@article {660,
	title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-319},
	abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.},
	keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.300},
	url = {http://oaji.net/articles/2017/987-1523527582.pdf},
	author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin}
}
@article {720,
	title = {THE EFFECTIVENESS OF EVIDENCE-BASED REASONING IN INQUIRY-BASED PHYSICS TEACHING TO INCREASE STUDENTS{\textquoteright} SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {972-985},
	abstract = {Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students{\textquoteright} scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students{\textquoteright} scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general.},
	keywords = {evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.972},
	url = {http://oaji.net/articles/2017/987-1544860279.pdf},
	author = {Nia Erlina and Endang Susantini and Wasis and Iwan Wicaksono and Paken Pandiangan}
}
@article {588,
	title = {THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-561},
	abstract = {VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student{\textquoteright}s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student{\textquoteright}s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student{\textquoteright}s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > .05.},
	keywords = {concept mastery, scientific creativity, virtual science teaching model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.549},
	url = {http://oaji.net/articles/2017/987-1503905158.pdf},
	author = {Iwan Wicaksono and Wasis and Madlazim}
}
@article {515,
	title = {EFFECTIVENESS OF THE INQF-BASED LEARNING ON A GENERAL PHYSICS FOR IMPROVING STUDENT{\textquoteright}S LEARNING OUTCOMES},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {441{\textendash}451},
	abstract = {This research aims to analyse effectiveness of the Indonesian National Qualification Framework (INQF)-based learning on General Physics to increase the sixth level student{\textquoteright}s Learning Outcomes (LOs) according to the INQF indicators and student{\textquoteright}s skills in using physics laboratory equipment. This research was conducted using two groups of students that consisted of 29 and 30 students. A preliminary test (pre-test) and a post-test were applied to the groups that assumed to have the same level of knowledge and skills. The data were analysed using the paired t-test, the n-gain, and the ANOVA. The results show that the INQF-based learning applied to the General Physics effective in increasing the student{\textquoteright}s LOs according to the INQF indicators. Moreover, the n-gain scores between the pre-test and the post-test can be categorized as moderate for the sixth level student{\textquoteright}s LOs and categorized as high for the student{\textquoteright}s skills in using the physics laboratory equipment. },
	keywords = {general physics, INQF-based learning, student{\textquoteright}s learning outcomes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.441},
	url = {http://oaji.net/articles/2016/987-1482423739.pdf},
	author = {Budi Jatmiko and Wahono Widodo and Martini and Mohammad Budiyanto and Iwan Wicaksono and Paken Pandiangan}
}
