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<![CDATA[Enhancing Students’ Higher-Order Thinking Skills Through Inquiry-Based e-LKPD on Boyle’s Law ]]>
<![CDATA[Daman Saputri, Nadiyah]]>;
<![CDATA[Distrik, I Wayan]]>;
<![CDATA[Herlina, Kartini]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v11i1.8756
<![CDATA[This study aimed to examine the effect of higher-order thinking skills (HOTS) through the implementation of an inquiry-based electronic student worksheet (e-LKPD) on Boyle’s Law material. The participants were students from class XI IPA 1, who served as the experimental group, and class XI IPA 2, who served as the control group at SMA Negeri 1 Pekalongan. A quasi-experimental method with a pretest-posttest group design was employed. The study involved two variables: the independent variable (the inquiry-based e-LKPD on Boyle’s Law) and the dependent variable (students’ higher-order thinking skills). Data were analyzed using N-gain analysis, an Independent Samples t-test, and an effect size calculation. The N-gain results showed an improvement in HOTS in the experimental group with a score of 0.65 (moderate category), while the control group scored 0.49 (also in the moderate category). The Independent Samples t-test produced a sig. (2-tailed) value of 0.000, indicating a significant difference in HOTS between the experimental and control groups. Additionally, the effect size analysis yielded a Cohen’s d value of 1.715, classified as a large effect. These results indicate that the use of an inquiry-based e-LKPD had a substantial impact on enhancing students’ higher-order thinking skills. In conclusion, implementing inquiry-based e-LKPD in teaching Boyle’s Law significantly improves students' ability to think at higher cognitive levels.]]>
<![CDATA[Visualisasi Pola Difraksi Berbasis Pemrograman Arduino Uno Menggunakan Sensor BH1750 dan Tracker ]]>
<![CDATA[Falamy, Ryna Aulia]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Zakiya, Hanifah]]>;
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Janah, Wardatul]]>
<![CDATA[ MUDABBIR Journal Research and Education Studies Vol. 5 No. 1 (2025): Vol. 5 No. 1 Januari - Juni 2025 ]]>
Publisher : <![CDATA[Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara ]]>
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DOI: 10.56832/mudabbir.v5i1.917
<![CDATA[Penelitian ini bertujuan untuk memvisualisasikan pola difraksi cahaya berbasis mikrokontroler Arduino Uno yang terintegrasi dengan sensor cahaya BH1750 dan perangkat lunak Tracker. Visualisasi ini untuk membantu siswa dalam memahami fenomena difraksi cahaya melalui pendekatan eksperimen yang interaktif dan berbasis STEM. Eksperimen dilakukan dengan memvariasikan ketebalan kawat (0,008 mm, 0,029 mm, dan 0,05 mm) serta jarak antara kisi dan layar (50 cm, 75 cm, dan 100 cm) guna mengamati perubahan pola difraksi yang terbentuk. Sensor BH1750 digunakan untuk mendeteksi intensitas cahaya secara real-time, sementara aplikasi Tracker menganalisis citra pola difraksi. Hasil penelitian menunjukkan bahwa pola difraksi dipengaruhi secara signifikan oleh ketebalan penghalang dan jarak terhadap layar, di mana kawat lebih tipis dan jarak lebih jauh menghasilkan pola yang lebih lebar dan jelas. Temuan ini membuktikan bahwa alat bantu berbasis mikrokontroler Arduino Uno dapat digunakan secara efektif dalam meningkatkan pemahaman konsep difraksi secara visual dan kuantitatif, serta dapat diterapkan sebagai media pembelajaran fisika di SMA.]]>
<![CDATA[Inquiry-Integrated STEM on Electronic Student Worksheet: An Effort to Stimulate Creative Thinking and Collaborative Skills ]]>
<![CDATA[Anugrah, Adyt]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Suyatna, Agus]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 12 No 2 (2023): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v12i2.17306
<![CDATA[This study aims to determine the practicality of developing an inquiry-based STEM-integrated electronic student worksheet to stimulate creative thinking and collaborative skills in kinetic gas theory. The electronic student worksheet was created using a development and research model adopted by Borg and Gall, and it was limited to seven steps. Data collection techniques involved direct observation, questionnaires, and surveys. The findings from this study indicate that the inquiry-based STEM-integrated electronic student worksheet is practical for learners to use in enhancing their creative thinking and collaborative skills on kinetic gas theory. Furthermore, the tests’ results categorized it as highly practical, suggesting that this electronic student worksheet can be used as teaching material to further train learners' creative thinking and collaborative skills in kinetic gas theory.]]>
<![CDATA[Guided Inquiry Based Students’ Worksheet to Grow Students’ Critical Thinking and Communication Skills ]]>
<![CDATA[Saputro, Trimo]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Distrik, I Wayan]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 3 No. 1 (2020): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v3i1.5146
<![CDATA[Weak learning process is one of the problems in education. Therefore, to create the ideal learning process, interactive teaching materials are needed to make student-centered learning.This study aims to describe and analyze teacher and student responses to the development of guided inquiry students worksheets, as well as see their effectiveness in growing critical thinking skills and student communication skills. The research method used is the Mix method with Research and Development type. The instrument used in the form of a feasibility questionnaire and tests of critical thinking skills and communication skills. Based on the research results obtained that the development of worksheets got very valid results from the validators, got very good responses from teachers and students and proven able to foster critical thinking and communication skills.]]>
<![CDATA[A Need Analysis of STEM-integrated Flipped Classroom E-module to Improve Critical Thinking Skills ]]>
<![CDATA[Puspitasari, Reni Dwi]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Suyatna, Agus]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v3i2.6121
<![CDATA[In recent years, the flipped classroom and STEM learning approach has become one of the interesting studies in Education. Various researches were conducted to determine their impact on learning. This research is a descriptive survey conducted to determine the needs of teachers and students about e-module with the STEM integrated flipped classroom. Data were collected using a questionnaire with 15 respondents who work as physics teachers in Lampung Province and 30 respondents from grade XI students in one of the high schools in Bandar Lampung. Based on the survey results, we concluded that (1) 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and (2) 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.]]>
<![CDATA[Students’ Digital Literacy and Collaboration Abilities: An Analysis in Senior High School Students ]]>
<![CDATA[Purnamasari, Lilis]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Distrik, I Wayan]]>;
<![CDATA[Andra, Doni]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 1 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i1.8452
<![CDATA[This study aims to describe and analyze the level of digital literacy and collaboration skills of students. The research method used a quantitative descriptive survey with a research instrument in the form of a questionnaire. The study involved 10 physics teachers and 105 high school students in Lampung Province. The results showed that the digital literacy of students was in the sufficient category with the achievement percentage of 54.68%, while the collaborative abilities of students were in the poor category with the achievement percentage of 39.17%. Digital literacy has not been maximally achieved and the ability to collaborate in students is influenced by the lack of efforts of students to use the internet as a learning resource and the lack of student-centered learning.]]>
<![CDATA[Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning ]]>
<![CDATA[Nurhasanah, Siti]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Andra, Doni]]>;
<![CDATA[Herlina, Kartini]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 4 No. 2 (2021): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v4i2.8486
<![CDATA[This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.]]>
<![CDATA[Learning of Inquiry Sequences-Based E-Student Worksheet Assisted by Canva to Stimulate Hands-On Skills, Mind-On Activity, and Science Process Skills ]]>
<![CDATA[Divia, Bizry Cahya]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Ertikanto, Chandra]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i3.13905
<![CDATA[The covid-19 pandemic has changed educational policies regarding learning and teaching methods that were initially conventional and must now be integrated with technology. It takes teaching materials that can help students in learning. This study aims to develop an E-student worksheet using the Canva-assisted learning of inquiry sequences (LOIS) learning activity model that can be applied as a physics learning material that can practice hands-on skills, mind-on activities, and science process skills. This study uses research and development research methods. The E-student worksheet development procedure uses the ADDIE development model. The results of the experts show that the average score of the assessment of the E-student worksheet is 3.58, which is included in the very valid criteria. The limited trial of the E-student worksheet on the teacher's perception obtained results of 91% in the very good category, the test results for class XI students could be applied with a very good 88% score. The results of the effectiveness of working on the E-student worksheet obtained an average score of 89% in the highly trained category. It can be concluded that which means the E-student worksheet can train hands-on, minds-on activity, and science process skills.]]>
<![CDATA[Integrating seaweed ethnoscience with STEM-PjBL in renewable energy learning: Could this approach develop creativity and entrepreneurial skills? ]]>
<![CDATA[Putri, Cindi Ratna]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Herlina, Kartini]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v8i1.25642
<![CDATA[The urgency of this research stems from the lack of application of the Ethnoscience-STEM-PjBL (Science, Technology, Engineering, and Mathematics - Project-Based Learning) approach in renewable energy learning, the limited availability of teaching materials based on local wisdom, and the lack of supporting learning resources. This study aims to describe the perceptions of teachers and students toward renewable energy learning using this approach to foster creativity and entrepreneurial skills. This research employed the sequential embedded design method, involving 30 physics teachers from Lampung Province. Data were gathered through questionnaires and analyzed descriptively. The findings reveal that while teachers generally hold positive perceptions of the Ethnoscience-STEM-PjBL approach, most have yet to implement it in their classrooms. The implication of this study highlights the urgent need to develop culturally relevant teaching materials and provide targeted teacher training. Such efforts are essential to facilitate the effective integration of the Ethnoscience-STEM-PjBL model in renewable energy education, thereby enhancing both student engagement and the relevance of science learning in local contexts.]]>
<![CDATA[A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials ]]>
<![CDATA[Gustina, Emi]]>;
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Herlina, Kartini]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/bb6k5224
<![CDATA[Scientific argumentation is a critical 21st-century skill that must be systematically integrated into science education, particularly physics. However, current classroom assessments rarely comprehensively and in-depth measure students’ argumentation skills. This study aims to analyze the need to develop a multi-representation assessment instrument supported by the Thunkable application to evaluate students’ scientific argumentation skills on static fluid concepts. A mixed-method approach with an embedded sequential design was employed. Quantitative data were collected through questionnaires administered to 34 physics teachers and 97 eleventh-grade students from several high schools in Lampung Province, Indonesia. Besides, qualitative data were obtained through open-ended responses to explore classroom learning experiences and assessment practices further. The findings reveal that 91% of teachers reported difficulties in assessing argumentation skills, while 94% of students faced challenges in connecting static fluid concepts across different representations. The use of multi-representation tasks in assessments was found to be limited. Nevertheless, teachers and students expressed strong interest in using interactive digital assessment tools. These findings highlight the strategic opportunity to develop a Thunkable-assisted, multi-representation-based assessment instrument that addresses teachers’ and students’ needs and improves assessment practices in physics education by promoting meaningful learning and scientific argumentation.]]>
