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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan Fisika dan Teknologi Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam ScienceEdu : Jurnal Pendidikan IPA
Parno
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Other

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Manajemen Sarana dan Prasarana Pendidikan dalam Pembelajaran di Madrasah Tsanawiyah Parno; Rahayuningsih , Retno
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol 8 No 1 (2025): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v8i1.1609

Abstract

This study aims to analyze the management of educational facilities and infrastructure in MTsN 10 Boyolali in supporting the learning process. The focus of the study includes five main aspects of management, namely planning, procurement, inventory, maintenance, and removal. This study uses a descriptive qualitative approach with data collection methods through interviews, observations, and documentation. The results of the study show that facility planning is carried out through an analysis of priority needs adjusted to budget capabilities. The procurement of facilities is sourced from BOS funds, community contributions, and third-party assistance, which allows madrasas to meet most of the learning needs. Inventory is carried out periodically to maintain asset control, while daily and periodic maintenance is sought to maintain the condition of the facility. The removal of facilities is carried out according to procedures to reduce the burden of maintenance costs. The obstacles faced include budget limitations, limited land area, and difficulties in scheduling maintenance without disrupting the learning process. However, the madrasah made various improvement efforts, including increasing funding sources through partnerships, space optimization, and more planned maintenance scheduling. Overall, the management of facilities and infrastructure at MTsN 10 Boyolali has been running according to procedures and providing significant support for learning effectiveness, although it still needs improvement in several aspects to achieve more optimal service quality
Analysis of High School Students' Creative Thinking Ability in Dynamic Fluid Topics Irvaniyah, Bintan Nuril; Pandango, Oktavina; Saidan, Mohammad Jazil; Parno
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8337

Abstract

Creative thinking ability (CTA) is essential for generating innovative solutions to real-world challenges. This study analyzes high school students' CTA on dynamic fluid topics, focusing on subtopics of flow rate, continuity principle, and Bernoulli's principle. A quantitative survey was conducted with 33 students from a high school in Malang, Indonesia, using a validated essay-based Creative Thinking Ability Test (reliability: 0.880). Descriptive statistics and rubric-based scoring (0–4 scale) categorized CTA levels. Results indicated an overall low CTA (average score: 26.52/100), with flow rate subtopic scoring "very low" (18.18%), while continuity and Bernoulli’s principles scored "low" (34.85% and 26.01%). Indicators like fluency, flexibility, originality, and elaboration were underdeveloped, as students struggled to generate diverse ideas, link concepts, and elaborate solutions. Dominant teacher-centered learning and fragmented conceptual understanding were identified as contributing factors. The study recommends integrating authentic problem-based learning (aPBL), project-based learning (PjBL), and technology-enhanced simulations to foster CTA. These findings highlight the urgency of reforming physics pedagogy to align with 21st-century skill demands.
Students’ Problem‑Solving Skills and Gender‑Based Comparison in Thermodynamics through the STEM Approach Jewaru, Aurelia Astria L.; Hasanah, Syifa’ul; Parno; Tefa, Maria; Maubuthy, Markus Simeon K.
ScienceEdu Vol. 8 No. 1 (2025)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v8i1.53723

Abstract

Problem-solving skills through the STEM approach are currently also being examined in relation to gender differences. This study aims to describe students’ problem-solving skills and compare them based on gender in the topic of thermodynamics using the STEM approach. The research employed a descriptive quantitative method involving 86 grade 11 science students, consisting of 51 female and 35 male students. The problem-solving indicators used include Useful Description, Physics Approach, Specific Application of Physics, Mathematical Procedure, and Logical Progression. Data were analyzed using descriptive statistics and comparative tests. The results showed that, in general, students’ problem-solving abilities were in the “good” category. The comparative analysis revealed that female students outperformed male students in the Useful Description and Logical Progression indicators, while male students showed higher performance in Specific Application of Physics and Mathematical Procedure. No significant difference was found between the two groups in the Physics Approach indicator. Overall, the total score of students’ problem-solving skills indicated no significant difference between female and male students. These findings suggest that the STEM approach fosters equitable opportunities for both genders to develop physics problem-solving skills, despite differences in specific indicator strengths. Therefore, STEM-based learning should be designed contextually and inclusively to accommodate students’ diverse potentials and cognitive styles in a balanced manner.
Development of millealab-assisted class of dynamic fluid in pbl-steam learning to improve students’ problem-solving skills in dynamic fluid material Irgi Aditya; Parno; Sujito; Puji Hariati Winingsih; Muhammad Abd. Hadi Bin Bunyamin
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i1.19954

Abstract

In the 21st century, the integration of essential skills commonly referred to as the 4Cs (critical thinking, communication, collaboration, and creativity) into science education has become imperative. Among these, problem-solving skills are central to fostering critical thinking and creativity. However, students' problem-solving performance in dynamic fluid concepts remains considerably low. This study aims to develop and evaluate the validity, practicality, and effectiveness of a MilleaLab-assisted virtual reality (VR) learning medium integrated with the Problem-Based Learning and STEAM (PBL-STEAM) approach to enhance students’ problem-solving skills in dynamic fluid materials. Employing a 4D research and development model (Define, Design, Develop, Disseminate), the media were assessed through expert validation questionnaires, student response surveys, classroom observations, and pre-and post-test problem-solving assessments. This study used a quasi-experiment pre-test post-test non-equivalent group design. There were 56 eleventh-grade students who divided into an experimental class and a control class, and were chosen Where the research subjects are selected based on the considerations of the subject teacher and the characteristics of both academic potential and student involvement potential in learning. Quantitative data were analyzed using descriptive statistics, t-tests, and normalized gain (N-Gain) calculations. Results indicated that the developed media was highly valid and practical, and significantly improved problem-solving skills, with an N-Gain of 0.85 in the experimental group compared to 0.68 in the control group. The novelty of this study lies in the integration of immersive VR-based learning using MilleaLab within the PBL-STEAM model on a complex physics topic, that has not been widely explored. Future studies are encouraged to implement this media across varied physic topics and over longer instructional periods to optimize its long-term impact on students’ problem-solving skills.
Tren Penelitian: Pendekatan STEAM dalam Pembelajaran Sains Ihsan, Muhammad Ikhbar; Parno; Suwasono, Purbo
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11658

Abstract

This study aims to examine research trends and explore the potential use of the STEAM approach in science learning. A Systematic Literature Review (SLR) was conducted using the PRISMA guidelines. The keywords “STEAM” and “Science Learning” were used to search the Scopus database, resulting in 60 articles, of which 13 met the inclusion criteria for further analysis. The findings highlight that the STEAM approach has strong potential to enhance science learning, particularly in improving students’ 21st-century skills, conceptual understanding, and engagement through contextual and interdisciplinary learning experiences. This study is expected to serve as a valuable reference for researchers and educators in developing effective STEAM-based instructional strategies across various educational levels.
The Role of Metacognitive Scaffolding in Fostering Creative Thinking and Conceptual Mastery in Physics: A Comparative Study Across Educational Level Kesaulya, Noke; Parno; Purwaningsih, Endang; Sunaryono
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September: In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12197

Abstract

The study explores the importance of concept mastery in physics education for developing 21-st century skills, focusing on the role of metacognitive scaffolding in enhancing creative thinking. Data were collected from publications indexed by Google Scholar over the past 10 years from 2015 to 2025, using the Publish or Perish tool. Through a systematic literature review using PRISMA guidelines, data from Google Scholar was analyzed using VOSviewer software, covering publication types, sources, and frequently occurring keywords in related studies. In-depth analysis of several key articles indicates that metacognitive scaffolding has a significant positive impact on enhancing student’s creative thinking abilities and concept mastery at different educational levels, supported by the role of teachers. However, there is a potential decline in similar research seen in publications related to physics concepts mastery and creative thinking, which trends to decrease in 2025. Key themes include metacognitive scaffolding, critical thinking, concept mastery, and physics education in various educational levels.
Co-Authors Endang Purwaningsih Hasanah, Syifa’ul Ihsan, Muhammad Ikhbar Irgi Aditya Irvaniyah, Bintan Nuril Jewaru, Aurelia Astria L. Joumil Aidil Saifuddin Kesaulya, Noke Markus Simeon K. Maubuthy Muhammad Abd. Hadi Bin Bunyamin Pandango, Oktavina Puji Hariati Winingsih Purbo Suwasono Rahayuningsih , Retno Saidan, Mohammad Jazil Sunaryono Tefa, Maria