Jizah Omar

Bio: Jizah Omar is an academic researcher from National University of Malaysia. The author has contributed to research in topics: Science education & Creativity. The author has an hindex of 2, co-authored 2 publications receiving 253 citations.

Improving Creative Thinking Skills of Students through Differentiated Science Inquiry Integrated with Mind Map

Abstract: In inquiry-based learning, teachers usually only apply one level of inquiry from the four available levels. The diversity of students should be a serious consideration. Differentiated Learning Science Inquiry (DSI) implements the four levels of inquiry. To train students’ creative thinking, inquiry can be integrated with mind maps. This research aims to determine the difference in creative thinking skills between male and female students who were given three different science learning models i.e., DSI, DSI integrated with mind map (DSIMM), and the conventional model. This research was a quasi-experimental research, which used a nonequivalent pretest posttest control group design. The samples of the research were 96 students from three classes spreading across three junior high schools in Kediri, Indonesia. The data on students’ creative thinking skills were taken from an essay test on science learning assessed using a creative thinking skills rubric. The results of the research showed that there was a difference in students' creative thinking skills for different models. The highest creative thinking skills were exhibited by the students taught using the DSIMM model. The results of the research also showed that there was a difference in creative thinking skills between the male and the female students. The male students had higher creative thinking skills than the female students. This was presumably because in the differences of brain anatomy affecting the students’ pattern of learning and activities.

Guided inquiry model through virtual laboratory to enhance students' science process skills on heat concept

Abstract: Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching .

Physics Education Students' Science Process Skills.

Abstract: The purpose of this study was to determine the description of the process carried out in the physics education study program on the lens material. The process skills used in this study are the methods used, namely measurement, measurement and measurement processes which consist of table data, data, and training, conducting experiments. Total sampling technique was choosen to recruit 91 students to participate in the study. They are contracted in basic physics practicum courses. The results show that physics students have done their own lab work in the learning process that has been incorporated into the good category. The science process skills that are most mastered in concave movement practices are observations with a percentage of 51.65% and have an average of 82.76. Whereas for convex lens practices are skills and data that have good categories with a percentage of 81.32% and have an average of 73.67.