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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA Journal of Energy, Material, and Instrumentation Technology Jurnal Inovasi Pengabdian Masyarakat Pendidikan Prosiding Temu Ilmiah Nasional Guru Jurnal KALANDRA
Widiasih
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Development of Multimodal-Based Natural Science Teaching Materials to Improve the Science Literacy of Class IV at MI Masjid Al Akbar Surabaya Ashari, Chasan; Mariana, Neni; Widiasih
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11028

Abstract

The results of field studies showed that the natural science literacy of students in Indonesia was still low. Indonesia’s performance in science literacy assessments like PISA has shown the need for improvement due to factors like limited resources, inadequate facilities, and uninspiring teaching materials that are not oriented toward the science literacy component. This study focused on the effectiveness of the use of textbook-oriented provisioning capability in science literacy by using multimodal learning materials. The textbook’s development method used a 4D model (define, design, development, and disseminate) to write. Textbook design, which was applied to the topic of “Animal Life Cycle,” was implemented among 42 students of the 4th grade at Madrasah Ibtidaiyah (MI) Masjid Al Akbar Surabaya. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using the Independent T-test. The results showed that the textbooks that were developed using multimodal-based science can improve the literacy skills of students. Based on the size of the effect size, textbooks developed with a multimodal approach were found effective in improving students' science literacy skills. The improvement occurred in all the competencies and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference in the ability of science literacy between the class that uses textbooks with multimodal-based and the class that uses the regular textbooks used in schools.
Analyzing Asynchronous Online Discussions in Solid-State Physics: Interaction Patterns and Cognitive Presence Among Distance Learners Widiasih; Arisona; Dwikoranto; Rahmawati; Ismail
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/tpnr8c83

Abstract

The increasing adoption of online learning in higher education has placed asynchronous discussion forums at the center of teaching and learning, particularly in open and distance learning contexts where student engagement and collaborative inquiry are crucial. In physics education, however, fostering deep conceptual understanding through asynchronous communication remains challenging, as participation often tends to be surface-level and tutor-centered. This study aimed to analyze participation patterns, levels of cognitive presence, and their relationship to student performance in a Solid-State Physics course at Universitas Terbuka, Indonesia. Employing a descriptive case study design, the research collected data from learning management system logs, forum transcripts, tutor feedback, and assignment scores. Cognitive presence was coded using the Community of Inquiry framework, intercoder reliability was established with Cohen’s kappa (κ = 0.88), and interaction structures were visualized using social network analysis. The results revealed that students frequently viewed the forums but contributed relatively few postings, indicating widespread passive participation. Most contributions were concentrated at the triggering and exploration phases, with only about 15% reaching integration or resolution. Interaction maps confirmed a strongly tutor-centered pattern, with minimal peer-to-peer exchanges, while comparison of participation and assignment data showed that more active contributors achieved higher performance. These findings underscore the limited depth of engagement in asynchronous forums but also highlight their potential to support learning when students participate meaningfully. The novelty of this study lies in its triangulated methodology and its focus on physics education in an open and distance learning context. The study contributes empirical evidence for improving asynchronous forum design and facilitation to foster higher-order engagement in physics learning.
Co-Authors Aprianti, Rika Arisona Artoto Arkundato Ashari, Chasan Danang Budi Setyawan Dola Suciana Dwikoranto Firmansyah, Juli Fitria Rahmawati Handayani, Raden Sumratul Heni Safitri Ismail Kuspriyono Mubarok, Alfin Rizqi Nadiyyah, Khoirotun Neni Mariana Nurlaela Rahmawati Ratnadewi, Anak Agung Istri Ratnadewi Rika, Rika Sintia, Dina Siti Aisyah Suci Nurhayati Syah, Khalif Ardian Tuti Purwoningsih Wahyu Wijayanti, Sukma Yanti Yulianti Yurina Nabila, Rima Zakirman