Pengaruh model Project Based Learning terhadap keterampilan berpikir kreatif dalam pembelajaran fisika terapan

Umamah, Chairatul; Andi, Herman Jufri

doi:10.25273/jpfk.v5i1.3033

Cited by 6 publications

(9 citation statements)

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“…Project-based learning methods (PjBL) have the potential to improve students' creative mindset skills, according to the findings of literature reviews obtained by researchers (Purwanti et al, 2022;Fajrina et al, 2018;(Lestari & Ilhami, 2022); Umamah & Andi, 2019;Ariyani et al, 2019;Nurjanah et al, 2021;(Muhajir, 2022); Sugandi & Rasyid, 2019;Saefullah et al, 2021;Mamahit et al, 2020;Sumarni et al, 2019;Andini & Rusmini, 2022;Trimawati et al, 2020). PjBL as a student-oriented learning method can encourage the development of thinking skills by focusing not only on memorization but also on problem solving (M Hamdani, et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…The following indicators are used in assessing the skills of the creative mindset of students, according to the findings of the researcher's literature review: fluency, adaptability when thinking about a problem, originality when coming up with other ideas, and detail (or elaboration) when presenting ideas (Fajrina et al, 2018;Umamah & Andi, 2019;Saefullah et al, 2021;Mamahit et al, 2020). Fajrina et al, (2018) / A2 code using the PjBL model tests creative thinking skills on static fluid discussions.…”

Section: Resultsmentioning

confidence: 99%

“…Learners need to be taught innovative thinking. According to Sousa (2012) in Umamah & Andi, (2019), the capacity to discover something new is creativity, useful, sustainable, or satisfying for others. While critical thinking is also important for students to develop.…”

Section: Introductionmentioning

confidence: 99%

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Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The objective of this writing audit is to look at different pieces of writing about how project-based learning can help students think more creatively and critically. The survey on writing found that project-based learning can help students think more critically and creatively. For research, a narrative review design is used in a literature review. Over the course of five years, 19 scientific articles from national and international journals were used in this study. Reliable sources, the quality of the research process, the quality of delivering information, and the completeness of the information are some of the validation criteria for scientific articles. Simplifying, displaying, drawing conclusions, and verifying data are all part of the qualitative analysis model of Miles and Huberman's method for presenting tabular data. The writing survey uncovers that project-based learning strategies can upgrade understudies' basic and imaginative reasoning abilities in science acquiring. The syntax of the project-based learning method be able to assist students in optimizing their creative and critical mindsets by starting learning with essential questions, working together to plan, developing project completion schedules, timelines, and deadlines

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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show abstract

“…Electrical study material is applied to the automotive department, one of which is the motorcycle light electrical system. Physics learning that facilitates students to practice applying physics concepts through making certain products can develop students' cognitive abilities (Umamah & Andi, 2019). One of the physics materials that students consider difficult is electricity, so problem-solving abilities need to be developed in physics learning (Ibnusaputra et al, 2023).…”

Section: Resultsmentioning

confidence: 99%

“…The engineering design learning process applies the concepts of physics and mathematical logic to solve real problems in life (Deininger et al, 2017). Students use physics concepts and equations to solve problems by making certain products (Umamah & Andi, 2019;Wahyuni et al, 2019). Based on these studies, it is necessary to develop student worksheets that are able to train students' problem solving skills.…”

Section: Introductionmentioning

confidence: 99%

The Pengenbangan

Rahmanto,

Wilujeng

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Improving of physics learning process in vocational schools is very urgent to do so that it can improve the problem-solving skills. The purpose of this study was to produce student worksheets based on the engineering design process to practice physics problem-solving skills. This research method is research and development (R&D) using the ADDIE model. The research instruments consisted of learning observation sheets, interview sheets, feasibility & practicality assessment sheets, student response questionnaires, and questions. Product implementation as well as legibility assessment using 10th-grade automotive engineering students. Student worksheets are equipped with assignments to train students' problem-solving skills. To find out the criteria for increasing students' problem-solving abilities, the N-Gain equation is used. The results of the assessment showed that the student worksheets met the criteria of being very eligible (92.67%) and Very Practical (98.20%). Analysis of problem-solving tasks shows an average value of 88.89. As for the test results, it is known that as many as 78% of students are included in the High criteria, and 22% of students are included in the Moderate criteria. The conclusion of the research is that the use of EDP-based student worksheets can improve the problem-solving skills of students.

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Comparison between iSpring Suites-supported PBL and PjBL Model in Improving Students Understanding of Electrolyte and Non-Electrolyte Solution

Juniar,

Damayanti Purba

2023

JPMIPA

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This study aimed to determine whether there are significant differences in learning outcomes in the cognitive, affective, and psychomotor aspects of students who are taught with the Problem Based Learning and Project Based Learning models assisted by iSpring media on electrolyte and non-electrolyte solution materials. This research method is a quasi-experiment with a two-class pretest-posttest research design. Sampling was carried out using purposive sampling technique, and class X PMIPA 3 was selected as the experimental class I which was taught using the Problem Based Learning model assisted by iSpring media and X PMIPA 4 as the experimental class II which was taught by the Project Based Learning model assisted by iSpring media. The instruments used were tests in the form of pretest posttest sheets and non-tests in the form of assessment sheets on the affective and psychomotor aspects of students. Based on the results of the study, the average cognitive aspect learning outcomes were 83.71 in the experimental class I and 80.57 in the experimental class II. The average affective learning outcomes were 55.25 in the experimental class I and 55.05 in the experimental class II. The average learning outcomes of the psychomotor aspects were 78.57 in the experimental class I and 75.02 in the experimental class II. Therefore, it can be concluded that there is a significant difference in learning outcomes in the cognitive and psychomotor aspects of the two experimental classes, while in the affective aspect there is no significant difference.

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Pengaruh model Project Based Learning terhadap keterampilan berpikir kreatif dalam pembelajaran fisika terapan

Cited by 6 publications

References 0 publications

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

The Pengenbangan

Comparison between iSpring Suites-supported PBL and PjBL Model in Improving Students Understanding of Electrolyte and Non-Electrolyte Solution

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