Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika dan Teknologi Indonesian Journal of Applied Science and Technology Indonesian Journal of Innovation and Educational Technology
Windy Zaerani
University of Mataram
Agriculture, Biological Sciences & Forestry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Physics Public Health Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
The Effect of Project-Based Learning Model with a Multimodal Approach on Student Creativity Windy Zaerani; Gunawan Gunawan; Kosim Kosim
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12563

Abstract

This study aims to examine the effect of the project-based learning model with a multimodal approach on students’ creativity. This study used a quasi-experimental method with a nonequivalent control group design. The study was conducted at SMA Negeri 7 Mataram in class XI of the even semester of the 2025/2026 academic year. Sampling used purposive sampling technique, selecting class XI A3 with 30 students as the experimental class and class XI A2 with 29 students as the control class. The research instrument used a creativity test consisting of 4 essay questions covering indicators of fluency, flexibility, elaboration, and originality. Data analysis was performed using the t-polled variance test. The results showed that the project-based learning model with a multimodal approach significantly influenced students’ creativity, as indicated by a tvalue of 4.196 greater than ttable of 2.002 at a 5% significance level. The average posttest score of the experimental class reached 86, higher than the control class at 71. Thus, the project-based learning model with a multimodal approach is effective in improving students’ creativity.
Design and Validation of Multimodal Project-Based Learning Syntax for Prospective Physics Teachers Gunawan Gunawan; Ahmad Harjono; Muhammad Zuhdi; Jannatin Ardhuha; Nina Nisrina; Windy Zaerani; Shelliana Iqlima
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12638

Abstract

Physics education in the digital era demands pre-service teachers to be proficient in packaging abstract concepts into cognitive-friendly, multimodal digital media. However, conventional Project-Based Learning (PjBL) models frequently remain final product-oriented, lacking explicit guidance on content representation. This study aims to describe the conceptual design process of the Multimodal-PjBL syntax for pre-service physics teachers and to evaluate its theoretical feasibility. The research adopted a Research and Development (R&D) approach using the ADDIE model, which was limited to the first three phases up to expert validation. Data were collected utilizing a 5-point Likert scale expert validation instrument evaluating content accuracy, structural construct, readability (language), and technical presentation of the Model Book, instructional kits, and supporting research instruments. The research subjects involved four expert validators (two content specialists and two media specialists). Quantitative data were analyzed using a five-point mean score conversion interval, while qualitative data were processed interactively through data reduction and a revision tracking matrix. The results revealed that the structural modification of the PjBL syntax was successfully and logically integrated with multimodal aspects across all instructional stages. Quantitatively, all developed documents achieved a "Highly Valid" predicate, with mean scores consistently ranging from 4.50 ≤ M ≤ 5.00. Notably, the digital product assessment instrument and the textbook achieved a perfect score of 5.00. Qualitatively, the initial draft was refined based on expert feedback through high-resolution vector graphic enhancements, the elimination of double-barreled statements, and the formulation of operational descriptors to minimize inter-rater bias. In conclusion, the Multimodal-PjBL syntax is proven to satisfy rigorous content and construct validity principles, making it highly feasible as an instructional foundation for digital science media production courses.
The Effectiveness of The Problem-Based Learning Model in Improving Conceptual Understanding in Physics Education: A Systematic Literature Review Shelliana Iqlima; Windy Zaerani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Conceptual understanding is an essential competency in physics education that supports students' ability to solve contextual problems. Problem-Based Learning (PBL) is considered an effective approach for enhancing conceptual understanding through authentic problem-solving activities. This study aims to analyze the effectiveness of PBL in improving senior high school students' conceptual understanding of physics, identify factors influencing its effectiveness, and map research trends from 2014 to 2023. A Systematic Literature Review (SLR) using the PRISMA approach was conducted. A total of 52 articles retrieved from Google Scholar, ERIC, SINTA, and Scopus were screened based on predefined inclusion criteria, resulting in 15 eligible studies. The findings indicate that most studies reported positive effects of PBL on students' conceptual understanding of physics. The integration of technologies, such as PhET simulations, augmented reality, and virtual experiments, also supported the effectiveness of PBL. The most frequently reported influencing factors were problem quality, the teacher's role as a facilitator, and students' readiness. These findings suggest that PBL is a promising instructional approach for improving conceptual understanding in senior high school physics.
The Effectiveness of Digital Learning Media on Students' Understanding of Science Concepts: A Literature Review (2013–2022) Lalu Azikri Amrullah; Irman Muliadi; Ahmad Hardyan Isnaini; Shelliana Iqlima; Neli Yuliani; Windy Zaerani; Nurmayanti Nurmayanti
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The fundamental understanding of science concepts is often hindered by the abstract, microscopic, and complex characteristics of science topics. This study aims to map, classify, and evaluate the effectiveness trends of using digital-based learning media on improving students' science concept understanding. The method employed was a Systematic Literature Review (SLR) by analyzing 10 core articles published between 2013 and 2022, retrieved from Google Scholar, SINTA, and Portal Garuda databases. The results indicated that the integration of digital learning media consistently contributes significantly to reducing misconceptions and strengthening students' cognitive structures through three main media characteristics. First, interactive multimedia and digital simulations successfully reduce students' cognitive load through a multimodal approach. Second, self-directed digital teaching materials such as e-modules effectively facilitate self-regulated learning. Third, audiovisual media and recreational elements (educational games and digital comics) stimulate intrinsic motivation, resulting in strong concept retention in long-term memory. In conclusion, the success of strengthening science concepts in the digital era highly depends on the strategic alignment between the design of media characteristics and the instructional needs of the learners.
The Effect of The Project-Based Learning Model With a Multimodal Approach on Students’ Understanding of Physics Concepts Windy Zaerani; Gunawan Gunawan; Kosim Kosim
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i2.2573

Abstract

This study aims to analyze the effect of the project-based learning model with a multimodal approach on students' understanding of physics concepts. Using a quasi-experimental method with a Non-equivalent Control Group Design, the research was conducted at SMAN 7 Mataram for class XI in the even semester of 2025/2026. Samples were selected using purposive sampling, consisting of class XI A3 (experimental, n=30) and class XI A2 (control, n=29). The instrument consisted of 20 valid and reliable multiple-choice questions (r11 of 0,934). The results showed that the average posttest score of the experimental class (81) was significantly higher than the control class (70). The Independent Sample T-test showed a significant difference with  = 2,328 >  = 2,002 at a 5% significance level. It is concluded that the implementation of the project-based learning model with a multimodal approach has a significant effect on improving students' understanding of physics concepts.
Co-Authors Ahmad Hardyan Isnaini Ahmad Harjono Gunawan Gunawan Gunawan Gunawan Irman Muliadi Jannatin Ardhuha Kosim Kosim Lalu Azikri Amrullah Muhammad Zuhdi Neli Yuliani Nina Nisrina Nurmayanti Nurmayanti Shelliana Iqlima