Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Natural Science and Integration Jurnal Pendidikan MIPA
Andi Suhandi
Department of Physics Education, Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education

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Virtual Laboratory Science to Improve Students' Science Literacy Ability Dina Rahmi Darman; Imaningtyas Imaningtyas; Nina Nurhasanah; Linda Zakiah; Nursifa Fauziah; Dewi Rahayu Ningsih; Firmanul Catur Wibowo; Andi Suhandi; Ida Kaniawati; Achmad Samsudin; Beken Arymbekov
Journal of Natural Science and Integration Vol. 9 No. 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.37902

Abstract

Technological developments in education demand innovation in learning media to overcome the limitations of laboratory facilities and conventional methods, especially in elementary science education. Prospective elementary school teachers need to have strong scientific literacy to support meaningful learning. This study aims to develop a Virtual Science Laboratory (VSL) as a flexible, interactive, technology-based medium to improve students' Scientific Literacy Skills (SLA). The approach used is Research and Development (R&D) with the model Analysis, Design, Development, Implementation, Evaluation (ADDIE). Data were collected from 120 prospective elementary school teachers in Jakarta, Indonesia, aged 21–23 years. SSC was measured through a science literacy test (pretest-posttest) and analyzed with Normalized gain (N-Gain). The results showed that VSL significantly improved scientific literacy, with an average increase of 59.4% (moderate effect size). Each aspect of SLA increased: Explanation of Scientific Phenomena (61%), Interpretation of Data & Evidence (77%), Evaluation & Experimental Design (42%), Use of Scientific Evidence (58%), and Awareness of Scientific Applications (59%). These findings demonstrate the effectiveness of VSL as an innovative solution for technology-based science learning, particularly in contexts with limited physical lab space. VSL is recommended for integration into science education curricula as a 21st-century learning approach to support the professional competency of prospective teachers. Keywords: virtual laboratory, science education, science literacy, student ability, learning innovation.
The Evolution of Four-Tier Diagnostic Tests in Physics Education: A Systematic Literature Review Arian Trianov Solistio; Achmad Samsudin; Winny Liliawati; Andi Suhandi; Fitria Arifiyanti
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1480-1500

Abstract

This review examines Four-Tier Diagnostic Tests (FTDTs) in physics education, focusing on purposes, designs, models, scoring, measurement evidence, administration modes, and conceptual-change roles. Following PRISMA, Scopus and ERIC were searched for empirical studies published between 2021 and 2025. The final corpus comprised 23 studies: 14 journal articles and nine conference papers. Data were analyzed using descriptive statistics and framework-based narrative synthesis. Eleven studies used classical FTDTs, seven used response-enhanced FTDTs, and five used analytically advanced FTDTs. Most retained the answer–confidence–reason–confidence structure. In contrast, others added open or semi-open reasoning, scaled confidence, mental-model analysis, Rasch or Partial Credit Model scoring, and cognitive diagnostic modeling. Rule-based categorical diagnosis was the most common scoring approach. Among nine development studies, content review and reliability were common, but classification accuracy, fairness, and cross-context stability were limited. Research focused mainly on senior high school, especially mechanics and fluids. Paper-based administration was the most common single mode, although digital formats were also common. FTDTs primarily supported diagnostic profiling and intervention evaluation, whereas fewer studies examined patterns of conceptual change. No study clearly used individual profiles to adapt instruction. FTDT research has progressed toward richer responses, advanced scoring, and conceptual-change evaluation. Future studies should strengthen measurement evidence, standardize scoring, expand cross-context validation, and develop digital systems that link diagnosis to targeted remediation, monitoring, and sustained instructional support. Keywords: four-tier diagnostic test, physics education, misconceptions, diagnostic assessment, conceptual change.
Co-Authors Achmad Samsudin Arian Trianov Solistio Beken Arymbekov Dewi Rahayu Ningsih Dina Rahmi Darman Firmanul Catur Wibowo Fitria Arifiyanti Ida Kaniawati Imaningtyas Imaningtyas Linda Zakiah Nina Nurhasanah Nursifa Fauziah Winny Liliawati