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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS Jurnal Mechanical JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Penelitian Pembelajaran Fisika
Hertanti, Erina
Pendidikan Fisika UIN Syarif Hidayatullah Jakarta
Agriculture, Biological Sciences & Forestry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Other

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Comparative Study of Students' Conceptual Understanding in Two Different Curricula on the Light and Electromagnetic Waves Materials Melati, Bunga Chinta; Permana Suwarna, Iwan; Hertanti, Erina
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.87915

Abstract

Conceptual understanding involves a deep comprehension of a concept, including the ability to explain, illustrate, and apply it in various contexts. This study aims to compare students’ levels of conceptual understanding under the Kurikulum Merdeka and the Cambridge Curriculum. A comparative descriptive method with a mixed-methods approach was used, employing a six-tier diagnostic test, interviews, and classroom observations. The sample consisted of 60 students selected through purposive sampling. The results showed that students following the Kurikulum Merdeka had a higher percentage of scientific understanding (43.4%) compared to those in the Cambridge Curriculum (20.3%). These findings indicate that the effectiveness of instruction is influenced not only by the curriculum strategy but also by factors such as the timing between instruction and assessment, students’ confidence in their responses, and language barriers. Therefore, instructional approaches should be aligned with students’ cognitive readiness and contextual conditions to optimize conceptual understanding.
PENGARUH PROBLEM BASED LEARNING TERHADAP LITERASI SAINS PADA PEMBELAJARAN FISIKA: META-ANALISIS Nur Fadilah, Afifah; Suwarna, Iwan Permana; Hertanti, Erina
Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i2.44558

Abstract

This meta-analysis aims to analyze the impact of Problem-Based Learning (PBL) on students’ science literacy in physics education. The study uses a descriptive quantitative method with a meta-analysis approach on 16 national journal articles that meet inclusion and exclusion criteria. Results indicate a significant average effect size of 1.72 (large category), with senior high school (effect size 1.95) having the most critical impact. In contrast, junior high and elementary schools have effect sizes of 0.77 and 0.48, respectively. Problem-based learning significantly impacts the Solar System, Heat & Temperature, and Global Warming. Furthermore, the implementation factor with the most significant and consistent impact is PBL combined with learning media, especially edugames and interactive simulations, with an average effect size of 1.76 (large category). These results suggest that PBL in physics education can significantly improve students’ science literacy, especially in higher education levels and with appropriate learning media.
STUDY OF THE ACHIEVEMENT OF PHYSICS LEARNING OUTCOMES OF STUDENTS IN HIGH SCHOOLS IN THE SOUTH TANGERANG REGION THROUGH THE TRIAL OF LKS BASED ON THE SCIENTIFIC APPROACH Hertanti, Erina; Silvia, Risma Mega; Al-Afifah, Jaenab Athial
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.44322

Abstract

The research is purposed to study the physics result of learning achievement in the senior high school students in South Tangerang, through LKS trial-testing based on a scientific approach. The research was held in four senior high schools in South Tangerang. They are SMA Negeri 6 South Tangerang, SMA Al-Hasra Bojongsari Baru, SMA Negeri 1 South Tangerang, and SMA Dua Mei. It was conducted from May to August 2014. The research method used was pre-experimental, using a one-group pretest-posttest design. The sampling was done by purposive sampling technique. The hypothesis test used a statistical test of one-way analysis of variance. The result analysis or hypothesis test can gain a significance value
Integration of Robotic Education and Islamic Religious Education through the Line Follower Robot Working Model Hertanti, Erina
JURNAL MECHANICAL Vol 15 No 1 (2024): JURNAL MECHANICAL
Publisher : Fakultas Teknik, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mech.v15i1.4405

Abstract

Designing robotic technology as an innovation to realize more varieties in the learning process is an interesting idea to be implemented in class. This study tries to implement robotic technology innovation into Islamic Religious Education through the line follower robot working model. In this study, the working model is used as an educational media that is implemented within the scope of good morals (al-akhlaq al-mahmudah) and bad morals (al-akhlaq al-mazmumah). This study uses the design-build method to realize the final result as a product. The product design includes designing a guide line for the line follower robot and assembling a line follower robot design system based on the results of device requirement analysis. The results of the implementation of the line follower guide line design are realized on a Flexi paper with a length of 3 meters and a width of 2 meters. While the results of the implementation of the line follower robot design system assembly are in the form of a physical/robot frame, a series of electronic hardware systems, and programs built using C language with the CodeVision AVR compiler. Based on the performance test of the line follower robot, it can be concluded that the overall design system has been successfully realized.
Pengaruh PhET Interactive Simultions terhadap Pemahaman Konsep Siswa pada Materi Termodinamika Tanzillal, Muhammad Ikhfas; Hertanti, Erina; Suwarna, Iwan Permana
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.91208

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh PhET Interactive Simulations terhadap pemahaman konsep siswa pada materi termodinamika. Metode penelitian yang digunakan yaitu eksperimen semu dengan desain nonequivalent control group design pada kelas XI SMA Negeri di Tangerang Selatan. Instrumen utama berupa tes pemahaman konsep yang diberikan pada tahap pre-test dan post-test kepada dua kelompok, yaitu kelompok eksperimen menggunakan PhET Interactive Simulations dan kelompok kontrol yang menerima pembelajaran konvensional. Hasil analisis menunjukkan adanya peningkatan pemahaman konsep yang signifikan pada kelompok eksperimen dengan nilai n-Gain pada kategori tinggi, serta perbedaan yang juga signifikan antara dua kelompok berdasarkan uji t. Temuan tersebut menunjukkan bahwa penggunaan PhET mampu membantu siswa membangun pemahaman konseptual melalui visualisasi dan eksplorasi interaktif. Secara lebih luas, hasil penelitian ini mengimplikasikan bahwa integrasi media simulasi digital dapat mendukung pendidikan berkelanjutan melalui pembelajaran yang adaptif, efisien, dan berbasis teknologi.
The Effect of the CTL Model on Students’ Critical Thinking Skills in Static Fluids Irfan Daniel; Erina Hertanti; Fuji Hernawati Kusumah
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3020

Abstract

The low level of students' critical thinking skills in physics subjects especially fluids static is a problem that includes understanding concepts and applying knowledge in real-world contexts. This study aims to examine the effect of the Contextual Teaching and Learning (CTL) model on students’ critical thinking skills in the topic of static fluids. A quasi-experimental method with a non-equivalent control group design was employed involving 66 eleventh-grade students at SMA Negeri 98 Jakarta, divided into an experimental group receiving CTL instruction and a control group taught using conventional methods. Critical thinking data were collected through a test based on Tiruneh’s indicators and analyzed using the Independent Sample T-Test and N-Gain calculation. The results indicate a significance value of 0.022 (< 0.05) and an N-Gain of 0.60 for the experimental group, higher than the control group’s 0.43. These findings demonstrate that CTL significantly enhances students’ critical thinking skills. The implications suggest that CTL is suitable for physics learning, especially for abstract topics such as static fluids, to strengthen cognitive skills and promote more meaningful learning.
Development of a Renewable Energy Model Based on Discovery Learning to Improve Students’ Critical Thinking Skills Syifa Fauzia; Erina Hertanti; Fuji Hernawati Kusumah
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 1 (2026): JANUARY 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i1.3336

Abstract

The low critical thinking skills of students in renewable energy learning and the limited availability of teaching aids that integrate various renewable energy sources are the background of this research. This research aims to develop a renewable energy model based on discovery learning to improve students' critical thinking skills. This research uses a development research model consisting of four stages: preliminary research, prototyping stage, formative evaluation and summative evaluation. This research was conducted at MA Al-Khairiyah North Jakarta involving experts, teachers, and grade 10 students. The model integrates two renewable energy sources (solar and wind) in one system equipped with student worksheets based on discovery learning. Data were collected through expert validation questionnaires, student and teacher response questionnaires, and critical thinking ability tests. The results showed that the model met the criteria of feasibility, practicality, and effectiveness. Based on validation by media experts and subject matter experts, the model obtained percentage scores of 83.24% and 86%, respectively, with an average of 84.62%, included in the very feasible category. The practicality assessment showed a score of 93.75% from students and 87.5% from teachers, both categorized as very practical. The effectiveness aspect received a score of 90.6% from teachers, categorized as very effective. Students' critical thinking skills showed consistent improvement across all stages of the evaluation with n-gain values ​​ranging from 0.30 to 0.46, included in the moderate category. In conclusion, the renewable energy model based on discovery learning has proven effective in helping students understand the concept of renewable energy and improve their critical thinking skills through active learning experiences and observations.
Profile of Students’ Misconception Levels on Newton’s Laws Using a Six-Tier Diagnostic Test Hafsah Huwaida Az Zahra Yahya; Fuji Hernawati Kusumah; Erina Hertanti
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): In progress
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3419

Abstract

Conceptual understanding is a fundamental foundation in physics learning; however, numerous studies have reported that students continue to hold misconceptions that are resistant to formal instruction. One topic that is particularly prone to misconceptions is Newton’s Laws, which serve as a basis for understanding more advanced physics concepts. This study aims to profile students’ levels of misconceptions on Newton’s Laws based on diagnostic results obtained using a six-tier diagnostic test. This research employed a quantitative descriptive approach with a survey design. The participants were 132 eleventh-grade students from SMAN 2 Cikampek, selected through purposive sampling. The instrument used was a six-tier diagnostic test covering three sub-concepts of Newton’s Laws and analyzed based on combinations of students’ answers, conceptual reasoning, confidence levels, and sources of reasoning. The results indicate that although the sound understanding category showed the highest percentage (43.99%), more than half of the students were still classified as having problematic understanding, particularly misconceptions and negative errors. Misconceptions were consistently identified across all three sub-concepts of Newton’s Laws with a cumulative pattern, where the highest level of misconception occurred in Newton’s Third Law, especially in understanding action–reaction force pairs. From the perspective of misconception sources, students’ misconceptions were predominantly derived from internal cognitive constructions based on intuition and everyday experiences. These findings emphasize that instruction on Newton’s Laws should focus on eliciting and reconstructing students’ prior conceptual understanding in an integrated manner, so that persistent misconceptions can be reduced and students’ conceptual understanding can be improved.
Co-Authors Ahmad Suryadi, Ahmad Al-Afifah, Jaenab Athial Dini Nurfitria Donwill Panggabean Fuji Hernawati Kusumah Hafsah Huwaida Az Zahra Yahya Hedi Heryadi, Hedi Irfan Daniel Iwan Permana Suwarna Jan Hotman Melati, Bunga Chinta Nazzla, Rauzatul Nindya Novianti Nur Fadilah, Afifah Nurlaela, Ai Rinda Noviyanti, Rinda Sapuriningsih, Chikita Lestari Shinta Fitriyani Silvia, Risma Mega Siti Khoiriyah Siti Rahayu Siti Rahayu Sujono Sujono, Sujono Syifa Fauzia Tanzillal, Muhammad Ikhfas Taufiq Al Farizi Tia Rachma Fajaryanti