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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Hikmawati Hikmawati
Department of Physics Education, Mataram University
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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The Effect of Online Learning Model (E-Learning) on the Prospective Teachers’ Concept Mastery Ni Nyoman Sri Putu Verawati; Hairunnisyah Sahidu; Ahmad Harjono; Hikmawati Hikmawati; I Wayan Gunada
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 2: December 2021
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (876.203 KB) | DOI: 10.33394/j-ps.v9i2.4388

Abstract

During the Covid-19 pandemic, face-to-face learning has been replaced with online learning (e-learning). The learning process with this mode must be able to support the learning objectives towards understanding the concept. This study aims to explore the effect of e-learning on concept mastery in prospective teachers. In this study, we conducted a one group pretest posttest design, where one class group was used as the research sample and was given a pretest, treatment, and posttest. The sample was taken purposively with the criteria of prospective teacher students taking fundamental physics courses on motion kinematics material. The number of research samples was 23 prospective teachers at the Faculty of Teacher Training and Education, University of Mataram – Indonesia. The instrument in the form of an essay test is used to measure the understanding of the concept. Analysis of research data used descriptive statistical analysis (pair t-test) to test the research hypothesis. The results of the pair t-test showed a significance of p = 0.000 (< 0.05), this means that there is a significant difference between the pretest and posttest scores after the implementation of e-learning. The interpretation leads to the effect of online learning mode (e-learning) on the concept mastery ability of prospective teachers.
Analysis of Students' Critical Thinking Improvement in Teaching Inquiry with Cognitive Conflict Strategies Ni Nyoman Sri Putu Verawati; Hikmawati Hikmawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (657.384 KB) | DOI: 10.33394/j-ps.v9i1.3999

Abstract

This study aimed to analyze the improvement of students' critical thinking skills in teaching inquiry with cognitive conflict strategies. Quasi experiments were conducted in this study. The research sample was twenty students as physics teacher candidates at a private university in West Nusa Tenggara - Indonesia. The critical thinking skills test instrument in the form of essay questions is used to measure students' critical thinking skills. The analysis of increasing of critical thinking skills was analyzed descriptively with the n-gain equation, and the difference in critical thinking skills between the pretest and posttest using a pair t-test which was preceded by homogeneity and normality tests. The results of the n-gain analysis showed that the increase in students' critical thinking scores was in the moderate category. Qualitatively, the increase in scores from pretest to posttest in a row is from not critically to enough critically. The results of this study imply that inquiry teaching with cognitive conflict strategies has the potential to be implemented in classroom teaching for the purpose of improving students' critical thinking skills.
Validitas Model Inkuiri yang Diintervensi Proses Reflektif untuk Melatih Kemampuan Berpikir Kritis Mahasiswa Calon Guru Ni Nyoman Sri Putu Verawati; Hikmawati Hikmawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 7, No 1: June 2019
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (954.786 KB) | DOI: 10.33394/j-ps.v0i0.1408

Abstract

The Validity of the Inquiry Model Intervened by the Reflective Process to Facilitate Preservice Teachers' Critical Thinking Ability. Critical thinking has become the main competency of 21st century learning and encourages the development of learner critical thinking at the higher education level regarded as an important outcome of education. This study develop an inquiry learning model which are intervened by reflective processes in their teaching, or in its development called Reflective-Inquiry Learning (RIL) Model which is specifically aim to improve critical thinking ability of preservice teachers. This research is the first step in development research in which the RIL model developed was constructed based on theoretical and empirical studies so that it gave birth to a hypothetical framework of the RIL model itself. The RIL model product was then validated by involving 7 experts as validators through the focus group discussion (FGD) mechanism. Validation aspects include content validity and construct validity. The data from the validation of the model were analyzed descriptively by averaging the results of validation. The validation results of the RIL model show that the validity level (Va) of 4.28 in a very valid category. Whereas Va in the content validity and construct validity aspects are 4.26 and 4.32, both in the very valid category. The hypothetical framework model developed based on the conceptual frame and the results of its validation is provided in this article.
The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills Ni Nyoman Sri Putu Verawati; Hikmawati Hikmawati
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 9, No 1: June 2021
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.255 KB) | DOI: 10.33394/j-ps.v9i1.4001

Abstract

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.
Co-Authors Ahmad Harjono Hairunnisyah Sahidu I Wayan Gunada Ni Nyoman Sri Putu Verawati