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evendi, evendi
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Voices from The Classroom : Teachers’ and Students’ Perceptions of Using SPS-Based Worksheets to Promote HOTS in Science Learning (A Needs Analysis) Widia, Syarifah; Evendi, Evendi; Halim, A.
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 2 (2025): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.15418

Abstract

This study aims to analyze the needs for developing Student Worksheets that support Higher Order Thinking Skills (HOTS) and Science Process Skills (SPS) in science learning. A descriptive qualitative approach was employed in this study, where data were collected from 56 students and 3 science teachers across two schools in Banda Aceh, which were purposefully selected to examine the implementation of SPS-based worksheets in school located in the both urban and rural setting using structured questionnaires. The needs analysis was guided by the framework proposed by Hutchinson & Waters, focusing on three key elements: necessities, lacks, and wants. The findings indicate that both teachers and students recognize the importance of SPS-based worksheets in developing HOTS. Necessities include worksheets that support HOTS, especially in practical activities. However, there is a lack of SPS-based worksheets due to limited time and training and wants reflect teachers' strong desire for professional development to create such worksheets that can enhance students' HOTS. However, existing worksheets do not adequately address these needs, particularly in terms of contextualized problems, activity variation, and relevance to real-life situations. The study suggests that there is a pressing need to develop innovative, contextual worksheets integrated with problem-solving strategies. Such worksheets would not only support more meaningful learning but also challenge students cognitively, fostering skills that align with the demands of the 21st century.
Learning of Multimedia-Based Physics Concept Applications to Improve Students’ Motivation and Science Process Skills Jabaliah, Jabaliah; Adlim, Muhammad; Syukri, Muhammad; Evendi, Evendi
Jurnal Ilmiah Peuradeun Vol. 9 No. 3 (2021): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v9i3.557

Abstract

Physics concept application is widely applied in daily life but students have a lack of knowledgeconcerning the concept of physics application. This research aimed to examine the motivation and skills of the scientific process through learning the concept of multimedia-based physics applications. This is experimental research, conducted on Year IX students of Islamic Senior High School. Samples were taken with purposive sampling techniques and divided into two groups of Mastery Learning Scores (MLS), MLS ≥ 70 and MLS< 70. Data were collected from Pre-test and post-test. The motivational data was presented through the category table, while the science process skills were analyzed using the Independent sample t-test. After the treatment, the initial motivation of the MLS class ≥ 70 was increased from 66.1% to 81.9%, while it was from 63% to 82.5% for the MLS class< 70. Besides, the final science process skillswere significantly different between the two classes, indicating byt count >t table 2.14 > 1.65. This study suggested that learning concepts of multimedia-based physics applications can improve student motivation in both classes, while the science process skills only affect the students of the MLS group ≥ 70.
Development of STEM-Based Student Worksheets through a Fly Repellent Project to Foster Students' Creative Thinking Elvina, Defi; Saminan, Saminan; Evendi, Evendi
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/c92eyw25

Abstract

Creative thinking is one of the key competencies needed in twenty-first-century physics education. Yet, many classrooms still rely on traditional, teacher-centered instruction that leaves little space for student creativity or real-world application. At SMAN 4 Langsa, observations revealed that students often struggled to connect physics concepts with practical problems, underscoring the need for more context-based learning approaches. This study aimed to develop and evaluate STEM-based student worksheets centered on a fly repellent project to engage students in creative and applied problem-solving. Using a Research and Development (R&D) design guided by the ADDIE model Analysis, Design, Development, Implementation, and Evaluation the study involved 24 tenth-grade students. Data were gathered through expert validation, creative thinking tests administered before and after implementation, classroom observations, and response questionnaires. The worksheets were judged highly valid, with an average expert score of 90.5%, and proved effective in improving students’ creative thinking skills, with an average N-Gain score of 0.73, categorized as high. Significant progress was seen across all four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Student responses indicated that 87% found the worksheets engaging and useful in linking physics concepts to real-life issues, while teachers valued them as innovative and effective learning tools. The novelty of this research lies in embedding an environmental health problem into physics learning, providing students with a meaningful context in which to apply their knowledge. These findings highlight the potential of STEM-based, project-oriented worksheets to make physics learning more relevant, engaging, and effective in fostering twenty-first-century skills. 
Analysis of Students' Questioning Ability Through Learning Intervention in Physics at Senior High School 1 Kuta Baro Andrian*, Andrian; Evendi, Evendi; Saminan, Saminan; Hamid, Abdul; Susanna, Susanna; Ngadimin, Ngadimin; Saputri, Mawarni; Cooper, Katelyn; Nguyen, Tuan Dinh
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.46698

Abstract

The ability to ask questions is a crucial aspect of learning; however, students' questioning skills have generally been low. This study aimed to analyze and enhance the questioning ability of eleventh-grade students (class XI-1) at SMAN 1 Kuta Baro in physics learning through learning interventions. This research employed a quantitative and qualitative approach, with data collected through observation, questioning ability tests (pre-test and post-test), teacher interviews, and student questionnaires. Students' questioning ability was analyzed based on quantity (number of questions) and quality (cognitive level and effectiveness), for both oral and written questions. The results showed that teacher interventions successfully encouraged students to ask questions, leading to a 38% increase in the quantity of oral questions from the total students in the class, and a 28.63% increase in the quantity of written questions (from 234 to 301 questions). A significant increase was also observed in the quality of written questions based on cognitive level (P=0.001 with a significance level of 0.05). Although the quality of oral questions based on cognitive level remained low (31.25%), their effectiveness was remarkably high (81.25%). The dominant type of oral questions was conceptual (understanding concepts/C2), while written questions predominantly fell into the analyzing level (C4). Both students and teachers acknowledged that questioning ability was influenced by a combination of internal and external factors, including inhibiting factors, but it was proven that these abilities could be improved through learning interventions
Virtual Physics Experiments: Transforming Science Process Skills Through Digital Integration Syukriah*, Syukriah; Evendi, Evendi; Zainuddin, Zainuddin; Syukri, Muhammad; Subramaniam, Tamil Selvan
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.46854

Abstract

This research is motivated by the limited infrastructure of physics laboratories in educational institutions and students science process skills (SPS) which are still in the low category. This study examines the effectiveness of implementing virtual laboratory-based worksheets in improving four main indicators of SPS: the ability to formulate problems, formulate hypotheses, identify variables, and design experiments. This study is a quasi-experimental study with a one-group pretest-posttest design involving 35 grade XI students of SMA Negeri 1 Kota Langsa. The research instrument is in the form of validated pretest and posttest questions, compiled based on the four indicators of SPS being studied. Data analysis uses the N-gain test to measure the increase in the ability of each indicator of SPS. The results of the study showed a significant increase in all indicators of SPS with N-gain values: identifying variables (0.92; high category), designing experiments (0.69; medium category), formulating problems (0.56; medium category), and formulating hypotheses (0.53; medium category). These findings confirm that virtual laboratory based worksheets are effective as an alternative to physics learning in developing students SPS. This study recommends the implementation of virtual laboratories as an innovative solution to overcome the limitations of conventional laboratory facilities and support digital transformation in science education
Fostering Trustworthy (Amanah) Character: Investigating the Impact of Integrating Religious Values into Thermochemical Module Mawaddah, Mawaddah; Sulastri, Sulastri; Evendi, Evendi
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.17566

Abstract

The character of trustworthy (amanah) is fundamental to the inherent constitution of the human psyche, and its integration is crucial in daily practices. Thermochemistry, as a chemical discipline intricately connected to the ambient environment, encapsulates latent character values that often remain unarticulated within the educational discourse. This research aims to determine the effectiveness of a thermochemical module containing religious values on forming a trustworthy (amanah) character in the chemistry learning process. This research uses a quasi-experimental type with a one-group pretest and posttest design to examine the effectiveness of the module that has been developed. Data collection is taken from a pretest and posttest character assessment sheet comprising five indicators. Besides, the data analysis technique was descriptively based on the N-gain test. The results showed an increase in the formation of students' trustworthy (amanah) character after using the thermochemical module containing religious values, where the average pretest percentage was 68.42% in the sufficient category (starting to appear) to the average posttest percentage of 78.92% in the good category (starting to develop). In addition, the average N-gain score was 0.56 in the medium category, and the average N-gain score percentage was 56.16%, with the interpretation being quite effective. Hence, this data shows that the thermochemistry module containing religious values was helpful in the chemistry learning process and influenced the formation of trustworthy (amanah) character.
Correlation Analysis of Misconceptions on Motivation, Learning Outcomes, and Critical Thinking Skills in Physics Learning Afni, Nurul; Halim, Abdul; Evendi, Evendi; Herliana, Fitria; Halim, Lilia
Jurnal Pendidikan Fisika Indonesia Vol 20, No 1 (2024)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i1.46453

Abstract

Several previous studies have shown that misconceptions are related to student achievement or learning outcomes and several latent variables. Therefore, the research aims to determine the relationship between misconceptions, motivation, learning outcomes, and critical thinking skills in learning physics on Newton's law material. The approach used in this study is a quantitative descriptive approach with survey methods and correlational techniques. The subjects of this study were students of grade XI high school. The data collection instruments used in this study were multiple-choice four-level diagnostic tests, descriptive test questions, and questionnaires. The results obtained from regression analysis show that the correlation is very weak and insignificant in the positive direction between misconceptions and motivation. In contrast, the correlation is robust and significant in the positive direction between misconceptions and learning outcomes and between misconceptions and critical thinking skills. That correlation is weak and important in a negative (opposite) direction. Based on this study, it can be concluded that the relationship between misconceptions with learning outcomes and critical thinking skills significantly correlates with misconceptions. Motivation does not significantly correlate with misconceptions in learning physics on Newton's law material at SMA Negeri 1 Idi Rayeuk, Aceh, Indonesia.                                                                                     
Ability to Interpret Graphs in Reaction Rate Material Based on Mathematical Understanding and Learning Style of Class XI High School Students Rezki*, Maulidia; Hasan, Muhammad; Evendi, Evendi; Akbar, Said Ali; Zaura, Bintang; Khwaengmek, Wipavadee
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.37757

Abstract

One aspect of process science skills that learners need to have is the ability to interpret. The ability to interpret graphs in students is currently considered difficult and still belongs to the very low category. This study aims to analyze the relationship between mathematical understanding and the learning styles of students in terms of their ability to interpret graphs. This type of research is descriptive-quantitative. The research sample consisted of class XI students at SMA Negeri 4 Takengon, which amounted to 67 students. The research data was collected using learning style-type questionnaires, multiple-choice questions on linear program material, and reaction rate material. The ability to interpret the graphs of students at SMA Negeri 4 Takengon is on the "medium" criterion, while the students' mathematical understanding is on the "very high" criterion. Students with visual learning style types are more dominant and have an average score of mathematical understanding and the ability to interpret graphs higher than students with auditorial and kinesthetic learning styles. The result of the correlation coefficient r = 0.912 shows a significant positive relationship between mathematical understanding and the ability to interpret graphs with a "high" and unidirectional interpretation
Improving the Ability to Observe, Identify and Define Variables Through Comic-Assisted Inquiry Learning Model Husna, Wardatul; Evendi, Evendi; Syukri*, Muhammad; Elisa, Elisa; Herliana, Fitria; Mohtar, Lilia Ellany; Putri, Elva Sesioria
Jurnal Pendidikan Sains Indonesia Vol 12, No 1 (2024): JANUARY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i1.34758

Abstract

This research is motivated by students' science process skills which are still in the low category. Based on the initial observations made there were students who still had difficulty in conducting experiments. This research aims to determine the increase in the ability to observe, identify and define variables through the comic-assisted inquiry learning model. This research was conducted on class XI MIPA 2 students at SMAN 2 Banda Aceh involving 32 students. The research design used in this study isone grup pretest-posttest design. Data collection techniques through tests (pretest andposttest) and student response. The pretest and posttest questions in this research were prepared referring to three indicators of science process skills, namely, observing, identifying and defining variables. After the data is collected, the data is analyzed using the gain test. The results of the research showed that there was an increase in students' science process skills in the aspect of observing by 0.54 in the medium category, identifying by 0.68 in the medium category and defining variables by 0.72 in the high category. Based on the results of this research, it can be concluded that the ability to observe, identify and define variables can be improved through comic-assisted inquiry learning
Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy Rahmati, Rahmati; Syukri, Muhammad; Mentari, Mentari; Evendi, Evendi
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/va1a3q97

Abstract

Scientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development.
Co-Authors . Saminan A Halim A. Halim Abdul Hamid Adlim, Muhammad Afdzaluddin, Atiqah Mohd Ahmad Farhan, Ahmad Andrian*, Andrian Aria, Rizki Bervilza, Vashya Cheryl Bintang Zaura Cooper, Katelyn Dalimunthe, D Fitriyani Elisa Elisa Elvina, Defi Gunawan Gunawan Heni Pujiastuti Herliana, Fitria Husna, Nuril Husna, Wardatul Ida Ayu Putu Sri Widnyani Ismul Huda Jabaliah, Jabaliah Jannah, Rouzatul Khwaengmek, Wipavadee Lilia Halim, Lilia Mawaddah Mawaddah, Mawaddah Mega Fatimah Rosana Mentari Mentari, Mentari Mohtar, Lilia Ellany Muhammad Hasan Mursal Mursal Ngadimin Ngadimin Nguyen, Tuan Dinh Nurul Afni Purwono, Rudi Putri, Elva Sesioria Rahmati Rahmati Rezki*, Maulidia Rini Safitri Rizki, Muhammad Wahyu Said Ali Akbar Saminan*, Saminan Saputri, Mawarni Siti Helmyati Subramaniam, Tamil Selvan Sulastri Sulastri Supriyadi Supriyadi Susanna Susanna Syukri*, Muhammad Syukriah*, Syukriah Tihasanah, Tihasanah Vitaya, Sisca Wahyu Eko Pujianto wahyuni wahyuni Wahyuni, Agus Wati, Nurul Widia, Syarifah Zainuddin, Zainuddin