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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Momentum: Physics Education Journal JPF : JURNAL PENDIDIKAN FISIKA DIFFRACTION: Journal for Physics Education and Applied Physics International Journal of Education and Teaching Zone
Pebriana, Irvany Nurita
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Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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A Study of The Relationship Between Students' Belief and Attitude Toward Physics and GPA Diyana, Tsania Nur; Pebriana, Irvany Nurita
International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v1i2.51

Abstract

The Grade Point Average (GPA) score is the average value of each student who has studied for several semesters. This value is considered a representation of students' success in learning. Meanwhile, it is known that success in studying physics is not only influenced by cognitive abilities but also related to other things including students' beliefs and attitudes toward physics. This study aims to examine the relationship between students' beliefs and attitudes towards physics on GPA scores. This study used a survey research design with a total of 69 students from the third-year physics education department as subjects. Spearman's Rank Correlation analysis was used to determine the relationship between students' beliefs and attitudes toward physics with GPA scores. The results of the study show that there is a relationship between the two but with a very weak relationship. The correlation coefficient value obtained is 0.132 while the significance value is 0.281. These results indicate that the relationship that occurs between the two variables is not significant.
Pengembangan Instrumen Penilaian Tema Pemanasan Global untuk Mengukur Keterampilan Proses Sains dan Keterampilan Kolaborasi Peserta Didik SMA Kusumawati, Andhiani Eka; Supahar, Supahar; Pebriana, Irvany Nurita
DIFFRACTION: Journal for Physics Education and Applied Physics Vol 6, No 2 (2024)
Publisher : Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/diffraction.v6i2.12473

Abstract

Capaian pembelajaran dalam pendidikan abad 21 berfokus pada keaktifan peserta didik melalui keterampilan abad 21 seperti keterampilan proses sains dan kolaborasi. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian dan mengetahui kelayakan instrumen untuk mengukur keterampilan proses sains dan kolaborasi peserta didik SMA materi pemanasan global. Penelitian menggunakan model pengembangan instrumen oleh Istiyono, namun hanya tahap perancangan instrumen dan uji coba instrumen. Subjek yang digunakan merupakan peserta didik dari beberapa sekolah sejumlah 252 peserta didik, ditentukan dengan teknik random sampling. Instrumen terdiri dari 22 butir pilihan majemuk keterampilan proses sains dan angket penilaian keterampilan kolaborasi, serta lembar validasi. Analisis data dilakukan dengan rumus indeks Aiken dan program Quest. Hasil instrumen penilaian yang dikembangkan terbukti memiliki kualitas butir penilaian yang layak dan reliabel dengan berdasarkan hasil validitas isi dengan kategori layak dan validitas, reliabilitas dan tingkat kesukaran butir secara empiris dalam kategori valid dan reliabel. Terdapat 21 butir soal dan 10 butir angket yang telah fit dengan model Rasch. Dengan demikian, dapat disimpulkan bahwa instrumen yang dikembangkan telah valid dan reliabel untuk digunakan mengukur keterampilan proses sains dan kolaborasi peserta didik kelas X materi pemanasan global.
An Assessment to Measure Problem-Solving Ability and Science Process Skills: A Feasibility Test Faila, Rohaya Evatri; Supahar, Supahar; Pebriana, Irvany Nurita
Jurnal Pendidikan Fisika Vol 13, No 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15654

Abstract

The ability to solve problems and apply scientific processes is a critical component of 21st-century education, especially within the context of the Indonesian "Merdeka" curriculum, which promotes independent and adaptive learning. However, traditional assessment methods fail to capture these competencies adequately. This study aims to determine the feasibility of an assessment instrument designed to measure high school students' problem-solving ability and science process skills. The instrument was developed using Istiyono’s test development model and focused on the test trial stage, which involves expert validation, empirical analysis, reliability testing, and item difficulty analysis. Using Istiyono’s model, the development focused on expert validation, empirical testing, and item analysis. A total of 252 students from six high schools in Yogyakarta and surrounding regions participated in the study. The content validity was assessed using Aiken's V, showing all items to be valid. Content validity, evaluated using Aiken’s V, indicated all items were valid. Empirical validation using the QUEST program yielded INFIT MNSQ values of 0.99 ± 0.81 for problem-solving and 1.01 ± 0.21 for science process skills, confirming item validity. Reliability coefficients ranged from 0.61 to 0.97, indicating high reliability. The difficulty level of items was distributed across easy, medium, and difficult categories. These findings support the feasibility of the assessment instrument in evaluating students’ higher-order thinking skills. The findings demonstrated the instrument’s suitability for assessing complex cognitive and inquiry-based skills. The validated instrument offers practical implications for educators to improve learning through formative assessment aligned with curriculum goals.
An Assessment to Measure Problem-Solving Ability and Science Process Skills: A Feasibility Test Faila, Rohaya Evatri; Supahar, Supahar; Pebriana, Irvany Nurita
Jurnal Pendidikan Fisika Vol. 13 No. 1 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i1.15654

Abstract

The ability to solve problems and apply scientific processes is a critical component of 21st-century education, especially within the context of the Indonesian "Merdeka" curriculum, which promotes independent and adaptive learning. However, traditional assessment methods fail to capture these competencies adequately. This study aims to determine the feasibility of an assessment instrument designed to measure high school students' problem-solving ability and science process skills. The instrument was developed using Istiyono’s test development model and focused on the test trial stage, which involves expert validation, empirical analysis, reliability testing, and item difficulty analysis. Using Istiyono’s model, the development focused on expert validation, empirical testing, and item analysis. A total of 252 students from six high schools in Yogyakarta and surrounding regions participated in the study. The content validity was assessed using Aiken's V, showing all items to be valid. Content validity, evaluated using Aiken’s V, indicated all items were valid. Empirical validation using the QUEST program yielded INFIT MNSQ values of 0.99 ± 0.81 for problem-solving and 1.01 ± 0.21 for science process skills, confirming item validity. Reliability coefficients ranged from 0.61 to 0.97, indicating high reliability. The difficulty level of items was distributed across easy, medium, and difficult categories. These findings support the feasibility of the assessment instrument in evaluating students’ higher-order thinking skills. The findings demonstrated the instrument’s suitability for assessing complex cognitive and inquiry-based skills. The validated instrument offers practical implications for educators to improve learning through formative assessment aligned with curriculum goals.
Bahan Ajar Elektronik Fisika Berbasis Inquiry Learning Terintegrasi STEM: Pengaruhnya terhadap Penguasaan Materi dan Motivasi Belajar Siswa SMA pada Topik Gelombang Bunyi Pebriana, Irvany Nurita; Nuryaman, Afini Vinnahari
Jurnal Pendidikan Matematika dan Sains Vol. 11 No. 1 (2023): June 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i1.61774

Abstract

Penelitian ini bertujuan untuk: (1) menghasilkan bahan ajar elektronik fisika berbasis inquiry learning terintegrasi STEM pada materi gelombang bunyi yang layak digunakan, (2) mengetahui besar peningkatan penguasaan materi dan motivasi belajar peserta didik SMA setelah menggunakan bahan ajar elektronik fisika berbasis inquiry learning terintegrasi STEM pada materi gelombang bunyi. Penelitian ini merupakan jenis penelitian pengembangan (R&D) dengan desain Four-D Model dengan tahapan define, design, develop dan disseminate. Hasil penelitian menunjukkan bahwa: (1) bahan ajar elektronik fisika berbasis inquiry learning terintegrasi STEM sangat layak menurut penilaian validator dan hasil respon peserta didik rata-rata skor sebesar 5,07 dan 4,91, (2) penguasaan materi dan motivasi belajar peserta didik meningkat pada tiap aspek yang diuji setelah menggunakan bajar fisika model inquiry learning terintegrasi STEM dengan rata-rata n-gain sebesar 0.56 dan 0.36.
Pengembangan E-Modul Dinamika Partikel Model Guided Discovery Learning Berbasis Stem Untuk Meningkatkan Pemahaman Konsep Dan Kemampuan Kolaborasi Peserta Didik Nafiyanto, Naufal Rafiif; Pebriana, Irvany Nurita
Jurnal Pendidikan Matematika dan Sains Vol. 11 No. 2 (2023): December 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i2.65943

Abstract

Penelitian ini bertujuan untuk: (1) mengembangkan e-modul dinamika partikel model guided discovery learning berbasis STEM, (2) mengetahui kelayakan e-modul hasil pengembangan,  (3) menentukan keefektifan e-modul hasil pengembangan terhadap pemahaman konsep dan kemampuan kolaborasi, dan (4) menentukan profil pemahaman konsep dan kemampuan kolaborasi setelah pembelajaran.  Penelitian ini merupakan jenis penelitian R&D dengan menggunakan model 4D. Hasil penelitian menunjukkan bahwa: (1) Dikembangkan e-modul dinamika partikel model guided discovery learning berbasis STEM menggunakan model 4D (2) E-modul hasil pengembangan memenuhi skor validasi 3,25 atau dalam kategori sangat baik, (3) E-modul hasil pengembangan efektif meningkatkan pemahaman konsep dengan effect size sebesar 1,29 atau kategori tinggi tetapi belum efektif meningkatkan kemampuan kolaborasi dengan effect size sebesar 0,19 atau kategori tidak signifikan. (4) Profil Pemahaman konsep untuk aspek interpretasi dan ekstrapolasi 4,91 dan 4,22 dengan kategori sangat baik. Untuk aspek komitmen, keaktifan, tanggung jawab, dan menghargai sebesar 3,28; 3,30; 3,31; dan 3,38 dengan kategori sangat baik.
Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion Taqwa, Muhammad Reyza Arief; Yusof, Mohammad Mubarrak Mohd; Pebriana, Irvany Nurita; Misbakhussuduri, Achmad
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.6844

Abstract

Recitation programs have been developed and tested on the topic of force and motion. The program consists of 63 multiple choice questions with feedback made in 3 packages (one package each week). This study aims to analyze the effectiveness of the program. This research is a quantitative research with a quasi-experimental design. The applied experimental design is a one group pretest-posttest design. The program was given for 3 weeks by giving 1 recitation package at each meeting (there are 21 questions for every package). The study was conducted on 38 Physics Education students’ who enrolled the Material and Learning Physics I course. The pretest-posttest questions consisted of 15 reasoned multiple-choice questions. Data analysis was performed by determining descriptive statistics, paired sample t-test, N-gain, and d-effect size. The research found that the program significantly improved students’ conceptual understanding with N-gain of 0.498 and d-effect size of 1.559. These results indicate that the provision of recitation programs can improve students' conceptual understanding on force and motion, especially in determining the F(t) graph from the v(t) graph, where initially the ability to solve problems in the form of graphical representations is one of the difficult matters for students.
Co-Authors Faila, Rohaya Evatri Kusumawati, Andhiani Eka Misbakhussuduri, Achmad Nafiyanto, Naufal Rafiif Nuryaman, Afini Vinnahari Reyza Arief Taqwa, Muhammad Supahar, Supahar Tsania Nur Diyana Yusof, Mohammad Mubarrak Mohd