Article Per Year (5 Year)
p-Index From 2021 - 2026
2.359
P-Index
This Author published in this journals
All Journal Phi : Jurnal Pendidikan Fisika dan Terapan Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pembelajaran Fisika Jurnal SOLMA ORBITA: Jurnal Pendidikan dan Ilmu Fisika AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Kumparan Fisika Gravitasi: Jurnal Pendidikan Fisika dan Sains Jurnal Pengabdian Masyarakat Asia Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) PESHUM Jurnal Pendidikan MIPA Asian Journal of Science Education
Saputri, Mawarni
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Mathematics Physics Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
Analysis of Students' Questioning Ability Through Learning Intervention in Physics at Senior High School 1 Kuta Baro Andrian*, Andrian; Evendi, Evendi; Saminan, Saminan; Hamid, Abdul; Susanna, Susanna; Ngadimin, Ngadimin; Saputri, Mawarni; Cooper, Katelyn; Nguyen, Tuan Dinh
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.46698

Abstract

The ability to ask questions is a crucial aspect of learning; however, students' questioning skills have generally been low. This study aimed to analyze and enhance the questioning ability of eleventh-grade students (class XI-1) at SMAN 1 Kuta Baro in physics learning through learning interventions. This research employed a quantitative and qualitative approach, with data collected through observation, questioning ability tests (pre-test and post-test), teacher interviews, and student questionnaires. Students' questioning ability was analyzed based on quantity (number of questions) and quality (cognitive level and effectiveness), for both oral and written questions. The results showed that teacher interventions successfully encouraged students to ask questions, leading to a 38% increase in the quantity of oral questions from the total students in the class, and a 28.63% increase in the quantity of written questions (from 234 to 301 questions). A significant increase was also observed in the quality of written questions based on cognitive level (P=0.001 with a significance level of 0.05). Although the quality of oral questions based on cognitive level remained low (31.25%), their effectiveness was remarkably high (81.25%). The dominant type of oral questions was conceptual (understanding concepts/C2), while written questions predominantly fell into the analyzing level (C4). Both students and teachers acknowledged that questioning ability was influenced by a combination of internal and external factors, including inhibiting factors, but it was proven that these abilities could be improved through learning interventions
Effect of Learning Intervention on the Improvement of Students' Questioning Skills in Physics Learning Andrian; Evendi; Saminan; Hamid, Abdul; Susanna; Ngadimin; Saputri, Mawarni; Cooper, Katelyn M; Nguyen, Tuan Dinh
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.86425

Abstract

This study aims to reveal the effect of a learning intervention on the questioning ability in physics learning of the students of SMA Negeri 1 Kuta Baro. Employing a quantitative approach with a nonequivalent control group quasi-experimental design, the research involved 84 students, comprising 41 students in the experimental group (Classes X-1 and XI-1) and 43 students in the control group (Classes X-2 and XI-2). The learning intervention in the experimental class integrated the problem-based learning (PBL) model, teacher-student question-and-answer interactions, collaborative group discussions, and inter-group Q&A sessions. The research results showed that the learning intervention significantly and substantially enhanced students' questioning ability, as measured by the dimensions of questioning skills, including clarity, focus, conciseness, depth of information, and cognitive level. There was a 27.56% increase in the quantity of written questions in the experimental class, far exceeding the 7.9% increase in the control class. Although the quantity of oral questions increased in the experimental class, the cognitive level of oral questions in both groups remained low; however, their effectiveness (clarity and focus) was categorized as high. Overall, the learning intervention proved effective in facilitating the development of students' questioning skills, although further strategies were still needed to encourage questions at higher cognitive levels. Further follow-up is required to enhance students' oral questioning ability at the mental level by improving their prior knowledge of the subject matter and critical thinking skills
Workshop on Assisting in the Preparation of Classroom Action Research (PTK) for High School Physics Teachers in Aceh Tamiang Nurulwati, Nurulwati; Susanna, Susanna; Saputri, Mawarni; Musdar, Musdar
Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2024): Jurnal Pengabdian Masyarakat
Publisher : Institut Teknologi dan Bisnis Asia Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32815/jpm.v5i1.1262

Abstract

Purpose: The Classroom Action Research (PTK) aims to enhance classroom learning quality for high school physics teachers in Aceh Tamiang, offering potential career advancements. Method: The PTK Assistance Workshop, a community service program, addressed the challenge of PTK development by directly engaging teachers via the Physics Subject Teachers Association (MGMP) Community. It focused on equipping teachers with skills for planning, executing, and documenting PTK reports. Practical Applications: Workshop outcomes included improved teacher proficiency in PTK implementation and potential journal article publications. Empowering teachers in PTK enhances classroom practices and supports educators' career progression. Conclusion: The workshop successfully bridged knowledge gaps among high school physics teachers, equipping them with essential skills for effective PTK implementation. This initiative not only benefits individual teachers but also promises to enhance overall classroom learning quality in the region.
Penguatan Pengembangan Media Belajar Interaktif dan Digital Melalui Aplikasi Esembler Edu Bagi Guru Di SD Negeri Rumpet Maulida, Maulida; Rahmatan, Hafnati; Saputri, Mawarni; Ulhusna, Fitrah Asma; Artika, Wiwit
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20704

Abstract

Background: SD Negeri Rumpet merupakan salah satu sekolah jenjang SD berstatus Negeri yang berada di wilayah Kec. Krung Barona Jaya yang bernomor NSPN 10107447 dan beralamat di Jln. Makam T. Nyak Arief RT. / RW. Kabupaten Aceh Besar. SD Negeri Rumpet didirikan pada tanggal 1 Januari 1970. SD negeri Rumpet mengalami penurunan akreditasi dari yang sebelumnya A menjadi B, hal ini di akibatkan banyak faktor. Tujuan: Kegiatan PKM ini bertujuan untuk memberikan informasi serta pelatihan bagaimana sebuha media pembelajaran digital mampu membantu proses pembelajaran di dalam kelas, bagaimana media pembelajaran digital mampu memotivasi siswa untuk lebih aktif dan kreatif. Metode: Kegiatan PKM ini akan menggunakan 5 tahapan kegiatan yakni Sosialisasi, Pelatihan, Penerapan teknologi, Pendampingan dan evaluasi, serta Keberlanjutan program. Mitra dalam kegiatan PKM ini adalah guru-guru di SD Negeri Rumpet. Hasil: observasi awal dilakukan guna melihat apa yang dibutuhkan dalam proses pembelajaran, dan salah satu kekurangannya adalah belum adanya pelatihan media belajar digital bagi guru-guru, dan banyak dari guru bahkan belum mendengar adanya media belajar melalui aplikasi Esembler Edu. Peningkatan kemampuan mitra terlihat mengalami peningkatan terlihat dari kemampuan awal guru sebelum kegiatan sosialisasi dan pendampingan pengembangan media belajar interaktif dan digital sebesar 68% dan setelah kegiatan sosialisasi terlihat menjadi 90%. Penerapan media belajar Esembler Edu yang telah di design dalam bentuk flash card juga memberikan suasana belajar baru bagi siswa, siswa antusias mengikuti pembelajaran. Kesimpulan: pelatihan dan pengembangan media belajar inyeraktif dan digital memberikan peningkatan pengetahuan dan memberikan motivasi belajar bagi siswa.
Pelatihan Pengembangan Perangkat Pembelajaran Berbasis Proyek Bagi Guru Fisika Saputri, Mawarni; Nurulwati, Nurulwati; Susanna, Susanna; Musdar, Musdar
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 8 No 1 (2024): Amaliah: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v7i2.2616

Abstract

Dalam pelaksanaan pembelajaran Project Based Learning ((PjBL) dibutuhkan perangkat pembelajaran yang tepat dan sesuai dengan tuntutan kurikulum merdeka saat ini. Guru sebagai pendidik harus menciptakan dan menyusun rencana pembelajaran yang dapat mengasah serta meningkatkan prestasi belajar siswa. Namun, sebagian besar masalah yang dihadapi oleh guru-guru fisika di wilayah Aceh Barat Daya adalah ketidakmampuan mereka dalam mengembangkan dan menerapkan perangkat pembelajaran yang berbasis PjBL (Project-based Learning) dalam kegiatan pembelajaran di ruang kelas. Oleh sebab itu, dilakukan workshop bagi guru fisika SMA Aceh Barat Daya sebagai program pengabdian kepada masyarakat. Tujuan diadakannya workshop ini adalah untuk melatih guru dalam merancang dan mengembangkan perangkat pembelajaran berbasis PjBL. Metode pelaksanaan yakni analisis situasi, identifikasi masalah, metode ceramah, metode diskusi dan metode tutorial. Hasil capaian yang diperoleh setelah pelaksanaan workshop yaitu terjadi peningkatan persepsi guru (pengetahuan, keterampilan, sikap) terhadap perangkat pembelajaran berbasis proyek. Sedangkan hasil rata-rata persentase keterampilan guru dalam mengembangkan perangkat pembelajaran berbasis proyek yaitu tergolong cukup baik sehingga perlu adanya pelatihan dan pendampingan secara berkelanjutan agar dapat mencapai kategori sangat baik.
Mapping Conceptual Transformation of Pre-Service Physics Teachers in Modern Physics Learning Ramadhan, Teuku Muhammad Hary; Mustari, Andi; Saputri, Mawarni; Musdar, Musdar; Fernanda, Dimas
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 12 No 2 (2026)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v12i2.35039

Abstract

Misconceptions in modern physics remain a major challenge among pre-service physics teachers due to the abstract nature of the concepts. This study aimed to analyze misconceptions and conceptual transformation after implementing the Conceptual Change Model (CCM) in modern physics learning. A mixed-methods sequential explanatory design was conducted involving 55 pre-service physics teachers at the Department of Physics Education, Universitas Syiah Kuala. Data were collected using a five-tier diagnostic test and semi-structured interviews. The diagnostic test identified five conceptual categories: Scientific Conception (SC), Lack of Knowledge (LK), False Positive (FP), False Negative (FN), and Misconception (MC). Conceptual transformation was analyzed through changes in conceptual categories between pretest and posttest results. Findings showed that misconceptions dominated the pretest phase (38.2%), while Scientific Conception increased from 18.2% to 61.8% after CCM implementation. Misconceptions also decreased significantly from 38.2% to 12.7%. The highest complete conceptual transformation occurred in pair production (58.2%), whereas photon–gravity interaction showed dominant partial transformation due to its abstract characteristics. Interview results indicated that conceptual transformation occurred through dissatisfaction, intelligibility, plausibility, and fruitfulness stages. Overall, CCM effectively promoted conceptual restructuring and reduced misconceptions, while the five-tier diagnostic test provided comprehensive information regarding conceptual understanding, reasoning consistency, and confidence levels among pre-service physics teachers.
Co-Authors . Saminan Abdul Hamid Andrian Andrian*, Andrian Cooper, Katelyn Cooper, Katelyn M Elisa*, Elisa Evendi evendi, evendi Fatmaliana, Andia Fernanda, Dimas Hafnati Rahmatan Herliana, Fitria Jannah, Rouzatul Kaffi, Muhammad Nadiul Kasli, Elisa Khairatun Nisa Mahzum, Elmi Maulida, Maulida Musdar Musdar Musdar, Musdar Mustari, Andi Nasrudin, Mohammad Faidzul Ngadimin Ngadimin Ngadimin Nguyen, Tuan Dinh Nithieahvathiy, Nithieahvathiy Nurulwati Nurulwati, Nurulwati Rezeki, Silvia Rizvia, Fuddhah Saminan Sari, Putri Indah Susanna Susanna Susanna Teuku Muhammad Hary Ramadhan Ulhusna, Fitrah Asma Wahyuni, Agus Wiwit Artika