase students' metacognitive awareness. One model that can increase students' metacognitive awareness is the problem-based learning (PBL) model with the homogeneity psychocognition (HPC) strategy. The aim of the research is to analyze differences in elementary school students' metacognitive awareness in learning biological science using the PBL model, PBL with HPC strategies, and conventional models. This research used a quasi experiment with a pretest-posttest nonequivalent control group design. The number of samples participating in the research was 155 students where sampling was carried out randomly. The instrument used was the metacognitive awareness inventory which was adapted from the Junior Metacognitive Inventory (Jr. MAI) by Sperling et al (2002). The inventory consists of 18 questions with 9 items each on the aspects of knowledge of cognition and regulation of cognition. The research results found that there were significant differences in metacognitive awareness in the PBL learning model, PBL with HPC strategies compared to conventional learning. This research recommends that teachers can optimize PBL, as well as PBL with HPC strategies in increasing students' metacognitive awareness.

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning Marleny Leasa; John Rafafy Batlolona; Jamaludin Jamaludin; Sefnath Nuniary; Venny Salhuteru
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3686

The results of previous studies show that biological science learning for elementary school students is in the sufficient category. This is because teachers do not familiarize students with being trained in high-level thinking in the form of life skills, namely metacognitive awareness. Therefore, effective strategies are needed to increase students' metacognitive awareness. One model that can increase students' metacognitive awareness is the problem-based learning (PBL) model with the homogeneity psychocognition (HPC) strategy. The aim of the research is to analyze differences in elementary school students' metacognitive awareness in learning biological science using the PBL model, PBL with HPC strategies, and conventional models. This research used a quasi experiment with a pretest-posttest nonequivalent control group design. The number of samples participating in the research was 155 students where sampling was carried out randomly. The instrument used was the metacognitive awareness inventory which was adapted from the Junior Metacognitive Inventory (Jr. MAI) by Sperling et al (2002). The inventory consists of 18 questions with 9 items each on the aspects of knowledge of cognition and regulation of cognition. The research results found that there were significant differences in metacognitive awareness in the PBL learning model, PBL with HPC strategies compared to conventional learning. This research recommends that teachers can optimize PBL, as well as PBL with HPC strategies in increasing students' metacognitive awareness.

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