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All Journal COMPTON: Jurnal Ilmiah Pendidikan Fisika JURNAL PENDIDIKAN DAN ILMU FISIKA Jurnal Kajian Pendidikan IPA
Alfiansah Sandion Prakoso
Universitas Pendidikan Indonesia
Education Physics Social Sciences

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Student Engagement in Physics Test: Administrating Time on Test-Item for Mechanical Physics Rizki Zakwandi; Alfiansah Sandion Prakoso; Duden Saepuzaman; Lina Aviyanti; Siti Nurhadianti Muhajir
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.v12i2.22469

Abstract

Student engagement in physics assessment can be evaluated through both final outcomes and the fundamental problem-solving process. This study seeks to examine the correlation among item complexity, completion time, and student performance on a physics mechanic’s test. The research utilized a quantitative methodology through a cross-sectional survey design with 50 participants from the physics education program. Data were collected through a web-based, computer-administered assessment comprising 20 two-tiered items covering kinematics, dynamics, momentum and impulse, as well as work and energy topics. The complexity of the item was assessed according to the number of competencies engaged, encompassing conceptual, mathematical, graphical, data-related, and inter-variable relationships. The findings demonstrate that higher item complexity is associated with longer completion times, which may reflect greater cognitive effort or increased cognitive load. This increase in time did not correlate with enhanced performance; instead, it indicated a pattern toward decreasing scores, exhibiting a negative correlation of -0.32 between complexity and scores. Moreover, the correlation between completion time and performance fluctuates based on the subject matter and type of competency. Mathematical competencies demonstrate the most effective pattern, characterized by high scores and relatively brief completion times, while graphical competencies are associated with longer completion times and lower scores. The findings indicate that response time signifies both engagement and the difficulty level encountered by students.  Consequently, integrating response time with performance data provides a more comprehensive understanding of student engagement. This research underscores the necessity of enhancing representational competencies and employing process-based data to create more effective physics assessments.
Building Creativity Beyond The Classroom: The 4DFrame After-School Experience In Bandung, Indonesia Alfiansah Sandion Prakoso; Anti Haryanti; Irma Rahma Suwarma
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43183

Abstract

Creativity is an important life skill but is often underemphasized in formal education due to curriculum limitations. Extra-curricular programs can provide alternative opportunities to develop these skills. This study aims to analyze the learning process and creativity outcomes of the Young STEM Program using 4DFrame as learning media. A descriptive study was conducted involving 17 students who participated in this after-school program for three months. Student creativity was assessed based on a product design worksheet and final product using rubric adapted from Torrance framework, which includes 4 aspects namely fluency, flexibility, originality, and elaboration. The result showed an increase in overall creativity, especially in the aspect of fluency and elaboration, as evidenced by a shift in student’s performance from lower to higher rubric categories. By the final topic, 71% of students reached an excellent level in fluency, while all students achieved at least a good level in elaboration. Meanwhile, flexibility and originality aspects are still varying depending on the topic given. These findings suggest that structured extracurricular/after-school STEM activities using tools such as 4DFrame can support the development of specific aspects of student creativity.Keywords: 4DFrame, After-school program, Creativity, STEM education
Expectations vs Recognition: An Analysis of the Implementation of a Science Teacher Training Program in Designing Smartphone-Assisted Practicum Activities Rizki Zakwandi; Alfiansah Sandion Prakoso; Ika Mustika Sari; Deden Saepuzaman; Dedi Sasmita
Jurnal Pendidikan dan Ilmu Fisika Vol 5 No 2 (2025): Desember 2025
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jpif.v5i2.43138

Abstract

This study proposes to examine the implementation of a science teacher training program for developing smartphone-assisted practicums, emphasizing the correspondence between expectations and program outcomes. This research depends on the substantial findings regarding the application of smartphones in scientific studies, which remain primarily theoretical and have not been extensively adopted by teachers in schools. The training program consists of three primary phases: self-assessment for science teachers, assessment of school laboratories, and a workshop focused on the utilization of smartphones in experiments. The results indicated that participants responded positively to the training, with the program's achievement level varying from "achieved" to "highly achieved." Educators evaluated the material as pertinent, practical, and capable of enhancing comprehension and proficiency in the design of novel experiments. The reflection results indicated a necessity for additional training on complex practical subjects, including Electricity, Magnetism, Thermodynamics, and Fluids, with instruction in the construction of student worksheets and smartphone sensor-based data analysis. This course connects research findings with educational practices and promotes the transformation of technology-enhanced science learning in schools.
Co-Authors Anti Haryanti Deden Saepuzaman Duden Saepuzaman, Duden Ika Mustika Sari Lina Aviyanti Sasmita, Dedi Siti Nurhadianti Muhajir Zakwandi, Rizki