Article Per Year (5 Year)
p-Index From 2021 - 2026
3.6
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan dan Pengabdian Masyarakat International Journal of Essential Competencies in Education International Journal of Ethnoscience and Technology in Education Indonesian Journal of Education and Community Services
Nisrina, Nina
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
Enhancing Scientific Creativity of Prospective Physics Teachers through Guided-Inquiry-Based Electricity and Magnetism Materials with Blended Learning Nisrina, Nina; Verawati, Ni Nyoman Sri Putu; Hikmawati, Hikmawati
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16125

Abstract

Scientific creativity is an essential competence that must be possessed by prospective physics teachers to face the challenges of 21st-century learning. To foster this ability, innovation in learning strategies and the development of relevant and contextual teaching materials are required. This study aims to develop thematic teaching materials on electricity and magnetism based on Guided Inquiry, integrated with a Blended Learning approach to enhance the scientific creativity of physics education students. The designed learning model combines the advantages of the guided inquiry approach in exploring physics concepts with the flexibility of an online learning environment. This study uses a quasi-experimental design with a one-group pretest-posttest approach. The scientific creativity measurement instrument includes eight main indicators: originality, fluency, flexibility, elaboration, problem sensitivity, scientific imagination, hypothesis formulation, and experiment design. The analysis results show that the normalized gain (N-gain) scores for all indicators fall within the moderate to high categories, indicating a significant improvement after the implementation of the teaching materials. The novelty of this study lies in the integration of the Guided Inquiry strategy with the Blended Learning approach in developing electricity-magnet teaching materials, which has been proven effective in promoting the growth of scientific creativity among prospective physics teachers.
Media Tiga Dimensi sebagai Sarana Meningkatkan Kemampuan Guru IPA dalam Menerapkan Pembelajaran Berbasis Masalah di Kelas Harjono, Ahmad; Gunada, I Wayan; Gunawan, Gunawan; Busyairi, Ahmad; Nisrina, Nina; Isnaini, Ahmad Hardyan
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 2 (2025): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i2.9168

Abstract

Penggunaan media pembelajaran yang kontekstual dan mendukung pemecahan masalah menjadi salah satu tuntutan Kurikulum Merdeka dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Artikel ini bertujuan untuk mendeskripsikan dampak pelatihan pengembangan media sederhana tiga dimensi terhadap peningkatan kemampuan guru IPA dalam menerapkan pembelajaran berbasis masalah (Problem-Based Learning/PBL). Kegiatan pelatihan dilaksanakan di SMPN 2 Jonggat dengan melibatkan guru IPA sebagai peserta. Metode pelaksanaan mencakup pemberian materi, pengenalan media 3D oleh tim pengabdian, serta pelatihan penggunaan media 3D yang terintegrasi dengan kemampuan pemecahan masalah. Data dikumpulkan melalui angket persepsi, analisis dokumen Rencana Pelaksanaan Pembelajaran (RPP), dan wawancara mendalam. Hasil menunjukkan bahwa sebagian besar guru mengalami peningkatan pemahaman tentang prinsip-prinsip PBL dan mampu mengintegrasikan media 3D ke dalam skenario pembelajaran yang relevan dengan konteks lokal. Selain itu, guru menyatakan bahwa media 3D membantu siswa lebih mudah memahami permasalahan nyata dan merangsang keterlibatan aktif dalam proses pembelajaran. Temuan ini mengindikasikan bahwa pelatihan pengembangan media 3D efektif dalam meningkatkan kesiapan guru menerapkan pembelajaran berbasis masalah di kelas IPA.
The Role of Artificial Intelligence (AI) in Transforming Physics Education: A Narrative Review Verawati, Ni Nyoman Sri Putu; Nisrina, Nina
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13523

Abstract

Artificial Intelligence (AI) has brought transformative changes to education, particularly in the field of physics, where complex concepts often pose significant challenges for students. This narrative review explores the role of AI in physics education by analyzing various tools and methods currently applied in learning environments, including intelligent tutoring systems, adaptive learning platforms, and interactive simulations. The study aims to assess the benefits and limitations of these technologies, as well as their potential to enhance learning outcomes through personalized, adaptive, and interactive experiences. Utilizing the SCOPUS database, a wide-ranging literature search was conducted with relevant keywords to capture studies that contribute to understanding AI’s impact on physics education. Results indicate that AI-driven tools significantly improve student engagement, accessibility, and understanding of abstract concepts by offering tailored learning pathways, real-time feedback, and immersive simulations. Additionally, AI provides alternative access to learning for students from diverse backgrounds, fostering inclusivity in physics education. However, challenges such as dependency on AI, ethical issues related to data security, and the potential digital divide are noted as barriers to effective implementation. To address these issues, the review recommends a balanced approach where AI complements traditional teaching methods, ensuring that it enhances rather than replaces human instruction. This review highlights the transformative potential of AI in physics education, advocating for further research to develop structured, ethical, and inclusive integration strategies that maximize the educational benefits of AI while addressing its limitations.
Impact of Blended Learning on Students' Creative Thinking Skills in Wave and Optics Course Nisrina, Nina; Verawati, Ni Nyoman Sri Putu
Lensa: Jurnal Kependidikan Fisika Vol. 12 No. 2: December 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v12i2.13748

Abstract

Creative thinking skills are essential competencies that students must develop, particularly in physics education, which involves problem-solving and the application of complex concepts. One effective method for enhancing these skills is blended learning, which combines both face-to-face and online learning. This study aims to examine the impact of blended learning on the creative thinking skills of students in the Basic Physics course, specifically in the topics of Waves and Optics. The research used a quasi-experimental design with a pre-test and post-test approach, involving 20 first-semester students selected through purposive sampling. Data analysis was conducted using the N-gain formula by Hake to measure improvements in students' creative thinking skills, which included indicators of fluency, flexibility, originality, elaboration, and sensitivity to problems. The results showed a significant improvement in students' creative thinking skills, with an average pre-test score of 44.65 and a post-test score of 84.25, yielding an N-gain of 70.56%, which falls into the high category. Based on these findings, it can be concluded that blended learning is effective in enhancing students' creative thinking skills, particularly in the context of basic physics education. The implementation of blended learning positively contributes to the development of students' creativity through a combination of face-to-face and online learning.
Enhancing Scientific Creativity of Prospective Physics Teachers through Guided-Inquiry-Based Electricity and Magnetism Materials with Blended Learning Nisrina, Nina; Verawati, Ni Nyoman Sri Putu; Hikmawati, Hikmawati
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16125

Abstract

Scientific creativity is an essential competence that must be possessed by prospective physics teachers to face the challenges of 21st-century learning. To foster this ability, innovation in learning strategies and the development of relevant and contextual teaching materials are required. This study aims to develop thematic teaching materials on electricity and magnetism based on Guided Inquiry, integrated with a Blended Learning approach to enhance the scientific creativity of physics education students. The designed learning model combines the advantages of the guided inquiry approach in exploring physics concepts with the flexibility of an online learning environment. This study uses a quasi-experimental design with a one-group pretest-posttest approach. The scientific creativity measurement instrument includes eight main indicators: originality, fluency, flexibility, elaboration, problem sensitivity, scientific imagination, hypothesis formulation, and experiment design. The analysis results show that the normalized gain (N-gain) scores for all indicators fall within the moderate to high categories, indicating a significant improvement after the implementation of the teaching materials. The novelty of this study lies in the integration of the Guided Inquiry strategy with the Blended Learning approach in developing electricity-magnet teaching materials, which has been proven effective in promoting the growth of scientific creativity among prospective physics teachers.
Peningkatan Kompetensi Calon Guru dalam Pengembangan dan Implementasi Project-Based E-Modul dan Games: Studi Kasus Workshop Model PEGAS Gunawan, Gunawan; Kosim, Kosim; Harjono, Ahmad; Nisrina, Nina; Hikmawati, Hikmawati; Herayanti, Lovy; Rahmatullah, Rahmatullah; Zainuri, Baiq Nabila Saufika; Qothrunnada, Qothrunnada
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 3 (2025): Agustus
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i3.10468

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk mensosialisasikan dan mengevaluasi hasil penelitian tahun 2024, serta mempersiapkan implementasi model PEGAS (Project-Based, E-Modul, dan Gamifikasi) guna meningkatkan keterampilan Abad 21 calon guru. Kegiatan ini dilaksanakan dalam format workshop selama dua hari. Hari pertama melibatkan dosen pendidikan fisika dan praktisi untuk sosialisasi hasil, rekomendasi penelitian sebelumnya, dan diskusi awal rencana implementasi PEGAS. Hari kedua diikuti oleh mahasiswa calon guru, berfokus pada pemahaman konsep dan persiapan praktis model PEGAS melalui materi, diskusi, dan tanya jawab. Evaluasi dilakukan melalui angket respons peserta dan analisis masukan, saran, serta rekomendasi yang terkumpul. Hasil menunjukkan respons sangat positif terhadap relevansi dan kualitas workshop, dengan peserta merasa pemahaman konsep PEGAS jelas dan termotivasi untuk mengimplementasikannya dalam mendukung keterampilan Abad 21. Aspek keterkaitan konsep dan potensi kolaborasi juga dinilai tinggi (95%). Analisis tematik pada masukan peserta menyarankan durasi workshop lebih panjang, sesi praktik lebih intensif, penyediaan modul tertulis, dan perluasan cakupan peserta. Rekomendasi implementasi meliputi urgensi penerapan segera, kolaborasi eksternal, diseminasi hasil, serta evaluasi keberhasilan produk dan kesiapan lapangan. Kegiatan ini berhasil membekali calon guru dengan wawasan esensial dan mengumpulkan masukan berharga untuk perencanaan implementasi model PEGAS yang efektif. Rekomendasi tersebut menjadi dasar perbaikan kegiatan serupa dan memastikan implementasi model yang lebih matang dalam mentransformasi pembelajaran fisika yang interaktif, relevan, dan menarik, guna mendukung pengembangan keterampilan Abad 21.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media Simulasi PhET Terhadap Penguasaan Konsep Peserta Didik Agustiawati, Dilla; Taufik, Muhammad; Nisrina, Nina
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4174

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing berbantuan media simulasi PhET terhadap penguasaan konsep peserta didik. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian pretest-posttest control group design. Adapun populasi pada penelitian ini yaitu seluruh peserta didik kelas XI di SMAN 1 Lembar yang berjumlah 87 peserta didik. Pengambilan sampel pada penelitian ini menggunakan teknik purposive sampling sehingga diperoleh dua kelas yaitu kelas XI-2T sebagai kelas eksperimen dengan jumlah 29 peserta didik yang menerapkan model inkuiri terbimbing berbantuan media simulasi PhET dan kelas XI-1T sebagai kelas kontrol dengan jumlah 29 peserta didik yang menerapkan model pembelajaran konvensional. Metode pengambilan data dalam penelitian ini menggunakan metode tes penguasaan konsep berupa soal esai yang berjumlah 6 soal yang telah diuji validitas, reliabilitas, taraf kesukaran, dan daya pembeda. Didapatkan nilai rata-rata kelas eksperimen dan kelas kontrol pretest sebesar 23,56 dan 20,31, posttest sebesar 86,21 dan 78,35. Data hasil pretest dan posttest dianalisis menggunakan uji normalitas dan homogenitas sehingga diperoleh data terdistribusi normal dan homogen, dilanjut dengan uji hipotesis menggunakan uji Independent Sampel t-test dan diperoleh bahwa nilai  sebesar 3,44 lebih besar dibandingkan dengan nilai  sebesar 2,00. Nilai hasil uji N-Gain kelas eksperimen sebesar 0,81 dan kelas kontrol sebesar 0,72 dengan kriteria kedua kelas “Tinggi”. Adapun hasil uji N-Gain per indikator penguasaan konsep memiliki peningkatan tetapi pada indikator tertentu mengalami peningkatan yang cukup signifikan. Berdasarkan data diatas, maka dapat disimpulkan bahwa terdapat pengaruh model inkuiri terbimbing berbantuan media simulasi PhET terhadap penguasaan konsep peserta didik.
Reimagining Physics Education: Addressing Student Engagement, Curriculum Reform, and Technology Integration for Learning Verawati, Ni Nyoman Sri Putu; Nisrina, Nina
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 1 (2025): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i1.14058

Abstract

Physics education is essential for fostering scientific literacy and critical thinking, yet it faces persistent challenges, including declining student engagement, curriculum irrelevance, and the complexities of integrating technology. This study adopts a literature review method, analyzing peer-reviewed studies published in the last five years, sourced from databases such as Scopus, Web of Science, and Google Scholar, using keywords like “physics education,” “student engagement,” and “curriculum reform.” The findings highlight that the abstract nature of physics, traditional lecture-based methods, and a lack of real-world applications contribute to reduced student interest. Addressing these issues requires the adoption of interactive, inquiry-based pedagogies and the development of contextualized curricula that align with contemporary societal challenges. Technology integration, including simulations and virtual experiments, enhances engagement but faces obstacles such as resource disparities and insufficient teacher training. Teacher preparedness remains pivotal, emphasizing professional development programs that enhance subject expertise, pedagogical skills, and technological proficiency. Additionally, educational reforms often face implementation challenges due to exam-centric systems and misalignment with classroom practices. This review advocates for a holistic approach, combining curriculum reforms, balanced technology use, and sustained investment in teacher development to revitalize physics education. By addressing these interconnected issues, physics education can become more engaging and relevant, equipping students with critical skills to navigate a technology-driven world. This work provides a foundation for future research and policy initiatives aimed at fostering inclusive and impactful physics education practices.
Optimizing the Development of P5 Worksheets for Teachers: Shaping Student Character at SMAN 1 Terara, East Lombok Regency Susilawati, Susilawati; Doyan, Aris; Busyairi, Ahmad; Ayub, Syahrial; Nisrina, Nina
Unram Journal of Community Service Vol. 5 No. 2 (2024): June
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i2.632

Abstract

Character education through the implementation of P5 (Projek Penguatan Profil Pelajar Pancasila) is an important initiative in the Indonesian education system to form students with integrity and national insight. This research aims to optimize the development of the P5 Worksheet for teachers at SMAN 1 Terara, East Lombok Regency, with a focus on building student character. Evaluation is carried out based on the responses of training participants regarding various aspects of material delivery and the abilities of the presenters. The results showed that the majority of participants (50) strongly agreed that the material was delivered well, while 15 participants agreed. The delivery of P5 integration was considered interesting by 44 participants who strongly agreed and 21 participants who agreed. The material was considered easy to understand by 48 participants who strongly agreed and 17 participants who agreed. Apart from that, the presenters were considered capable of creating creativity in the participants, with 47 participants strongly agreeing and 18 participants agreeing. There were no participants who gave responses that disagreed or disagreed with all aspects assessed. Overall, the results of this research show that the development of the P5 Worksheet is effective in improving the quality of learning and shaping student character in accordance with the Pancasila Student Profile
Evaluation of the Sustainability of Implementing the P5 Worksheet for Strengthening Student Character at SMAN 1 Terara Susilawati, Susilawati; Doyan, Aris; Nisrina, Nina; Ayub, Syahrial; Busyairi, Ahmad
Unram Journal of Community Service Vol. 5 No. 4 (2024): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v5i4.802

Abstract

This study examines the sustainability of implementing the P5 Worksheet in strengthening student character at SMAN 1 Terara, focusing on several related variables: cooperation, discipline, and responsibility. The research employs a descriptive approach with a mixed-method design, combining qualitative and quantitative analyses to understand the worksheet's impact on student character. Data were collected through classroom activity observations, in-depth interviews with teachers, and questionnaires completed by teachers to measure the dimensions of student character. The findings indicate that the P5 Worksheet is effective in enhancing student cooperation, despite challenges such as limited time, students' difficulties in understanding instructions, and the relevance of content to the local context. Additionally, limited institutional support was found to affect the smooth implementation of the program. Based on these findings, it is recommended to adjust the worksheet materials, improve teacher training, and strengthen support from the school to enhance the effectiveness and sustainability of the P5 Worksheet in fostering student character development.
Co-Authors Agustiawati, Dilla Ahmad Busyairi, Ahmad Ahmad Harjono Aris Doyan Gunawan Gunawan Gunawan Hikmawati Hikmawati Hikmawati I Wayan Gunada Ibrahim Ibrahim Isnaini, Ahmad Hardyan Janati, Janati JANNATIN ARDHUHA, JANNATIN Joni Rokhmat Kosim Kosim Kosim Krisnawati, Kd. Yayuk Lovy Herayanti Muh. Makhrus Muhammad Asy'ari MUHAMMAD TAUFIK Muhammad Zuhdi Muliadi, Irman Ni Nyoman Sri Putu Verawati Qothrunnada, Qothrunnada Rahmatullah Rahmatullah Rizqy, Muhammad Satutik Rahayu Sukroyanti, Baiq Azmi Suranti, Ni Made Yeni Susilawati Susilawati, Susilawati Sutrio Syahrial Ayub, Syahrial WAHYUDI Wahyudi Wahyudi Zainuri, Baiq Nabila Saufika Zianturi, Elda Elfara