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All Journal Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Gawi: Journal of Action Research Journal of Physics Education: Review and Research (JPERR) Barani: Journal of Community Service Learning
Dirgah Kaso Sanusi
Universitas Negeri Makassar
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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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.
Analysis of Basic Physics Laboratory Competency Attainment Among Biology Students Based on Laboratory Assessment Results Laode Manarfah; Ahmad Dahlan; Dirgah Kaso Sanusi; Ahmad Yani; Trisno Setiawan
Journal of Physics Education : Review and Research Vol. 3 No. 1 (2026): Journal of Physics Education: Review and Research (JPERR)
Publisher : Physics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/cvdznr66

Abstract

This study aimed to analyze the attainment of Basic Physics laboratory competencies among Biology students based on laboratory assessment results. A descriptive quantitative approach was employed using secondary data obtained from laboratory assessment records. The data included students’ scores for each laboratory unit, total scores, average scores, final laboratory grades, and laboratory completion status. Data were analyzed using descriptive statistical techniques, including mean, standard deviation, percentage, and competency achievement categories. The results showed that students generally demonstrated good laboratory performance. A total of 73.69% of the students were classified in the High and Very High competency categories, indicating satisfactory competency attainment. The analysis of laboratory units revealed that all experimental units achieved either High or Very High categories. Unit 5 obtained the highest average achievement (93.61%), while Unit 3 recorded the lowest average score (79.73%). The findings also indicated that students who did not complete the minimum required laboratory units tended to obtain lower final grades. The study concludes that the Basic Physics laboratory program contributed positively to the development of students’ practical competencies. Laboratory assessment data can be utilized as an important source of information for evaluating competency attainment and improving laboratory learning practices.
PKM Peningkatan Kapasitas Guru SMPN Satap 7 Kawaka dalam Penyusunan Perangkat Pembelajaran Mendalam (Deep Learning) Ahmad Dahlan; Laode Manarfah; Ahmad Yani; Muhammad Arief Fitrah Istiyanto Aslim; Dirgah Kaso Sanusi
Barani: Journal of Community Service Learning Vol 2 No 1 (2026): Barani: Journal of Community Service Learning
Publisher : STKIP Darud Da'wah wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/barani.v2i1.869

Abstract

Implementasi kebijakan Pembelajaran Mendalam (Deep Learning) menuntut guru mampu merancang perangkat pembelajaran yang berkesadaran, bermakna, dan menggembirakan. Namun, hasil analisis kebutuhan menunjukkan bahwa guru masih mengalami kesulitan dalam mengintegrasikan prinsip-prinsip tersebut ke dalam perangkat pembelajaran. Kegiatan Pengabdian kepada Masyarakat ini bertujuan meningkatkan kapasitas guru SMPN Satap 7 Kawaka dalam menyusun perangkat pembelajaran berbasis Pembelajaran Mendalam melalui pelatihan dan pendampingan dengan pendekatan partisipatif. Hasil kegiatan menunjukkan peningkatan pemahaman guru mengenai konsep dan implementasi Pembelajaran Mendalam serta peningkatan kualitas perangkat pembelajaran yang dihasilkan. Perangkat yang disusun telah mengintegrasikan aktivitas eksplorasi, kolaborasi, refleksi, dan asesmen autentik. Selain itu, peserta memberikan respons positif terhadap pelaksanaan kegiatan karena dinilai relevan dengan kebutuhan mereka. Dengan demikian, kegiatan ini berhasil meningkatkan kapasitas guru dalam menyusun perangkat pembelajaran berbasis Pembelajaran Mendalam dan mendukung implementasi kebijakan pendidikan di tingkat satuan pendidikan.
Pelatihan Pembuatan Eksperimen Fisika Digital dengan Arduino di Tinkercad untuk Meningkatkan Kompetensi Calon Guru Riskawati Riskawati; Dirgah Kaso Sanusi; Ni Wayan Mega Savira Utami; Resky Irfanita
Jurnal IPMAS Vol. 6 No. 1 (2026): Januari - April 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/ipmas.6.1.2026.1064

Abstract

Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi calon guru fisika dalam merancang dan mengimplementasikan eksperimen fisika digital berbasis Arduino dan Tinkercad. Mitra kegiatan adalah 70 mahasiswa semester 1 Universitas Negeri Makassar yang sedang memprogram mata kuliah Fisika Dasar dan mengalami beberapa permasalahan utama: (1) terbatasnya fasilitas laboratorium sehingga mahasiswa minim pengalaman praktik eksploratif, (2) rendahnya keterampilan merancang eksperimen mandiri, dan (3) kurangnya pengalaman dalam pemrograman mikrokontroler serta penggunaan media komputasi fisik. Untuk menjawab permasalahan tersebut, tim pelaksana dan mitra menyepakati solusi berupa pelatihan intensif satu hari melalui metode experiential learning yang mencakup sesi teori, demonstrasi, praktik merakit rangkaian LED, serta penulisan kode Arduino untuk menghasilkan efek LED berkedip dan memudar. Pelaksanaan kegiatan dilakukan melalui demonstrasi langsung, kerja kelompok, simulasi pada Tinkercad, diskusi, dan refleksi. Evaluasi menggunakan instrumen pretest–posttest, rubrik psikomotor, lembar observasi kolaboratif, dan kuesioner afektif. Hasil kegiatan menunjukkan peningkatan pemberdayaan mitra secara terukur: (1) aspek kognitif meningkat signifikan sebesar +72,9% (skor 48 ? 83), (2) 90% peserta berhasil merakit rangkaian dengan benar dan 85% mampu memodifikasi parameter PWM secara mandiri, (3) 95% peserta menunjukkan peningkatan motivasi dan minat terhadap pembelajaran fisika berbasis teknologi, serta (4) kolaborasi kelompok tercapai pada tingkat 92% sesuai indikator observasi. Secara keseluruhan, pelatihan ini tidak hanya meningkatkan pemahaman konsep dasar elektronika dan fisika, tetapi juga memberdayakan mahasiswa sebagai calon guru dengan keterampilan komputasi fisik, kreativitas digital, dan kemampuan integrasi teknologi dalam pembelajaran abad ke-21.
Integration of Computational Thinking in a Thermodynamics E-Module on the Ahmaddahlan.NET Website as an Effort to Strengthen Digital Literacy Dirgah Kaso Sanusi; Ahmad Dahlan; M. Agus Martawijaya; Mahir Mahir
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 2 (2025): Juli - Desember 2025
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.5.2.2025.1071

Abstract

The rapid advancement of digital technology necessitates learning materials that not only support instructional processes but also foster higher-order thinking skills among university students. This study aims to develop a Thermodynamics e-module grounded in computational thinking (CT) principles and integrated into the Ahmaddahlan.NET learning platform to enhance students’ digital literacy. The urgency for this development stems from the limitations of conventional thermodynamics instruction, which often struggles to connect fundamental concepts with empirical applications and computational analysis. As a result, an interactive, technology-based instructional approach is essential for improving students’ competency attainment. The research utilized the ADDIE Research and Development (R&D) framework, encompassing five stages: analysis, design, development, limited implementation, and evaluation. The e-module was designed around four core CT components decomposition, pattern recognition, abstraction, and algorithmic thinking. A limited trial was conducted with first-semester students enrolled in Basic Physics. Data were collected through expert validation and student response questionnaires assessing clarity, readability, and ease of access. Expert validation yielded a score of 95.1%, categorizing the e-module as highly feasible. In terms of practicality, user responses reached 88.1%, indicating that the interactive interface, intuitive navigation, and integration of digital content provided a positive learning experience. The module’s effectiveness was reflected in students’ digital literacy outcomes, which achieved a “good” category score of 79.8%, encompassing digital skills, digital security, digital culture, and digital ethics and responsibility. Overall, the findings demonstrate that the developed CT-based e-module effectively supports 21st-century learning demands and has strong potential as an innovative instructional resource in higher education settings. Its integration of computational thinking and digital literacy provides a robust foundation for modernizing thermodynamics instruction. The rapid advancement of digital technology necessitates learning materials that not only support instructional processes but also foster higher-order thinking skills among university students. This study aims to develop a Thermodynamics e-module grounded in computational thinking (CT) principles and integrated into the Ahmaddahlan.NET learning platform to enhance students’ digital literacy. The urgency for this development stems from the limitations of conventional thermodynamics instruction, which often struggles to connect fundamental concepts with empirical applications and computational analysis. As a result, an interactive, technology-based instructional approach is essential for improving students’ competency attainment. The research utilized the ADDIE Research and Development (R&D) framework, encompassing five stages: analysis, design, development, limited implementation, and evaluation. The e-module was designed around four core CT components decomposition, pattern recognition, abstraction, and algorithmic thinking. A limited trial was conducted with first-semester students enrolled in Basic Physics. Data were collected through expert validation and student response questionnaires assessing clarity, readability, and ease of access. Expert validation yielded a score of 95.1%, categorizing the e-module as highly feasible. In terms of practicality, user responses reached 88.1%, indicating that the interactive interface, intuitive navigation, and integration of digital content provided a positive learning experience. The module’s effectiveness was reflected in students’ digital literacy outcomes, which achieved a “good” category score of 79.8%, encompassing digital skills, digital security, digital culture, and digital ethics and responsibility. Overall, the findings demonstrate that the developed CT-based e-module effectively supports 21st-century learning demands and has strong potential as an innovative instructional resource in higher education settings. Its integration of computational thinking and digital literacy provides a robust foundation for modernizing thermodynamics instruction.
Implementing Interacty-Based Gamification Media to Improve Students’ Scientific Literacy in the Context of Local Culture Ihfa Indira Nurnaifah Idris; Jumrah Jumrah; Abdul Razzaq; Sri Agustini; Dirgah Kaso Sanusi
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.6.1.2026.1311

Abstract

The urgency of this research lies in the need for innovative, interactive gamification-based learning media to enhance students’ scientific literacy, which remains relatively low, while simultaneously integrating local cultural contexts to support meaningful and relevant 21st-century learning. This study aims to examine the implementation of gamified learning using Interacty integrated with a local cultural context and its effect on students’ scientific literacy. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were eighth-grade students at a junior high school in Indonesia. Data were collected through scientific literacy tests, observation sheets, and student response questionnaires. Scientific literacy in this study refers to students’ ability to identify relevant information, represent problems in structured forms, apply problem-solving strategies, and interpret results within real-life contexts. The learning activities were designed using gamification elements such as interactive challenges and rewards through the Interacty platform, combined with culturally relevant contexts derived from local traditions and daily practices. The results showed a significant improvement in students’ scientific literacy, with the average score increasing from 63,5 in the pre-cycle to 74 in Cycle I and 80,3 in Cycle II. Students’ learning activities improved from a fair category (2,8) to a good category (3,5). In conclusion, the integration of gamification through Interacty and local cultural context effectively enhances students’ scientific literacy by creating a more engaging, meaningful, and contextual learning environment.
Co-Authors Abdul Razzaq Abdurrahman Abdurrahman Ahmad Dahlan Ahmad Yani Hendra B. Ihfa Indira Nurnaifah Idris Jumrah Jumrah Laode Manarfah M. A. Martawijaya Mahir Mahir Muhammad Arief Fitrah Istiyanto Aslim Ni Wayan Mega Savira Utami Nurul Mutmainnah Herman Resky Irfanita Riskawati Riskawati Sitti Rahma Yunus Sri Agustini Trisno Setiawan