Article Per Year (5 Year)
p-Index From 2021 - 2026
3.772
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) EDUSAINS Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Eduscience (JES) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Kajian Pendidikan IPA International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia Gemilang Jurnal Literasi Pendidikan Fisika (JLPF) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Environment and Sustainability Education Jurnal Pengabdian Masyarakat Profesi Guru Jurnal Pendidikan MIPA Jurnal Pendidikan Fisika Indonesia
Efwinda, Shelly
Unknown Affiliation
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Analysis of the need for science literacy-based textbooks to improve students' competence in the earth and space course Damayanti, Puardmi; Efwinda, Shelly; Hakim, Abdul; Syam, Muliati; Sundari, Putri Dwi
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.59

Abstract

In the 21st-century learning era, the quality of teaching materials is crucial in meeting current educational needs. This study highlights the urgency of developing a science literacy-based textbook for the Earth and Space course to enhance students' scientific literacy competence in the Physics Education Study Program at Mulawarman University. The research aims to analyze the necessity of such a textbook using the 4D development model, focusing on the Define phase to identify key learning challenges and curriculum needs. Data were collected through classroom observations, student questionnaires involving 42 participants from the 2023 cohort, and the formulation of learning outcomes aligned with the three scientific literacy competencies of the Programme for International Student Assessment (PISA): (1) explaining scientific phenomena (2) evaluating and designing scientific investigations, and (3) interpreting data and scientific evidence. The data analysis process involved data reduction, presentation, and conclusion drawing. The findings indicate that the current teaching materials do not fully support the learning objectives, leading students to rely on fragmented online resources, often in English. The study also identified a strong demand for structured, interactive textbooks integrating scientific literacy. The validation process involved three expert validators using a Likert scale assessment. This validation resulted in eight valid learning outcomes (CPMK) with a corrected item-total correlation of r > 0.3 and a Cronbach's Alpha of 0.848, confirming high reliability. These findings provide a foundational framework for developing an Earth and Space textbook, ensuring its alignment with science literacy competencies in subsequent research phases.
AUGMENTED REALITY-BASED LEARNING: NEEDS ANALYSIS ON ELECTRICITY TOPICS FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS Haryanto, Zeni; Efwinda, Shelly; Nurhayati, Nurhayati; Sholeh, Muhammad; Norsaputra, Ary
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.38618

Abstract

One form of educational and technological development is using Augmented Reality as an alternative learning media today. This study aimed to identify the needs of high school students for Augmented Reality-based Learning in Electricity Topics. This research involved 60 high school students in Samarinda. Data was collected using instruments such as observation sheets and questionnaires. The data analysis technique used descriptive qualitative and quantitative. The observation results show that the learning media commonly used are video and virtual simulations through the lecture method. Students are also used to and allowed to use smartphones to access modules and learning materials in class. The results of the questionnaire data analysis show that most students agree that the use of technology is needed to study electricity topics. The majority of students recognize the potential of AR but lack practical experience with it, indicating a significant opportunity for its integration into learning. This research concludes that augmented reality learning is needed as an alternative learning media for electricity. Therefore, we recommend that stakeholders be able to use or develop Augmented Reality media as a source of learning.
Meningkatkan Hasil Belajar dan Perilaku Pro-Lingkungan Siswa melalui Implementasi Bahan Ajar pada Materi Pemanasan Global Khatima, Huscnul; Syam, Muliati; Efwinda, Shelly
Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 6 No. 1 (2025): April
Publisher : Program Studi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jlpf.v6i1.4010

Abstract

Permasalahan di lingkungan sekolah salah satunya adalah kurangnya informasi untuk meningkatkan perilaku peduli lingkungan. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar dan perilaku peserta didik kelas X SMA Negeri 8 Samarinda setelah penerapan bahan ajar berbasis pro-lingkungan. Pendekatan yang digunakan adalah kuantitatif dengan metode one group pretest-posttest design. Sampel berjumlah 34 peserta didik yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui tes (pilihan ganda dan esai) serta kuesioner perilaku pro-lingkungan pada materi pemanasan global. Hasil penelitian menunjukkan bahwa nilai rata-rata hasil belajar meningkat dari 38,87 (pretest) menjadi 78,68 (posttest) dengan N-Gain sebesar 0,64 (kategori sedang). Perilaku pro-lingkungan juga mengalami peningkatan dari 75,32% menjadi 83,53% dengan N-Gain sebesar 0,33 (kategori sedang). Dengan demikian, penerapan bahan ajar berbasis pro-lingkungan efektif dalam meningkatkan hasil belajar dan perilaku peserta didik kelas X SMA Negeri 8 Samarinda.
IDENTIFICATION OF SCIENTIFIC REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS Wulandari, Etrica Damayanti; Efwinda, Shelly; Hakim, Abdul; Syam, Muliati; Damayanti, Puardmi
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.6996

Abstract

Purpose – This study aims to 1) identify the level of scientific reasoning ability and 2) the difference between indicators of scientific reasoning ability of male and female junior high school students in Samarinda on climate change.Methodology – The research method used is descriptive quantitative, with data collection techniques through tests in the form of multiple-choice questions with reasons totaling 11 questions that have been validated and tested for reliability. The subjects of this study were class VII students, totaling 86 students from 3 junior high schools in Samarinda. The instrument used was a scientific reasoning test consisting of 6 indicators: conservation reasoning, correlation reasoning, variable control, probabilistic reasoning, proportional reasoning, and deductive hypothesis.Findings – The results showed that 1) The scientific reasoning ability of junior high school students in Samarinda averaged 45.63 in the transition stage between concrete and formal operations. Each indicator is in a different category: good, sufficient, and deficient. The highest result on the conservation reasoning indicator (65.33) shows that students adequately retain their knowledge, even though the appearance of the object changes. The lowest result on deductive hypothesis reasoning (35.08) shows that students cannot make conclusions on a problem. 2) There is no significant difference between male and female students in scientific reasoning ability related to climate change material in all junior high schools in Samarinda.Contribution – This study provides recommendations for innovative learning methods, such as problem-based learning, to improve the scientific reasoning skills of male and female students.
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA SMP PADA MATERI PERUBAHAN IKLIM Malisan, Rinilva; Efwinda, Shelly; Syam, Muliati
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 3 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i3.6859

Abstract

Masalah global seperti perubahan iklim menuntut setiap generasi untuk memiliki kemampuan berpikir kreatif dalam memecahkan permasalahan yang ada. Pendidikan dengan penerapan model Problem Based Learning (PBL) berpotensi sebagai alternatif pembelajaran yang untuk menumbuhkan kemampuan berpikir kreatif. Tujuan penelitian ini untuk mengetahui pengaruh Model Problem Based Learning (PBL) terhadap kemampuan berpikir kreatif siswa SMPN 2 Tenggarong pada materi perubahan iklim. Penelitian ini menerapkan pre experimental design dengan one group pretest design. Sampel penelitian yaitu 30 siswa kelas VII A. Pengumpulan data menggunakan teknik tes dengan 10 soal essay kemampuan berpikir kreatif. Adapun indikator soal terdiri dari fluency, fleksibility, originality, dan elaboration. Teknik analisis data menggunakan Uji N-Gain dan Wilcoxon. Hasil penelitian menunjukkan bahwa terjadi peningkatan berpikir kreatif pada materi perubahan iklim dengan N-Gain sebesar 0,6 dala kategori sedang. Hasil Uji Wilcoxon juga menunjukkan bahwa terdapat perbedaan signifikan pada keterampilan berpikir siswa sebelum dan sesudah diterapkan model PBL. Temuan empiris penelitian ini menunjukkan bahwa model PBL memberi pengaruh yang signifikan terhadap kemampuan berpikir kreatif siswa kelas VII A SMPN 2 Tenggarong. Berdasakan hasil ini, penerapan PBL dapat menjadi alternatif model pembelajaran yang dapat digunakan untuk mengembangkan kemampuan berpikir kreatif siswa.
Assessment of Competence of Pre-service Mathematics and Science Teachers in Classifying Cognitive Processes and Knowledge Dimensions through the Revised Bloom's Taxonomy Qadar, Riskan; Efwinda, Shelly; Syam, Muliati; Haerani, Rosita Putri Rahmi; Dinurrohmah, Syayidah; Aryaputra, Akmal Raiky; Farida, Saphira Devina Widya Putri
International Journal of STEM Education for Sustainability Vol 5, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i2.725

Abstract

Effective assessment plays a critical role in fostering students' cognitive development and academic achievement. To achieve this, pre-service mathematics and science teachers must demonstrate competencies in classifying cognitive processes and knowledge dimensions through the Revised Bloom’s Taxonomy (RBT). This study investigated the competencies of 156 pre-service teachers from mathematics, biology, physics, and chemistry education programs at a public university in Indonesia in classifying test items according to RBT. Employing a quantitative descriptive design, participants were evaluated on their ability to accurately identify both cognitive levels (C1–C6) and knowledge dimensions (factual, conceptual, procedural, and metacognitive). The results revealed strong proficiency in analyzing (C4), but notable weaknesses in applying (C3) and creating (C6)—two domains essential for developing higher-order thinking skills (HOTS). Moreover, no statistically significant differences were found between male and female participants. These findings underscore the need for strengthening teacher education curricula by integrating targeted training on RBT-based assessment design. Equipping pre-service teachers with such competencies is vital for enhancing students’ critical thinking and problem-solving abilities.
The Effectiveness of Problem-Based Learning in Enhancing Students’ Explaining Competence on the Thermodynamics Topic Sari, Siska Nilam; Zulkarnaen, Zulkarnaen; Hakim, Abdul; Efwinda, Shelly; Takebayashi, Tomohiro
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1594-1609

Abstract

Scientific literacy, particularly the competence to explain phenomena scientifically, is an important skill for enabling students to apply scientific concepts to everyday contexts and participate in informed decision-making. This study explores the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ competence to explain scientific phenomena within the topic of thermodynamics, focusing on the cases of LPG and LNG. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from several public senior high schools in Samarinda, Indonesia, through cluster random sampling. The experimental group was taught using PBL supported by context-based student worksheets, while the control group received conventional, lecture-based instruction. The assessment instrument used essay questions aligned with six PISA indicators for explaining scientific phenomena, validated by experts, and confirmed to have high reliability. The findings show that students in the PBL group achieved greater improvement across all measured indicators compared to those in the conventional group. The most significant gains were observed in constructing and evaluating models, and in explaining the societal implications of scientific knowledge. These improvements were closely related to the structured stages of PBL, including problem orientation, organization of learning activities, guided investigation, development and presentation of solutions, and analysis and evaluation of the problem-solving process. Each stage fostered active engagement, collaborative discussion, the use of multiple representations, formulation and testing of hypotheses, and reflection on both process and outcome. The results suggest that PBL is effective for enhancing students’ scientific literacy, particularly in explaining competence by connecting abstract thermodynamic concepts with real-life contexts. This study supports the broader adoption of PBL as a strategy to strengthen critical thinking and scientific reasoning in line with Indonesia’s long-term educational objectives under the RPJPN 2025–2045 framework.    Keywords: problem-based learning, scientific literacy, thermodynamics, competence in explaining scientific phenomena.
Investigating Knowledge of Indonesian Pre-service Science Teachers on the Greenhouse Effect Issue Mannan, Muhammad Nur; Efwinda, Shelly; Subagiyo, Lambang; Hakim, Abdul; Khotimah, Siti Qusnul; Andrian, Ricky
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16048

Abstract

Teacher education institutions must pay attention so that future teachers have a strong and correct concept to teach actual knowledge to their students. This study explores Indonesian pre-service science teachers' (PSTs') knowledge of the Greenhouse Effect (GHE). The research participants were 187 Indonesian PSTs. The sampling technique used in this study was purposive sampling. The research instrument used was a questionnaire survey of 24 knowledge questions with three answer choices (true, wrong, or do not know) and two open questions. The PSTs' knowledge data were analyzed through statistics and the Mann-Whitney test. The results of the data analysis showed that PSTs' knowledge was in a low category, with an average score of 66.82. There was no significant difference between the knowledge of junior (2nd and 4th semester) and senior (6th and 8th semester) PSTs shown by a significance value of 0.445 > 0.005. Our findings also show that their knowledge of this issue is only superficial; for example, most of them mentioned that they had learned about the GHE process, but their explanations of how the GHE occurs were not detailed. Therefore, Institutions must strengthen their curriculum to equip PSTs with accurate and actionable knowledge of the GHE.
Shaping Future Science Educators: Exploring First-Year Pre-Service Teachers’ Mastery of PISA-Style Challenges Falentino, Charlos; Anggara Duta Medika; Evanita Mutang; Nuryadin, Atin; Efwinda, Shelly; Sulaeman, Nurul Fitriyah; Tanlianto, Alphero
Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Vol 16 No 2 (2025): Innovation and Development in Education in the Digital Era: Strategies, Technolo
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jip.v16i2.2192

Abstract

This study investigates first-year science pre-service teachers’ abilities and perspectives on PISA questions, addressing Indonesia's low PISA rankings and challenges in teacher preparation. A total of 153 first-year students from four programs at Mulawarman University (mathematics, biology, physics, and computer education) participated. Using a mixed-methods approach, quantitative data were collected through validated PISA test instruments, while qualitative insights were drawn from open-ended responses. The results showed no significant differences in PISA scores by gender or study program, but significant differences emerged when comparing first-year students to third-year students and professional teachers, with first-year students scoring lower. Qualitative findings revealed themes such as the cognitive challenges posed by PISA questions, their ability to foster critical thinking, unfamiliarity with the format, and their real-world relevance. Despite difficulties, many participants found the questions engaging and valuable for developing analytical skills. These findings highlight the need to incorporate PISA-style assessments in teacher education programs to enhance higher-order thinking and better prepare pre-service teachers for international standards in education.
ENHANCING CRITICAL THINKING ON CLIMATE CHANGE: TPACK IMPLEMENTATION IN PBL WITH DIGITAL POSTERS Efwinda, Shelly; Puspita, Irma; Damayanti, Puardmi; Hakim, Abdul; Syam, Muliati
EDUSAINS Vol. 15 No. 2 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i2.33230

Abstract

Critical thinking skills are vital in the 21st Century to identify solutions to real-world problems like climate change. This research aims to test the effect of integrating the PBL (Problem-based Learning) Model with Digital Posters within the TPACK (Technological, Pedagogical, and Content Knowledge) framework on the critical thinking skills of junior high school students in Samarinda on climate change. The research approach used is quantitative with a quasi-experimental method involving two classes, an experimental and a control class. The treatment given to the experimental class was the PBL model with the help of digital posters, and the control class used the traditional lecture method. Data on students' critical thinking skills was collected using a test technique in the form of 10 essay questions. Data analysis techniques used quantitative descriptive and T-tests. The research results showed significant differences in the critical thinking skills of the experimental and control classes after each class was treated. Based on these findings, it recommends the need for similar adoption by teachers in teaching complex topics such as climate change. These results also show the importance of integrating technology in learning to support the development of student's critical thinking skills, especially in understanding complex topics.
Co-Authors Abdul Hakim Afrilia, Nurdiani Ahmad Zaki Dzulfikar, Ahmad Zaki Anamta, Mega Hajraini Anggara Duta Medika Anggraeni, Bening Annisa Nurul Hidayah Aprillia, Aprillia Aryaputra, Akmal Raiky Atin Nuryadin Damayanti, Puardmi Dinurrohmah, Syayidah Evanita Mutang Falentino, Charlos Farida, Saphira Devina Widya Putri Habibah Habibah Haerani, Rosita Putri Rahmi Hafitri, Mona Lisa Khatima, Huscnul Khotimah, Siti Qusnul Laili Komariyah, Laili Lambang Subagiyo Malisan, Rinilva Muhammad Junus Muhammad Nur Mannan, Muhammad Nur MUHAMMAD SHOLEH Muliati, Muliati Muttaqin Muttaqin Norsaputra, Ary Nurhayati Nurhayati Nurul Fitriyah Sulaeman, Nurul Fitriyah Palian, Yolanda Oktavia Pasaribu, Dian Rachel Puspita, Irma Putri Dwi Sundari Putri, Dinda Ar-Rizalah Pujie Rahmayana Putri, Sevia Tasya Ramadiana, Ehza Ayu Ricky Andrian, Ricky Riskan Qadar, Riskan Sari, Siska Nilam Sulistio, Fuad Syafi’i, Ahmad Takebayashi, Tomohiro Tanlianto, Alphero Wulandari, Etrica Damayanti Zeni Haryanto Zulhijjah Zulkarnaen Zulkarnaen