Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Rismawati, Rismawati; Sarwanto, Sarwanto; Saputro, Budiyono

doi:10.24042/jipfalbiruni.v0i0.4422

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…The concepts of physics material are not only obtained by listening, reading, and demonstrating but also must be done through direct experience so that these concepts are more firmly embedded in students' memories. The process of understanding physics concepts teaches students to think constructively so that students' understanding of physics is intact, both as a process or as a product (Jagantara et al, 2014;Rismawati. & Saputro, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Subiki¹,

Elika²,

Anggraeni

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Penerpan model pembelajaran yang tepat sangat diperlukan dalam pembelajaran fisika, karena masih banyak pembelajaran fisika yang terapkan dengan metode klasik, seperti ceramah maupun direct instruction, sehingga mempengaruhi hasil belajar siswa. Materi elastisitas bahan bukan hanya didominasi oleh teori melainkan juga ada praktik nyata (praktikum). Hal ini memerlukan suatu model pembelajaran yang lebih efektif sehingga dapat meningkatkan hasil belajar siswa. Hasil belajar adalah prestasi yang dicapai siswa secara akademis melalui ujian atau tes. Perkembangan jaman saat ini membawa kemajuan dalam pendidikan, salah satunya adalah pembelajaran berbasis proyek (PjBL) dan pembelajaran yang mengkolaborasikan multi disiplin ilmu, yaitu ilmu sains, teknologi, seni, teknik, dan matematika (STEAM). Penelitian ini bertujuan untuk mengkaji pengaruh penerapan model project based learning dengan pendekatan STEAM terhadap hasil belajar siswa SMA pokok bahasan elastisitas bahan. Jenis penelitian yang digunakan true eksperiment dengan desain Pretest-Posttest Control Group Design. Subjek penelitian 2 kelas di XI MIPA SMAN 3 Bondowoso. Data penelitian hasil belajar diperoleh dari nilai pretest dan posttest siswa. Data yang diperoleh tersebut diolah menggunakan bantuan program SPSS 23.0. Model PjBL dengan pendekatan STEAM dinyatakan terdapat pengaruh yang dignifikan terhadap hasil belajar siswa SMA pokok bahasan elastisitas bahan.

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Section: Introductionmentioning

confidence: 99%

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Subiki¹,

Elika²,

Anggraeni

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…The main emphasis in the inquiry-based learning process lies in the ability of students to understand, identify carefully and thoroughly, then provide answers or solutions to the problems presented. Also, this learning aims to encourage students to be bolder and more creative in their imagination [12]. The Inquiry learning model aims to train students to learn independently.…”

Section: Introductionmentioning

confidence: 99%

Description of Student Responses to the Implementation of the Inquiry Learning Model in Physics

Jufrida

Kurniawan

Tanti

et al. 2021

J. Penelit. Fis. Apl.

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The model of learning is one of the approaches of strategy that teachers must carry out in a systematic and procedural to regulate the activities of learning to achieve the goal of learning. The process of learning by using a model of learning inquiry can increase the activity of the students, the courage of students in revealing ideas and ideas, and improve students' science process skills in the physics learning process. The purpose of the research is to know how students' response to models of learning of inquiry was used at the time of learning physics and see whether the application of the model the students are more skilled in learning. Research is conducted in SMA Negeri 8 Muaro Jambi on student grade X IPA 1, which aims to determine students' response when given an inquiry learning model during the process of learning physics. The instrument that is used is a questionnaire of students with a sample of 21 students. This study used a mixed-method with a sequential explanatory design. The descriptive statistics were employed in the data analysis technique to obtain the average, mode, median, minimum, and maximum values. Based on the findings of this study, it is possible to conclude that using inquiry learning models in physics learning can boost student activity, independence, and science skills. This is demonstrated by the students' responses in quite good categories. Students feel accountable for formulating, analyzing, and solving problems when using the inquiry learning methodology. So that students can learn physics in a more meaningful way, and the material is easier to retain. The student response rate to the learning model is rated as satisfactory.

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Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning?

Fiteriani

Diani

Hamidah

et al. 2021

J. Phys.: Conf. Ser.

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This study was aimed to determine the effect size of the PjBL learning model with the STEM approach in improving students’ creative problem-solving ability and metacognitive skills in physics learning. The results of the data analysis showed that there was an influence of the application of the PjBL learning model with the STEM approach toward students’ creative problem-solving ability and metacognitive skills. The creative problem-solving ability score obtained by the experimental class was 0.39 while the control class obtained a score of 0.30. in terms of metacognitive skills, the experimental class obtained a value of 0.30 while the control class obtained a value of 0.20. The PjBL learning model with the STEM approach was more effective in increasing the students’ creative problem-solving ability and metacognitive skills indicated by obtained effect size value of 0.72 and the effect size of the metacognitive skill of 0.64 in the medium category. Based on the results of the MANOVA test, the creative problem-solving ability and metacognitive skills were less than 0.05 (sig <0.05). It can be concluded that there was an effect of the application of the PjBL learning model with the STEM approach toward students’ creative problem-solving ability and metacognitive skills in physics learning.

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Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

Cited by 4 publications

References 20 publications

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Effect of the Project-Based Learning Model with the STEAM Approach on Learning Outcomes of High School Students the Subject of Material Elasticity

Description of Student Responses to the Implementation of the Inquiry Learning Model in Physics

Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning?

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