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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Bastra (Bahasa dan Sastra) Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Miftahuljannah Muslimin
Universitas Halu Oleo
Education Languange, Linguistic, Communication & Media Mathematics

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Meta-Analisis: Pengaruh LKPD berbasis PBL terhadap Kemampuan Berpikir Kritis dan Pemecahan Masalah dalam Fisika Muslimin, Miftahuljannah; Purwaningsih, Endang
Jurnal Pendidikan Matematika dan Sains Vol. 11 No. 2 (2023): December 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i2.49407

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan LKPD berbasis Problem Based Learning terhadap kemampuan berpikir kritis dan pemecahan masalah fisika. Metode penelitian ini adalah meta-analisis. Metode penelitian meta-analisis ini terdiri dari beberapa tahapan, yaitu masalah penelitian, pengumpulan data (studi), pengkodean data, analisis data, dan interpretasi. Sampel penelitian terdiri dari 8 artikel yang sudah memiliki ISSN. Teknik analisis data menggunakan effect size. Hasil meta-analisis diperoleh effect size sebesar 2,1 yang dikategorikan tinggi. Artinya pengaruh penggunaan LKPD berbasis Problem Based Learning dapat meningkatkan kemampuan berpikir kritis dan pemecahan masalah peserta didik dalam pembelajaran fisika sebesar 90%.
Academic Motivation and Self-Efficacy Among Pre-Service Teachers: A Correlational Study Siti Hardiyanti Triana; Miftahuljannah Muslimin; Sitti Nur Astuti S
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 11 No. 1 (2026): April 2026
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v11i1.226

Abstract

Academic motivation and self-efficacy are two important psychological constructs that play a fundamental role in supporting learning success and the professional readiness of pre-service teachers. This study aimed to analyze the levels of academic motivation and self-efficacy and to examine the correlation between these two variables among pre-service teachers in Chemistry, Physics and Mathematics education programs. A quantitative approach with a correlational design was employed, involving 90 first-year students from the Faculty of Teacher Training and Education. Data were collected using validated Likert-scale questionnaires measuring academic motivation (30 items, Cronbach's α = 0.813) and self-efficacy (20 items, Cronbach's α = 0.860), both demonstrating good internal consistency. Data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test, after the normality (Kolmogorov-Smirnov, p = 0.200) and linearity assumptions were confirmed. The results indicate that students' academic motivation was in the very high category (M = 86.84, SD = 7.21), while self-efficacy was in the moderate category (M = 57.68, SD = 6.15). The correlation analysis revealed a statistically significant positive relationship between academic motivation and self-efficacy (r = .484, p = .000, p < 0.01), indicating a moderate effect size. These findings suggest that, although pre-service teachers reported very high academic motivation, their self-efficacy remained at a moderate level, indicating that motivation alone may not be sufficient to build strong competence beliefs. The results imply the need for pedagogical interventions such as gradual mastery experiences, formative feedback, and strategy modeling by lecturers to strengthen self-efficacy and help translate students' motivational energy into more stable academic performance and teaching readiness, particularly within chemistry education contexts.
Reasoning and Critical Thinking Through A Qur’an-Integrated Physics E-Module: Evidence from A Senior High School Hunaidah Hunaidah; Widiasih Widiasih; Amiruddin Takda; Miftahuljannah Muslimin; Md Asri Bin Ngadi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2175

Abstract

This study investigates the effect of a Qur’an-integrated physics e-module on senior high school students’ scientific reasoning (SR) and critical thinking (CT). A quasi-experimental pretest–posttest control group design was employed involving 70 grade 10 students from a Tahfiz senior high school in Indonesia. The experimental group (n = 36) learned using the Qur’an-integrated e-module, while the control group (n = 34) received conventional instruction. SR and CT were measured using performance-based tests adapted from established frameworks. Data were analyzed using independent and paired samples t-tests, effect sizes (Cohen’s d), and normalized gain scores. The results showed statistically significant differences between groups in SR (M_exp = 76.11, SD = 3.42; M ctrl = 73.17, SD = 3.50; p < .001; d = 0.85) and CT (M_exp = 72.44, SD = 2.51; M_ctrl = 70.29; SD = 2.49; p < .001; d = 0.86). The experimental group also demonstrated higher gains across physics topics (measurement, motion, and phase change). Indicator-level analysis revealed consistent and parallel patterns of development between SR and CT, suggesting coherent cognitive growth. To further examine these parallel developments, the study introduces an outcome matrix that maps topic-specific gains against cognitive indicators, offering a structured representation of integrated reasoning growth. These findings indicate that Qur’anic reflection embedded within a digital physics module can function as a structured reflective scaffold that strengthens analytical and evaluative thinking. The study provides empirical support for Islamic-integrated science instruction as an effective approach to fostering higher-order thinking in secondary physics education
Writing Theses in the Age of Artificial Intelligence: Analysis of the Impact of AI Use on Student Digital Literacy Muhammad Rifa’ie; Arni Nur Laila; Dinar Salasatun; Ilhamurrahman M. Hubaib; Indrawati Syamsuddin; Miftahuljannah Muslimin; Nurvianti; Siti Hardiyanti Triana; Wa Ode Sitti Wardani; Wirana
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.3019

Abstract

Advances in artificial intelligence (AI) have not only enriched the technology landscape in higher education but have also transformed academic thinking by introducing new patterns of interaction between human cognitive abilities and machine intelligence. However, the level of student acceptance of AI as an educational assistant in thesis writing still needs to be proven through empirical research. The purpose of this study was to assess changes in students’ attitudes and perceptions before and after AI-assisted thesis writing training and to measure the magnitude of the training’s influence through effect size analysis. The study employed a quasi-experimental approach with a one-group pretest–posttest design, involving 27 students from the Faculty of Teacher Training and Education at Halu Oleo University in Southeast Sulawesi. The research instrument was adapted from Ng (2012), covering three aspects: attitudes towards AI, technical digital literacy, and cognitive-social-emotional digital literacy. The data were analysed using a paired samples t-test and Cohen’s d effect size. The results showed a significant increase in students’ perceptions from 54.44 (SD = 5.03) to 68.81 (SD = 7.44) (t = –8.914; p < .001). Cohen’s d = –1.716 and Hedges’ correction = –1.666 values indicate a considerable effect. The highest increase occurred in attitudes towards AI (Δ = +6.43) and technical digital literacy (Δ = +5.95). These findings demonstrate that the use of AI not only enhances students’ digital skills but also cultivates reflective attitudes and ethical awareness in thesis writing.
Co-Authors Amiruddin Takda Arni Nur Laila Dinar Salasatun Endang Purwaningsih Hunaidah Hunaidah Ilhamurrahman M. Hubaib Indrawati Syamsuddin Md Asri Bin Ngadi Muhammad Rifa’ie Nurvianti Siti Hardiyanti Triana Sitti Nur Astuti S. Wa Ode Sitti Wardani Widiasih Widiasih Wirana