IPF: Inovasi Pendidikan Fisika https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika <p><strong>Jurnal Inovasi Pendidikan Fisika</strong> menerbitkan artikel hasil penelitian di bidang pendidikan fisika meliputi bidang <strong>Filsafat dan Kurikulum</strong>, <strong>Inovasi Pembelajaran</strong>, <strong>Media Pembelajaran</strong> dan <strong>Evaluasi Pembelajaran</strong>. Jurnal Inovasi Pendidikan Fisika diterbitkan secara berkala oleh <strong>Program Studi Pendidikan Fisika, Jurusan Fisika, FMIPA, Universitas Negeri Surabaya</strong> sebanyak <strong>tiga kali</strong> dalam setahun, yaitu pada bulan <strong>Februari, Juli, dan September</strong>.</p> <p><img src="/public/site/images/ipf/WhatsApp_Image_2022-07-15_at_11.35_.45_.png"></p> Universitas Negeri Surabaya en-US IPF: Inovasi Pendidikan Fisika 2302-4496 Profile of High School Students' Creative Thinking Ability Using Problem Solving-Based Description Questions on Renewable Energy Material https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/53974 <p><em>This study aims to describe the profile of high school students' creative thinking abilities by using a creative thinking ability assessment instrument based on problem solving in renewable energy materials. The instrument is in the form of a description with reference to indicators of creative thinking (fluency, elaboration, originality, and flexibility) and the polya problem solving stage (understanding the problem, making plans, implementing plans, and seeing or re-examining). The instruments used were developed using the ADDIE development model (Analysis, Design, Develop, Implement, and Evaluate) and the data collection techniques used tests and questionnaires. The sample of this research was 60 students of class X MA Matholi'ul Anwar Lamongan for the 2022/2023 academic year. The results of the implementation of the instrument showed that the level of creative thinking ability of class X students of MA Matholi'ul Anwar Lamongan was 32% categorized as quite creative and 68% categorized as creative. The ability of students in each indicator to think creatively obtained the highest to the lowest score respectively on the aspects of fluency, elaboration, originality, and flexibility. The results of the analysis of the creative thinking ability profile of class X students of MA Matholi'ul Anwar Lamongan are categorized as quite creative and creative.</em></p> <p><strong><em>Keywords:</em></strong><em> Creative Thinking Ability, Problem Solving.</em></p> Fithrunnada Fithrunnada Titin Sunarti ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 1 10 10.26740/ipf.v12n3.p1-10 Science Literacy Skills of High Schools Student in the Context of Kabupaten Lamongan Flood Phenomena https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55595 <p><em>This research is the part of the development of Google Form assessment to measure physics scientific literacy skills in Kabupaten Lamongan Flooding Phenomena. The purpose of this research is to describe the competency profile of high school scientific literacy in the context of the flood phenomena in Kabupaten Lamongan. The research method used is descriptive quantitative by measuring students' scientific literacy skills using a physics assessment instrument with the topic of flooding phenomena in Kabupaten Lamongan on static and dynamic fluid which is distributed and worked by using the Gaoogle Form and has gone through the question quality test stage which states the question is a matter valid and appropriate. The population in the study consisted of 60 students of class XI MIPA 8 and XI MIPA 9 from a high school in Kabupaten Lamongan. The data analysis technique is quantitative descriptive analysis from the results of testing students' scientific literacy levels and response questionnaire analysis to find out student feedback to the test. The results of this study are that the majority of students at SMAN 1 Lamongan have scientific literacy skills in the medium category because students have been trained in some scientific literacy skills while learning, the competence to explain phenomena scientifically has an average of 52.22% in the medium category, the competence to evaluate and design scientific inquiry has an average of 61.87% in the high category, the competency of interpreting data and evidence scientifically is in the medium category with an average percentage of 58.46% the majority of students state that the scientific literacy instruments developed are more interesting than the calculation questions that are usually done at school, and using Google Forms in assessments can make it easier for students to understand and work on scientific literacy assessment questions.</em></p> <p>&nbsp;</p> <p><strong><em>Keywords:</em></strong><em> Student profile, Kabupaten Lamongan Flooding Phenomena, Static and Dynamic Fluid</em></p> Fajriatul Mufarriha Sunni Titin Sunarti ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 11 17 10.26740/ipf.v12n3.p11-17 Validity of Problem Based Learning (PBL) Worksheets to Improve Learners' Creative Thinking Skills on Renewable Energy Study Materials https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57136 <p><em>This study aims to analyze the results of the validity of Problem Based Learning (PBL) based worksheets to improve students' creative thinking skills on renewable energy study materials. This research product development method is an R&amp;D method with the ADDIE development model. In this study using 3 stages, namely the Analyze stage where the activities carried out are problem analysis, curriculum analysis, and needs analysis. The Design stage where researchers design worksheets to be developed. At the Development stage, researchers conducted validation. The validity of the worksheet was assessed from 2 aspects of validity, namely content validity and construct validity. The analysis technique is calculated from the validity results assessed by 3 validators of Unesa Physics lecturers. The advantages of the worksheets developed are the novelty of PBL-based teaching materials, containing contextual problems, and training students' creative thinking skills. The weakness of this worksheet is that the worksheet cannot be accessed digitally. The results showed the average percentage of content and construct validity aspects were 94.44% and 91.67%, respectively. The overall average percentage of the worksheet is 93.05%. Based on the average percentage results, the worksheets are classified in the very valid category seen from the score interpretation from Sudijono in Oktafiana (2015). So it can be concluded that the PBL-based worksheets are very feasible to use for learning.</em></p> Indah Wulanndari ##submission.copyrightStatement## 2023-10-01 2023-10-01 12 3 57 67 10.26740/ipf.v12n3.p57-67 Analisis Validitas e-Book Berbasis Higher Order Thinking Skills Pada Materi Gerak Melingkar https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55139 <p><em>This study aims to describe the feasibility of a HOTS-based e-book on circular motion material in terms of its validity. This research is development research with the ADDIE research design. In this study, there were three stages that were carried out consisting of the analysis stage, namely knowing the needs of students and teachers for learning media, design, namely the preparation of designs and indicators of high-level thinking skills to be used in HOTS-based e-books, and development, namely the validation of HOTS-based e-Books conducted by three validators who are expert lecturers. The validity of e-books is viewed from four aspects, namely aspects of language, media, materials, and HOTS indicators. The results showed that the percentage of validity in the language aspect was 97.92%, in the media aspect it was 97.73%, in the material aspect it was 98.81%, and in the HOTS indicator aspect it was 97.22%. Based on these results, the validity of the e-book gets an average percentage of 97.92% with a very valid category. So, it can be concluded that HOTS-based e-Books are declared valid to be used as physics learning media to improve students' high-level thinking skills in circular motion material.</em></p> <p><strong><em>Keywords:</em></strong> <em>e-Book, Higher Order Thinking Skills, Circular Motion</em></p> Nayla 'Izzata Millah Abd. Kholiq ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 29 34 10.26740/ipf.v12n3.p29-34 Analisis Validitas Modul Berbasis Augmented Reality dan Literasi Sains (ARLISA) pada Materi Energi Terbarukan https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55586 <p><em>There have been many developments in module, but they are different from the ARLISA module. This is because the ARLISA module being developed is equipped with features that are able to train students' scientific literacy and augmented reality features so that learning feels more real, interesting and varied. This study focuses on analyzing the validity of the ARLISA module which has been developed using the ASSURE development research model (Analyze Learner, State Standards and Objectives, Select Strategies, Technology, Media, and Materials, Utilize Technology, Media, and Materials, Require Learner Participation, Evaluate and Revise). Module validation is carried out by three validators who are expert lecturers in the field of learning media. Module validity is viewed from four aspects, namely learning aspects, material aspects, language aspects, and media aspects. The results showed that the validity scores obtained for these four aspects were 96%, 96%, 97% and 97%. So that the percentage of the average score of the ARLISA module validation is 97% with a very valid category. So it can be stated that the ARLISA module is appropriate for use as a learning medium to train students' scientific literacy in learning physics on renewable energy material.</em></p> <p>&nbsp;</p> <p><strong><em>Keywords:</em></strong><em> Module, Augmented Reality, Science Literacy, Renewable Energy</em></p> Inanda Aulia Rizqillah Abd. Kholiq ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 35 40 10.26740/ipf.v12n3.p35-40 Validitas Komik Fisika Digital Untuk Melatihkan Berpikir Kritis Peserta Didik Pada Materi Gaya Gesek https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55601 <p><strong><em>Abstract</em></strong></p> <p><em>21st century education, implementing learning by utilizing the development of science and technology. 21st century learning is not just knowledge that is relied on, but also involves skills in learning. One of the skills in the 21st century is critical thinking skills. Critical thinking is an ability that students must have to interpret, analyze, explain, conclude, and evaluate, in problem solving activities. The development of 21st century skills must be carried out by educators in order to achieve effective and efficient learning objectives. In developing 21st century skills, educators can use instructional media by utilizing technological developments in the 21st century. Thus, the research aims to produce digital physics comics to train students' critical thinking on frictional material which is declared valid. This development research uses the DDD-E model with the stages of decide, design, develop, and evaluate. The validity of digital physics comics was obtained based on instrument validation by the validator on media, material, and language aspects. The validators consisted of 3 expert lecturers majoring in physics at Surabaya State University. The results showed that the percentage of validity on the media aspect was 90%, on the material aspect was 93%, and on the language aspect was 95%. Based on these results, the validity of the comic was obtained by an average validation score percentage of 93% with a very valid category. Thus digital physics comics are declared feasible to be used as physics learning media to train students' critical thinking on friction material,.</em></p> <p>&nbsp;</p> <p><strong><em>Keywords:</em></strong><em> digital physics comics, critical thinking, frictional force</em></p> Irma Savitri Abd Kholiq ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 41 47 10.26740/ipf.v12n3.p41-47 Development of the Quincke Practicum Kit to Improve Learning Outcomes of High School Students on Sound Wave Material https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55692 <p><strong><em>Abstract</em></strong></p> <p><em>This study aims to describe the development process and the feasibility of the Quincke practicum kit which was developed to improve the learning outcomes of high school students on sound waves. This type of research uses the ADDIE stage research method (Analysis, Design, Develop, Implementation, Evaluation) with nonprobability sampling using purposive sampling. The trial design was a pre-experimental design, namely one group pre-test post-test. The research targets were 34 XI IPA 2 students at SMAN 12 Surabaya. The results of the research show that the development of this media refers to the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) stage. The analysis stage by analyzing the basic problems faced in schools, identifying the resources needed by students, selecting the media to be developed through pre-research with teacher interviews, student questionnaires, and direct observation; The design stage is by designing the initial Quincke practicum kit that will be developed as well as the learning tools; The development stage is by compiling the Quincke practicum media kit according to the needs of students; The implementation stage is by working on the pre-test questions, then testing the Quincke practicum kit, then working on the post-test questions; The development of the Quincke practicum kit media is suitable for use to improve the learning outcomes of class XI IPA 2 SMA students at SMAN 12 Surabaya as a physics learning medium in sound wave material, because it has fulfilled three aspects, namely the validity aspect of 87.5% which has been validated by three lecturers expert; practicality through observation of implementation of 92.5% of student response questionnaires of 94.5%; and the effectiveness obtained is 84% ​​in terms of student learning outcomes.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords:</em></strong><em> ADDIE, Feasibility, Sound Waves, Quincke.</em></p> Zafirah Dini Marsya Imam Sucahyo, IS ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 48 56 10.26740/ipf.v12n3.p48-56 Profile and Relationship of Climate Change Awareness in the Cognitive Domain (CCA-C) with the Process of Cognitive Understanding https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55623 <p>Human activity is the biggest contributor to climate change. Climate action is intensified and based on climate change awareness related to the process of cognitive understanding of climate change knowledge. This study aims to describe (1) climate change awareness in the cognitive domain (CCA-C); (2) the process of cognitive understanding of climate change; and (3) the relationship between cognitive climate change awareness (CCA-C) and the process of cognitive understanding of climate change among high school students. Quantitative descriptive research uses data collection techniques with tests. In addition to the quantitative descriptive method in analyzing the results of the data, correlation coefficient tests and linearity tests were also carried out. Research conducted at SMA Negeri 21 Surabaya on 75 students in class X, showed a fairly weak level of climate change awareness in the cognitive domain (CCA-C) with a percentage of 50.34%, even though the cognitive understanding process was in the moderate criteria with a percentage of 50.55%. Climate change awareness in the cognitive domain (CCA-C) with the process of understanding cognitive change has a linear and very strong correlation with a correlation coefficient of 0.990. It can be concluded that climate change awareness in the cognitive domain (CCA-C) and the process of cognitive understanding of climate change have a mutual relationship. When climate change awareness in the cognitive domain (CCA-C) is weak, it can affect the low level of students' cognitive understanding of climate change processes. So that in forming climate change awareness it is necessary to involve the process of cognitive understanding of climate change to carry out climate action.</p> Nuris Shobah Eko Hariyono ##submission.copyrightStatement## 2023-09-27 2023-09-27 12 3 18 28 10.26740/ipf.v12n3.p18-28 Analisis Hasil Riset Model Pembelajaran Kooperatif Untuk Meningkatkan Keterampilan Berpikir Kritis https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57181 <p>Fisika salah satu mata pelajaran yang menunjang kemajuan ilmu pengetahuan dan teknologi. Era digital saat ini berpikir kritis diperlukan untuk menunjang kemampuan siswa. Materi-materi dalam fisika membutuhkan keterampilan berpikir kritis untuk menelaah hubungan antar konsep. Model pembelajaraan koorperatif dapat digunakan untuk meningkatkan keterampilan berpikir kritis Siswa dapat membentuk kelompok - kelompok belajar yang dapat meningkatkan motivasi, produktivitas dan perolehan belajar. Jenis Penelitian merupakan penelitian berbasis metadata yang diperoleh melalui penelusuran data google scholar dengan mendeskripsikan hasil penelitian terkait penerapan model pembelajaran kooperatif untuk meningkatkan keterampilan berpikir kritis siswa. Hasil penelitian dari jurnal yang dikumpulkan dan dianalisis secara deskriptif. Hasil analisis penelitian menunjukkan keefektifan pembelajaran cenderung naik jika dilakukan secara luring dan turun bila terjadi distancing social. &nbsp;<em>N-gain </em>tertinggi ada pada materi suhu dan kalor dengan nilai 0,80 sedangkan <em>N-gain</em> terendah ada pada materi medan magnet dengan nilai 0,43. Rata-rata Persentase <em>N-gain</em> dari 11 materi fisika yang memiliki kategore rendah sebesar 0%, untuk kategori sedang72,73% dan untuk kategori tinggi 27,27%. Desain penelitian yang dominan digunakan yaitu menggunakan quasi experiment dengan menerapkan kelompok control yang mencari hubungan eksternal dengan materi sehingga bisa berpengaruh terdapat hasil pembelajaran. Jenis pembelajaran koorporatif populernya menggunakan STAD (Student Teams Archievement Division) yang merupakan jenis pembelajaran yang dibentuk dengan kelompok-kelompok belajar dan melakukan suatu penelitian yang berhubungan dengan materi fisika. Model pembelajaran yang kooporatif sangat terpengaruh dengan metode, jenis dan kegiatan belajar mengajar supaya dapat meningkatkan keterampilan berpikir kritis.</p> Rizfanny Rafiul Azmi Titin Sunarti ##submission.copyrightStatement## 2023-10-30 2023-10-30 12 3 68 74 Application of Metacognition Strategies in the Guided Inquiry Model to Improve High School Students' Scientific Literacy Skill https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/55607 <p><em>This study aims to see an increase in student’s scientific literacy skill by applying metacognition strategies in the guided inquiry learning model compared to the application of the quided inquiry model only. This research design uses a non-equivalent control group design with a sample 64 students in the 11th grade of senior high school. The sample was divided into two classes which were the experimental class and the control class to be tested for scientific literacy skill. The result of the independent t-test is a significance value of 0,048 where the smaller than the significance level </em><em>used 0.05, that can be concluded there is an effect of applying metacognition strategies on student’s scientific literacy skill. The N-Gain test used to see the increase scientific literacy skill in both classes. The N-Gain values in the experimental class and control class are 0,66 and 0,45 respectively. The increase in the experimental class is higher than the control class. Therefore, this study concluded that the application of metacognition strategies in the guided inquiry learning model can further improve student’s scientific literacy skill compared to using the guided inquiry learning model only.</em></p> Salsabila Az-zahra Hera Novia Iyon Suyana ##submission.copyrightStatement## 2023-10-30 2023-10-30 12 3 75 82 Implementasi Pendekatan Culturally Responsive Teaching (CRT) Pada Pembelajaran Fisika Untuk Meningkatkan Motivasi Belajar Peserta Didik https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57116 <p><em>This research is motivated by the low motivation of students to learn physics at SMA Negeri 1 Wonoayu. </em><em>Based on the preliminary study conducted by the author in Class XI-3, it shows that 51.2% of students have low motivation to learn </em><em>p</em><em>hysics</em><em>. </em><em>Learning that is solely based on textbooks and not connected to the students' conditions, including their past experiences and their social and cultural backgrounds, can lead to low student participation and motivation.</em> <em>Therefore, efforts are needed from teachers to make </em><em>p</em><em>hysics learning more engaging, one of which is by implementing the Culturally Responsive Teaching (CRT) approach.</em> <em>CRT is a teaching approach that utilizes students' cultural references as a means to learn a subject matter</em><em>. </em><em>This research is a collaborative classroom action research conducted in two cycles.</em> <em>Data related to student motivation was obtained through a motivation questionnaire, while student learning outcomes in the knowledge domain were obtained through written tests.</em> <em>The research results show a significant improvement in </em><em>p</em><em>hysics learning motivation, starting from the initial observation, Cycle 1, and ending in Cycle 2, which are 48.8%, 70.5%, and 82.9%, respectively.</em> <em>Additionally, student learning outcomes also improved from Cycle 1 to Cycle 2, increasing from 61.1% to 94.4%.</em> <em>This indicates that the implementation of the CRT approach in </em><em>p</em><em>hysics learning is effective in enhancing student motivation and learning outcomes.</em></p> Anggi Larasati Titin Sunarti Budiwati B ##submission.copyrightStatement## 2023-10-30 2023-10-30 12 3 83 91 Gamifikasi dalam Pendidikan STEM: Transformasi Pembelajaran dan Pemberdayaan Siswa menuju Industri 5.0 https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57450 <p><em>Industry 4.0 requires students to think critically and innovatively through the use of technology. In the scope of school, the implementation of gamifikasi method into learning models on STEM is a meaningful and contextual approach applied in distance learning. In this study, the Gamifikasi method was applied into Science, Technology, Engineering, and Mathematics (STEM)-based Physics subjects which were tested on 74 students using the System Usability Scale (SUS) method. As a result, it is evident that the gamifikasi method performed positive impact in changing the way of students’ learning before using the gamifikasi system compared to after using the gamifikasi system. This study reveals that implementing a gamifikasi method in STEM activity-based learning significantly improves students’ outcome. At the junior secondary level, learning scores increased by 64%, and at the senior secondary level, they increased by 76%. The gamifikasi method assessment using the SUS method resulted in a positive score of 70.3, indicating good effectiveness. This study shows that gamifikasi is an effective and attractive method for distance learning.</em></p> <p>&nbsp;</p> christy mahendra Romanus Edy Prabowo David Kritian Paath Wilson Nasumi Mili Bergitta Dwi Annawati ##submission.copyrightStatement## 2023-11-28 2023-11-28 12 3 92 100 10.26740/ipf.v12n3.p92-100 Advancing Science Education and Development through Gamified Mobile App for Junior High School Physics Learning https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57466 <p>Pesatnya pertumbuhan industri game membawa dampak pada segala bidang, salah satunya pada bidang pendidikan. Dalam dunia pendidikan, gamifikasi memberikan manfaat sebagai alat yang dapat memotivasi siswa. Gamifikasi menawarkan mata pelajaran yang kompleks seperti fisika sebagai pengalaman belajar yang interaktif dan menyenangkan. Kesalahpahaman sering terjadi dalam pendidikan fisika sehingga berdampak baik bagi siswa maupun guru. Metode pengajaran tradisional dapat menimbulkan kesalahpahaman sehingga menurunkan minat belajar siswa. Pada penelitian ini, Gamifikasi bertujuan untuk mengatasi tantangan tersebut dengan meningkatkan minat siswa dalam mempelajari mata pelajaran fisika. Kebaruan pada penelitian ini terletak pada penggunaan aplikasi pembelajaran berbasis gamifikasi dengan menggunakan unsur badge, level, ranking, dan rewards. Penelitian ini menggunakan pendekatan kuantitatif dari hasil pre-test dan post-test sebanyak 40 siswa. Data tersebut kemudian diolah menggunakan metode N-Gain untuk mengetahui perbedaan hasil belajar menggunakan aplikasi gamifikasi dan pembelajaran tradisional. Hasil uji N-Gain menunjukkan pembelajaran gamifikasi memperoleh skor 40,59, sedangkan pembelajaran tradisional memperoleh skor 23,64. Dari perbandingan N-Gain yang ada dapat dibuktikan bahwa pembelajaran Gamifikasi efektif dalam mendorong keterlibatan dan pemahaman siswa dalam pendidikan fisika.</p> wilson nasumi mili Christy Mahendra Bergitta Dwi Annawati ##submission.copyrightStatement## 2023-11-28 2023-11-28 12 3 101 110 Validity Development of Critical Thinking Skill Test Instruements on Running and Stationer Wave Materials https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57535 <p class="Abstract"><span lang="EN-GB">This study aims to determine the feasibility of critical thinking skills test instruments on running wave and stationary material that meet good qualifications, including aspects of validity, reliability, discriminating power, level of difficulty, and student response tests. This research is a development with the ADDIE approach which stands for Analysis, design, development, implementation, and evaluation. This research was conducted at MAN 1 Mojokerto with a sample of 30 students. The test instrument was declared feasible based on three categories, namely based on expert judgment, reliability testing, and the level of students' critical thinking skills. The results obtained by the feasibility validity test of the three experts averaged 3.67. With a very decent category. This shows the instrument is feasible to use. This instrument is declared reliable for use with a reliability value of 0.70. The level of difficulty of the questions is in the medium category with sufficient discriminating power on average. The average result of students' critical thinking skills is 25%. This shows that students' critical thinking skills are in the low category. Based on these criteria, 9 questions in essay form have been declared good and suitable to be used to train students' critical thinking skills. </span></p> Rahyu Setiani Muhammad Shokhibul Kafii Dwikoranto Dwikoranto ##submission.copyrightStatement## 2024-01-31 2024-01-31 12 3 111 118 Implementation of the Problem Based Learning (PBL) Model Integrated Al-Qur'an in Global Warming Material https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/57721 <p>&nbsp;</p> <p><em>In the learning series, students must be more innovative and follow developments in the 21st century, one of the lessons that can be applied is the PBL model. PBL has several advantages, including, students are encouraged to have problem solving skills in real situations, learning focuses on problems and scientific activities occur among students through group work. The aim of this research is to describe the implementation of the integrated PBL model of the Koran. Students' responses to integrated PBL learning of the Koran on global warming material. The method used in this research is quantitative research using a quasi experiment non-equivalent control group pre-test post-test research design. Data collection techniques use the learning implementation sheet method and student response questionnaires. This research was applied to students in classes XI MIA 1 and XI MIA 2 at MAS Wali Songo Madiun. The results obtained show that the implementation of the Al-Qur'an integrated PBL model on global warming material tested in the experimental class has gone well and obtained a percentage of 90.3% in the very good category. Furthermore, regarding student responses regarding the learning implemented in the experimental class, the percentage results were 86% in the very good category. With the implementation of PBL integrated with the Al-Qur'an, students are able to find new ideas to solve physics problems, are motivated to learn so that learning feels fun and students are increasin</em><em>gly convinced that the verses of the Al-Qur'an are related to science. So it can be concluded that the implementation of the Al-Qur'an integrated PBL model can be applied in Madrasas with Islamic boarding school environments.</em></p> <p>&nbsp;</p> <p><strong><em>&nbsp;Keywords:</em></strong><em> PBL, implementation of learning, PBL integrated with the Al-Qur’an</em></p> Lathifatun Nafisah Woro Setyarsih, WS ##submission.copyrightStatement## 2024-02-11 2024-02-11 12 3 119 125 10.26740/ipf.v12n3.p119-125