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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Jurnal BIOEDUIN : Program Studi Pendidikan Biologi JPF : JURNAL PENDIDIKAN FISIKA Journal of Educational Research and Evaluation Kasuari: Physics Education Journal (KPEJ) UPEJ : Unnes Physics Education Journal
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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Certainty of Response Index-based E-Diagnostics Assisted by Google Forms to Identify Misconceptions in Simple Harmonic Waves Pribadi, Farchan Oktavianto; Supahar; Afriwardani, Pinandita
Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i1.56351

Abstract

Physics learning plays a very important role in everyday life, therefore, students' understanding of physics material is very important. Students who understand physics concepts well will find it easier to apply these physics concepts in everyday life. However, some students had difficulty understanding physics material, especially when they misunderstood the concept. Physics concepts formed webs that were connected to one another, so that a correct understanding at the previous level was one of the determining factors for success. The purpose of this research was to develop an e-Diagnostic based on the Certainty of Response Index (CRI) with the help of Google Forms to identify students' misconceptions about simple harmonic motion material. The type of research used was Research and Development which was adapted from the Four-D model. Grade 10 students were used as research subjects. The data described were in the form of instrument validity and results of identifying misconception profiles in students. The results of the validity test conducted by 2 experts and 8 colleagues stated that the developed test instrument was feasible to use. The results of the identification of misconceptions that were carried out showed that there were misconceptions, especially in the restoration style sub-topic. In conclusion, the e-Diagnostics that was developed is feasible to use as a tool to identify student misconceptions.  
Metakognisi dan Gaya Berpikir: Membuka Potensi Pemecahan Masalah Fisika Haeruddin; Werdhina, I Komang; Jarnawi, Muhammad; Syamsuriwal; Prasetyo, Zuhdan Kun; Supahar
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6151

Abstract

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.
Analisis Butir Politomus dengan Model GPCM pada Pengembangan Penilaian Kinerja Keterampilan Proses Sains Mata Pelajaran Biologi Ulfah, Aulia Hermawati; Supahar
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.53403

Abstract

Assessment of science process skills can be conducted through tests or non-tests. However, observations, as one non-test technique, often face challenges related to space, time, and evaluator resources. A polytomous-type paper-and-pencil test was developed to address these issues. Item characteristic analysis is an essential aspect of instrument development; thus, this study reports the instrument analysis within the development of this assessment, using the item response theory approach. A total of 415 high school students in Sumedang completed 30 items depeloved. They came from four high schools selected based on the 2022 Asessmen Kompetensi Minimum (AKM) criteria. The test of 30 items had previously undergone successful content validity, construct validity, and reliability tests. Based on the item response theory assumptions, all items were eligible for analysis using this approach. Item fit testing revealed that the instrument suited the Generalized Partial Credit Model (GPCM). The analysis was performed using the R Program application. Results showed that all items (100%) were medium difficulty; 21 items (70%) had good discrimination and items (30%) exhibited high discrimination. 14 items were suggested for category reduction due to minimal delta differences or exceedingly low delta values. These findings emphasize item analysis to achieve high-quality instruments.
Global Trends in Innovation and Evaluation of 21st Century Physics Learning: A Bibliometric and Systematic Review Hawur, Proki Karandja; Supahar; Rasyid, Fauziah; Gunawan, Cahya Widya
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.1000

Abstract

Physics education in the 21st century is undergoing various innovations to enhance its effectiveness and relevance in the digital era. This study aims to map current research trends in high school physics education through bibliometric analysis and SLR analysis methods on articles indexed in the Scopus database. This study utilized 62 articles on physics learning that were analyzed. The study results show that innovations in physics learning include the use of simulations and virtual reality, digital applications such as Getsmart and PhET, project-based learning (PBL) approaches, as well as the use of digital tools like Tinkercad and Arduino Uno. In addition, STEM-based learning approaches, flipped classrooms, and hybrid learning are increasingly being implemented to enhance 21st-century skills such as critical thinking, problem-solving, and creativity. This study also found that teacher training adopting the Nature of Science (NOS) approach and technology in teaching contributes to the improvement of pedagogical competence. Learning evaluations using HOTS-based instruments and technology-based e-assessments have proven effective in measuring students' understanding and interest in physics.
STEM-5E Integration and Local Wisdom of Geblek Making in Physics E-Books: Its Impact on Students' Digital Literacy Profiles Ayu Mar'ati Barokatun Ni'mah; Supahar; Reny Afifah
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/965apf29

Abstract

In modern physics education, digital literacy has shifted from a supplementary skill to an essential competency for meaningful scientific inquiry. However, despite widespread access to digital technology, many students still demonstrate limited academic digital literacy, especially in physics learning contexts. This study aims to examine the effects of an interactive physics e-book integrated with the STEM 5E learning cycle and the local wisdom of geblek-making on students’ digital literacy profiles. A quasi-experimental pretest–posttest control group design was used, involving 108 grade X students divided into an experimental group (STEM-5E e-book), a contrast group using a 3E e-book, and a contrast group using traditional textbooks. Students’ digital literacy, including information literacy, media literacy, and ICT literacy, was measured with a validated 14-item multiple-choice test and analyzed using Aiken’s V and Rasch modeling. Results show that the experimental group achieved the greatest improvement, with a mean normalized gain of 67.33% (moderately effective), outperforming the 3E group (55%) and the traditional group (44.67%). Information literacy showed the most notable improvement, reaching an effective category with an 82% increase. Rasch-based profile analysis also revealed the complete removal of low levels of digital literacy in the experimental group. The novelty of this study lies in its integration of ethnoscience with the STEM-5E framework via an interactive digital medium, positioning digital literacy as a culturally rooted skill. In conclusion, the findings show that combining inquiry-based learning, interactive digital tools, and local wisdom offers an effective way to enhance students’ digital literacy and provides a strong pedagogical model for developing 21st-century skills in physics education.
Validitas Instrumen Penilaian Kinerja Keterampilan Proses Sains pada Mata Pelajaran Biologi SMA Ulfah, Aulia Hermawati; Supahar
Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 16 No 1 (2026): Bioeduin: Februari
Publisher : Department of Biology Education UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/bioeduin.v16i1.44745

Abstract

This study aims to develop an assessment instrument for measuring science process skills among 10th-grade high school students in Biology. The research adopts a quantitative approach, involving a sample of 415 high school students from Sumedang Regency. Participants were selected from four high schools based on the 2022 Minimum Competency Assessment (AKM) evaluation criteria. Data analysis included content validity using Aiken’s V and construct validity through Confirmatory Factor Analysis (CFA). A total of 36 items were validated by six experts, including measurement specialists, subject matter experts, and high school Biology teachers. Based on the validators’ feedback, several items were revised, and one item was removed, resulting in 35 items being tested. The Aiken’s V validity index was >0.78. trial data were used to establish construct validity, with CFA tested against Goodness of Fit criteria, including GFI, RMSR/RMR, TLF/NNFI, CFI, IFI, AGFI, and RMSEA. After model modification, all items met the fit criteria of 30 items, proven valid for assessing science process skills among 10th-grade high school students in Biology.
Instrumen Diagnostik dalam Pembelajaran Fisika: Tinjauan Literatur Sistematis berbasis Scopus Menggunakan Kerangka PRISMA (2010-2025) Gilang Ramadhan; Supahar; Heru Kuswanto
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.38319

Abstract

Research on diagnostic instruments in physics education has grown significantly in recent years; however, a comprehensive mapping of research trends, methodological characteristics, and research gaps based on international databases is still limited. Therefore, this study aims to analyze the development and application of diagnostic instruments in physics education in the range of 2010 to 2025 using publications indexed by Scopus. A total of 36 articles that met the criteria were analyzed following the PRISMA framework to identify trends, methodological characteristics, and research gaps. The findings show that four-tier diagnostic tests dominate this field (50%), followed by three-tier instruments (22%), reflecting a shift toward more comprehensive assessments that evaluate students’ answers, reasoning, and confidence levels simultaneously. Research topics mostly focus on mechanics, heat, and electricity, while modern physics and advanced concepts are still rarely explored. Most studies used analysis based on Classical Test Theory (91.6%) for validation, with limited adoption of Rasch modeling and Item Response Theory. Study participants were dominated by college students (50%) and high school students (44%), who showed minimal attention to vocational students and active teachers. Furthermore, paper-based formats still dominate despite increasing interest in digital and adaptive assessments. In conclusion, these findings provide a comprehensive overview of research trends in diagnostic instruments within physics education and highlight several research gaps that may inform the development of technology-based diagnostic assessments and the adoption of modern psychometric approaches in future studies.
Co-Authors Afriwardani, Pinandita Ayu Mar'ati Barokatun Ni'mah Gilang Ramadhan Gunawan, Cahya Widya Haeruddin Hawur, Proki Karandja Heru Kuswanto Muhammad Jarnawi Pribadi, Farchan Oktavianto Rasyid, Fauziah Reny Afifah Syamsuriwal Ulfah, Aulia Hermawati Werdhina, I Komang Zuhdan Kun Prasetyo