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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Indonesian Journal of Science and Technology Jurnal Penelitian Pembelajaran Fisika International Journal of Artificial Intelligence Research JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Journal of Natural Science and Integration JPF : JURNAL PENDIDIKAN FISIKA PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Perspektif JPPS (Jurnal Penelitian Pendidikan Sains) Physics Education Research Journal Optika : Jurnal Pendidikan Fisika Studies in Learning and Teaching Navigation Physics : Journal of Physics Education JagoMIPA: Jurnal Pendidikan Matematika dan IPA DIKSI: Jurnal Kajian Pendidikan dan Sosial Journal Evaluation in Education (JEE) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram International Journal of Learning Reformation in Elementary Education Al-Irsyad Journal of Physics Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) International Journal of Research and Community Empowerment JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Ilmiah Mahasiswa Agrokomplek Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan MIPA Journal of Dedication in Community (JoDiC) Jurnal Wicara Desa Jurnal Pendidikan dan Inovasi Pembelajaran
Satriawan, Muhammad
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Design of TPACK Based PBL Student Worksheet to Enhance Creative Thinking Skills Roudlotul Jannah; Utiya Azizah; Sukarmin Sukarmin; Suyono Suyono; Zainul Arifin Imam Supardi; Muhammad Satriawan
Journal of Natural Science and Integration Vol. 8 No. 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.35244

Abstract

This study aimed to develop a Problem-Based Learning (PBL) Student Worksheet (LKPD) based on the Technological, Pedagogical, and Content Knowledge (TPACK) framework to enhance students’ creative thinking skills in the topic of reaction rates. The designed LKPD is intended to provide a challenging and meaningful learning experience, fostering students’ critical and creative problem-solving abilities in the context of reaction rate concepts. The PBL approach facilitates active student engagement, while the TPACK framework ensures the integration of technology, pedagogy, and content knowledge in the learning process. The research employed the 4D development model, focusing on the Define, Design, and Develop (expert validation) stages. Data for the Define stage were collected from a Chemistry teacher and Grade XI students at SMA Ta’miriyah Surabaya to conduct a needs analysis. Descriptive qualitative analysis was applied to examine the needs analysis outcomes and the LKPD design blueprint. The results indicate that the developed LKPD possesses a clear structure and is highly relevant for fostering students’ creative thinking skills. Expert validators classified the LKPD as “Highly Valid.” In conclusion, the developed LKPD is feasible as a contextual learning resource and has strong potential to enhance students’ creative thinking skills in integrated science learning.Keywords: student worksheet, problem based learning, TPACK, creative thinking
Design Game Uwuhpoly for Improving Waste Literacy in Elementary School Children in Surabaya Rosmiati; Rarasaning Satianingsih; Muhammad Satriawan
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001952

Abstract

The low level of waste literacy among elementary school students, along with the limited availability of engaging, contextually relevant learning media, has become a major challenge in fostering early environmental awareness. This Study aimed to develop and evaluate the effectiveness of Uwuhpoly, an educational board game designed to improve waste literacy among elementary school students in Surabaya. The method R&D approach using the ADDIE model, which consists of the stages of analysis, design, development, Implementation, and evaluation. The research subjects were 142 students from Grades II to VI at an elementary school in Surabaya, selected through purposive sampling. Data were collected using waste literacy questionnaires (pretest–posttest), observation sheets, and teacher responses. Data analysis used descriptive statistical techniques and N-gain to assess improvements in students' waste literacy. The results of expert validation showed that Uwuhpoly received an average score of 4.51, indicating that the game is feasible for classroom implementation. The implementation results demonstrated a significant improvement in students’ waste literacy, with pretest–posttest score increases ranging from 35.7% to 46.7%, and an overall literacy improvement of approximately 85%. Therefore, Uwuhpoly has strong potential to be integrated into science learning (IPA), civic education (PPKn), and the Pancasila Student Profile reinforcement program as an alternative environmental literacy–based learning medium in elementary schools.
Ethno-STEM Innovation in Science Learning: Developing Scientific Literacy Using the Local Context of “Dawet Jabung” Muhammad Naqqi Imani; Wahono Widodo; Sukarmin Sukarmin; Muhammad Satriawan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2378

Abstract

Purpose of the study: This study aims to analyze the effectiveness of a locally contextualized STEM-based learning device, “Dawet Jabung,” in improving students’ scientific literacy at MA Darul Huda. Methodology: A quasi-experimental posttest non-equivalent control group design was used. The experimental class (n = 16) learned using a STEM-based “Dawet Jabung” learning device, while the control class (n = 16) used traditional materials. Quantitative data were collected through a scientific literacy questionnaire and analyzed using descriptive statistics, independent-samples t-test, and N-Gain scores with SPSS 21. Qualitative data from interviews supported the quantitative findings. Main Findings: The experimental class showed higher scientific literacy, with 75% categorized as “good” and 25% as “very good” (M = 68), compared with the control class, which was dominated by the “poor” category (50%) with an average score of 58. The t-test revealed a significant difference (t = 9.297 > t-table = 2.036). The N-gain score of 0.65 indicated moderate effectiveness. Interview results indicated increased engagement, curiosity, and conceptual understanding among students who used the STEM tool. Novelty/Originality of this study: This study introduces a unique Ethno-STEM learning device integrating local wisdom “Dawet Jabung,” bridging scientific concepts with cultural practices. The innovation advances existing STEM literature by demonstrating that integrating cultural context enhances scientific literacy more effectively than conventional STEM alone. This work contributes a new pedagogical model aligned with the Merdeka Belajar curriculum’s emphasis on contextual and culturally responsive learning.
The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges Dini Fatrisia Hasniati; Raharjo Raharjo; Elok Sudibyo; Muhammad Satriawan
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2711

Abstract

Purpose of the study: This study aim to examine the factors causing low creative thinking skills in STEAM-based science learning, including indicators of creative thinking and various challenges in its implementation. Methodology: The research method used is a systematic literature review (SLR). Data collection uses the PRISMA flow. Data were obtained from the Sinta-indexed Google Scholar database for national journals and, for international journals, there were no restrictions; all journals were accessed through the Publish Or Perish (PoP) application. Data analysis used bibliometrics related to keyword accuracy and was visualized using VOS Viewer software. A total of 500 articles were obtained, of which 18 articles were used as primary data and as material for analysis in the discussion. Main Findings: The results showed that there were four indicators relevant to Guilford's theory regarding creative thinking skills in STEAM learning. Factors contributing to low creative thinking skills included lack of motivation, monotonous methods, models, and tasks, as well as the implementation of learning activities. Additionally, challenges in improving creative thinking skills in STEAM learning included long duration and the difficulty of improving fluency indicators. Novelty/Originality of this study: This study is novel because it structuredly examines the supporting factors and various implementation challenges in developing creative thinking skills through STEAM-based science learning. This research combines pedagogical, contextual, and professional perspectives from teachers, resulting in empirical findings that enrich STEAM studies and strengthen the application of creative thinking development strategies in science education.
Implementation of Science, Technology, and Society Approach in Science Learning to Develop Science Literacy: Evidence-Based Literature Review Ana Zuyyina Ulfah; Zainul Arifin Imam Supardi; Erman Erman; Muhammad Satriawan; Iqbal Ainur Rizki
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.48470

Abstract

The low level of students science literacy in Indonesia, as reflected in international assessments such as PISA, indicates that many students still struggle to understand and apply scientific concepts in real life contexts. This problem is often linked to the limited use of contextual and integrative learning approaches in science education. Therefore, this study aims to analyze the implementation of the STS approach to improve students' scientific literacy. The research method used is a SLR with a PRISMA design. Articles were collected from the google scholar database covering the years 2020 to 2025, and 20 studies met the inclusion and exclusion criteria. The results of the review indicate that the STS approach is effective in improving science literacy by strengthening students conceptual understanding, critical thinking, and environmental awareness through active learning methods and the integration of digital media. However, challenges such as limited teacher competence, lack of training, and insufficient learning resources hinder optimal implementation. Therefore, efforts to improve teacher professional development and develop contextual learning media are essential to maximize the success of STS based science learning
The Importance of Entrepreneurship Education in Physics Education Study Program: Reviewed from Students' Perspectives Adrian Bagas Damarsha; Dwikoranto Dwikoranto; Muhammad Satriawan; Hanandita Veda Saphira
International Journal of Research and Community Empowerment Vol. 3 No. 2 (2025): August 2025
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/ijorce.v3n2.p72-82

Abstract

The development of the world of education today requires graduates not only to master academic competencies but also to have an entrepreneurial spirit. Therefore, it is necessary to strengthen SDG 4 (Quality Education) in order to create competent human resources in entrepreneurship. In this context, the concept of edupreneurship (a combination of education and entrepreneurship) is becoming increasingly relevant, especially for graduates of the Physics Education study program, who have so far been considered primarily oriented toward conventional academic or industrial careers. This study aims to describe the perspectives and factors resulting from the edupreneur course. The method used is a mixed-methods approach, which combines quantitative and qualitative methods. Data collection techniques are carried out through questionnaires distributed to physics education students. Data analysis used is EFA analysis and thematic qualitative description. The results obtained show that the edupreneur course provides three factors for students, namely AE (Entrepreneurial Action), PE (Entrepreneurial Education), and ME (Entrepreneurial Motivation). The results of student perspectives show that the edupreneurship course is essential to teach. It proves that edupreneurship courses can shape students' entrepreneurial spirit. That is because educational programs also require entrepreneurial skills, starting from idea development. The studies suggest that integrating edupreneurship across academic programs is crucial. By highlighting the importance of entrepreneurship in education, this study recommends that edupreneurship courses be integrated evenly into all study curricula, enabling the realization of SDG 4. That is because the curriculum in Indonesia emphasizes not only academic skills but also entrepreneurial skills.
Enhancing Students’ Learning Outcomes and Motivation through Interactive Physics Escape in an LMS-Based E-Learning Environment Liske Febi; Wasis Wasis; Muhammad Satriawan; Mita Anggaryani; Budi Jatmiko; Angeline Naomi Tan
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p108-130

Abstract

Objective: This study aims to (1) determine the level of feasibility, practicality, and effectiveness of the Interactive Physics Escape media; (2) evaluate the influence of media on students' learning motivation; and (3) analyze the influence of media use on improving learning outcomes on vibration, wave, and sound materials. Method: Using a Research and Development (R&D) approach combined with a quasi-experimental design (pretest-posttest control group), this study involved 60 junior high school students, namely the experimental and control groups. The experimental group implemented Interactive Physics Escape, an LMS-based escape room game that integrates ethnophysics (traditional Indonesian musical instruments), while the control group used direct instruction. Data was collected through tests and questionnaires, then analyzed descriptively and inferentially (Wilcoxon, Mann-Whitney, N-Gain, effect size).  Results:  Media was rated as very feasible (M=3.46–3.57), practical (M=3.64–3.86), and effective, especially in encouraging collaboration (M=3.93) and motivation (M=3.64–3.71). Statistical analysis showed a significant increase in learning outcomes in the experimental group (p<0.001) with a very strong effect size (r=-1.000). Furthermore, the post-test score and N-Gain of the experimental group (0.55, medium-high category) were significantly higher than those of the control group (p=0.003; N-Gain=0.38).  Novelty: This research presents a new integration between escape room gamification, Learning Management System (LMS) technology, and an ethnophysical approach (using traditional Indonesian musical instruments as a learning context) in an integrated pedagogical intervention. The research results provide empirical evidence for a culture- and technology-based learning model that can simultaneously improve cognitive, affective and collaborative dimensions in science education.  
A contextual semi assisted project-based learning (SA-PjBL) about ocean wave energy: Creative thinking of pre-service physics teachers Muhammad Satriawan; Liliasari Liliasari; Wawan Setiawan; Ade Gafar Abdullah; Rosmiati Rosmiati
Momentum: Physics Education Journal Vol 5 No 2 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i2.5172

Abstract

One of the factors that have become an obstacle in the development of techno-logy to use ocean wave energy as a renewable energy source is the lack of human resources who have expertise in this field. Therefore, in the long term, it is necessary to introduce basic knowledge to the young generation about wave energy and other renew-able energies and even must equip them with important skills such as creative thinking skills. This study aims to introduce students to how to utilize ocean waves as renewable energy while at the same time developing student creative thinking skills through semi-assisted project-based learning. This type of research is weak experiment research with one group pretest-posttest design research. The research was conducted on 31 pre-service physics physics teachers who were taking environmental physics lectures at a teacher training university in West Nusa Tenggara. The performance appraisal data were analyzed descriptively while the test result data were analyzed using the N-gain and the Wilcoxon test. Based on the results of data analysis, it was obtained <g> = 0.725, which means that there was a high increase in students' mastery of the concept of using ocean waves as a renewable energy source. In addition, the results of the performance appraisal data (score > 3) indicated that at each stage of learning, students were provided with indicators of creative thinking skills with very satisfied categories. Therefore, it can be concluded that environmental physics lectures using semi-assisted project-based learning able to improve students' mastery of concepts and creative thinking skills.
Measuring Students’ Physics Problem-Solving Ability on Real-World Water Supply Installation problem: An Aplication of Fluid Concepts Rizka Qurrotul Aini; Muhammad Satriawan
Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2026): Edisi: Juli-September
Publisher : Pustaka Bangsa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kemampuan pemecahan masalah merupakan salah satu kompetensi penting dalam pembelajaran fisika, khususnya pada materi fluida statis yang berkaitan erat dengan fenomena dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah peserta didik pada materi tekanan hidrostatis dalam konteks instalasi penyediaan air berdasarkan tahapan pemecahan masalah menurut teori Polya. Penelitian ini menggunakan pendekatan kuantitatif dengan instrumen tes esai yang terdiri atas empat butir soal, di mana setiap soal merepresentasikan satu tahapan pemecahan masalah menurut Polya, yaitu memahami masalah, menyusun rencana penyelesaian, melaksanakan rencana, dan mengevaluasi kembali hasil penyelesaian. Data dianalisis dengan mengelompokkan kemampuan peserta didik ke dalam kategori tinggi, sedang, dan rendah berdasarkan nilai rata-rata (mean) dan simpangan baku (standard deviation). Hasil penelitian menunjukkan bahwa sebagian besar peserta didik berada pada kategori sedang hingga rendah pada hampir seluruh indikator kemampuan pemecahan masalah. Peserta didik relatif lebih baik dalam tahap menyusun rencana dan melaksanakan penyelesaian, namun masih mengalami kesulitan pada tahap memahami masalah serta mengevaluasi kembali hasil yang diperoleh. Temuan ini menunjukkan bahwa peserta didik belum terbiasa melakukan analisis masalah secara mendalam dan merefleksikan hasil penyelesaian yang telah dilakukan. Oleh karena itu, pembelajaran fisika perlu dirancang secara lebih sistematis untuk melatih peserta didik melalui seluruh tahapan pemecahan masalah sehingga kemampuan pemecahan masalah dapat berkembang secara optimal dan bermakna.
Factors Determining Socio-Scientific Issues in STEAM Education to Enhance Problem-Solving Skills for Pre-Service Teachers: Development and Validation of a Measurement Model Eko Hariyono; Laily Rosdiana; Mohammad Budiyanto; Muhammad Satriawan; Hasna Nabilah; Iqbal Ainur Rizki
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.40341

Abstract

This study aimed to develop and validate a measurement model of SSI–STEAM education for pre-service science teachers (PSTs), with particular attention to dimensions associated with problem-solving skill development. Using a cross-sectional survey design, data were collected from 173 PSTs enrolled in science education programmes in Indonesia. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to identify and validate the latent constructs underpinning SSI–STEAM implementation. EFA results supported a clear two-factor model, consisting of enacted values and practices, affective learning, authentic contexts and activities, interdisciplinary thinking and integrated practices, and problem-solving skill reflection. CFA confirmed the adequacy of this structure, producing acceptable model-fit indices and satisfactory reliability and convergent validity across factors. To conclude, this study highlights the multidimensional nature of SSI–STEAM education and underscores the importance of value-driven instruction, interdisciplinary integration, authentic socio-cultural contexts, and reflective problem-solving in preparing PSTs to engage learners with complex real-world scientific issues. These insights offer valuable implications for curriculum design in science teacher education, which are also discussed.
Co-Authors A. Farid .Hemon Abd. Kholiq Ade Gafar Abdullah, Ade Gafar Adrian Bagas Damarsha Alghifari, Alif Satya Amni, Diya’ Islamiati Amran Amran Ana Zuyyina Ulfah Angeline Naomi Tan Anugrah, Sherlynggar Apridiana Lestari, Nurita Ariastanti, Novi Arivi, Maharani Agustina Astutik, Erna Puji Atika Fatharani Ayuningrum, Diantika Bararah, Zakiyyatul Bayong Tjasyono BENI SETIAWAN Binar Kurnia Prahani Budi Jatmiko Budi Jatmiko Cahyono, Muhamad Chamim Chelsy Wardani Putri Cheng, Tsung-Hui Chiarsesario, Wiedo Dawana, Irgy Redityo Dewangga, Naufal Syafa Aflah Dewi Astuti DIAH HARI KUSUMAWATI Dini Fatrisia Hasniati Dwikoranto ELOK SUDIBYO Elok Sudibyo Elsa Monica, Elsa ENDANG SUSANTINI Erman Erman Erqie, Kirana Evan Salsabilla Fadhilah, Nisa’ul Fathor Rakhman Fatimah Fatimah Gunaifi, Aang Habibi*, Rohmad Hamidun Hamidun Hanandita Veda Saphira Hanindita, Amelia Widya Hariono, Eko Hariyono, Eko Hasan Nuurul Hidaayatullaah Hasna Nabilah I Gusti Made Kusnarta I Gusti Putu Muliarta Aryana Ida Sulistyowati Imam Sucahyo Iqbal Ainur Rizki Iqbal Ainur Rizki Ismail Jasin Januardi, Azril Khoiro, Muhimmatul Khoirun Nisa KHOLIQ, ABD. KIKI SEPTARIA Komang Oka Saputra L Liliasari LAILY ROSDIANA Liliasari , Lintangesukmanjaya, Rahmatta Thoriq Liske Febi M Munasir Madlazim Madlazim Magfirah Perkasa Mahendra, Agusti Makhtar, Muaz Mohd Zaini Mardianti Mita Anggaryani Mita Anggaryani MOHAMMAD BUDIYANTO Muhammad Habibbulloh Muhammad Irwansyah Muhammad Naqqi Imani Munasir Murtalib Murtalib Nadi Suprapto Nisa', Khoirun Noviantoro*, Dwi Ade NUGRAHANI PRIMARY PUTRI Nur Hidayati Oka Saputra Pinareswati, Arlina Dwi Raharjo Raharjo Raharjo, Raharjo Rahayu*, Yuni Sri RETNO WANDHIRA Rizka Qurrotul Aini Rizki, Iqbal Ainur Rohman, Rohil Lila Rosdiana, Laily Rosmiati Rosmiati Rosmiati Rosmiati Roudlotul Jannah Rudiana Agustini Salsabila*, Ainus Saphira, Hanandita Veda Sari Edi Cahyaningrum Sari, Diah Mala Sari, Ilma Indana Satianingsih, Rarasaning Sifak Indana Soraya, Fathimah Suaebah, Evi Sukarmin Sukarmin Sukarmin Suliyanah Suwandi, Sukma Yanti Putri Ayu Suyono Suyono Suyono Suyono Sya'roni, Imam Syamsiar, Syamsiar Taufik Ramlan amalis Titin Sunarti TITIN SUNARTI Toni Ariwijaya Tukiran Tukiran Utiya Azizah W Widia Wahono Widodo Wahono Widodo Wardhani, Baiq L. S. W. Wardi, Ladika Zuhrotul Wasis Wasis Wasis Wawan Setiawan Wawan Setiawan Wawan Setiawan Yaumie, Savana Nisva Yuliani Yuliani Yuliaturosida, Eka YUNI SRI RAHAYU ZAINUL ARIFIN IMAM SUPARDI Zakaria, Azar Zakirah, Awanis Zinnur'ain