SEMESTA: Journal of Science Education and Teaching

The Effect of Creative Problem-Solving Model on Students’ Creative Thinking Skills

2025-10-07T10:11:37+00:00

This study aims to determine the effect of the Creative Problem-Solving (CPS) learning model on the creative thinking skills of eighth-grade students at SMP Negeri 29 Padang. The research employed a quasi-experimental design with a nonequivalent control group. The study was conducted at SMP Negeri 29 Padang, West Sumatra. The sample was selected using purposive sampling, consisting of 34 students from class VIII-9 as the experimental group and 34 students from class VIII-6 as the control group. The instrument used was a test in the form of essay questions. The results showed that the hypothesis was accepted, as the significance value obtained was less than 0.05. These findings suggest that the implementation of the Creative Problem-Solving learning model is an effective strategy for enhancing students’ creative thinking skills. Therefore, it is recommended that teachers integrate the CPS model into classroom instruction to encourage students to be more active, innovative, and capable of solving problems creatively.

Literature Review: Factors Influencing Creativity in Junior High School Students’ Science Learning

2025-07-16T05:23:04+00:00

Creativity refers to the ability to generate novel ideas and skills from ordinary situations, characterized by fluency, flexibility, and originality. Creative students continuously seek innovative ways to address problems in their daily lives. In the context of science education, such students tend to find creative science problems easier to solve, as they already possess effective problem-solving strategies. This study employs a literature review method by analyzing 16 selected articles from Google Scholar that met specific inclusion criteria. The main objectives of this research are to (1) evaluate the creativity levels of Indonesian high school students in science learning and (2) identify the factors that influence their creativity in this field. The findings reveal that the overall creativity level of Indonesian high school students is categorized as low, contrasting with the expected higher level. Factors affecting students’ creativity include the implementation of diverse learning models, teachers’ pedagogical competence, and students’ comprehension of the subject matter.

The Implementation of the Problem-Based Learning (PBL) Model Assisted by Wordwall on Students’ Learning Achievement at SMPN 12 Padang

2025-10-01T02:54:43+00:00

This study examined the effect of implementing the Problem-Based Learning (PBL) model assisted by Wordwall on the learning achievement of seventh-grade students at SMPN 12 Padang. The research employed a quasi-experimental design with a non-equivalent control group. The population consisted of all seventh-grade students, while the sample was selected purposively, comprising classes VII-5 and VII-7. The experimental group received instruction through the PBL model integrated with Wordwall activities, whereas the control group was taught using conventional methods. Data were collected using multiple-choice tests administered as pretests and posttests, and analyzed using Microsoft Excel. The results revealed a significant difference in the average scores between the experimental and control groups. The t-test analysis yielded a calculated t-value of 2.3027, which exceeded the critical t-value of 1.9964, indicating the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ). These findings suggest that the use of the PBL model assisted by Wordwall significantly enhances students’ learning achievement in seventh-grade science at SMPN 12 Padang.

The Effect of Problem-Based Learning Model on Junior High School Students’ Communication Skills in Earth and Solar System Topic

2025-07-16T05:21:36+00:00

Learning activities in natural science subject have considerable potential for development, particularly in creating a more engaging and communicative classroom environment through active student participation. The implementation of the Problem-Based Learning (PBL) model is expected to enhance students’ communication skills, as it encourages collaborative investigations, problem-solving, and discussion of results. This study aimed to examine the effect of the PBL model on students’ communication skills in learning the Earth and Solar System topic. The research was conducted at SMPN 1 Kec. Guguak over five weeks, from May to June 2024, involving 53 students selected through purposive sampling. The sample consisted of 26 students in the experimental class and 27 in the control class. A quasi-experimental method with a Post-test Only Control Group Design was employed. The indicators of communication skills assessed included oral communication, written communication, and interpersonal communication. Data were collected using a communication test comprising six essay questions that had been validated and tested for reliability. Data analysis was carried out using descriptive statistics and inferential statistics through the Mann-Whitney test with SPSS version 25. The results of the Mann-Whitney test showed a significance value of 0.044 (p < 0.05), indicating that H₀ was rejected and H_a was accepted. Therefore, it can be concluded that the PBL model has a significant effect on students’ communication skills.

The Effect of Search, Solve, Create, and Share (SSCS) Learning Model on Students’ Scientific Literacy Skills

2025-07-16T05:24:35+00:00

Contemporary science education aims to equip students with the competencies needed to address the complex challenges of the 21st century, particularly within the framework of Industry 4.0, where scientific literacy is recognized as a fundamental skill. However, students’ low levels of scientific literacy are often attributed to passive, text-based, and teacher-centered learning methods. This study aims to examine the effect of the Search, Solve, Create, and Share (SSCS) learning model on the scientific literacy of seventh-grade students at SMPN 5 Mandau in the topic Forms of Matter and Their Changes. The study employed a quasi-experimental design with a non-equivalent control group design. The sample consisted of two classes selected through purposive sampling. Research data were analyzed using descriptive and inferential statistics with the aid of Microsoft Excel. The results of the hypothesis testing revealed a significant difference in the average scores between the two classes after the implementation of the SSCS learning model. The posttest analysis showed that the calculated t-value (t_count = 2.458) was greater than the critical t-value (t_table = 2.004), indicating that the SSCS learning model had a significant positive effect on students’ scientific literacy.

The Implementation of Case-Based Learning (CBL) Model to Improve Students’ Problem-Solving Skills at SMPN 30 Padang

2025-10-01T03:07:05+00:00

This study aims to examine the effect of implementing the Case-Based Learning (CBL) model on the problem-solving skills of eighth-grade students at SMP Negeri 30 Padang. The research population consisted of all eighth-grade students at the school. A quasi-experimental design with a non-equivalent control group was employed. The sample was selected using a purposive sampling technique, resulting in classes VIII B and VIII D being chosen as the experimental and control groups, respectively. The experimental class was taught using the CBL model, while the control class received instruction through a conventional learning model. Data were collected through pretest and posttest in the form of essay-type questions administered to both groups. The data were analyzed using the tʹ-test. The results indicated a significant difference in the mean scores between students taught using the CBL model and those taught using the conventional model. The tʹ-test results showed that t_count > t_table (8.544 > 2.009), leading to the acceptance of the alternative hypothesis and rejection of the null hypothesis. It can be concluded that the CBL model had a significant positive effect on the problem-solving skills of eighth-grade students at SMP Negeri 30 Padang.

Implementation of SSI-Based PBL Model to Develop Students' Critical Thinking Skills in Science Learning

2025-10-01T03:11:00+00:00

Critical thinking is one of the most essential skills to be developed in 21st-century education. However, many classroom activities still rely on conventional methods that fail to actively engage students. This study aimed to investigate the effect of integrating the Problem-Based Learning (PBL) model with Socio-Scientific Issues (SSI) on junior high school students’ critical thinking skills in the topics of ecology and biodiversity. A quasi-experimental method with a non-equivalent control group design was employed. The research subjects consisted of two eighth-grade classes at SMP Negeri 35 Padang: one class implemented the PBL-SSI model as the experimental group, while the other used conventional learning as the control group. Data were collected through pre-tests and post-tests and analyzed using the t-test. The results showed that before the intervention, students in both groups had comparable levels of critical thinking skills. However, after the intervention, the experimental group demonstrated a significant improvement (t_count = 7.234 > t_table = 2.005). Improvements were evident across six indicators of critical thinking, including information analysis, drawing conclusions, and evaluation. These findings indicate that the PBL-SSI model effectively enhances students’ critical thinking skills through meaningful, contextual, and applicable learning experiences. By incorporating real-life issues, this model encourages active student participation in discussion, problem-solving, and decision-making, thereby making the learning process more engaging and meaningful.

The Influence of the Reading to Learn Learning Model on Students' Learning Outcomes

2025-10-01T02:24:14+00:00

One of the key indicators of students’ scientific understanding and skills is their learning outcomes. Based on interviews with science teachers at SMPN 7 Padang, it was found that students’ learning outcomes remain low due to limited motivation, low interest in learning science, and suboptimal learning readiness. To address this issue, the Reading to Learn (R2L) model was applied as an alternative learning strategy to improve student achievement. This study aimed to examine the effect of implementing the Reading to Learn model on students’ learning outcomes. The research sample consisted of class VII.5 as the experimental group and class VII.6 as the control group, each comprising 33 students. The results revealed a significant difference between the two groups: the experimental group achieved an average score of 81, while the control group scored an average of 56. The t-test analysis yielded a t-value of 5.948, exceeding the t-table value of 1.997 (t_count > t_table = 5.948 > 1.997). Therefore, H₀ was rejected and H₁ was accepted, indicating that the implementation of the Reading to Learn model had a significant positive effect on students’ learning outcomes.

Validity and Practicality of PBL-SSI E-Module on Ecology and Biodiversity Topic for Junior High School

2025-10-01T03:02:35+00:00

Teaching materials, as one of the essential components in the learning process, must evolve in line with rapid technological advancements. Therefore, E-module teaching materials need to be developed to enhance students’ understanding and learning outcomes. This study employed Research and Development (R&D) with the 4D model (Define, Design, Develop, and Disseminate) to develop a Problem-Based Learning (PBL)-based E-module integrated with Socio-Scientific Issues (SSI) on ecology and biodiversity topics for junior high school students. The research instruments included teacher interview sheets, student needs analysis questionnaires, validity questionnaires, and practicality questionnaires. Data were analyzed for validity and practicality. The findings revealed that the developed PBL-based E-module integrated with SSI achieved a very valid category, with an average validity score of 90%, and a very practical category, with an average practicality score of 96%. It can be concluded that the PBL-based science learning E-module integrated with SSI on ecology and biodiversity meets the criteria of validity and practicality, making it suitable for use by teachers and students.

Empowering 21st-Century Skills through Ethno-PjBL: The Case of ‘Geplak’ in Science Education

2025-10-17T07:21:16+00:00

Developing 21st-century skills—such as critical thinking and communication—is essential to prepare students for real-world challenges, yet these skills remain underdeveloped in many science classrooms. This study investigates the effect of the Project-Based Learning (PjBL) model integrated with ethnoscience content based on the traditional food "Geplak" on students’ critical thinking and communication skills in the context of science education. It also examines whether significant differences exist between students taught using ethnoscience-based PjBL and those taught using the Discovery Learning model on the topic of food additives. A quasi-experimental design was employed with eighth-grade students, divided into an experimental group and a control group. The experimental group received learning through the PjBL model with ethnoscientific integration, while the control group followed the Discovery Learning model. Data were collected through pretest-posttest assessments on critical thinking, communication skill questionnaires, and observation sheets. MANOVA and effect size analyses revealed that the PjBL model significantly enhanced students’ critical thinking and communication abilities. The findings suggest that integrating local cultural content such as traditional food into science learning can meaningfully contribute to the development of essential 21st-century skills.