Application of Environmentally-Based Student Worksheets on the Observational Skills
DOI:
https://doi.org/10.26618/jpf.v13i1.16229Kata Kunci:
environmentally-based student worksheet, observational skills, physics learningAbstrak
This study investigates the impact of environmentally-based student worksheets on enhancing observational skills in physics education. Active student participation is crucial for effective learning, and innovative tools such as these worksheets are designed to improve student engagement and skill development. The study specifically aims to: (1) assess the observational skills of grade X students at State Senior High School 2 Mamuju using environmentally-based student worksheets; (2) compare these skills with those of students using conventional student worksheets; and (3) analyze the differences in observational skills between the two groups. A quasi-experimental design was employed, using a posttest-only control group method. The independent variable was the type of student worksheet (environmentally-based vs. conventional), while the dependent variable was students' observational skills. The sample included grade X MIPA students, with 33 students in the experimental group (using environmentally-based worksheets) and 35 students in the control group (using conventional worksheets) selected through purposive sampling. Results demonstrated that students using environmentally-based student worksheets exhibited significantly higher observational skills (mean score: 16.27, high category) compared to those using conventional worksheets (mean score: 12.4, moderate category). Statistical analysis confirmed a significant difference between the groups. These findings suggest that integrating environmentally-based student worksheets is an effective strategy for improving observational skills, fostering better engagement, and enhancing students' understanding of physics concepts, particularly in the context of Newton’s laws of motion. The study emphasizes the importance of context-rich, interactive learning tools for science education.Referensi
Algiranto., Sarwanto., & Marzuki, A. (2019). The development of students worksheet based on predict, observe, explain (POE) to improve students’ science process skill in SMA Muhammadiyah Imogiri. Journal of Physics: Conference Series, 1153, 1-6. https://doi.org/10.1088/1742-6596/1153/1/012148
Antonio, R.P. & Prudente M.S. (2024). Effects of inquiry-based approaches on students’ higher-order thinking skills in science: A meta-analysis. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(1), 251-281. https://doi.org/10.46328/ijemst.3216
Astawan, I. G., & Agustiana, I. G. A. T. (2020). Pendidikan IPA sekolah dasar di era revolusi industri 4.0. Nilacakra.
Azinah, S. Z., Arsyad, M., & Khaeruddin, K. (2022). Implementation of students’ worksheets to improve critical thinking skills. Jurnal Pendidikan Fisika, 10(3), 219–226. https://doi.org/10.26618/jpf.v10i3.8812
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dermawati, N., Suprata, S., & Muzakkir, M. (2019). Pengembangan lembar kerja peserta didik (LKPD) berbasis lingkungan. JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar, 7(1), 74–78. https://doi.org/10.24252/jpf.v7i1.3143
Fan, X. (2015). Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics. PhD Thesis, School of Education, The University of Queensland
Farisatma., Yusnan, M., Jannah, N., Krisnawati. (2024). The role of teachers in implementing environmentally based learning media through animated videos in elementary schools. Taksonomi: Jurnal Penelitian Pendidikan Dasar, 4(2), 285–299.
Gök, G., & Boncukçu, G. (2023). The effect of problem-based learning on middle school students' environmental literacy and problem-solving skills. Journal of Science Learning, 6(4), 414-423. https://doi.org/10.17509/jsl.v6i4.62781
Idris, N., Talib, O., & Razali, F. (2022). Strategies in mastering science process skills in science experiments: A systematic literature review. Jurnal Pendidikan IPA Indonesia, 11(1), 155-170. https://doi.org/10.15294/jpii.v11i1.32969
Jamil, M., Muhammad, Y., & Qureshi, N. (2021). Secondary School Science Teachers' Practices for the Development of Critical Thinking Skills: An Observational Study. Journal of Development and Social Sciences, 2(4), 259-265. http://doi.org/10.47205/jdss.2021(2-IV)22
Kahar, M. S., Syahputra, R., Arsyad, R. B., Nursetiawan., & Mujiarto. (2021). Design of Student Worksheets Oriented to Higher Order Thinking Skills (HOTS) in Physics Learning. Eurasian Journal of Educational Research, 96, 14-29. Doi: 10.14689/ejer.2021.96.2
Kemdikbud. (2013). Materi pelatihan guru implementasi kurikulum 2013. Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan Kementerian Pendidikan dan Kebudayaan
Mahtari, S., Wati, M., Hartini, S., Misbah, M., & Dewantara, D. (2020). The effectiveness of the student worksheet with PhET simulation used scaffolding question prompt. Journal of Physics: Conference Series, 1422, 1-5. Doi: 10.1088/1742-6596/1422/1/012010
Markhamah., Sufanti, M., Atiqa, S., & Winanrni. (2020). pembelajaran ejaan di sekolah dasar untuk meningkatkan kemampuan berpikir tingkat tinggi. Muhammadiyah University Press.
Marzoli, I., Colantonio, A., Fazio, C., Giliberti, M., di Uccio, U. S., & Testa, I. (2021). Effects of emergency remote instruction during the COVID-19 pandemic on university physics students in Italy. Physical Review Physics Education Research, 17, 1-18. https://doi.org/10.1103/PhysRevPhysEducRes.17.020130
Mustika, R., Singkam, A. R., & Karyadi, B. (2019). Pengembangan lembar kerja peserta didik berbasis lingkungan sekitar sebagai upaya untuk meningkatkan pemahaman siswa SMP tentang konsep identifikasi makhluk hidup. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 3(2), 174–184. https://doi.org/10.33369/diklabio.3.2.174-184
Nugraheny, D. C. (2018). Penerapan lembar kerja peserta didik (LKPD) berbasis life skills untuk meningkatkan keterampilan proses dan sikap ilmiah. Visipena, 9(1), 94–114. https://doi.org/10.46244/visipena.v9i1.435
Nusantari, E., Utina, R., Katili, A. S., Tamu, Y., & Damopolii, I. (2020). Effectiveness of environmentally-based science learning towards environmentally-friendly character of students in coastal area. International Journal of Instruction, 13(3), 233-246. https://doi.org/10.29333/iji.2020.13316a
Pertiwi, N. P., Saputro, S., Yamtinah, S., & Kamari, A. (2024). Enhancing critical thinking skills through stem problem-based contextual learning: An integrated e-module education website with virtual experiments. Journal of Baltic Science Education, 23(4), 739-766. https://doi.org/10.33225/jbse/24.23.739
Purnamasari, A., Karoma, K., Bukhori, K. A., & Sairi, A. P. (2020). Analisis persepsi peserta didik terhadap lembar kerja peserta didik pembelajaran fisika SMA Negeri 8 Palembang. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP), 4(1), 6–15. https://doi.org/10.19109/jifp.v4i1.5568
Rahmawati, Y., Ridwan, A., Faustine, S., & Mawarni, P. C. (2020). Pengembangan soft skills siswa melalui penerapan culturally responsive transformative teaching (CRTT) dalam pembelajaran kimia. Jurnal Penelitian Pendidikan IPA, 6(1), 86–96. https://doi.org/10.29303/jppipa.v6i1.317
Rankin, L. (2006). Assessing for learning facilitator’s guide workshop II: Assessing process skills a professional development curriculum from the institute for inquiry. Ekploratorium
Rustaman, N. (2003). Kemampuan proses ilmiah dalam pembelajaran sains. Universitas Pendidikan Indonesia.
Sari, C. K., Dwiyani, E., Machromah, I. U., Toyib, M., & Sari, D. N. V. (2022). Enhancing students’ critical thinking by integrating contextual problems worksheets on problem based learning. Journal of Education Action Research, 6(1), 109–115. https://doi.org/10.23887/jear.v6i1.43392
Sarı, U., Duygu, E., Şen, Ö. F., & Kırındı, T. (2020). The effects of STEM education on scientific process skills and STEM awareness in simulation based ınquiry learning environment. Journal of Turkish Science Education, 17(3), 387-405.
Sari, S. S., Zul, M., & Haris, A. (2022). Analysis of students’ physics learning outcomes using e-learning during covid-19 pandemic. Jurnal Pendidikan Fisika, 10(1), 67-74. https://doi.org/10.26618/jpf.v10i1.6431
Septiana, S., Rizal, R., & Makiyah, Y. S. (2023). Development of electronic student worksheet using problem-based learning model with the Wizer.me platform on momentum and impulse materials. Jurnal Pendidikan Fisika, 11(2), 202–214. https://doi.org/10.26618/jpf.v11i2.10909
Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia-Social and Behavioral Sciences, 2(2), 1190–1194. https://doi.org/10.1016/j.sbspro.2010.03.170
Sriwarthini, N. L. P. N., Nurhasanah, N., & Astawa, I. M. S. (2024). Identification of science process skills of group B students at Kreativa Gebang Kindergarten. Jurnal Penelitian Pendidikan IPA, 10(2), 459–464. https://doi.org/10.29303/jppipa.v10i2.5981
Stone, E. M. (2014). Guiding students to develop an understanding of scientific inquiry: A science skills approach to instruction and assessment. CBE—Life Sciences Education, 13(1), 90–101. https://doi.org/10.1187/cbe-12-11-0198
Sugiyono. (2010). Metode penelitian pendidikan: Pendekatan kuatintatif, kualitatif dan R&D. Alfabeta
Suryawati, E., Suzanti, F., Zulfarina., Putriana, A. R., & Febrianti, L. (2020). The implementation of local environmental problem-based learning student worksheets to strengthen environmental literacy. Jurnal Pendidikan IPA Indonesia, 9(2), 169–178. https://doi.org/10.15294/jpii.v9i2.22892
Umbaryati, U. (2016). Pentingnya LKPD pada pendekatan scientific pembelajaran matematika. Prisma, Prosiding Seminar Nasional Matematika, 217–225.
Wakhidah, N., Laelasari, I., Tasya, G. A., & Sa’adah, A. L. (2022). Observing skills and questioning skills: Are they correlated in the learning process?. Thabiea : Journal of Natural Science Teaching, 5(2), 131–144. http://dx.doi.org/10.21043/thabiea.v5i2.14261
Unduhan
File Tambahan
Diterbitkan
Terbitan
Bagian
Lisensi
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
