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    Öğe
    E-LEARNING-BASED COLLABORATIVE AS AN EFFORT TO REDUCE HIGH SCHOOL STUDENTS’ MISCONCEPTIONS OF HEAT
    (Universitas Negeri Semarang, 2024) Haryono, Heny Ekawati; Jatmiko, Budi; Prahani, Binar Kurnia; Zayyadi, Moh; Kaniawati, Ida; Kurtuluş, Muhammed Akif
    The purpose of this study was to determine the effect of E-learning-based collaborative learning in reducing students’ misconceptions about class heat material. This study used a pre-experimental design with a one-group pretest-posttest design. The sampling technique used purposive sampling. The sample used was 300 grade XI high school students. Student misconceptions were analyzed using the CRI (Certainty of Response Index) method. The results showed that student misconceptions decreased by 26.50% from an average of 54.00% before learning to 27.50% after implementing E-learning-based collaborative learning. Based on the results of the hypothesis test, it can be concluded that e-learning-based collaborative learning has proven effective in reducing high school students’ misconceptions regarding the concept of heat. The novelty of this study lies in the integration of cooperative learning with an e-learning platform that is specifically designed to reduce misconceptions about the idea of heat at the Senior High School. © 2024 Science Education Study Program FMIPA UNNES Semarang.
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    Öğe
    Research analysis of critical thinking skills in physics learning in higher education
    (Malque Publishing, 2026) Jatmiko, Budi; Rahman, Nizar Rizki; Prahani, Binar Kurnia; Hasyim, Faiz; Saphira, Hanandita Veda; Kurtuluş, Muhammed Akif
    Critical thinking skills are essential competencies in 21st-century education, particularly in physics learning at the higher education level, where students must analyze, evaluate, and solve complex problems systematically. This study aims to map research trends, challenges, and innovative instructional solutions for developing critical thinking skills in physics education through a systematic literature review (SLR) method via the PRISMA protocol. A total of 18 studies published between 2014 and 2024 were systematically collected from the Scopus database and SINTA 1-2 journals. The majority of the research was conducted in Indonesia, with two additional studies from Ethiopia. Most studies have applied quantitative experimental methods, especially pretest?posttest designs, to assess the impact of learning interventions. Several studies have also utilized research and development (R&D) and mixed-method approaches. The analysis revealed diverse instructional models, including project-based learning (e.g., e-STEM, PjBLRBL), blended learning, inquiry-based learning, augmented reality integration, virtual laboratories, and pocket mobile learning. These approaches consistently improved students’ critical thinking skills, with N-Gain values ranging from moderate to high. Additional improvements in collaboration, communication, and creativity were also reported. The students’ responses to the innovative models were overwhelmingly positive. This review confirms that active, collaborative, project-based, inquiry-oriented, and technology-enhanced learning environments are highly effective in enhancing critical thinking in physics learning. © 2026, Malque Publishing. All rights reserved.