Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Professional Teacher Education Journal Of Education Research and Inovative (JERI)
Ficky Adi Kurniawan
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Development and Implementation of Arsif Augmented Reality Learning Media to Support High School Students’ Critical Thinking, Creative Thinking, and Science Process Skills in Physics Learning Rosynanda Nur Fauziah; Ficky Adi Kurniawan
Journal Of Education Research and Inovative Vol. 2 No. 1 (2026): JERI April 2026
Publisher : CERDAS AKADEMIKA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64624/jeri.v2i1.196

Abstract

This study aimed to develop and examine the feasibility and effectiveness of Arsif, an Android-based Augmented Reality application designed to support physics learning on the concept of special light rays. Arsif was developed to provide interactive visualization of physics concepts and to facilitate the improvement of students’ critical thinking, creative thinking, and science process skills. This study employed a quasi-experimental method with a pre-test and post-test nonequivalent control group design. The feasibility of the learning medium was assessed through expert validation involving media and material aspects. The results showed that Arsif obtained a validation score of 90% from the media expert and 92% from the material expert, indicating that the application was highly valid and feasible for use in physics learning. The implementation results showed an increase in students’ scores in all measured skills. Critical thinking skills increased from 32.3% in the pretest to 86.6% in the posttest, creative thinking skills increased from 20.8% to 69.9%, and science process skills increased from 59.1% to 80.1%. These findings indicate that Arsif has the potential to support students in understanding abstract physics concepts through interactive visualization while improving essential learning skills. Therefore, augmented reality-based learning media can be considered a promising alternative for creating more engaging, interactive, and meaningful physics learning experiences.
Disaster-oriented guidance program of professional school counselors: A systematic literature review Ficky Adi Kurniawan; Wahyu Nanda Eka Saputra; Irvan Budhi Handaka; Lutfi Aji; Dicky Fransisco Simanjuntak
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2138

Abstract

Guidance program services play a strategic role in strengthening students' disaster preparedness by enhancing psychological readiness, social competence, and adaptive behavior in educational settings.  This study investigates how guidance program services contribute to strengthening students’ disaster preparedness while also exploring the challenges encountered in implementing these services within school settings.  Guidance program services are defined as developmental and preventive interventions delivered systematically through classroom guidance, information services, group guidance, and psychoeducational activities to strengthen students' personal, social, and adaptive competencies.  This study used a systematic literature review (SLR) of peer-reviewed national and international articles published between 2018 and 2025. The search identified 24 articles, and 17 were selected based on their relevance, quality, research methods, and suitability to the topic. The review was conducted in four stages: identification, screening, eligibility, and inclusion. The findings indicate that information services, classroom guidance, and psychosocial support significantly improve students' disaster awareness, preparedness, resilience, emotional readiness, and adaptive responses. However, the integration of Guidance and Counseling services into Disaster-Safe School programs remains limited and largely conceptual, with few sustainable implementation models. These findings suggest that disaster preparedness should address psychological and emotional resilience alongside physical readiness. Therefore, developing adaptive, integrated, and evidence-based disaster-oriented Guidance and Counseling service models is essential for strengthening school disaster preparedness and fostering safe, inclusive, and disaster-resilient educational environments. The findings also provide directions for future research on disaster-oriented counseling interventions across diverse educational contexts.
Co-Authors Dicky Fransisco Simanjuntak Irvan Budhi Handaka Lutfi Aji Rosynanda Nur Fauziah Wahyu Nanda Eka Saputra, Wahyu Nanda Eka