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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Gawi: Journal of Action Research
Sitti Rahma Yunus
The University of Queensland
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Social Sciences

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Integrating Code.org with Discovery Learning through a Number Lock Project to Enhance Conceptual Understanding Riskawati Riskawati; Khaeruddin Khaeruddin; Muhammad Khatibul Umam; Hawaryim Hawaryim; Rahmayanti Rahmayanti; Rismawati Rismawati; Amira Rahma Wati; Sitti Rahma Yunus
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.6.1.2026.1543

Abstract

Penelitian ini merupakan penelitian pengembangan (R&D) yang bertujuan mengembangkan media pembelajaran Number Lock Project berbasis Code.org terintegrasi Discovery Learning untuk mendukung pemahaman konsep peserta didik SMP pada materi IPA . Pengembangan media menggunakan model ADDIE dengan subjek penelitian sebanyak 32 siswa kelas VIII SMP Negeri 18 Makassar. Data dikumpulkan melalui validasi ahli, angket respons peserta didik, dan tes hasil belajar menggunakan desain one-group pretest-posttest. Analisis data dilakukan melalui uji validitas menggunakan formula Gregory, analisis kepraktisan menggunakan skala Likert, serta analisis keefektifan menggunakan N-Gain. Hasil penelitian menunjukkan bahwa media yang dikembangkan memiliki tingkat validitas sangat tinggi dengan koefisien 0,83, tingkat kepraktisan sebesar 93,55% dalam kategori sangat layak, serta nilai N-Gain sebesar 0,73 pada kategori tinggi. Temuan ini menunjukkan bahwa integrasi media berbasis coding dan Discovery Learning berpotensi mendukung keterlibatan belajar dan pemahaman konsep peserta didik melalui aktivitas eksploratif dan pemecahan masalah.
Students' Conceptual Understanding of the DSI Model within the TaRL Approach Ramlawati Ramlawati; Nur Indah Sari; Sitti Rahma Yunus; Nur Faisah; Zulqifli Alqadri
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.82342

Abstract

The Merdeka curriculum uses differentiation in content, process, and product, with DSI process differentiation through tiered activities and varied guidance to accommodate diverse student learning styles. The research aimed to determine the level of concept understanding among students at the inquiry level, both before and after being taught using the DSI learning model based on the TaRL approach in class VIII. The subjects were 34 students from a junior high school in Makassar. This research was a pre-experimental with a one-group pretest-posttest design, involving an experimental group and a control group. Data collection used initial ability and concept understanding tests on light and optical devices through pre-tests and post-tests. Research findings showed that the student significantly improved their conceptual understanding, with average scores increasing from 6.31 on the pre-test to 16.12 on the post-test. Then, the DSI Model within the TaRL approach was effective in strengthening the students’ conceptual understanding of science subjects.
Exploring Computational Thinking Skills in Pre-Service Science Teachers: A Rasch Model Analysis Riskawati Riskawati; Nurul Mutmainnah Herman; Dirgah Kaso Sanusi; Ihfa Indira Nurnaifah Idris; Abdurrahman Abdurrahman; Hendra B.; Sitti Rahma Yunus
Gawi: Journal of Action Research Vol. 6 No. 1 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i1.286

Abstract

Computational Thinking (CT) has been increasingly recognized as a key competency in science education, especially in preparing future educators to foster 21st-century skills such as problem-solving and digital literacy. However, limited CT instruction in undergraduate programs has resulted in inadequate readiness among pre-service science teachers, particularly in contexts like Indonesia. This study addresses the gap in the evaluation of CT skills among pre-service teachers by using robust psychometric approaches. This article investigates the psychometric properties of a CT assessment tool, examines the CT ability levels of pre-service science teachers, and evaluates the presence of gender-based item bias. The study employed a quantitative, cross-sectional design utilizing Rasch model analysis to assess instrument reliability, item fit, and differential item functioning (DIF) across gender. A total of 419 pre-service science teachers from two universities in Indonesia were selected using stratified random sampling to ensure proportional representation across academic levels. Data collection and analysis: Data were collected using the 28-item Computational Thinking Test (CTt) and analyzed using Winsteps software for Rasch modeling, including item/person reliability, separation, fit statistics, Wright maps, and DIF analysis. Results indicated high item reliability and good model fit, though person reliability was relatively low, suggesting limited ability discrimination. Several items exhibited gender-based DIF, with some favoring males and others favoring females. The CTt shows strong potential for measuring CT, though refinement is needed to improve its ability to differentiate between skill levels and ensure gender fairness. CT is increasingly recognized as an essential competency in science education to support problem-solving, analytical reasoning, and 21st-century digital literacy skills. However, empirical evidence regarding the measurement quality of CT instruments among pre-service science teachers in Indonesia remains limited. This study aimed to evaluate the psychometric properties of the CTt, describe the distribution of CT skills among pre-service science teachers, and examine gender-based item bias using the Rasch model. A quantitative cross-sectional design was employed involving 419 pre-service science teachers from two Indonesian universities selected through stratified random sampling. Data were analyzed using Winsteps software to examine reliability, separation index, item fit, Wright map distribution, and DIF. The results showed that the CTt demonstrated high item reliability and good model fit, indicating that the instrument is appropriate for measuring CT skills. However, person reliability was relatively low, suggesting limited sensitivity in distinguishing individual ability levels. Wright map analysis indicated that most respondents were distributed at a moderate ability level. In addition, DIF analysis identified several items with potential gender bias, favoring both male and female respondents. Overall, the CTt shows strong potential as an instrument for measuring CT skills, although further refinement is needed to improve measurement sensitivity and ensure gender fairness. These findings contribute to the development of Rasch model–based CT assessment in pre-service science teacher education.
Co-Authors Abdurrahman Abdurrahman Amira Rahma Wati Dirgah Kaso Sanusi Hawaryim Hawaryim Hendra B. Ihfa Indira Nurnaifah Idris Khaeruddin, Khaeruddin Muhammad Khatibul Umam Nur Faisah Nur Indah Sari Nurul Mutmainnah Herman Rahmayanti Rahmayanti Ramlawati, Ramlawati Riskawati Riskawati Rismawati Rismawati Zulqifli Alqadri