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All Journal Jurnal Lembaga Penelitian Universitas Mataram Pedagogi : Jurnal Penelitian Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan Fisika dan Teknologi Kappa Journal Jurnal Pendidikan dan Konseling Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Rengganis Jurnal Pengabdian Masyarakat Unram Journal of Community Service (UJCS) Jurnal Pijar MIPA Jurnal Penelitian dan Pembelajaran Fisika Indonesia Jurnal Pengabdian ADPIKS Jurnal Profesi Keguruan Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Kosim .
Prodi Pendidikan Fisika, FMIPA, Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Kemampuan Pemecahan Masalah Fisika Peserta Didik dengan Model Discovery Learning Berbantuan Media PhET Cantika Khaerunnisa; Ahmad Harjono; Kosim Kosim
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4453

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning berbantuan media PhET terhadap kemampuan pemecahan masalah fisika peserta didik. Jenis penelitian yang digunakan adalah kuasi eksperimen dengan pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI SMAS Al-Hamzar Tembeng Putik. Pengambilan sampel menggunakan teknik Purposive Sampling, sehingga diperoleh kelas XI-A sebagai kelas eksperimen menggunakan model discovery learning berbantuan media PhET dan kelas XI-B sebagai kelas kontrol menggunakan model pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes kemampuan pemecahan masalah berupa tes uraian berjumlah 5 butir soal yang sudah diuji validitas, reliabilitas, tingkat kesukaran, dan daya pembedanya. Hasil pretest dan posttest kemampuan pemecahan masalah diuji normalitas dan homogenitasnya sebelum dilakukan uji hipotesis. Data hasil tes diuji hipotesisnya menggunakan t-test polled varians dengan taraf signifikan 5%. Hasil analisis menunjukkan bahwa kemampuan pemecahan masalah peserta didik pada kelas eksperimen meningkat secara signifikan dibandingkan kelas kontrol, dengan nilai rata-rata posttest sebesar 66,79 pada kelas eksperimen dan 53,44 pada kelas kontrol. Hasil uji hipotesis menunjukkan nilai thitung > ttabel yaitu 5,02 > 2,01, yang berarti Ha diterima dan H0 ditolak, sehingga dapat disimpulkan bahwa model discovery learning berbantuan media PhET berpengaruh terhadap kemampuan pemecahan masalah fisika peserta didik.
Pengembangan Modul Pembelajaran Fisika Berbasis Pendekatan Konflik Kognitif Rangga Alif Faresta; Kosim Kosim; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 1 No. 3 (2020): Edisi September 2020
Publisher : Indonesian

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Abstract

Penelitian ini bertujuan menghasilkan modul fisika berbasis pendekatan konflik kognitif yang layak sehingga dapat digunakan dalam kegiatan pembelajaran. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4D atau Define, Design, Develop dan Disseminate. Produk hasil penelitian pengembangan berupa modul pembelajaran fisika berbasis pendekatan konflik kognitif yang telah dinilai dan divalidasi oleh validator ahli dan validator praktisi. Kelayakan modul fisika dilihat dari rata-rata skor penilaian validator menggunakan SBi (Standar Baku Ideal). Selanjutnya dilakukan uji coba terbatas pada mahasiswa S1 Pendidikan Fisika Universitas Mataram. Hasil penelitian menunjukkan modul fisika berbasis pendekatan konflik kognitif yang dihasilkan berdasarkan penilaian validator memiliki nilai kelayakan keseluruhan aspek rata -rata sebesar 3,30 dengan kategori sangat baik. Sedangkan hasil respon modul fisika berdasarkan uji coba terbatas pada mahasiswa memiliki nilai rata-rata seluruh aspek sebesar 3,32 dengan kategori sangat baik. Berdasarkan kriteria penilaian yang digunakan, jika nilai rata -rata seluruh aspek lebih dari atau sama dengan 3,25 maka modul memiliki kategori sangat baik. Dapat disimpulkan modul fisika berbasis pendekatan konflik kognitif layak digunakan sebagai salah satu media dalam kegiatan pembelajaran.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Media PhET Terhadap Kemampuan Pemecahan Masalah Affan Hilmi Fadholi; Kosim Kosim; Muhammad Zuhdi; Syahrial Ayub
Kappa Journal Vol 9 No 1 (2025): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v9i1.29651

Abstract

Penelitian ini bertujuan untuk menguji pengaruh model inkuiri terbimbing berbantuan media PhET terhadap kemampuan pemecahan masalah peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan desain penelitian pretest and posttest with non-eqivalent control group design. Tempat penelitian di SMP Negeri 1 Utan, teknik pengambilan sampel purposive sampling. Sampel penelitian yang digunakan adalah kelas VII-2 sebagai kelas kontrol diberikan perlakuan pembelajaran konvensional dan VII-1 sebagai kelas eksperimen diberikan perlakuan model inkuiri terbimbing berbantuan simulasi PhET. Instrumen tes yang digunakan pada penelitian ini berupa soal uraian dengan jumlah 5 soal yang telah diuji validitas, reliabilitas, daya pembeda dan tingkat kesukaran soal. Hasil analisis posttest didapatkan data terdistribusi normal dan homogen. Hasil analisis posttest diperoleh rata-rata posttest pada kelas eksperimen sebesar 75,61 dan kelas kontrol sebesar 58,30. Hasil uji N-gain untuk kelas eksperimen diperoleh N-gain skor sebesar 0,71 dengan kategori tinggi dan kelas kontrol sebesar 0,50 dengan kategori sedang. Hasil uji hipotesis menunjukkan hasil yaitu
Implementasi Teknologi Augmented Reality (AR) dalam Pembelajaran Kaffah sebagai Upaya Peningkatan Kebermaknaan dan Penguasaan Konsep Mahasiswa Calon Guru Syahrial A.; Joni Rokhmat; Kosim Kosim; Muh. Makhrus; Himawati Himawati
Kappa Journal Vol 9 No 3 (2025): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v9i3.33030

Abstract

This study aims to develop Augmented Reality (AR)–based learning media integrated into Kaffah Learning and to determine its feasibility, practicality, and effectiveness in enhancing meaningful learning and conceptual understanding among prospective teacher students. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of the stages of analysis, design, development, implementation, and evaluation. Expert validation was conducted to assess the media's feasibility, while practicality was measured through implementation observations and student response questionnaires. Effectiveness was evaluated using pretest–posttest results analyzed with N-Gain. The validation results show that the developed media meets the feasibility criteria with an average score of 89.75% (very feasible category). The practicality test obtained an average score of 88.33%, indicating that the media is highly practical and easy to use during the learning process. The effectiveness test produced an N-Gain value of 0.76 (high category), demonstrating a significant improvement in students’ conceptual understanding. The AR-based media also contributed to strengthening meaningful learning, particularly in indicators of personal relevance, clarity, and conceptual meaning. In conclusion, the AR-based Kaffah Learning media is declared feasible, practical, and effective for supporting physics learning for prospective teachers. The media successfully integrates scientific concepts, interactive visualization, and Islamic values, offering a meaningful and holistic learning experience aligned with 21st-century educational demands.
The Effect of Guided Discovery Learning Models Assisted by PhET Simulation on the Mastery of Concepts and Students' Capabilities in Solving Physics Problems Rizka Sofiya; Gunawan Gunawan; Kosim Kosim; Hikmawati Hikmawati
Indonesian Journal of STEM Education Vol. 2 No. 1 (2020): Edisi Januari-Juni 2020
Publisher : Indonesian Publication Center

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Abstract

This study aims to examine the effect of guided discovery learning models assisted by PhET simulations on the mastery of physics concepts and students' problem-solving abilities. This quasi-experimental study uses a nonequivalent multiple group design. This study population was all grade X students in one of the high schools in Narmada, West Lombok. Two sample classes were treated with guided discovery learning models. One class was assisted by PhET simulation media while the other class was not assisted by PhET simulation media. Concept mastery data were obtained using multiple-choice tests, while problem-solving ability data was obtained using essay tests. The results showed that the mastery of concepts and problem-solving abilities of students who learned PhET-assisted simulation were higher than other classes. The research hypothesis was tested using the MANOVA test with a significance level of 5%. It concluded that there was an influence of the guided discovery learning model assisted by PhET simulations on the mastery of physics concepts and students' problem-solving abilities.
The Development of a Questionnaire to Measure Achievement Motivation in Physics Education Student Rangga Alif Faresta; Kosim Kosim; Gunawan Gunawan; Muhammad Taufik
Indonesian Journal of STEM Education Vol. 2 No. 2 (2020): Edisi Juli-Desember 2020
Publisher : Indonesian Publication Center

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Abstract

Achievement motivation is part of the affective domain which also determines learning success. Motivation is an incentive for individuals to do better and tends to assess themselves to measure the progress that has been achieved. Researchers intend to conduct development research to produce appropriate achievement motivation instruments. So that it can be used as an instrument for evaluating achievement motivation in students. This research is a research and development (R&D) with 4D model namely Define, Design, Develop and Disseminate. In this study, only the develop phase was carried out, namely expert validation and limited trials. The instrument developed was a questionnaire with 4 Likert scales. The sample used was Physics Education students at FKIP Mataram University. From the results of the study note that as many as 74% of students who have high motivation, and as many as 11% of students who have moderate motivation. For the results of the feasibility analysis, achievement motivation was obtained from the results of the validator assessment. Based on the validator's evaluation, the achievement motivation questionnaire has an average eligibility of all aspects of 3.37 with a very good category and a content validation value of 0.85 with a valid category. So it can be concluded if the achievement motivation evaluation instrument is appropriate to be used in the assessment of achievement motivation in students.
The Effect of Problem-Based Learning Model Assisted by PhET Media on Students' Critical Thinking Skills St. Nur Aisyah; Kosim Kosim; Gunawan Gunawan; I Wayan Gunada
Indonesian Journal of STEM Education Vol. 6 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian Publication Center

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Abstract

This study aimed to examine the effect of a problem-based learning (PBL) model incorporating PhET Interactive Simulations on students' critical thinking skills. A quasi-experimental design, specifically an untreated control group design with pretest and posttest, was employed. The population comprised all eleventh-grade science students at SMAN 3 Mataram. Purposive sampling was used to select two classes: XI MIPA 3 as the experimental group and XI MIPA 6 as the control group. The research instrument consisted of a seven-item essay test designed to measure critical thinking skills. The instrument underwent validity, reliability, discriminating power, and difficulty level testing. Data analysis was performed using an independent samples t-test with a significance level of 5%. The results indicated a statistically significant difference between the experimental and control groups. Therefore, it can be concluded that the problem-based learning model with PhET media effectively enhances students' critical thinking skills.
The Effect of Guided Inquiry Learning Model Assisted by PhET Simulations on Students' Physics Learning Outcomes Rizki Ramadhan; Hikmawati Hikmawati; Kosim Kosim
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51908

Abstract

The purpose of this study was to determine the effect of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. This study used an experimental research design with a pretest-posttest control group. The sampling technique used the Cluster Random Sampling method, and 27 students from class XI MIPA 2 served as the experimental class and 27 students from class XI MIPA 3 served as the control class. The experimental class was given the guided inquiry learning model assisted by PhET Simulations, while the control class used conventional learning. The instrument used to measure student learning outcomes was an objective test consisting of 25 multiple-choice questions. The learning outcome test instrument used has been tested for validity, reliability, difficulty level, and discrimination power. The data analysis technique was carried out using the polled variance t-test. Based on the results of the t-test, it was obtained that the average value for the experimental class was 79.704 and the control class was 75.111. If  is greater than  or 2.172 > 1.676 at a significance level of 5%, then  is rejected and  is accepted. Thus, it can be concluded that there is an influence of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. The purpose of this study was to determine the effect of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. This study used an experimental research design with a pretest-posttest control group. The sampling technique used the Cluster Random Sampling method, and 27 students from class XI MIPA 2 served as the experimental class and 27 students from class XI MIPA 3 served as the control class. The experimental class was given the guided inquiry learning model assisted by PhET Simulations, while the control class used conventional learning. The instrument used to measure student learning outcomes was an objective test consisting of 25 multiple-choice questions. The learning outcome test instrument used has been tested for validity, reliability, difficulty level, and discrimination power. The data analysis technique was carried out using the polled variance t-test. Based on the results of the t-test, it was obtained that the average value for the experimental class was 79.704 and the control class was 75.111. If  is greater than  or 2.172 > 1.676 at a significance level of 5%, then  is rejected and  is accepted. Thus, it can be concluded that there is an influence of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes
Pengaruh Model Pembelajarn Project Based Learning (PjBL) Terhadap Kreativitas Peserta Didik Pada Materi Energi Terbarukan Kelas X SMA Negeri 4 Mataram Eldza Rosmiatin Nafiz; Wahyudi Wahyudi; Kosim Kosim
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.5058

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project Based Learning (PjBL) terhadap kreativitas peserta didik pada materi energi terbarukan kelas X SMA Negeri 4 Mataram. Penelitian ini menggunakan metode kuasi eksperimen (quasi experimental research) dengan desain pretest-posttest control group design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen dan kelas kontrol yang dipilih menggunakan teknik purposive sampling. Kelas eksperimen diberikan perlakuan menggunakan model Project Based Learning (PjBL), sedangkan kelas kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes kreativitas peserta didik yang disusun berdasarkan indikator fluency, flexibility, originality, elaboration, dan evaluation. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji hipotesis menggunakan uji-t pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 86,28 lebih tinggi dibandingkan kelas kontrol sebesar 67,58. Hasil uji hipotesis menunjukkan nilai thitung=32,81 thitung=32,81 lebih besar daripada ttabel=1,99 ttabel =1,99, sehingga hipotesis alternatif diterima. Dengan demikian, model pembelajaran Project Based Learning (PjBL) berpengaruh signifikan terhadap kreativitas peserta didik pada materi energi terbarukan kelas X SMA Negeri 4 Mataram.
Co-Authors 'Ardhuha, Jannatin ., Rafiqurahman A Wahab Jufri Abdul Halim Rohman Affan Hilmi Fadholi Ahmad Busyairi, Ahmad Ahmad Harjono Ahmad Ibnu Rusydi Aliefman Hakim Aliefman Hakim Aris Doyan Aris Doyan Asep Kusnadi, Asep Atika Atika Badruddin ., Badruddin Baiq Nabila Saufika Zainuri Cantika Khaerunnisa Eldza Rosmiatin Nafiz Elfatihan Egista Endang P Handayani Endang P Handayani Farah Hulwani Lala Junti Fiki Rahmana Fitrotul Jamil G. Gunawan Haerul Johdi Haerunisyah Sahidu Hairunisyah Sahidu Hairunnisyah Sahidu Harry Soeprianto Herman Toni Hikmah Tullah Hikmawati . Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Himawati Himawati Hisbulloh Als Mustofa I Nyoman Sri Putu Verawati I Wayan Gunada I Wayan Gunada Ibrahim Ibrahim Ibrahim Imam Bachtiar Imron Rosyadi Intan Nur Maulida Janati Janati Jannatin Ardhuha Jannatin ‘Ardhuha1 Jannatin ‘Ardhuha1 Joni Rokhmat Joni Rokhmat Joni Rokhmat Lisdah Wati Lovy Herayanti Luh Putu Utari M. Zaenal Abidin Martina Nur Larasafitri Muh Makhrus Muh Mhkrus Muh. Mahkrus Muh. Mahrus Muh. Makhrus MUHAMMAD TAUFIK Muhammad Taufik Muhlis Muhlis Muliyadi, Lalu Napaani Syafaati Ni Nyoman Sri Putu Verawati Nina Nisrina Nurbaiti Nurbaiti Nurul Huda P. Ayu Suci Lestari Qothrunnada Qothrunnada Rahmatullah Rahmatullah Rangga Alif Faresta Rangga Alif Faresta Rangga Alif Faresta Riri Deansikutari Riri Deansikutari Rizka Sofiya Rizki Amalia Rizki Ramadhan Ronodirdjo, Muhammad Zuhdi Satutik Rahayu Sridadi, Tri Witjaksono St. Nur Aisyah Sumarni Sumarni Susilawati - Syahrial A. Syahrial Ayub Syamsul Bahri Tesya Aprilia Wahyudi Wahyudi Wahyudi Wahyudi Widya Triandini Yudia Nikmatul Warodiah Yuliana Husniati Ridwan Yuyun Parwati