Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Kasuari: Physics Education Journal (KPEJ) Jurnal Materi dan Pembelajaran Fisika
Zulkarnaen Zulkarnaen
Universitas Mulawarman
Education Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Performance Assessment in STEM Projects: Publication Trends Annisa Salsabila; Nurul Fitriyah Sulaeman; Zulkarnaen Zulkarnaen; Abdul Hakim
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.102633

Abstract

In line with the global spread of Science-Technology-Engineering-Mathematics (STEM) education, increasing attention has been given to appropriate forms of assessment. Among various approaches, performance assessment is argued to be particularly suitable for evaluating STEM learning processes. This study aims to analyze publication trends and assessment approaches in performance assessment within STEM projects between 2015 and 2025. Using a Systematic Literature Review (SLR) method, 50 peer-reviewed articles retrieved from Scopus and Google Scholar were examined through thematic analysis, based on defined inclusion and exclusion criteria. The review identified key themes, methodologies, geographic distributions, and gaps in the literature. The findings reveal a significant increase in publications in 2021, reflecting growing academic interest in authentic evaluations of 21st-century skills. Authentic assessment approaches such as performance rubrics, digital portfolios, and direct observation dominate the field. Geographically, South Asia shows the highest number of publications on this topic. However, explicit theoretical integration, validation and reliability of instruments, and teacher involvement in assessment design remain limited. These findings highlight the need to strengthen theoretical foundations, participatory approaches, and methodological rigor in developing contextual and sustainable performance assessments for STEM education. By addressing these gaps, this study contributes to guiding educators, policymakers, and researchers in designing assessment practices that effectively align with the planning, implementation, and evaluation stages of STEM learning.
Revealing the Overconfidence Misconception in Optics Material: Analysis of Consistency and Confidence Levels of Prospective Physics Teachers Ramadhan Purbaya; Riskan Qadar; Zulkarnaen Zulkarnaen
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1237

Abstract

Misconceptions in optics accompanied by high confidence levels remain a persistent concern, particularly among prospective physics teachers whose conceptual errors may be transferred to future students. This study aimed to analyze the conceptual consistency and confidence levels of Physics Education students in optics material using the Four-Tier Diagnostic Test (FTDT). A quantitative descriptive design was employed involving 37 Physics Education students from a university in East Kalimantan, selected through purposive sampling. The instrument consisted of 50 items covering five subtopics, plane mirrors, concave mirrors, convex mirrors, convex lenses, and concave lenses with a Cronbach's Alpha reliability of 0.865. Data were analyzed using descriptive statistics and Spearman correlation tests applied to 1,850 item-level responses. Results showed that 68% of responses were categorized as Consistent Scientific, 22% as Consistent Misconception, and 10% as Inconsistent, with 87% falling under High Confidence. The concave mirror subtopic recorded the highest misconception rate (35%), with the majority accompanied by high confidence. The Spearman correlation revealed a significant but weak positive relationship between conceptual consistency and confidence level (r = 0.183; p < 0.01), indicating the presence of overconfidence misconception. These findings provide empirical support that FTDT can serve as one alternative diagnostic instrument for simultaneously identifying students' conceptual consistency and confidence levels in optics material.
Co-Authors Abdul Hakim Annisa Salsabila Nurul Fitriyah Sulaeman, Nurul Fitriyah Ramadhan Purbaya Riskan Qadar