Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Jules Nurhatmi
Universitas Jambi
Agriculture, Biological Sciences & Forestry Astronomy Chemistry Education Electrical & Electronics Engineering Energy Physics

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Studi Eksperimen Penggunaan Simulasi PhET dan Metode Drill dalam Pembelajaran Fisika Gerak Peluru pada Mahasiswa Teknologi Hasil Pertanian Jules Nurhatmi
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 9 No. 2 (2025): November Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v9i2.3849

Abstract

This study aims to compare the effectiveness of using PhET simulations and the drill method in physics education, specifically on the projectile motion concept, for students of the Agricultural Technology program. The study employed a quasi-experimental method with a pretest-posttest design on two groups of students. The experimental group (R001), consisting of 37 students, used PhET simulations, while the control group (R002), consisting of 40 students, used the drill method. The results showed a significant increase in learning outcomes for both groups. The average posttest score of the PhET simulation group increased from 50.41 to 87.15, while the drill group's average score increased from 49.75 to 76.05. An independent t-test showed a significant difference between the two groups' posttest results (p<0.001). This study concludes that PhET simulations are more effective in improving students' understanding of projectile motion concepts compared to the drill method. PhET simulations allow students to manipulate variables interactively, while the drill method focuses more on repetition of problem-solving
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis STEM Menggunakan Miniatur Perahu Jambi Berbantuan Arduino pada Materi Usaha dan Energi Mega Aulia; Haerul Pathoni; Jules Nurhatmi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2213

Abstract

This study aimed to develop a STEM-based Student Worksheet (LKPD) using a miniature Jambi boat assisted by Arduino on the topic of work and energy and to determine its feasibility for use in physics learning. This research employed a Research and Development (R&D) approach using the 4D development model proposed by Thiagarajan, consisting of Define, Design, Develop, and Disseminate stages. However, the study was limited to the Develop stage. The product was validated by two material experts, two media experts, and one science teacher, while student responses were obtained through a limited trial involving students of SMP Negeri 11 Muaro Jambi. Data were collected using interview guides, validation sheets, teacher assessment sheets, and student response questionnaires. The data were analyzed descriptively using percentage-based feasibility criteria. The results showed that the average validation score from material experts increased from 93.75% in the first stage to 95.00% in the second stage. The average validation score from media experts increased from 86.65% to 94.15%. The teacher assessment obtained a score of 93.30%, while student responses reached 84.75%. These results indicate that the developed LKPD meets the criteria of being highly feasible for use in learning activities. The integration of STEM components through Arduino-assisted miniature Jambi boats provides contextual and meaningful learning experiences that help students understand work and energy concepts more effectively. Therefore, the developed LKPD is considered valid and suitable as a supporting teaching material in junior high school physics learning.
Pengembangan Modul Pembelajaran Suhu dan Kalor Berbasis Visual Programming dan Machine Learning dengan Model Pembelajaran Inkuiri Terstruktur untuk Meningkatkan Pemahaman Konsep Siswa Kelas VII Yussi Mahalena; Wawan Kurniawan; Jules Nurhatmi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2241

Abstract

The rapid advancement of digital technology has transformed various aspects of human life, including education. Educational institutions are expected not only to develop students’ academic competencies but also to prepare them to utilize technology effectively, critically, and responsibly in learning activities. Therefore, the integration of digital technology into science education has become increasingly important to support the development of students’ twenty-first-century skills.This study aimed to develop a temperature and heat learning module based on Visual Programming and Machine Learning with a Structured Inquiry learning model and to determine its validity, teachers’ and students’ perceptions, and students’ conceptual understanding after using the developed module. This research employed a Research and Development (R&D) method using the 4D model. Data were collected through material and media expert validation sheets, teacher and student perception questionnaires, and conceptual understanding tests. The results showed that the module obtained a validity score of 95.19% from material experts and 92.50% from media experts, both categorized as highly valid. Teacher and student perception scores reached 88.37% and 81.99%, respectively, indicating very good perceptions of the developed module. Students’ conceptual understanding increased from an average pre-test score of 47.07 to 79.48 on the post-test, with an N-Gain score of 0.61 in the medium category. In addition, the achievement of conceptual understanding indicators was categorized as high and very high. These findings indicate that the developed module is highly valid, receives very good responses from teachers and students, and supports the improvement of students’ conceptual understanding of temperature and heat concepts.
Co-Authors Haerul Pathoni, Haerul Mega Aulia Wawan Kurniawan Yussi Mahalena