Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Klasikal: Journal of Education, Language Teaching and Science Jurnal Edu Research
Amrizaldi Amrizaldi
Universitas Pasir Pengaraian
Astronomy Education Languange, Linguistic, Communication & Media Mathematics Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
ANALISIS KEBUTUHAN PENGEMBANGAN MODEL PEMBELAJARAN DALAM UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KEPEDULIAN LINGKUNGAN SISWA KELAS X SMA N 3 RAMBAH HILIR azmi asra; Amrizaldi Amrizaldi
Jurnal Edu Research Vol. 14 No. 2 (2025): Jurnal Edu Research
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jer.v14i2.4225

Abstract

This study aims to conduct a needs assessment as a preliminary stage in the development of an instructional model. The urgency of this research arises from the gap between the demands of 21st-century competencies particularly critical thinking skills and the need to strengthen environmental concern as part of Education for Sustainable Development (ESD), compared to actual classroom practices. The study employed a mixed-methods approach with a sequential exploratory design, integrating quantitative and qualitative data. Quantitative data were collected through a critical thinking skills test and an environmental concern questionnaire administered to 33 tenth-grade students at SMA N 3 Rambah Hilir. Qualitative data were obtained through teacher interviews and classroom observations. The findings indicate that students’ critical thinking skills were predominantly at a moderate level (54.55%), while only 27.27% reached a high level, with notable weaknesses in evaluation (21.21%) and self-regulation (18.18%) indicators. Similarly, students’ environmental concern was mostly categorized as moderate (51.52%), with low levels of participation and pro-environmental behavior (18.18%), despite relatively strong environmental attitudes (45.45%). These results suggest that existing instructional practices have not effectively fostered higher-order critical thinking or translated environmental awareness into concrete actions. Therefore, the findings provide a strong empirical foundation for developing a contextual and reflective instructional model integrated with local wisdom to enhance both critical thinking skills and environmental concern.
DEVELOPMENT OF A DOMAIN-SPECIFIC CREATIVE THINKING SKILLS INSTRUMENT ON DYNAMIC FLUID TOPICS Ahmad Suryadi; Dina Irfaniyah; Amrizaldi Amrizaldi; Ahmad Swandi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1751

Abstract

This study aimed to develop and examine the quality of a domain-specific instrument for creative thinking skills on dynamic fluid topics. The instrument was designed as an open-ended essay test based on four creative-thinking indicators: fluency, flexibility, originality, and elaboration. These indicators were contextualized in terms of the continuity principle, Bernoulli's law, and its applications. The development procedure included a literature review, construct specification, blueprint and rubric development, expert validation, revision, empirical try-out, and instrument quality analysis. Content validation involved six experts, while the empirical try-out involved 66 grade XI science students. The content validity analysis yielded an S-CVI/Ave of 0.991 and an S-CVI/UA of 0.946. All seven items were empirically valid, with item-total correlations ranging from 0.469 to 0.736. The internal consistency coefficient, measured using Cronbach's alpha, was 0.759. Inter-rater reliability for four essay items ranged from 0.688 to 0.844 (Cohen's kappa). Item difficulty analysis indicated four easy items, two moderate items, and one difficult item. These findings indicate that the developed instrument has adequate validity, reliability, scoring consistency, and item characteristics for assessing students' creative thinking skills in dynamic fluids, particularly in physics learning that emphasizes problem solving and scientific idea development.
Strategic Patterns in Heat and Temperature Problem Solving Across Students, AI, and Experts Amrizaldi Amrizaldi; Luh Sukariasih; Wulan Anna Pertiwi; Revnika Faizah; Sumardiana
Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Vol. 12 No. 2 (2026)
Publisher : UNIVERISTAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jpfk.v11i2.25971

Abstract

Physics problem solving depends on how solvers represent situations, select principles, apply equations, and evaluate results. This comparative-descriptive mixed-methods study examined responses to five heat-and-temperature problems from 30 Grade XI students at an Islamic boarding school, three physics experts, and one generative AI model (three runs per problem; 180 solution units). Solutions were analyzed using a five-dimensional rubric, separate strategy/checking codes, and think-aloud evidence from six students and three experts. Equation-first strategies appeared in 70 of 150 student solutions (46.7%). Fourteen of 15 AI outputs (93.3%) followed a structured-mechanistic sequence; nine of 15 expert solutions (60.0%) were explicitly coded as principle-first with checking, while six were concise but coherent. The largest expert–student difference was in Physics Approach (1.82 points), and the smallest in Mathematical Procedures (1.28 points). The multistage task yielded the lowest mean total for all groups (students 15.00, AI 21.33, experts 22.33; maximum 25), consistent with demands for process decomposition. Because the analysis concerns observable outputs, similar written structures do not establish equivalent reasoning processes. Instruction should require principle justification before equations and checks of units and plausibility, with AI solutions critically compared against expert solutions.
Co-Authors Ahmad Suryadi Ahmad Swandi Azmi Asra Dina Irfaniyah Luh Sukariasih Revnika Faizah Sumardiana Wulan Anna Pertiwi