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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kreatif Tadulako Online Journal of Teaching and Learning Physics JIPF (Jurnal Ilmu Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA Psikoislamedia : Jurnal Psikologi Jurnal Eduscience (JES) Jurnal Ilmiah Kanderang Tingang DIFFRACTION: Journal for Physics Education and Applied Physics Mattawang: Jurnal Pengabdian Masyarakat Mitra Mahajana: Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Research Journal on Education Kognisi: Jurnal Ilmu Keguruan Jurnal Pendidikan Islam
Sari, Desy Kumala
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke Reski, Andi; Sari, Desy Kumala
Jurnal Kreatif Online Vol 8, No 1 (2020): Jurnal Kreatif Online
Publisher : Jurnal Kreatif Online

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.324 KB)

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan Pengetahuan Konten Pedagogik dan Teknologi (TPACK) guru fisika SMA/SMK/MA se Distrik Merauke. Adapun sampel penelitian adalah 11 guru fisika di SMA/SMK/MA Kabupaten Merauke yang dipilih dengan teknik random sampling. Penelitian dilaksanakan dengan menggunakan metode survei dan instrumen pengumpulan data berupa kuesioner. Kuisioner terdiri dari 30 item dan 7 subdomain. Subdomain adalah Pengetahuan Teknologi (TK), Pengetahuan Pedagogis (PK), Pengetahuan Konten (CK), Pengetahuan Pedagogik Teknologi (TPK), Pengetahuan Konten Teknologi (TCK), Pengetahuan Konten Pedagogik (PCK) dan Pengetahuan Konten Pedagogik Teknologi (TPACK). Studi deskriptif diimplementasikan dalam penelitian ini. Hasil penelitian menunjukkan bahwa kemampuan TK guru fisika di kabupaten Merauke masih rendah (47% belum bisa menggunakan teknologi), PK tinggi (73% bisa  menguasai pengetahuan pedagogik), CK sedang (64% bisa menguasai materi), TPK sedang (64% bisa memadukan pedagogik dan teknologi), TCK sedang (64% bisa memadukan konten dan teknologi), dan PCK tinggi (79% bisa memadukan konten dan pedagogik) . Secara keseluruhan, TPCK guru fisika masih pada kategori sedang (60%). Hal ini menunjukkan bahwa Guru Fisika se distrik Merauke belum mampu menyelenggarakan pembelajaran fisika yang berbasis teknologi informasi dan komunikasi (TIK) yaitu pembelajaran yang memadukan pengetahuan konten dan pedagogik dengan teknologi.
Kepraktisan Aplikasi Fisika Isomorfis (Forfis) Berbasis Android dalam Menunjang Pembelajaran Mandiri Sari, Desy Kumala
DIFFRACTION Vol 2, No 1 (2020)
Publisher : Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/diffraction.v2i1.1669

Abstract

Aplikasi Fisika Isomorfis (FORFIS) merupakan aplikasi berbasis android yang dapat melatih peserta didik untuk memecahkan masalah-masalah yang bersifat isomorfis. Konten aplikasi ini telah ditelaah oleh ahli dan telah dinyatakan “layak”. Namun, kepraktisan aplikasi FORFIS dalam pembelajaran fisika di kelas belum dilakukan pengujian. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui kepraktisan aplikasi FORFIS dalam pembelajaran fisika di dalam kelas. Jenis penelitian ini adalah penelitian deskriptif. Data yang diperoleh melalui angket respon peserta didik setelah proses pembelajaran. Data dianalisis menggunakan teknik analisis deskriptif kuantitatif dalam bentuk persentase. Hasil persentase kemudian diinterpretasikan sesuai dengan kriteria kepraktisan. Analisis data menunjukkan rata-rata respon peserta didik sebesar 92% dengan kategori “sangat baik”. Hal ini berarti peserta didik sangat tertarik pada aplikasi FORFIS. Dengan demikian aplikasi FORFIS merupakan aplikasi pembelajaran mandiri yang telah layak dan praktis digunakan dalam memenuhi sumber belajar peserta didik.
Provision of Physics Props and Bilingual E-Book for SMA YPK Merauke: Pengadaan Alat Peraga Fisika dan E-Book Bilingual untuk SMA YPK Merauke Sari, Desy Kumala; Uspayanti, Rezky; Dinata, Pri Ariadi Cahya
Mattawang: Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2021)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (820.063 KB) | DOI: 10.35877/454RI.mattawang332

Abstract

Science is learned by bringing real objects in daily life into the classroom. Therefore, the props are needed in learning science to make it easier for students to observe the concepts of science contained in an object. However, not all schools have good props to use in learning. This dedication to society aims to provide props that can be used as a medium of physics learning at SMA YPK Merauke. The props are accompanied by bilingual guides so that students can learn physics and English at the same time. The devotional activities were carried out through the introduction of props to physics teachers, demonstrations on how to use bilingual tools and guides, and mentoring. At the end of the activity, physics teachers were given a user response sheet to find out the teachers' perception of the props given. The results of the user response sheet show that the props can be appropriately used as a learning medium. Then, more props are needed to be given to schools in Merauke that do not have good props. Abstrak Sains dipelajari dengan membawa objek yang nyata di kehidupan sehari-hari ke dalam kelas. Oleh karena itu, alat peraga diperlukan dalam belajar sains untuk memudahkan siswa mengamati konsep-konsep sains yang terdapat pada suatu objek. Akan tetapi, tidak semua sekolah memiliki alat peraga yang memadai untuk digunakan dalam pembelajaran. Kegiatan pengabdian masyarakat ini bertujuan untuk menyediakan alat peraga yang dapat digunakan sebagai media pembelajaran fisika di SMA YPK Merauke. Alat peraga tersebut disertai dengan panduan bilingual agar siswa dapat belajar fisika dan Bahasa inggris secara bersamaan. Kegiatan pengabdian dilakukan melalui pengenalan alat peraga kepada guru fisika, demonstrasi cara penggunaan alat dan panduan bilingual, serta pendampingan. Di akhir kegiatan, guru-guru fisika diberikan lembar respon pengguna untuk mengetahui persepsi guru-guru terhadap alat peraga yang diberikan. Hasil lembar respon pengguna menunjukkan bahwa alat peraga dapat digunakan dengan baik sebagai media pembelajaran. Ke depannya, diperlukan lebih banyak alat peraga untuk diberikan kepada sekolah-sekolah di Merauke yang belum memiliki alat peraga yang memadai.
Analisis Kemampuan Pemecahan Masalah untuk Topik Usaha dan Energi pada Siswa SMA di Palangka Raya Dinata, Pri Ariadi Cahya; Hartanto, Theo Jhoni; Sari, Desy Kumala; Wati, Mustika; Dewantara, Dewi; Sapetrus, Frency; Siloam, Kristanoval
Jurnal Ilmiah Kanderang Tingang Vol 15 No 2 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i2.336

Abstract

Problem solving is a vital ability for students to be able to solve physics questions. Physics learning in the classroom needs to improve and develop this ability in students. Therefore, this research aims to analyze the students' problem-solving abilities as learning outcomes that have been obtained by high school students in Palangkaraya City. The research type is descriptive research with survey methods. The instrument used was a problem-solving ability test for the topic of work and energy. It was implemented on 155 12th grade in Palangkaraya. The results were analyzed quantitatively to identify the ability to describe problems, identify variables, plan solutions, implement plans, and check and evaluate the process. The results show that the students’ ability to describe problems and identify variables is better than other abilities. They can identify the variables in the questions and describe the physical situations. In addition, when the questions involve formula analysis and calculations, many students are unable to identify the equations that must be applied. They also have problems with their mathematical abilities to obtain the final answer. Educators need to concern these results in designing work and energy learning that can accommodate students' problem-solving abilities.
The interplay of factors affecting online learning experience in higher education Fredy, Fredy; Purwanty, Ratna; Sari, Desy Kumala; Prihandoko, Lastika Ary
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28935

Abstract

Education has undergone a profound transformation, transitioning significantly from traditional face-to-face instructional approaches to a predominant reliance on online learning methodologies. This sudden change leaves questions on how to provide an affective and satisfying online leaning for students. As prior studies revealed, many factors affect the success of implementing online learning, specifically for higher education students. As a response, this quantitative study was intended to investigate the interplay of factors affecting online learning experience in higher education namely anxiety, motivation for learning, self-directed learning, online learning attitude, and computer-internet self-efficacy. An exploratory factor analysis (EFA) included 20 items of online survey distributed to undergraduate students (n=329) from several faculties at one Indonesian university to explore this issue. This study used the partial least squares structural equation modeling (PLS-SEM) application to explore the interplay among six constructs. The results showed that all six constructs namely anxiety, motivation for learning, self-directed learning, online learning attitude, computer-internet self-efficacy, and online learning experience were positively associated. It meant that those factors were statistically proven to affect students’ online learning experiences. Educators could use these results as a consideration in implementing online learning more effectively. Further implications of pedagogical practice and further research are discussed.
Improving Students’ Mental Model of Newton’s Third Law: Local Wisdom, Modeling Cycle, and Problem-Based Learning Dinata, Pri Ariadi Cahya; Setiaji, Bayu; Sari, Desy Kumala; Hartanto, Theo Jhoni
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 10, No 1 (2025): January 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v10i1.5844

Abstract

Students need a proper mental model to advance mastery of physics and understand the application of the concept of science. Therefore, it is necessary to research how to improve students' mental models based on Newton's third law, which integrates modeling cycles into problem-based learning. As an anchor of learning, the students were asked to explain action and reaction forces and their effects on Borneo’s local wisdom, balogo, and jukung barenteng. The research method used was quasi-experimental with a pretest-posttest control group design. The samples included 87 students of the 10th class in SMAN 1 Kelua and MAN 2 Tabalong. The essay test obtained students' mental models and was analyzed using N-Gain and a one-way ANOVA. The data analysis showed that every class has an average gain, and the p-value for the post-test score is less than 0.05. This means significant differences exist between students' post-test scores in the experimental class and students' post-test scores in the control class. It is indicated that problem-based learning with the modeling cycle and problems of balogo and jukung barenteng improves students' mental model of Newton's Third Law. Integrating local cultural elements such as balogo and jukung barenteng fosters deeper conceptual comprehension and offers an effective method for contextualizing abstract physics concepts through real-world examples. These learning strategies could be applied to other physics topics to improve students’ mental models and learning engagement.
SCIENTIFIC REASONING ABILITY OF HIGH SCHOOL STUDENTS IN PALANGKA RAYA IN PHYSICS LEARNING Dinata, Pri Ariadi Cahya; Lukas, Rensi; Hartanto, Theo Jhoni; Sari, Desy Kumala
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.6623

Abstract

Purpose-Scientific reasoning is an essential ability in learning science, including physics. This study aims to assess the scientific reasoning abilities of high school students in Palangka Raya City, focusing on six indicators: conservation reasoning, proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and hypothetical-deductive reasoning.Methodology-To achieve the goals, descriptive research consisted of 187 samples from six schools in two districts using the multistage stratified random sampling method. The instrument used in this study is Lawson's Classroom Test of Scientific Reasoning (LCTSR), containing twelve multiple-choice items. The data were analyzed using the Kruskal-Wallis test to determine the differences in average scores between schools, and descriptive statistics were used to describe students' general scientific reasoning skills. The analysis results show a p-value of 0.001, indicating that the test detected a statistically significant difference in the average score of scientific reasoning ability among high school students in the sample schools in Palangka Raya City.Findings-The descriptive analysis results showed that the conservation reasoning indicator had the highest percentage of correctness, while hypothetical-deductive reasoning was the least mastered by students. Additionally, most students are in the concrete operational thinking phase, despite having theoretically reached the formal operational phase in terms of cognitive development.Contribution-This finding has implications for educators in designing physics learning strategies that encourage the development of students' scientific reasoning as they progress toward the formal operational phase.
Enhancing Self-Regulated Learning and Conceptual Understanding through a TPACK-Based Physics E-Module on Momentum and Impulse Reski, Andi; Sari, Desy Kumala; Uskenat, Kristina; Jua, Selestina Kostaria
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/vwec8n65

Abstract

Physics learning frequently poses challenges for students due to the abstract nature of its concepts, particularly in topics such as momentum and impulse, which often result in misconceptions and low engagement. In response to this urgency, integrating technology through the Technological Pedagogical Content Knowledge (TPACK) framework has been advocated as an effective strategy to improve conceptual understanding and foster self-regulated learning (SRL). This study aimed to evaluate the effectiveness of a TPACK-based physics e-module in simultaneously enhancing students’ conceptual comprehension and SRL. Employing a quasi-experimental one-group pretest–posttest design, the research involved 30 students at SMA Negeri 2 Merauke, Indonesia. Instruments included a 20-item multiple-choice test on momentum and impulse concepts and a 20-item SRL questionnaire, both validated using Gregory’s content validity index (CVI > 0.80) and demonstrating strong reliability (Cronbach’s alpha > 0.80). Data analysis comprised descriptive statistics, normality testing, paired-sample t-tests, effect size calculations, and normalized gain (N-Gain) indices. The results indicated significant improvements in both domains: SRL scores increased from a mean of 67.60 to 77.67 (t = 12.45; p < 0.001; d = 1.49; N-Gain = 0.449), while conceptual understanding improved from 60.47 to 74.13 (t = 14.23; p < 0.001; d = 1.62; N-Gain = 0.497). These findings confirm that the e-module effectively addressed both cognitive and metacognitive aspects of learning. The novelty of this study lies in its dual focus on SRL and conceptual mastery within a single intervention, applied in a frontier educational context. The study contributes to physics education by providing empirical evidence of TPACK’s capacity to deliver scalable, context-sensitive innovations that enhance learning outcomes in diverse settings.
Differentiated Instruction as a Catalyst for Educational Transformation: A Meta-Analysis Muchamad Rizki Eka Setiawan; Raissa Ariadna Putri Josephira; Sari, Desy Kumala; Pri Ariadi Cahya Dinata; Nur Lailatul Rofiah
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.506

Abstract

Differentiated Instruction (DI) has long been implemented to address the diverse learning needs of students. However, exploring its impact on learning outcomes within the framework of modern education has become increasingly important in understanding its effectiveness in the context of 21st-century learning. This meta-analysis aims to investigate the effect of differentiated instruction on students’ learning outcomes. The research method consisted of the stages of identification, screening, and inclusion. The research sample comprised 14 primary studies, producing a total of 41 effect sizes. The analysis revealed a significant effect (1.02; p < 0.05) of DI implementation on students’ learning outcomes. No significant differences in effect size were found based on measured ability, subject, country, sample size, grade level, or Scopus indexing. In terms of contribution, the country variable accounted for a substantial portion of the “weak” and “small” effect size categories. Consequently, the implementation of DI in Asia has been shown to have a significant impact on improving learning outcomes. Furthermore, differentiated instruction exerts a similar influence across all educational levels, suggesting that it should be optimally applied in both primary and secondary schools. Nevertheless, evaluations of psychomotor learning outcomes within the context of differentiated instruction remain limited. This indicates the need for greater attention to the psychomotor domain in future studies, to ensure that the focus extends beyond cognitive and affective abilities.
CORRELATION OF SYMBOLIC LANGUAGE AND CAUSE AND EFFECT RELATIONSHIP TO MATHEMATIC MODELING IN SENIOR HIGH SCHOOL PHYSICS LESSONS Sari, Desy Kumala; Dinata, Pri Ariadi Cahya
Journal of Teaching and Learning Physics Vol. 7 No. 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.11009

Abstract

The generic science skills are the basic abilities that must be possessed by every student who studies science. This ability consists of various indicators namely direct observation, indirect observation, symbolic language, logical inference, causal relations, mathematical modeling, and construct concepts. This study only focused on indicators of symbolic language, causal relationships, and mathematical modeling. This research is a correlation study that aims to find out the relationship between symbolic language abilities and causal relationships on mathematical modeling abilities in physics subjects. The results of the study indicate that there is a relationship in the ‘sufficient’ category between symbolic language abilities and causal relationships to mathematical modeling abilities in physics subjects. Suggestions for further researchers are that in the learning process it should focus on the science process, which needs to guide students to develop their generic abilities in science, especially physics.
Co-Authors Andi Reski Bayu Setiaji Dadan Rosana Dewi Dewantara, Dewi Edi Istiyono Fredy Fredy Gunawan, Defiana Jua, Selestina Kostaria Lukas, Rensi Muchamad Rizki Eka Setiawan Muhammad Istiqlal, Muhammad Mustika Wati, Mustika Nur Lailatul Rofiah Parjono, Parjono Pri Ariadi Cahya Dinata Pri Ariadi Cahya Dinata, Pri Ariadi Cahya Prihandoko, Lastika Ary Purwanty, Ratna Rahmat Danni Raissa Ariadna Putri Josephira Reski, Andi Safitri, Islamiani Sapetrus, Frency Septiani, Ruth Panny Siloam, Kristanoval Supahar, Supahar Theo Jhoni Hartanto, Theo Jhoni Uskenat, Kristina Uspayanti, Rezky Widihastuti