PAIDAGOGIA: Jurnal Inovasi Pendidikan dan Pembelajaran

The Effect of Anatomical Torso Media in Problem-Based Learning on Students' Responsibility Attitudes and Cognitive Learning Outcomes in the Digestive System Topic

Ayu Liani, Sri Nopita Primawati, ida royani — Tue, 30 Jun 2026 00:00:00 +0000

This study aimed to analyze the effect of using anatomical torso media in Problem-Based Learning (PBL) on students' responsibility attitudes and cognitive learning outcomes in the digestive system topic. The study employed a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The participants were 50 Grade XI students of SMAN 3 Selong, East Lombok, in the 2024/2025 academic year, consisting of 25 students in the experimental class and 25 students in the control class. The experimental class received PBL assisted by anatomical torso media, whereas the control class received PBL without torso media. The research instruments consisted of a four-point Likert-scale questionnaire on responsibility attitudes and cognitive learning tests in the form of multiple-choice and essay items. Responsibility attitude data were analyzed descriptively based on categories, while cognitive learning outcomes were analyzed using normality testing, homogeneity testing, and an independent-samples t-test with SPSS. The results showed a descriptive improvement in responsibility attitudes in the experimental class, with 13 students in the very high category, 11 students in the high category, and 1 student in the moderate category after the treatment. In the control class, no student reached the very high category. The independent-samples t-test showed a significant difference in cognitive learning outcomes between the experimental and control classes, t(48) = 3.128, p = 0.003, with a medium-to-large effect size (d = 0.885). Therefore, the use of anatomical torso media in PBL had a significant effect on students' cognitive learning outcomes and descriptively supported the improvement of responsibility attitudes.

The Effect of the Project-Based Learning (PjBL) Model on Students’ Analytical Thinking Skills

M. Amris Parwandi, Septiana Dwi Utami, Titi Laily Hajiriah — Tue, 30 Jun 2026 00:00:00 +0000

Analytical thinking is a higher-order thinking skill required for understanding complex biological concepts, including the nervous system. This study aimed to examine the effect of Project-Based Learning (PjBL) on students’ analytical thinking skills. A quantitative approach was employed using a quasi-experimental method with a nonequivalent control group design. The sample was selected through purposive sampling and comprised 61 eleventh-grade students at SMAN 1 Gunungsari, including 30 students from class XI F as the experimental group and 31 students from class XI D as the control group. Data were collected using essay tests based on five indicators of analytical thinking skills, observation sheets, and documentation. The data were analyzed using the Shapiro–Wilk test to assess normality, Levene’s test to assess homogeneity of variance, the Mann–Whitney U test to examine differences between groups, and normalized gain (N-gain) analysis to determine the level of improvement. The mean score of the experimental group increased from 52.8 to 73.6, whereas that of the control group increased from 50.6 to 61.9. The Mann–Whitney U test yielded U = 64.500, Z = −5.925, and p < 0.001, indicating a significant difference between the two groups. The experimental group achieved an N-gain of 0.44, categorized as moderate, whereas the control group obtained an N-gain of 0.23, categorized as low. These findings indicate that PjBL resulted in significantly higher analytical thinking skills and greater improvement than conventional instruction in learning the nervous system.

Validity Analysis of Socio-Scientific Issues (SSI)-Based Student Worksheets on Climate Change Using Aiken’s V

Rabiatul Hasanah — Tue, 30 Jun 2026 00:00:00 +0000

This study aimed to analyze the validity of a Socio-Scientific Issues (SSI)-based student worksheet on climate change using Aiken’s V index. The study was conducted as part of research and development employing the 4D model, with a specific focus on the develop stage, particularly expert validation and product revision. Three validators assessed 20 items covering five aspects: content feasibility, SSI characteristics, construction and presentation, language, and graphic design. Data were collected using a validation form with a five-point rating scale and quantitatively analyzed using Aiken’s V index. The validators’ comments and suggestions were analyzed descriptively and used as the basis for product revision. The results showed that the Aiken’s V values for individual items ranged from 0.667 to 0.917. Nine items were categorized as highly valid, while eleven items were categorized as valid. The overall mean validity score was 0.779, indicating that the worksheet was valid. The construction and presentation aspect obtained the highest validity score of 0.813, whereas the language aspect received the lowest score of 0.750. The components requiring further improvement were primarily related to the depth of the learning content, the adequacy of scientific data and evidence, consistency in the use of scientific terminology, and coherence of the learning activity sequence. Therefore, the SSI-based student worksheet on climate change was considered valid and suitable for classroom trials after minor revisions were made in accordance with the validators’ recommendations.

The Effect of Puzzle-Assisted Team Games Tournament on Junior High School Students’ Critical Thinking Skills and Cognitive Science Learning Outcomes

Muhammad Fakhri Risqullah, I Wayan Karmana, Septiana Dwi Utami — Tue, 30 Jun 2026 00:00:00 +0000

This study analyzed the effect of puzzle-assisted Team Games Tournament (TGT) on students’ critical-thinking skills and cognitive learning outcomes in science. A quasi-experimental nonequivalent control group design was employed. The population comprised 102 seventh-grade students at SMPN 2 Pringgarata across four classes. Purposive sampling was based on comparable academic characteristics and previous-semester achievement, resulting in Class VII A as the experimental group (n = 30) and Class VII B as the control group (n = 33). The intervention was implemented in two meetings between October 1 and 14, 2019. The experimental group participated in TGT integrating a colored two-dimensional picture puzzle during team study, games, and tournament activities, whereas the control group received conventional instruction through teacher explanation, question-and-answer activities, and assignments. Data were collected using an instructional implementation observation sheet, five essay items for critical-thinking skills, and 25 multiple-choice items for cognitive learning outcomes. The experimental group’s mean critical-thinking score increased from 60 to 90, whereas the control group’s mean increased from 55 to 80. The experimental group’s mean cognitive score increased from 58 to 76, whereas the control group’s mean remained at 54. Independent-samples t-tests on posttest scores indicated significant differences in critical-thinking skills, t(61) = 4.677, p < .001, g = 1.17, and cognitive learning outcomes, t(61) = 6.502, p < .001, g = 1.62. The normalized gain for critical thinking was 0.75 in the experimental group and 0.56 in the control group; the corresponding values for cognitive learning outcomes were 0.43 and 0.00. Students participating in puzzle-assisted TGT achieved higher outcomes than those receiving conventional instruction. The findings should be interpreted cautiously because classes were not randomly assigned and the study was conducted at a single school.

The Effect of Wordwall-Assisted Discovery Learning on Grade XI Students’ Critical Thinking Skills

Elna Lisnawati, Sri Nopita Primawati — Tue, 30 Jun 2026 00:00:00 +0000

This study aimed to determine the effect of Wordwall-assisted discovery learning on the critical-thinking skills of Grade XI students at SMAN 01 Montong Gading in the topic of the human reproductive system. A quantitative quasi-experimental approach with a pretest–posttest control-group design was employed. The sample comprised two classes selected through purposive sampling: Class XI-F.1 as the experimental group and Class XI-F.2 as the control group. The instruments consisted of an essay test of critical-thinking skills and an instructional implementation observation sheet. The data were analyzed using tests of normality and homogeneity followed by one-way ANOVA. The results indicated that Wordwall-assisted discovery learning had a statistically significant effect on students’ critical-thinking skills, p < .001; therefore, H0 was rejected and Ha was accepted. The findings suggest that Wordwall-assisted discovery learning may be used as an alternative instructional approach to promote student engagement, conceptual understanding, and critical-thinking skills in the topic of the human reproductive system.