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All Journal Jurnal Pendidikan Matematika dan IPA Edufisika: Jurnal Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Penelitian Pembelajaran Fisika Tadbir : Jurnal Studi Manajemen Pendidikan Triadik Kasuari: Physics Education Journal (KPEJ) Jurnal Kumparan Fisika Navigation Physics : Journal of Physics Education DIKSAINS : Jurnal Ilmiah Pendidikan Sains Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika Jurnal Pendidikan Teknologi Informasi dan Komunikasi Jurnal Penelitian Pendidikan Indonesia Asian Journal of Science Education Jurnal Penelitian Pembelajaran Fisika
Medriati, Rosane
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Mathematics Physics Social Sciences Other

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Pengembangan media pembelajaran interaktif berbantuan aplikasi canva untuk meningkatkan pemahaman konsep siswa Setiani, Ima; Medriati, Rosane; Purwanto, Andik; Uhum, Marvellino Ubaidillah
Journal of Teaching and Learning Physics Vol. 9 No. 1 (2024): Journal of Teaching and Learning Physics (February 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i1.31633

Abstract

Tujuan dari penelitian ini yaitu untuk mengetahui kelayakan media pembelajaran interaktif berbantuan aplikasi canva yang telah dikembangkan dan mengetahui seberapa besar peningkatan kemampuan pemahaman konsep siswa pada materi suhu, kalor, dan perpindahan kalor. Metode penelitian yang digunakan pada penelitian ini yaitu metode penelitian dan pengembangan (R&D) dengan model pengembangan ADDIE, yang terdiri atas  5 tahapan yaitu Analyze, Design, Development , Implementation, dan evaluation. Subjek penelitian berjumlah 36 siswa di kelas XI IPA  di SMAN 8 Kota Bengkulu. Instumen pengumpulan data yang digunakan berupa lembar observasi, wawancara, analisis kebutuhan, validasi media, dan N-gain. Hasil analisis kebutuhan peserta didik terhadap pengembangan media pembelajaran interaktif sebesar 85%, yang menyatakan bahwa peserta didik sangat setuju dan membutuhkan media pembelajaran yang interaktif dan menarik. Analisis data validasi media  memperoleh persentase sebesar 86,85%  dan N-gain sebesar 0,71 yang menyatakan bahwa media tersebut layak digunakan dan cukup efektif dalam meningkatkan kemampuan pemahaman konsep.
Study of the need for project-based learning citizenship e-books to expand national literacy of students pgri university palembang Disurya, Ramanata; Danim, Sudarwan; Hamzah, Syukri; Kristiawan, Muhammad; Medriati, Rosane; Lestari, Neta Dian
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 9 No. 4 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020233343

Abstract

This study raises the question of what resources are best suited to help students develop their civic literacy and acquire optimal knowledge about their nationality through citizenship education. The research's goal is to gather the information required for citizenship education so that students can learn as much as possible about their nationality.  This study used an exploratory survey strategy in conjunction with a quantitative research method. The sample size was 60 individuals, comprising 10 lecturers and 50 students. The inclusion criteria for students are those who have completed the Citizenship Education course so that students can provide responses based on their experience of attending lectures in nine different study programs at the Faculty of Teacher Training and Education, PGRI University Palembang. Based on research findings, 92% of teachers and students believe that the analysis of national e-book creation demands meets the Very Good standard. The findings of this research support the assumption that to increase student citizenship literacy, lecturers and students at PGRI Palembang University really need Nationality E-Books.
EFEKTIVITAS MODEL PEMBELAJARAN TARL BERBANTUAN AI GEMINI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH PADA MATA KULIAH HIDRODINAMIKA Putri, Desy Hanisa; Medriati, Rosane; Ahda, Netriani Veminsyah; Utama, Tiara Hardyanti
Jurnal Kumparan Fisika Vol. 8 No. 3: Desember 2025
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jkf.8.3.105-116

Abstract

ABSTRAK   Teknologi artificial intelligence (ai) berpotensi meningkatkan kemampuan berpikir kritis dan pemecahan masalah pada mahasiswa, khususnya pada mata kuliah hidrodinamika yang menuntut keterampilan analitis dan pemecahan masalah. Penelitian ini bertujuan menganalisis efektivitas pembelajaran berbantuan gemini dibandingkan pembelajaran konvensional. Metode penelitian menggunakan desain pretest–posttest dengan membandingkan n-gain berpikir kritis dan pemecahan masalah pada tiga kategori kemampuan awal (low, medium, high). Hasil menunjukkan bahwa kelas kontrol dengan pembelajaran konvensional hanya mengalami peningkatan rendah hingga sedang, baik pada kemampuan berpikir kritis maupun pemecahan masalah (n-gain 0,16–0,43). Sebaliknya, kelas eksperimen yang menggunakan ai-gemini mengalami peningkatan signifikan dengan n-gain berada pada kategori sedang hingga tinggi (0,47–0,76). Seluruh kelompok mencapai nilai post-test pada kategori tinggi–sangat tinggi. Temuan ini mengindikasikan bahwa integrasi ai gemini mampu memberikan umpan balik cepat, penjelasan adaptif, dan dukungan konseptual yang memperkuat pengembangan berpikir kritis dan kemampuan pemecahan masalah mahasiswa. Pembelajaran berbasis ai direkomendasikan sebagai alternatif inovatif dalam perkuliahan hidrodinamika.   Kata kunci: Artificial Intelligence, Gemini, Hidrodinamika, berpikir kritis, pemecahan masalah.   ABSTRACT   The use of artificial intelligence (ai) technology has the potential to improve critical thinking and problem-solving skills in students, especially in hydrodynamics courses that require analytical and problem-solving skills. This study aims to analyze the effectiveness of gemini-assisted learning compared to conventional learning. The research method used a pretest–posttest design by comparing n-gain critical thinking and problem solving in three categories of initial abilities (low, medium, high). The results show that the control class with conventional learning only experienced low to moderate improvement in both critical thinking and problem solving abilities (n-gain 0.16–0.43). In contrast, the experimental class that used ai-gemini experienced a significant increase with n-gain in the moderate to high category (0.47–0.76). All groups achieved post-test scores in the high to very high category. These findings indicate that the integration of ai gemini is capable of providing rapid feedback, adaptive explanations, and conceptual support that strengthen the development of students' critical thinking and problem-solving skills. Ai-based learning is recommended as an innovative alternative in hydrodynamics lectures   Keywords: Artificial Intelligence, Gemini, Hydrodynamics, critical thinking, problem solving.
Bahasa Inggris Bahasa Inggris: Bahasa Inggris Efreyanti, Niken; Gunawan, Bodi; Medriati, Rosane
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.54803

Abstract

Low cognitive learning outcomes in kinematics are often caused by the limitations of conventional learning media in visualizing abstract physics concepts. The objectives of this study are to describe the feasibility of the media, student responses, and improvements in students’ cognitive learning outcomes. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. A One-Group Pretest-Posttest design was applied during the implementation phase involving 30 students of class X at State High School 10 Bengkulu. Research instruments included an expert validation questionnaire, a learning outcome test, and a questionnaire for student responses. The results of the study indicate that the Scratch-based learning media with dynamic simulations received an expert validation score of 94.44%, a student response rate of 91.60%, and an N-Gain score of 0.85. It is determined from the discussion and overall research findings that the Scratch-based learning media with dynamic simulations is suitable for use. The use of this media in the learning process can improve students’ cognitive learning outcomes and receives an excellent response from students. Practically, this study implies that Scratch-based learning media can be used by teachers as an interactive and effective instructional tool to facilitate students’ understanding of abstract physics concepts, particularly in kinematics.
DEVELOPMENT OF DEEP LEARNING E-MODULE ON HEAT AND TEMPERATURE TO IMPROVE LEARNING OUTCOMES Putri, Hermalia; Medriati, Rosane; Purwanto, Andik
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i2.55043

Abstract

This study developed an e-module for deep learning on the topics of temperature and heat to assess the e-module’s feasibility, student learning outcomes, and student responses to the e-module. This study employed a research and development (R&D) methodology. The research and development approach was based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Product feasibility was evaluated through expert validation; students’ cognitive learning outcomes were measured using pretest- posttest assessments; and student responses were measured using a questionnaire. The main gaps identified were that the teaching process remained traditional (lecture method) and the limited development of e-modules that specifically integrate deep learning principles in schools. The results show that the developed deep learning e-module was categorized as highly feasible with a score of 90%. Implementation of the product was proven to improve student learning outcomes, with the average score increasing from 34 to 88 (N-Gain score of 0.8, High Category), and it received an excellent student response rate (87%). This study demonstrates that interactive e- modules applying the principles of meaningful, mindful, and joyful learning are an effective digital solution to address learning boredom and improve student learning outcomes
Co-Authors Abdillah, Bayu Surya Ahda, Netriani Veminsyah Aisya, Siti Rihhadatul Andik Purwanto Apriani, Yelsi Ariefa Primair Yani Aszhar, Jodi Bodi Gunawan Br Depari, Sonia Surabina Dedy Hamdani Defianti, Aprina Delvia Amanda Dwi Syafitri, Lola Efreyanti, Niken Eko Risdianto Fitria, Jeni Fitriadi, Prasetyo Hamdani, Dedi Hamzah, Syukri Hanisa Putri, Desy Hapsari, Aulia Nurmalinda Harianty, Andi Putri Irwan Koto, Irwan Istiqomah, Wahyu Iwan Setiawan Jannah, Adelia Raudhatul Khairunnisa, Novia Ledistika, Mahfira Muhammad Kristiawan Muliyani, Rita Neta Dian Lestari Nulhakim, Lukman Nur, Ilham Muhammad Nurfitriani, Ressti Parlindungan, Deni Putri, Desy Hanisa Putri, Hermalia Putri, Rany Utami Ramanata Disurya, Ramanata Romdon, Mu'hamad Asfi Sahmid, Sahmid Saputra, Rizki T Sari, Ciawulan Senja, Bone Komala Setiani, Ima Sinaga, Natalia Sudarwan Danim Sutarno Sutarno Syafira, Ayuni Nisa Syarkowi, Ahmad Tarigan, Kelimsa Triani, Deswinta Tungga, Nora Kumala Uhum, Marvellino Ubaidillah Utama, Tiara Hardyanti Utami, Fityahti Hilya Veronica, Liza Christine Wahyuni, Messy Wardana, Rendy Wikrama