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All Journal Publikasi Pendidikan Momentum: Physics Education Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Science Education and Application Journal JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Aplikasi Pelayaran dan Kepelabuhanan Jurnal Pijar MIPA Inovasi Pendidikan Fisika Jurnal Pemberdayaan Masyarakat International Journal of Research and Community Empowerment Jurnal Ilmu Pendidikan dan Pembelajaran Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA
Lestari, Nurita Apridiana
Unknown Affiliation
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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Kreativitas Guru melalui Pelatihan Pembuatan Media Pembelajaran Tematik Sederhana Lestari, Nurita Apridiana; Deta, Utama Alan
Jurnal Pemberdayaan Masyarakat Vol 1, No 2 (2022)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.705 KB) | DOI: 10.46843/jmp.v1i2.271

Abstract

The training activities aim to develop teachers' creativity in making simple media for thematic learning. 21 teachers participated in training activities for making simple media for good thematic learning. The training method begins with studying learning tools, especially the lesson plans applied and studying thematic materials at all grade levels. The action is continued by determining the appropriate learning media and preparing tools and materials for making simple thematic learning media. Teachers are trained to make learning media, and an assessment of the performance of teacher creativity is carried out during the process of making the media. Based on the results of the creativity performance assessment, it was found that the teacher was able to design learning media designs very well and in accordance with the specified theme. Teacher trainees can determine tools and materials very precisely to create simple thematic learning media. In the process of making media, the teacher carries out the stages of making media well. The training activities were very high with the enthusiasm of the teachers in the training activities. In addition, teachers can communicate well the results of making simple thematic media in training.
Peningkatan Kreativitas Guru Fisika melalui Pendampingan Pembuatan Media Pembelajaran Motor Listrik Sederhana Lestari, Nurita Apridiana; Sunarti, Titin; Sucahyo, Imam
Publikasi Pendidikan Vol 14, No 1 (2024)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v14i1.23048

Abstract

Kegiatan pengabdian terkait pengembangan kemampuan dalam membuat media pembelajaran berupa motor listrik sederhana dilaksanakan dengan dihadiri oleh peserta guru fisika dari Kabupaten Kediri. Media pembelajaran yang dibuat adalah berupa set motor listrik sederhana menggunakan alat dan bahan yang mudah disiapkan. Metode pelaksanaan kegiatan terdiri atas, 1)Tahap Persiapan, 2)Tahap Pelaksaan pengabdian, 3)Tahap Analisis Hasil Pengabdian, 4)Tahap Evaluasi. Berdasarkan hasil analisis efektivitas kegiatan melalui angket respon dan penilaian kinerja, diketahui bahwa peserta merasa puas dan antusias terhadap pelaksanaan kegiatan pendampingan. Hal ini dibuktikan dari tingginya respon peserta baik selama kegiatan berlangsung serta kegiatan lanjutan berupa pembuatan LKS untuk materi fisika menggunakan media pembelajaran yang telah dibuat. Keseluruhan peserta dapat mengikuti kegiatan pendampingan dengan baik dan tertib.
EFEKTIVITAS MODEL PROBLEM-BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK PADA DESAIN RUMAH ANTI PANAS Novianti, Aulia Betha; Lestari, Nurita Apridiana
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.35929

Abstract

Model PBL merupakan model pembelajaran yang berfokus pada aktivitas peserta didik dalam mengembangkan kemampuan pemecahan masalah. Peserta didik dihadapkan dengan masalah yang autentik sebagai pusat pembelajaran. Penelitian ini bertujuan untuk mengetahui efektivitas model PBL dalam meningkatkan kemampuan pemecahan masalah peserta didik pada desain rumah anti panas. Rancangan penelitian yang digunakan yaitu true experimental design dengan control group pre-test post-test design. Variabel manipulasi dalam penelitian ini yaitu model pembelajaran PBL dengan desain rumah anti panas dan model pembelajaran konvesional. Sedangkan variabel respon dalam penelitian ini yaitu peningkatan kemampuan pemecahan masalah peserta didik. Hasil penelitian diperoleh bahwa kemampuan pemecahan masalah peserta didik setelah diberikan perlakuan mengalami peningakatan dengan N-Gain sebesar 0,5115 dan Effect Size sebesar 0,593 dengan kategori sedang. Hasil penelitian dapat disimpulkan bahwa dengan diterapkan model PBL dengan desain rumah anti panas mampu meningkatkan kemampuan pemecahan masalah peserta didik.
High School Students Perceptions of Problem-Based Learning (PBL) Integrated with Anthropogenic Phenomena: An Analysis of Engagement and Motivation Dewi, Evie Sylviana; Lestari, Nurita Apridiana
Jurnal Pijar Mipa Vol. 20 No. 7 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.9834

Abstract

The importance of student engagement and motivation in the physics learning process at the high school level, which has often been perceived as a difficult subject and less relevant to real life. Through the integration of anthropogenic phenomena, learning is expected to become more contextual and foster awareness of environmental issues. This study aims to determine students' perceptions of physics learning activities using the Problem-Based Learning (PBL) model integrated with anthropogenic phenomena. The research was conducted at the high school level using a quantitative descriptive approach. The respondents consisted of 108 tenth-grade students who had participated in physics learning using this model. The research instrument was a validated questionnaire. Data were analyzed using a Likert scale and presented in percentage form. The results of the study indicate that students' perceptions of physics learning using the integrated anthropogenic PBL model are in the good and very positive categories. This is demonstrated by the percentage of engagement aspects exceeding 80% and the motivation aspects reaching 86%. Overall, both aspects scored 61% or higher, indicating that the application of this model is effective in enhancing student engagement and motivation in learning. These findings are expected to serve as a reference for teachers in developing contextual physics learning and contribute as supporting literature for future research.
Peningkatan Kemampuan Problem Solving Mahasiswa Sebagai Calon Guru Fisika Menggunakan Socratic Dialogue Lestari, Nurita Apridiana
Momentum: Physics Education Journal Vol 1 No 1 (2017)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.734 KB) | DOI: 10.21067/mpej.v1i1.1627

Abstract

Mastery of the concepts of physics students can be measured by its ability to solve the problems of physics. Problem solving ability is one component that must be owned by the students as a physics teacher candidates. Based on the results of initial observations, it is known that the problem solving ability of students is still low, especially associated with the use of physics concepts to solve problems. Therefore, the ability of problem solving should be trained in teaching as a form of scaffolding for students. Scaffolding can be done through the method of Socratic dialogue which is the provision of structured questions to help students find answers to the problems of physics using the right concept. This type of research is the Classroom Action Research  with two cycles were performed on physics student teachers in the subjects Physics 1 with a fluid material. Improved problem solving ability was measured using test items at the end of the cycle. The results qualitatively show their developments and increased activity in the classroom compared to learning before the action. These results are supported quantitatively by an increase in average test scores of the first cycle of 70.00 into 75.86 in the second cycle. Keywords: problem solving, socratic dialogue Penguasaan konsep fisika mahasiswa dapat diukur dari kemampuannya dalam memecahkan permasalahan fisika (problem solving). Kemampuan problem solving merupakan salah satu komponen yang harus dimiliki oleh mahasiswa sebagai calon guru fisika. Berdasarkan hasil observasi awal, diketahui bahwa kemampuan problem solving mahasiswa masih rendah, khususnya terkait dengan penggunaan konsep fisika untuk memecahkan masalah. Oleh karena itu, kemampuan problem solving perlu dilatihkan dalam pembelajaran sebagai bentuk scaffolding bagi mahasiswa. Scaffolding dapat dilakukan melalui metode socratic dialogue yang merupakan pemberian pertanyaan terstruktur untuk membantu mahasiswa menemukan jawaban permasalahan fisika menggunakan konsep yang tepat. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan 2 siklus yang dilakukan pada mahasiswa calon guru fisika pada matakuliah Fisika Dasar 1 dengan materi Fluida. Peningkatan kemampuan problem solving diukur menggunakan butir soal tes di akhir siklus. Hasil penelitian secara kualitatif menunjukkan adanya perkembangan dan peningkatan aktivitas di kelas dibandingkan dengan pembelajaran sebelum adanya tindakan. Hasil tersebut didukung secara kuantitatif melalui peningkatan rata-rata nilai tes dari siklus I sebesar 70,00 menjadi 75,86 pada siklus II. Kata Kunci: problem solving, socratic dialogue 
Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics Lestari, Nurita Apridiana; Hariyono, Eko; Dwikoranto, Dwikoranto; Prahani, Binar Kurnia; Deta, Utama Alan
Momentum: Physics Education Journal Vol. 6 No. 1 (2022)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v6i1.6254

Abstract

Project-based Inquiry Science (PjBI-Science) is one of the embodiments of innovative learning designed for students to have abilities like scientists and to experience various investigative methodologies, which include experimentation, modelling, simulation, and data analysis in the fields of earth science, life science, and physical sciences. Not only beneficial for students, but PjBI-Science also facilitates teachers to be able to design detailed learning processes and conduct assessments according to students' thinking skills and abilities, both individually and in groups. This study aims to identify the characteristics and find the benefits of implementing PjBI-Science learning. The research method used is a systematic review with a meta-aggregation method that summarizes the results of research related to PjBI-Science qualitatively. Based on the literature review results to identify the characteristics of the implementation of PjBi-Science, conclusions were obtained regarding the benefits of implementing learning. For students, it can improve the quality of abilities in the natural science field and accommodate the learning needs to optimize thinking skills, while for teachers, it can holistically provide alternative teaching styles in an innovative way and conduct an effective assessment of the activities and cognitive abilities of students.
Analysis of Wave, Current, and Surface Wind Conditions on Shipping Safety Risks on the Tanjung Perak - Lembar Ship Route Based on BMKG Data 2024 Wiratama, Rizki Bagus Panji; Lestari, Nurita Apridiana; Sani, Puteri Permata
JURNAL APLIKASI PELAYARAN DAN KEPELABUHANAN Vol 16 No 2 (2026): bulan Maret
Publisher : Universitas Hang Tuah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30649/japk.v16i2.204

Abstract

Maritime safety in Indonesia is highly influenced by oceanographic dynamics such as waves, surface currents, and winds, especially along critical routes like Tanjung Perak–Lembar. However, studies integrating these parameters with recent marine meteorological data for this route remain limited. This study aims to assess seasonal variability in wave height, current speed, and wind conditions in 2024 to evaluate potential risks to navigation. A quantitative approach was applied using secondary data from the BMKG InaWave model, focusing on seven observation points along the route. Analysis was conducted using Python and Excel for spatial mapping and temporal trend visualization. Results show that (1) wind speeds during the southeast monsoon reached 7.14 m/s, contributing to wave heights up to 0.87 meters; (2) surface currents exceeding 100 cm/s were frequently identified in the Lombok Strait; and (3) the combination of strong currents and moderate waves increases safety risks for small vessels and barges. These findings highlight the importance of incorporating updated marine meteorological data in voyage planning and early warning systems. The study contributes to regional maritime safety research and supports practical decision-making for ship operators and port authorities.
The Effectiveness of STEM-PBL Learning Innovation in Climate Awareness Material to Improve Critical Thinking and Sustainability Consciousness of High School Students: Literature Review Lestari, Nurita Apridiana; Mufida, Rosyidatul; Bayuputri, Daniya Nabila; Hudha, Muhammad Nur
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p76-86

Abstract

The climate crisis demands that secondary education systems not only improve factual knowledge, but also foster awareness and sustainable action among students. One relevant approach is Science, Technology, Engineering, and Mathematics Problem Based Learning (STEM-PBL), which integrates contextual problem solving, collaboration, and evidence-based inquiry. This article aims to examine the trends and effectiveness of STEM-PBL implementation in climate awareness material in high schools, with a focus on improving critical thinking skills and sustainability consciousness. The research uses the Systematic Literature Review (SLR) method with a narrative approach, following the PRISMA 2020 guidelines. Articles were obtained through a Google Scholar search for the period 2020–2025 with the criteria of STEM-PBL intervention in climate awareness material in high schools and the use of critical thinking and sustainability consciousness measurement instruments. Of the 100 initial articles, 46 passed the eligibility stage, and after quality assessment, 10 articles were selected for synthesis. The results of the study show that STEM-PBL consistently improves high school students' data-based analysis, evaluation, inference, and argumentation skills. In addition, sustainability awareness increases through students' authentic experiences in investigating local climate issues, designing engineering solutions, and reflecting on the socio-environmental impacts of their choices. Several studies confirm that critical thinking serves as a cognitive link that translates scientific understanding into sustainable values and actions. The conclusion of this study is that the integration of STEM-PBL not only strengthens 21st-century competencies through critical thinking but also shapes pro-environmental dispositions that support the achievement of the SDGs, particularly goal 13. Limitations identified include limited sample coverage, heterogeneity of designs, and the use of non-standardized instruments, making further longitudinal and cross-context research essential. Keywords: STEM-PBL, critical thinking, sustainability consciousness, climate awareness.
Implementation of Air Expansion Simulation (AES) in physics education to increase student interest in environmental issues Puspita, Febiana Dinda; Jauhari, Afif; Rizki, Iqbal Ainur; Sujito, Sujito; Lestari, Nurita Apridiana
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.158

Abstract

Increased pollution on Earth will cause environmental imbalance, which in turn will cause environmental damage. In addition, sustainable education is implemented to help address the problem by teaching students through direct experience. Therefore, a simple air expansion simulation is applied in sustainable physics learning as a simple demonstration of air velocity. With the implementation of sustainable physics education, it is hoped that students can understand air pressure and apply it in the environment to increase their interest in learning physics through environmental issues. Simple simulations are used to increase students' interest in learning physics. Based on the results obtained, the application of air expansion simulation (AES) as physics education increases students' interest and understanding, as shown by the results of responses that indicate strong agreement. Students can easily understand the material through simple air expansion simulations because during the learning process, students feel more interested. Students find it easier to understand because learning is done contextually, but learning is also done by involving students directly. Therefore, students find it easier to understand and master the material based on direct experience.
Co-Authors Andita, Naya Antomi Saregar Arisanti, Aini Bayuputri, Daniya Nabila Binar Kurnia Prahani Budi Jatmiko Budiarto, Eko Cahyani, Sindy Regita Desysetyowati, Novita Dewi, Evie Sylviana Dwikoranto Faatehah, Putri Fitriana Fitriana Fitriyah, Hana Hariyono, Eko Husni Mubarak Husni Mubarok Iftirani, Fifta Itsna Imam Sucahyo Islamiyah, Ahla Nurul Jauhari, Afif Jauhariah, Mukhayyarotin Niswati Rodliyatul Laila, Luthfiyaul Madlazim Madlazim Mufida, Rosyidatul Muhammad Nur Hudha Nadi Suprapto Novianti, Aulia Betha Pratama, Tia Ayu Nafi Puspita, Febiana Dinda Qiroah, Innita Fashihatul Rahmadani, Mutiara Rindi Ramandani, Risqilia Rizki, Iqbal Ainur Rohmah, Azizatul Nur Rony, Zahara Tussoleha Salsabila, Liya Sani, Puteri Permata Sasmi, Rinda Rahmanisa Septyaningrum, Kartika Setyo Admoko Sujito Sujito SULIYANAH Susanti, Fajaria Meli Sya’roni, Imam TITIN SUNARTI Utama Alan Deta Uulaa, Rizki Fitri Rahima winda pratiwi Wiratama, Rizki Bagus Panji Wulandari, Devita Zahro, Fithriatiz