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All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education JIPI (Jurnal IPA dan Pembelajaran IPA)
Hera Novia
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Opening the gateway to effective learning: Identifying the need for android-based mobile learning media Abd Aziz Ardiansyah; Hera Novia; Rudiana Rudiana
Momentum: Physics Education Journal Vol. 9 No. 1 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i1.11064

Abstract

The development of digital technology in the Industrial Revolution 4.0 era has encouraged innovation in education, one of which is through Android-based mobile learning. However, students' mobile learning media use still needs improvement. This research aims to identify special needs in developing physics learning media based on Android applications that can effectively support the teaching and learning process. The method used was a descriptive survey with a mixed-methods approach involving class XI students and high school physics teachers who had implemented technology in learning. Data was collected through questionnaires and semi-structured interviews, which were analyzed thematically and descriptively. The results showed that 90% of students are interested in physics, but 75% find it difficult. As many as 87.5% of students feel more interested when using learning media, and 80% need Android-based applications to increase interest in learning physics. However, only 25% of students have ever used application-based pocketbooks, indicating the low adoption of digital media in physics. This research concludes that developing interactive mobile learning applications that suit student needs and the curriculum is necessary to increase the effectiveness of physics learning. The implications of this research emphasize the need for collaboration between application developers, educators and educational stakeholders to create innovative and relevant learning media. The main recommendation is that schools and educational institutions consider integrating mobile learning applications in the physics curriculum and provide training to teachers to maximize the use of technology in learning.
Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Muhammad Zahran; Achmad Samsudin; Hera Novia; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Dena Tresna Ningsih; Eki Nugraha; Hadi Nasbey; Mustafa Sözbilir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Exploring the Interplay Between Cognitive Ability and Argumentation Skills to Improve Scientific Reasoning in Physics Learning Dewi Kurniaty; Muslim Muslim; Hera Novia; Rizky Agassy Sihombing
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.173

Abstract

This quantitative descriptive–correlational study explored the connection between senior high school students' cognitive abilities and their argumentation skills within the context of physics learning. Conducted at a public high school in Ketapang, West Kalimantan, the research utilized a multiple-choice test based on Bloom's revised taxonomy (C1–C5) to measure cognitive performance. Argumentation skills were evaluated using instruments aligned with Toulmin’s argument pattern (TAP). The findings revealed a decline in students' cognitive performance as task complexity increased, with scores of 78% for remembering, 61.25% for understanding, 45% for applying, 28.75% for analyzing, and 17.50% for evaluating. Similarly, argumentation skills showed a hierarchical pattern: 80% of students could state claims, 65.71% provided evidence, 51.43% explained phenomena, and only 34.29% were able to construct reasoned solutions. A Pearson correlation analysis indicated a strong, positive relationship between the two variables ( r>0.6;p<0.05). These results suggest that a higher level of cognitive ability is linked to stronger scientific argumentation, underscoring the necessity of integrating higher-order thinking skills into physics instruction to improve students' reasoning and scientific discourse.
Co-Authors Abd Aziz Ardiansyah Achmad Samsudin Dena Tresna Ningsih Dewi Kurniaty Eki Nugraha Hadi Nasbey Muhammad Zahran Muslim Muslim Mustafa Sözbilir Nurdini Nurdini Nuzulira Janeusse Fratiwi Rizky Agassy Sihombing Rudiana Rudiana