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All Journal COMPTON: Jurnal Ilmiah Pendidikan Fisika Semesta: Jurnal Ilmu Pendidikan dan Pengajaran Cahaya: Journal of Research on Science Education
Muhammad Minan Chusni
Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Chemistry Education Physics Social Sciences Other

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Analisis Kemampuan Pemecahan Masalah Mahasiswa Pendidikan Fisika pada Materi Diferensial dan Integral Berdasarkan Hasil Belajar Mata Kuliah Kalkulus Muhammad Minan Chusni
SEMESTA: Jurnal Ilmu Pendidikan dan Pengajaran Vol. 1 No. 3 (2023): November 2023
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/semesta.v1i3.86

Abstract

Kemampuan pemecahan masalah merupakan salah satu kompetensi penting yang harus dimiliki mahasiswa Pendidikan Fisika, terutama dalam mempelajari materi diferensial dan integral yang menjadi dasar berbagai kajian fisika. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah mahasiswa Pendidikan Fisika pada materi diferensial dan integral berdasarkan hasil belajar mata kuliah Kalkulus. Penelitian menggunakan metode deskriptif kuantitatif dengan subjek penelitian sebanyak 77 mahasiswa yang terdiri atas 38 mahasiswa kelas A dan 39 mahasiswa kelas B. Data penelitian diperoleh melalui dokumentasi nilai akhir mata kuliah Kalkulus dan dianalisis menggunakan statistik deskriptif berupa rata-rata, median, nilai minimum, nilai maksimum, standar deviasi, serta kategori kemampuan. Hasil penelitian menunjukkan bahwa rata-rata nilai mahasiswa kelas A sebesar 74,29 dan kelas B sebesar 71,98. Sebagian besar mahasiswa berada pada kategori sedang dengan persentase 73,68% pada kelas A dan 66,67% pada kelas B. Berdasarkan hasil penelitian, kemampuan pemecahan masalah mahasiswa pada materi diferensial dan integral berada pada kategori sedang.
The effectiveness of OIDDE and PBL with liveworksheets on critical thinking skills Saufa Ulya Fauziah; Muhammad Minan Chusni; Adam Malik
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.21095

Abstract

Students' critical thinking skills in the topic of simple harmonic vibrations are still relatively low, so a learning model that can optimize these abilities is needed. This study aims to analyze the implementation of learning using the OIDDE Model and Problem-Based Learning (PBL) assisted by Liveworksheets, and to measure the resulting improvement in critical thinking skills. The research method used was a quasi-experimental with a non-equivalent control group design, involving 36 students each in experimental classes I and II. The results showed that the implementation of learning in both models was in the very good category (OIDDE 89% and PBL 85%), and there was a significant increase in critical thinking skills in both models, with an n-gain of 0.73 in experimental class I and 0.71 in experimental class II. Statistical tests showed a difference in critical thinking improvement between the two models. This study indicates that the application of the OIDDE Model provides superior improvement compared to PBL in learning simple harmonic vibrations, making it an effective alternative learning model for developing students' critical thinking skill.
Profil Hasil Belajar Mahasiswa Pendidikan Fisika Dalam Penyusunan Perangkat Pembelajaran Muhammad Minan Chusni
CAHAYA: Journal of Research on Science Education Vol. 1 No. 2 (2023)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v1i2.515

Abstract

The ability to develop learning tools is a fundamental pedagogical competence that prospective physics teachers must possess to ensure effective learning implementation. However, how well Physics Education students perform in developing learning tools remains an important question, particularly in the context of preparing future educators. This study positions learning outcomes in learning tool development as an indicator of students’ readiness to carry out professional teaching practices. The study aimed to describe the learning outcomes profile of Physics Education students in developing learning tools. A quantitative descriptive approach was employed involving 35 Physics Education students. Data were collected through the assessment of four components of learning tools, namely learning activity time allocation, teaching material mapping and attendance planning, syllabus/lesson plan development, and learning assessment. The findings revealed that students achieved high scores in teaching material mapping and attendance planning (89.46), learning activity time allocation (87.40), and syllabus/lesson plan development (82.83). In contrast, learning assessment obtained the lowest score (69.51), indicating challenges in designing appropriate assessment instruments. These findings suggest that students demonstrate good competence in instructional planning but require further support in assessment development. Therefore, learning activities emphasizing authentic assessment design and evaluation practices are recommended to strengthen prospective physics teachers’ pedagogical competence.
Co-Authors Adam Malik Saufa Ulya Fauziah