Effectiveness of the Inqf-Based Learning on a General Physics for Improving Student’s Learning Outcomes

Jatmiko, Budi; Widodo, Wahono; Martini, Martini; Budiyanto, Mohammad; Wicaksono, Iwan; Pandiangan, Paken

doi:10.33225/jbse/16.15.441

Cited by 35 publications

(9 citation statements)

References 19 publications

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“…The DL or DI model has a very low impact on achieving students' critical thinking, creative thinking, and collaborative skills in learning physics [10]. The same fact was also expressed that DL is not effective in learning physics [11]. The DL or DI model as a conventional learning model [12].…”

Section: Introductionmentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.

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Section: Introductionmentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…It is found out that the discovery learning model can train students' specific skills both from content and ability aspects (Abrahamson & Kapur, 2018;Chase & Abrahamson, 2018). The discovery learning model is able to develop students' new ideas, such as developing thinking skills (Jatmiko et al, 2016;Siswanto et al, 2018;Chusni et al, 2021). Some other research investigates that the discovery learning model can improve students' problem-solving skills (PSS) (Wartono et al, 2017;Wartono et al, 2018, Yuliati & Munfaridah, 2018.…”

Section: Figure 2 Comparison Of Problem-solving Skill (Pss)mentioning

confidence: 99%

Profile of Student Problem Solving Skills Using Discovery Learning Model with Cognitive Conflict Approach

Bahtiar¹,

Ibrahim

Maimun³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Instruction that focuses on remembering and understanding domains become one of the factors causing students' low ability on problem-solving skill (PSS) in physics. Discovery learning with a cognitive conflict approach becomes one of the solutions to solve this problem. This research aims at finding students' problem-solving skill improvement through discovery learning using the cognitive conflict approach. This research is a Research and Development. The lesson plan that has been developed was widely tried out in the two classes. Data collection of such improvement used to pretest and posttest result on problem-solving skill. The problem-solving indicators applied in this research refer to Docktor & Heller's indicator (2009), such as problems identification, physics description, and specific application of physics, mathematical procedure, and logical conclusion. Based on the N-gain analysis result, it was found that discovery learning using the cognitive conflict approach can improve students' problem skills. Moreover, the N-gain test result on every sub-material work, energy, work and energy conversion, and conservation of energy laws were included in the moderate and high improvement category. Likewise, every problem-solving skill indicator was included in moderate and high improvement categories.

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“…Therefore, the ability to solve problems presents a significant learning achievement in universities in Indonesia (Siswanto et al, 2019). This follows one of the learning outcomes required in the Presidential Regulation of the Republic of Indonesia Number 8 of 2012 concerning the Indonesian National Qualifications Framework (INQF) Level 6 (Jatmiko et al, 2016). However, for decades, most educational institutions have been responsible for the accumulation of knowledge at all levels of education, contributing to a repetition of material without logical meaning for students (Scarlatos, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ Physics Problem-Solving Skills in Daily Life Context: Between Confession and Fact

Sari

Jatmiko

Suprapto

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Physics is a science that can solve various problems that exist in everyday life in the form of technology. Therefore physics problem-solving skills are trained in school learning. This study aimed to determine the profile of students' physics problem-solving skills with physics case studies in everyday life. This study used a quantitative descriptive method and involved 55 students of senior high school in XII class who were randomly selected. The data used in this study were student response data to questionnaires and test results through problem-solving skills questions. Based on the questionnaire results, students felt they had problem-solving skills at the medium level of 38% and 62% high. Meanwhile, for test results using problem-solving skills questions, there was a decrease in level. As many as 7% of students have very high problem-solving skills, 18% high, 58% medium, and 17% low. The differences that arise show that there are problems in learning and the problem models given in physics learning at school.

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Effectiveness of the Inqf-Based Learning on a General Physics for Improving Student’s Learning Outcomes

Cited by 35 publications

References 19 publications

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Profile of Student Problem Solving Skills Using Discovery Learning Model with Cognitive Conflict Approach

Students’ Physics Problem-Solving Skills in Daily Life Context: Between Confession and Fact

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