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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPPS (Jurnal Penelitian Pendidikan Sains)
Jumilah Jumilah
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Physics

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PERBANDINGAN EFEKTIVITAS LAB INQUIRY DAN GUIDED INQUIRY LEARNING MODEL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR TINGKAT TINGKAT SISWA KELAS XI IPA PADA BAB MEKANIKA FLUIDA Jumilah Jumilah; Budi Jatmiko; Eko Hariyono
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 1 (2021)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n1.p12-26

Abstract

The research aims to describe the improvement of students’ Higher Order Thinking Skills (HOTs) and compare the differences in effectiveness between the two levels of the inquiry learning model. Two types of learning model levels were applied in this research, namely the Inquiry Lab and Guided Inquiry learning models. This research took place on Fluid Mechanics material on 11th grade of Islamic Senior High School Samarinda. The samples were 108 students out of all students at school as the population. The data obtained were then analyzed using N-gain and inferential statistics. The results showed that the students' HOTS increased significantly with a significance level of 5% after the Inquiry Lab and Guided Inquiry learning model was applied. Based on the calculation of N-gain, there was an increase for the class of 11th Science 2 with very high category (98%), class of 11th Science 1 with high category (83.62%), and a class of 11th Science 3 with low category (34%). Hence, the 11th Science 3 class was statistically significantly different (consistent). The implications of this research for universities include that the curricula for university courses should focus more on mini-research activities, especially those related to open inquiry. Furthermore, there was a significant difference in the effectiveness between the two levels of inquiry and conventional strategies in improving higher-order thinking skills. There are significant differences between the two levels of inquiry, namely Laboratory Inquiry learning and Guided Inquiry itself. The most significant in improving students' HOTs is Laboratory Inquiry.
Development of Four-tier Diagnostic Test Instrument to Introduce Misconceptions and Identify Causes of Student Misconceptions in the Sub-topic of Bernoulli's Principle Jumilah Jumilah; Wasis Wasis
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4588

Abstract

The objective of this study is to create a misconception test instrument for identifying and understanding misconceptions in students regarding Bernoulli's Principle, particularly during hybrid learning. The validity and reliability of the test instrument are described in order to assess its effectiveness. Descriptive analysis techniques were employed to analyze the data. The findings revealed that the test instrument exhibits high validity (94.16%) and reliability (0.72%). On average, 34.9% of students were found to possess misconceptions regarding the sub-topic of Bernoulli's Principle. Item number 5 was identified as having the highest misconception rate (53%), specifically in relation to determining the speed of airflow above and below an aircraft's wings. These findings indicate that some students lack a comprehensive understanding of the fundamental concepts underlying Bernoulli's Principle, relying solely on its equations. Consequently, this research suggests that teachers can mitigate misconceptions and identify their causes by employing a four-tier diagnostic test, especially in the context of the sub-topic of Bernoulli's Principle
Co-Authors Budi Jatmiko Hariyono, Eko Wasis