Archimedes: Jurnal Pendidikan Ilmu Pengetahuan Alam

Efektivitas Project-Based Learning Berbasis Teknologi Digital pada Siswa SMP Negeri 4 Majenang dalam Lingkungan Belajar Jarak Jauh

2026-08-17T13:44:17+00:00

This study aims to analyze the effectiveness of digital technology-based Project-Based Learning (PjBL) in enhancing students' abilities during distance learning. A quasi-experimental design was employed, featuring an experimental group and a control group, each consisting of 32 students from SMP Negeri 4 Majenang. The data consisted of pretest and posttest scores regarding conceptual understanding. Analyses included descriptive statistics, score improvements, N-Gain, paired t-tests, independent t-tests on gain scores, and Cohen’s d effect sizes. Data analysis revealed that the mean pretest scores for both the experimental and control groups were identical at 51.50. Following instruction, the mean posttest score for the experimental group rose to 86.19, whereas the control group reached 63.31. The experimental group achieved a mean gain of 34.69 with an N-Gain of 0.722 (classified as high), while the control group recorded a gain of 11.81 with an N-Gain of 0.247 (classified as low). Paired t-tests indicated a significant improvement in the experimental group, t(31) = 72.22, p < .001. The comparison of gains between groups was also significant, t(62) = 32.76, p < .001. A Cohen’s d value of 8.19 indicates a very large difference in improvement. These findings strongly suggest that the implementation of digital technology-based PjBL has the potential to enhance learning outcomes in a distance learning environment. However, claims regarding improvements in the full range of 21st-century skills require support from data obtained via specialized instruments measuring communication, collaboration, creativity, critical thinking, and digital literacy.

Penerapan Evaluasi Pembelajaran Kimia Berbasis Gamifikasi Kahoot untuk Mengukur Hasil Belajar Siswa SMA Muhammadiyah Majenang pada Materi Asam Basa

2026-08-17T12:02:12+00:00

Chemistry teachers at SMA Muhammadiyah Majenang commonly face low student engagement during conventional, paper-based evaluation of acid-base material, which contributes to students' low mastery of this abstract chemical concept. This study aims to determine the effectiveness of Kahoot-based gamified learning evaluation in measuring and improving students' cognitive learning outcomes on acid-base material. A pre-experimental one-group pretest-posttest design was used, involving 32 eleventh-grade science students selected through purposive sampling. Data were collected using a 20-item multiple-choice test administered through Kahoot and a student response questionnaire, then analyzed using the N-gain score and a paired sample t-test. The average N-gain score was 0.58 (medium category), and the paired t-test showed a significant difference between pretest and posttest scores (p < 0.05). In addition, 84.6% of students gave a "very good" response to the Kahoot-based evaluation. Kahoot-based gamified evaluation effectively improves student learning outcomes and can be used as an alternative formative assessment tool for acid-base material.

Pengaruh Penggunaan Alat Peraga Fisika Ramah Lingkungan terhadap Kreativitas dan Hasil Belajar Siswa SMP Diponegoro Majenang

2026-08-17T12:12:56+00:00

This study investigated the influence of eco-friendly physics teaching aids on creativity and learning outcomes among junior high school students. This study aims to examine the effect of using eco-friendly physics teaching aids made from used materials on students' creativity and physics learning outcomes at SMP Diponegoro Majenang. A quasi-experimental method with a non-equivalent control group design was applied to 60 eighth-grade students, divided into an experimental group (eco-friendly teaching aids) and a control group (conventional method). Data were collected through learning outcome tests and creativity assessment rubrics, then analyzed using normality, homogeneity, and independent sample t-tests. The results showed that the experimental group achieved a higher N-Gain (0.58, moderate-to-high category) than the control group (0.27, low category), and the independent sample t-test showed a significant difference (t = 6.82, p < 0.001). Students' creativity scores in the experimental group (mean 81.3) were also significantly higher than in the control group (mean 63.5). Eco-friendly physics teaching aids effectively improve both students' creativity and physics learning outcomes and can be considered an alternative, low-cost, and environmentally responsible learning medium.

Implementasi Media Simulasi Virtual (PhET) pada Pembelajaran IPA Materi Suhu dan Kalor di SRMP 27 Banjarnegara

2026-08-17T13:06:49+00:00

This study aims to analyze the effect of Physics Education Technology (PhET) virtual simulation media on students’ science learning outcomes in the topic of temperature and heat at SRMP 27 Banjarnegara. A quasi-experimental nonequivalent control group design was proposed, involving two groups of 30 students each. The experimental group received PhET-assisted instruction, while the control group received conventional instruction. The experimental group increased from a mean pretest score of 48.87 to 81.03, while the control group increased from 46.94 to 64.41. Mean gains were 32.16 and 17.47, respectively. An independent-samples t-test on gain scores indicated a significant difference, t(58) = 8.21, p < .001, with Cohen’s d = 2.12. The findings align with literature on the potential of interactive simulations to support visualization, variable manipulation, and active learning.

Efektivitas Media Pembelajaran IPA Berbasis Adobe Flash CS6 untuk Meningkatkan Kemandirian Belajar Siswa

2026-08-18T02:17:58+00:00

This study aims to analyze the effectiveness of using Adobe Flash CS6-based science learning media in enhancing students' learning independence. The study employed a quantitative approach with a one-group pretest-posttest design. The subjects were 32 seventh-grade students at SMP Negeri 1 Subah. Primary data were collected using a learning independence questionnaire administered before and after instruction using the media. Learning independence was analyzed based on the aspects of preparation, implementation, and evaluation. Supporting data were obtained through documentation of media access frequency and student interviews. Improvements in learning independence were analyzed using the N-gain score. The results indicate that students' learning independence improved, with an N-gain score of 0.73, placing it in the high category. Improvements were also observed across the preparation, implementation, and evaluation aspects. Access data revealed that 8 students accessed the media via the website frequently, 10 occasionally, and 14 rarely. Interview results indicated that the media provided students with opportunities to access materials and learn more independently, although usage was still influenced by limited internet access. The findings suggest that Adobe Flash CS6-based science learning media has the potential to be effective in supporting the enhancement of students' learning independence.

Efektivitas Desain Pembelajaran Proyek IPAS Terintegrasi Pendekatan STEM terhadap Keterampilan Pemecahan Masalah Kolaboratif di SMK Negeri 1 Kemangkon

2026-08-17T15:29:53+00:00

Integrated STEM and project-based learning are increasingly used to connect scientific concepts with authentic, collaborative problem contexts. This study examined the effectiveness of an IPAS project-learning design integrated with STEM at SMK Negeri 1 Kemangkon. The study compared learning gains between an experimental class receiving the intervention and a control class receiving conventional learning. A quasi-experimental pretest-posttest control-group design was used with 64 students, comprising 32 students in the experimental group and 32 in the control group. Data were analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-tests, an independent-samples t-test on gain scores, normalized gain, and Cohen's d. The experimental group increased from a mean pretest of 54.19 to a mean posttest of 86.19, while the control group increased from 56.94 to 66.28. Mean gain was 32.00 in the experimental group and 9.34 in the control group. The between-group difference in gain was statistically significant, t(62)=9.98, p<.001, with a 95% confidence interval of 18.12–27.20 and a large effect size (d=2.49). Mean normalized gain was 0.69 in the experimental group and 0.20 in the control group. The intervention was substantially more effective than the comparison learning condition. However, the uploaded dataset operationalizes the outcome through a conceptual-understanding test on solar-system content; therefore, the empirical findings should not be interpreted as a direct measurement of collaborative problem-solving competence unless a validated collaborative problem-solving instrument is also administered.