Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) COMPTON: Jurnal Ilmiah Pendidikan Fisika
Oktavina Pandango
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Students' scientific abilities in the investigative science learning environment (ISLE) approach to static fluid material Inayatun Diraya; Sentot Kusairi; Hartatiek; Agus Budiyono; Oktavina Pandango
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.v12i2.21169

Abstract

Scientific abilities are essential for understanding complex physics concepts such as static fluids. However, these abilities remain low because physics instruction often emphasizes mathematical formulas and provides limited opportunities for investigative activities that connect concepts with empirical phenomena. This study aims to analyze students’ scientific abilities through the Investigative Science Learning Environment (ISLE) approach in static fluid learning and to identify developing indicators of scientific abilities. A mixed methods approach with an embedded experimental design was employed, involving eleventh-grade high school students assigned to an ISLE experimental class and a guided inquiry control class. Data were collected using scientific abilities tests and in-depth interviews. The results show that students in the ISLE class achieved greater improvement than those in the guided inquiry class, with an average N-Gain of 0.73 (high) and an effect size of 3.77 (very large), while the control class obtained an N-Gain of 0.30 (moderate). The highest improvement occurred in problem identification skills, whereas the lowest improvement was found in the ability to formulate testable hypotheses. These findings provide empirical evidence that the ISLE approach effectively enhances students’ scientific abilities and bridges conceptual understanding with investigative practices in physics learning, particularly for static fluid topics.
Epistemological Beliefs about Physics Learning: The Role of Gender, Grade Level, and Ethnicity Background toward Quality and Inclusive Education Oktavina Pandango; Sentot Kusairi; Sujito
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.14855

Abstract

This study explores high school students' epistemological beliefs about physics learning in East Nusa Tenggara (NTT) Province and evaluates the effects of gender, grade level, and ethnicity. Utilizing a descriptive-quantitative survey design, the study involved 390 science students (grades 10–12) across six high schools. Data were gathered via the validated Beliefs and Attitudes Toward Physics and Learning (BAPL) instrument and analyzed using a three-way ANOVA. The overall average BAPL score was . Statistics revealed that gender significantly impacted overall beliefs (F = 3.99, p = 0.05), with females reporting more positive baseline scores (70.00  6.74) than males (68.55 7.34). Grade level also exerted a significant main effect (F = 3.60, p = 0.04), showing more sophisticated views in higher grades. Conversely, the main effect of ethnicity was highly insignificant (F = 0.006, p = 0.94). While no significant overall three-way interaction was found (F = 0.85, p = 0.43), a dimension-specific three-way interaction emerged exclusively within the Relevance of Physics in Everyday Life (RLE) dimension (F = 3.05, p = 0.05). These findings suggest that uniform school systems act as epistemic equalizers across ethnic backgrounds in NTT, though gender-sensitive and context-aware pedagogy remains essential to foster sophisticated physics beliefs.
Co-Authors Agus Budiyono Hartatiek Inayatun Diraya Sentot Kusairi