Article Per Year (5 Year)
p-Index From 2021 - 2026
7.792
P-Index
This Author published in this journals
All Journal Jurnal IPA Terpadu Jambura Elementary Education Journal Jambura Journal of English Teaching and Literature Jambura Journal of Educational Management Kappa Journal Jurnal Eduscience (JES) PEDAGOGIKA Journal of Classroom Action Research PENGABDI: Jurnal Hasil Pengabdian Masyarakat ARRUS Journal of Social Sciences and Humanities BIOCHEPHY: Journal of Science Education Seminar Nasional Pengabdian Kepada Masyarakat Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Kreatif Online Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Nanggroe: Journal Of Scholarly Service Vokatek : Jurnal Pengabdian Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Nanggroe: Journal of Scholarly Service Jurnal Ilmiah Research Student Jurnal Akademik Pengabdian Masyarakat JKM: Jurnal Kemitraan Masyarakat Edumaspul: Jurnal Pendidikan International Journal of Educational Practice and Policy Celebes Science Education
Arif, Rifda Nurhikmahwati
Program Studi Pendidikan IPA, Fakultas MIPA, Universitas Negeri Makasar, Makassar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

Published : 57 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 57 Documents
Search

 2   3   4   5   6 
Written Essay Assessment of Philosophical Reasoning in Game-Based Science Teacher Education: Ontological, Epistemological, and Axiological Profiles of Pre-Service Teachers Rifda Nur Hikmahwati Arif; Banu Kisworo; Yulianti Yusal
BIOCHEPHY: Journal of Science Education Vol. 6 No. 1 (2026)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v6i1.1985

Abstract

Philosophy of Science is a key component of science teacher education because it helps prospective teachers understand the nature of scientific knowledge, its justification, and its educational value. This descriptive qualitative study analyzed essay responses from 78 pre-service science teachers at Makassar State University who participated in a multiplatform game-based Philosophy of Science course. Four essay questions assessed understanding of ontology, epistemology, axiology, and the integration of these three dimensions within junior secondary science education. Data were examined through qualitative content analysis supported by codebook development, repeated reading, peer review, negative-case analysis, and descriptive quantification. Results indicated strong understanding of ontological concepts (95.0% valid responses) and axiological reasoning (96.3%), while epistemological understanding was less developed (59.6%). Integrating the three philosophical dimensions proved most challenging, with only 53.8% valid responses and 40.5% demonstrating complete synthesis. Students primarily recommended debate-based games (31.3%), reflecting an emphasis on critical thinking. These findings provide a framework for assessing philosophical reasoning through essays in game-based science teacher education.
Analisis Persepsi Mahasiswa Calon Guru IPA Terhadap Metode Praktikum Sederhana pada Perkuliahan Zat dan Energi Syarful Annam; Rifda Nur Hikmahwati Arif; Ahmad Zuhudy Bahtiar; Amalia Rahmadani; Nur Rahmah Sangkala
Journal of Classroom Action Research Vol. 8 No. 2 (2026): May 2026
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i2.14857

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap penerapan metode praktikum sederhana pada perkuliahan zat dan energi. Penelitian menggunakan pendekatan kuantitatif dengan metode survei deskriptif. Subjek penelitian adalah mahasiswa program studi pendidikan IPA yang telah mengikuti kegiatan praktikum sederhana, dengan jumlah responden sebanyak 93 orang. Instrumen penelitian berupa angket skala Likert yang terdiri dari 20 pernyataan yang mencakup aspek pemahaman konsep, ketertarikan & motivasi belajar, keterampilan proses sains, efektivitas metode praktikum, dan aspek evaluasi pembelajaran. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata dan persentase. Hasil penelitian menunjukkan bahwa persepsi mahasiswa terhadap metode praktikum sederhana berada pada kategori positif dengan nilai rata-rata sebesar 4,03 dengan indikator pemahaman konsep tertinggi, keterampilan proses sains terendah. Praktikum sederhana terbukti efektif dalam meningkatkan pemahaman konsep dan keterlibatan mahasiswa dalam pembelajaran. Namun demikian, pengembangan keterampilan proses sains belum optimal, serta terdapat kendala pada aspek waktu dan frekuensi pelaksanaan praktikum. Kesimpulan penelitian ini menunjukkan bahwa metode praktikum sederhana memiliki potensi sebagai alternatif pembelajaran yang efektif, khususnya dalam kondisi keterbatasan fasilitas laboratorium. Oleh karena itu, diperlukan pengembangan desain praktikum yang lebih sistematis dan berbasis inquiry untuk meningkatkan kualitas pembelajaran sains.
Literature Review: Penerapan Project-Based Learning terhadap Pembelajaran Inovatif IPA Nurfitra Yanto; Rifda Nur Hikmahwati Arif; Sakinah Zubair
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 2 (2025): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i2.1486

Abstract

Twenty-first century science education demands instructional approaches that simultaneously develop conceptual understanding and applied skills. This study aims to analyze the implementation of Project-Based Learning (PjBL) in science education through a systematic literature review. The research method involved rigorous analysis of 20 peer-reviewed articles published between 2017 and 2024, selected through strict inclusion and exclusion criteria. The analysis revealed three key findings: (1) PjBL effectively enhances student engagement and conceptual understanding in science learning; (2) the model significantly contributes to the development of 21st-century skills, particularly critical thinking, collaboration, and scientific literacy; (3) PjBL demonstrates high compatibility with the investigative and contextual nature of science education. The study concludes that PjBL represents an innovative and effective approach for improving science education quality across various educational levels. These findings recommend the development of more operational PjBL implementation guidelines to better support educators in optimally applying this model.
Analysis of Students’ Ability to Develop Critical Thinking Skills Assessment Instruments Using Discussion and Lecture-Based Learning Methods Rifda Nur Hikmahwati Arif; Ramlawati; Nur Indah Sari; Andi Tri Riski Ramadani
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.354

Abstract

Critical thinking skills are essential competencies in 21st-century education because they support students in analyzing information, evaluating arguments, and making reasoned decisions. In science education, these skills are important not only for understanding scientific concepts but also for solving complex problems and interpreting evidence. However, developing valid and reliable assessment instruments for measuring critical thinking remains a challenge, especially for pre-service teachers. This study aims to analyze the ability of Science Education students to develop critical thinking assessment instruments and to compare the effectiveness of three frameworks: Facione, Watson–Glaser Critical Thinking Appraisal (WGCTA), and Ennis. The research employed a quantitative approach using a descriptive–comparative design involving 27 students enrolled in an assessment instrument development course. Data were collected through the evaluation of instruments developed by students using a validated rubric and analyzed using descriptive and inferential statistical techniques. The results indicate that students demonstrated good ability in developing critical thinking assessment instruments. The average scores were 70.45 for Facione, 82 for WGCTA, and 78.18 for Ennis. The analysis showed no significant difference among the three frameworks, indicating comparable effectiveness in supporting students’ ability to develop critical thinking assessment instruments.
PERBANDINGAN EFEKTIVITAS PROJECT BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS MAHASISWA KELAS REGULER DAN ICP PADA MATA KULIAH IPA SEKOLAH 3 Rifda Nur Hikmahwati Arif
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk (1) mengukur kemampuan berpikir kritis mahasiswa sebelum dan sesudah pembelajaran menggunakan model Project-Based Learning (PjBL), (2) menghitung peningkatan kemampuan berpikir kritis pada dua kelas melalui perhitungan N-Gain, dan (3) mendeskripsikan profil kemampuan berpikir kritis berdasarkan empat indikator utama: menganalisis argumen, mengevaluasi bukti, menarik kesimpulan logis, dan memberikan alasan relevan. Penelitian ini menggunakan desain quasi-experimental two-group pretest-posttest, dengan subjek 33 mahasiswa kelas Reguler A dan 24 mahasiswa kelas ICP pada Mata Kuliah IPA Sekolah 3. Hasil penelitian menunjukkan (1) kedua kelas memulai pembelajaran dengan kemampuan berpikir kritis level rendah pada pretest. Setelah penerapan PjBL, terjadi peningkatan signifikan yang dibuktikan dengan uji Wilcoxon (p = 0,000). (2) N-Gain kelas Reguler A (0,60) termasuk kategori sedang dengan persentase capaian posttest lebih tinggi sekitar dua puluh persen dibanding kelas ICP yang memiliki N-Gain (0,28) kategori rendah. (3) Analisis per indikator menunjukkan kemampuan menganalisis argumen, mengevaluasi bukti, dan menarik kesimpulan logis berada pada kategori tinggi, namun kemampuan memberikan alasan relevan masih berada pada kategori sedang di kedua kelas. Penelitian ini menyimpulkan bahwa PjBL efektif meningkatkan kemampuan berpikir kritis mahasiswa, meskipun efektivitasnya bervariasi tergantung karakteristik kelas, sehingga diperlukan penguatan aspek justifikasi melalui tugas yang lebih menekankan pemberian alasan lisan maupun tertulis.
PENERAPAN MODEL PROJECT BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS MAHASISWA PENDIDIKAN IPA Rifda Nur Hikmahwati Arif; A.Anna Fitri Maulida; Nurrahmah Sudirman; Salma Samputri; Rifda Mardian Arif
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan peningkatan rata-rata skor keterampilan proses sains (KPS) mahasiswa pendidikan IPA sebelum dan sesudah penerapan model Project Based Learning (PjBL) dan (2) menguji signifikansi perbedaan skor KPS antara pretest dan posttest. Penelitian merupakan penelitian deskriptif dengan pendekatan kuantitatif dan desain one group pretest–posttest. Populasi penelitian adalah mahasiswa Program Studi Pendidikan IPA, sedangkan sampel penelitian adalah 34 mahasiswa dalam satu kelas yang dipilih dengan teknik sampling jenuh. Instrumen yang digunakan berupa tes KPS yang memuat lima indikator keterampilan proses sains. Teknik analisis data menggunakan statistik deskriptif dan uji Wilcoxon Signed-Rank yang didahului uji normalitas Shapiro–Wilk. Hasil penelitian menunjukkan bahwa 1) rata-rata skor KPS meningkat dari 40,20 pada pretest menjadi 72,06 pada posttest dengan empat indikator berada pada kategori tinggi dan satu indikator pada kategori sangat tinggi (82,25) dan 2) terdapat perbedaan yang sangat signifikan antara skor KPS pretest dan posttest (T = 24,50; p < 0,001). Dengan demikian, penerapan model PjBL efektif meningkatkan keterampilan proses sains mahasiswa sebagai bekal penting bagi calon pendidik IPA.
Literasi Akademik Mahasiswa Calon Guru IPA Di Era Artificial Intelligence: Analisis Kebutuhan Pengembangan Model Pembelajaran Berbasis AI Rifda Nur Hikmahwati Arif; Salma Samputri
JAMBURA Elementary Education Journal Vol 6 No 2 (2025): VOLUME 6 NOMOR 2, DESEMBER TAHUN 2025
Publisher : JURUSAN PENDIDIKAN GURU SEKOLAH DASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jeej.v6i2.4608

Abstract

The integration of Artificial Intelligence (AI) in higher education offers new opportunities as well as challenges for developing students’ academic literacy. This study aimed to identify: (1) patterns of AI use in learning among pre-service science teachers; (2) challenges in writing scientific articles; (3) the level of understanding of AI-assisted content; (4) intellectual independence in writing without AI; and (5) students’ needs for innovation in learning models. A quantitative descriptive survey was conducted with 86 Science Education students at Universitas Negeri Makassar selected purposively. Data were collected using a validated 35-item questionnaire (α=0.89) and analyzed using descriptive statistics. Results showed that 100% of students used AI for academic tasks, with ChatGPT as the dominant application (57,1%). Major challenges included writing articles using the IMRAD structure (33,3%), understanding research methodology (15,9%), critical thinking (15,9%), deep understanding of AI outputs (23,8%), and independent writing without AI (9,5%). Moreover, 76,1% of students reported the need for a systematic learning model that integrates AI with effective pedagogy. These findings indicate that although AI has been widely adopted, its use is not yet optimal and may foster counterproductive dependence in academic literacy development. The study recommends developing an innovative learning model that positions AI as a cognitive scaffold grounded in constructivist pedagogy, gradual mentoring, and critical AI literacy.
Studi Komparatif Implementasi Pembelajaran Berpusat Murid pada Sekolah Islam Terpadu di Tiga Jenjang Pendidikan Salma Samputri; Rifda Nur Hikmahwati Arif
JAMBURA Elementary Education Journal Vol 7 No 1 (2026): VOLUME 7 NOMOR 1, JUNI TAHUN 2026
Publisher : JURUSAN PENDIDIKAN GURU SEKOLAH DASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jeej.v7i1.4837

Abstract

This study compares the implementation of student-centered learning in three integrated Islamic schools in South Sulawesi: SD IT Yafat Baji Areng, SMPIT Al Hikmah Amanah Ummah Maros, and SMAIT Al Qalam Gowa Boarding School. A qualitative comparative case study design was used based on National Assessment visitation documents produced by the same assessor. The data were analyzed descriptively and thematically across 37 indicators. The results show that SMAIT Al Qalam Gowa achieved the highest performance, with 62.2% of indicators categorized as Very Good and 35.1% as Good. SMPIT Al Hikmah Amanah Ummah obtained 21.6% Very Good and 78.4% Good, while SD IT Yafat Baji Areng obtained 75.7% Good and 24.3% Fairly Good. Organizational maturity, resources, student developmental characteristics, and policy consistency are the main differentiating factors. Inclusive education, formative assessment, school safety, and health services still require strengthening.
Keterlibatan Mahasiswa Calon Guru IPA dalam Pembelajaran Filsafat Sains Berbasis Game Multiplatform: Analisis Deskriptif dan Item-Level Rifda Nur Hikmahwati Arif; Salma Samputri
JAMBURA Elementary Education Journal Vol 7 No 1 (2026): VOLUME 7 NOMOR 1, JUNI TAHUN 2026
Publisher : JURUSAN PENDIDIKAN GURU SEKOLAH DASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Philosophy of Science courses in pre-service science teacher education face persistent engagement challenges due to the abstract nature of ontological, epistemological, and axiological content. This study describes the level and item-level profile of Behavioral, Emotional, and Cognitive Engagement among pre-service science teachers in a multiplatform game-based learning (GBL) Philosophy of Science course, and documents game preferences and learning expectations. A survey design was employed with 78 pre-service science teachers (Angkatan 2024) from three parallel class sections at Universitas Negeri Makassar. A validated 24-item Student Engagement Instrument grounded in Fredricks et al. (2004) with six reverse-scored items assessed three engagement dimensions (α=.900). Overall engagement was High (M=4.330, SD=0.447), with Behavioral (M=4.442) and Emotional (M=4.449) dimensions reaching Very High. Item-level analysis identified active participation, rule-following, and academic pride as highest-scoring items, while C8 — 'material remains too abstract even in games' (M=3.513) — served as the primary diagnostic indicator of a persistent abstraction barrier. No significant between-class differences were found (all p>.05). All engagement dimensions were strongly intercorrelated (rs=.613–.822). Offline games were most preferred (42.3%), with Quizizz dominating digital preferences (78.2%).
Hubungan Keterampilan Berpikir Kritis Pada Indikator Memberikan Penjelasan Sederhana & Membangun Keterampilan Dasar Peserta Didik Kelas VIII di SMP Negeri 17 Makassar Rifda Nur Hikmahwati Arif; Rifda Mardian Arif; Sitti Saenab; Salma Samputri
Celebes Science Education Volume 2 Number 2 June 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/cse.v2i2.47511

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara hasil Hubungaan Keterampilan Berfikir Kritis Pada Indikator Memberikan Penjelasan Sederhana & Membangun Keterampilan Dasar. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII SMPN 17 Makassar yang berjumlah 290 peserta didik dan tersebar di 10 kelas yang berbeda. penelitian ini merupakan penelitian deskriptif korelatif dengan pendekatan kuantitatif. Pengambilan sampel dipilih dengan teknik purposive sampling. Teknik sampling pada penelitian ini adalah menggunakan teknik sampling jenuh sehingga total sampel pada penelitian ini adalah 290 peserta didik. Data kemudian diolah dengan analisis statistik deskriptif dengan uji normalitas, uji signifikansi, mean, median, modus, standar deviasi dan koefisien determinasi. Penelitian ini menggunakan teknik korelasi Pearson. Hasil menujukan bahwa terdapat korelasi yang sangat rendah antara keterampilan berfikir kritis dalam memberikan penjelasan sederhana dengan membangun keterampilan dasar peserta didik yaitu sebesar 0,0291.
Co-Authors A. Masrurah Aswidyaningrat A.Anna Fitri Maulida Ahmad Syakur Ahmad Zuhudy Bahtiar Amalia Rahmadani Andi Tri Riski Ramadani Arie Arma Arsyad Banu Kisworo Dr. Nurhayani H. Muhiddin Evi Wahyuni Fandi Ahmad Fauziatul Ihfa Firsa Firsa Fitrah Sukmadewi M H, Hasanuddin Haji Muhiddin, Nurhayani Hardi Hamzah Hasanuddin H Hasanuddin Hasanuddin Hasanuddin Hasanuddin Himmatun Nisfirramadhani Iffat Sheril Fania Ishmah Ulyadinah M. Arifuddin Jamal Melda Longde Melda Longde&#039; Muh. Tawil Muhammad Arifuddin Jamal Mutiara Zahirah Nabila Nasir Nabila Nasir Nadila Pasomba Nur Indah Sari Nur Rahmah Sangkala Nur Rajemi Hasan Nurfitra Yanto Nurrahmah Sudirman Nurul Fakhrannisa Ramlawati Ramlawati, Ramlawati Ratnawaty Mamin Ratnawaty Mamin Rifda Mardian Arif Rifda Mardian Arif Rifda Mardian Arif Rifda Mardian Arif Riska Dina Widiana Riska Wahyuni Riski Dewanto Sahribulan Sahribulan Salma - Samputri Salma Samputri Salma Samputri Salma Samputri Samputri, Salma Selviyanti Bassi Sintia Salam Sintia Salam Siti Nurhalisa Sitti - Saenab Sitti Rahma Yunus Sitti Rahma Yunus Sitti Saenab Sitti Saenab Sitti Saenab St Aida Sufinasa St. Mulia Alfiyanti Muhiddin St. Mutia Alfiyanti Muhiddin SULASTRI Syarful Annam Yulianti Yusal Yunus, Sitti Rahma Zubair, Sakinah