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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Prima Edukasia JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Pendidikan Fisika Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika Social, Humanities, and Educational Studies (SHEs): Conference Series Syntax Idea JPPIPA (Jurnal Penelitian Pendidikan IPA) Action Research Literate (ARL) Jurnal Impresi Indonesia Journal of Educational Sciences Jurnal Medika Mengabdi Jurnal Penelitian Pembelajaran Fisika Jurnal Pendidikan Fisika Indonesia Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP)
Lina Aviyanti
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions 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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Effectiveness of Integrating Focused Listing Formative Assessment in Concept Attainment Models (CAM) Learning in Improving Concept Understanding of High School Students on Sound Waves Material Nenden Choirun Nisa; Efendi, Ridwan; Aviyanti, Lina
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9420

Abstract

Conceptual understanding is an indicator of success in learning. One fundamental concept in physics that plays an important role is sound waves. However, observations, questionnaires, and interviews show that students' conceptual understanding is still low. This condition indicates the need for learning that not only helps students understand concepts but is also equipped with formative assessment to monitor conceptual understanding. One alternative that can be used is the integration of focused listing formative assessment in Concept Attainment Models (CAM) learning to improve students' conceptual understanding. The purpose of this study is to determine the effectiveness of integrating focused listing formative assessment techniques in Concept Attainment Models (CAM) learning in improving high school students' conceptual understanding of sound waves. The research method used is a quasi-experimental design with a nonequivalent control group design. The research sample involved 65 eleventh-grade students at a public high school in Garut Regency, divided into 35 students in the experimental class and 30 students in the control class. Data collection techniques in this study included concept comprehension tests, focused listing formative tests, and surveys in the form of questionnaires. The results of the study indicate that the integration of formative focused listing assessment techniques in CAM learning is effective in improving students' conceptual understanding of sound wave material, with an increase in conceptual understanding of 61.86% and an effect size of 0.709, which falls into the moderate category.
Perceptions of Prospective Physics Teachers on the Application of Statistics in Education Aviyanti, Lina; Janeusse Fratiwi, Nuzulira
Action Research Literate Vol. 8 No. 7 (2024): Action Research Literate
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/arl.v8i7.464

Abstract

The Application of Statistics in Education (ASE) course is one of the courses attended by pre-service physics teachers to enable them deal with research data using statistical analysis. This study aims to analyse students' perceptions of the ASE material prior to attending the lectures. The research method employed is descriptive quantitative. The research sample consists of 37 students in the Physics Education study program who are taking the ASE course. Data were collected through the Student Perception towards Statistics Questionnaire (SPSQ) instrument, which comprises 40 statements with four Likert scale rating criteria: Strongly Agree, Agree, Disagree, and Strongly Disagree. The data were analysed using Rasch modeling, specifically Wright Map Analysis, to map participant perceptions, while the percentage agreement of participants was analysed based on four aspects of the SPSQ questionnaire. The results of the average percentage analysis of participants’ agreement for each aspect are: (1) attitude towards Statistics at 97.3%, categorized as very good, (2) the importance of Statistics in daily life and profession at 97.3%, categorized as very good, (3) the ability to process statistical data using data analytics tools at 37.84%, categorized as poor, and (4) the ability to apply Statistics in education at 8.8%, categorized as very poor. Furthermore, the Wright Map Analysis indicates that all participants had a favorable attitude and were eager to learn more about how statistics are implemented in education. They agreed that it is critical to master and be able to apply advanced statistics techniques in educational and research contexts.
Analysis of critical thinking test instruments on the Light Waves concept (CT-LiWa): Rasch model Aditya, Raldy; Suhendi, Endi; Aviyanti, Lina; Nawas, Abu; Rusnayati, Heni
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.11662

Abstract

This research aims to develop an instrument that measures students' critical thinking skills in physics learning to test its validity and reliability using the Rasch Model. The instrument is called the Critical Thinking Test on The Light Waves Concept (CT-LiWa). The novelty of this research is to create a new instrument that is applied to the concept of light waves. The target of this instrument is high school students in one of the provinces in West Java. This research method uses the ADDIE model involving 72 high school students from West Java, Indonesia. The instrument used is a validation sheet and the CT-LiWa consists of 15 items in the form of descriptions. The trial results data were analyzed using the Rasch Model assisted by the Winstep program to obtain the quality of the instrument, namely reliability, validity, and level of difficulty. The results of the analysis show that the CT-LiWa test is not reliable but has a good validity of 27.6% in the fulfilled category with varying levels of difficulty. Therefore, the development of the CT-LiWa test can be implemented as an instruent to measure students' critical thinking skills on the concept of light waves.
Analisis Kebutuhan Siswa SMA Terhadap Media Pembelajaran Fisika Berbasis Android Dalam Bentuk Aplikasi Interaktif Muki, Beata Graceshela; Aviyanti, Lina
PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP) Vol. 3 (2025): Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP) 2025
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

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

Abstract

Latar Belakang: Penelitian ini bertujuan untuk menganalisis kebutuhan siswa SMA terhadap media pembelajaran fisika berbasis Android dalam bentuk aplikasi interaktif. Subjek dan Metode: Metode penelitian yang digunakan adalah kuantitatif dengan jenis survei melalui pendekatan secara deskriptif kuantitatif. Analisis data menggunakan teknik analisis statistik deskriptif. Subjek penelitian terdiri atas 50 siswa dari salah satu SMA di Provinsi Jawa Barat, yang mencakup 38 siswa perempuan dan 12 siswa laki-laki. Instrumen penelitian berupa angket kebutuhan media pembelajaran, yang disebarkan secara langsung kepada responden. Hasil: Hasil analisis data menunjukkan bahwa 48 dari 50 siswa (96%) menyatakan sangat setuju terhadap pentingnya pengembangan media pembelajaran fisika berbasis Android dalam bentuk aplikasi interaktif, karena dinilai dapat mempermudah pemahaman konsep-konsep fisika yang bersifat abstrak. Secara keseluruhan, sebesar 88% responden memberikan respon dalam kategori “sangat setuju” terhadap kebutuhan dalam menggunakan media belajar berbasis aplikasi Android dalam pembelajaran fisika. Kesimpulan: Temuan ini mengindikasikan adanya kebutuhan yang signifikan terhadap pengembangan media pembelajaran fisika berbasis aplikasi Android yang tidak hanya interaktif, tetapi juga mampu meningkatkan minat dan pemahaman siswa dalam belajar fisika.
IMPLEMENTATION OF A PRACTICUM-BASED INQUIRY LEARNING MODEL TO IMPROVE STUDENT LEARNING OUTCOMES ON TEMPERATURE AND HEAT: CLASSROOM ACTION RESEARCH Lestari, Ayu Resti; Aviyanti, Lina; Gani, Amalia Weka; Rahmayani, Erni; Ratri, Safitri Yosita
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.34461

Abstract

This study aims to determine the enhancement of student learning outcomes by employing a practicum-based inquiry learning model focusing on temperature and heat. This classroom action research was conducted involving 36 students in grade XI at SMAN 2 Lembang 2022-2023 school year. The instruments consist of tests, questionnaires, and observations were utilized for data collection. Data analysis involved calculating the mean scores for affective, psychomotor, and cognitive domains, along with the percentage of students meeting or surpassing the KKM. Findings revealed improvements in learning outcomes across all domains throughout the pre-cycle, cycle 1, and cycle 2. Furthermore, the percentage of students achieving above the KKM in the cognitive domain, increased from the pre-cycle by 66%, in cycle 1 by 77%, and in cycle 2 by 92%. The teaching and learning implementation scores for cycles 1 and 2 were 3.0 and 3.3 respectively, both of which fall into the high category.
Implementation of Levels of Inquiry Model in Improving Students' HOTS on Fluid Material Kuraesin, Tia; Aviyanti, Lina; Imansyah, Harun; Gani, Amalia Weka
Jurnal Impresi Indonesia Vol. 3 No. 8 (2024): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v3i8.5396

Abstract

This research is motivated by the low level of students' higher order thinking skills (HOTS) in physics. The purpose of this study is to determine how the application of Levels of Inquiry (LoI) learning model in improving students' HOTS. The research design used was a quasi-experiment involving grade XI students in one of the high schools in Bandung City with a research sample of 35 students in the experimental class and 25 students in the control class. The instruments used in this study were higher order thinking skills test in the form of two-level multiple choices for fluid material and observation sheet of learning model implementation. Data analysis techniques include N-Gain, hypothesis testing and effect size. The results of the analysis showed that the application of the LoI learning model in the experimental class was in the excellent category and could improve students' HOTS in the moderate category with an N-gain value of 0.53. In the control class, the application of the conventional learning model can improve students' HOTS in the low category with an N-gain score of 0.18. In addition, the analysis of the Mann-Whitney test results showed that there was a significant difference in students' HOTS between the experimental group and the control group with an effect size in the very large category. This research proves that the application of the LoI learning model is effective in improving students' HOTS in fluid materials.
Analysis of The Thermodynamics Problem-solving Process Based on Polya’s Stages in High School Students Lutfiani, Silvia; Liliawati, Winny; Samsudin, Achmad; Aviyanti, Lina
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.90339

Abstract

This research was motivated by the importance of problem-solving skills as part of the higher-order thinking skills required in physics learning, especially in complex and abstract thermodynamics materials. The complexity of materials, including internal energy, ideal gases, and the laws of thermodynamics, often caused difficulties for students in understanding and solving problems. This study aimed to analyze students’ problem-solving skills in thermodynamics based on Polya’s problem-solving stages. The research employed a survey method involving 36 students who completed a problem-solving test covering topics of internal energy, ideal gas, and the laws of thermodynamics. The overall problem-solving score was 53,59%, categorized as low. The highest achievement was in understanding the problem (64,8%, moderate), followed by devising a plan (54,01%, low), carrying out the plan (46,60%, low), and looking back (45,37%, low). These results indicated that students experienced difficulties in selecting appropriate concepts, applying relevant formulas, and evaluating solutions systematically. The findings suggested that students’ problem-solving skills in thermodynamics remained weak and required more effective instructional approaches. This study contributed to the achievement of Sustainable Development Goal 4 (Quality Education) by highlighting the need to enhance problem-solving skills to improve the quality of physics education.
Needs analysis of interactive physics e-modules in Senior High School to develop students’ higher-order thinking skills and self-regulated learning Fian Rifqi Irsalina; Lina Aviyanti; Mimin Iryanti
JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v10n2.p147-156

Abstract

This study examines the critical role of interactive e-modules in enhancing physics learning in senior high schools by identifying the pedagogical and technical needs of both students and teachers. A descriptive survey design employing a mixed-methods approach was used, integrating quantitative data from student questionnaires with qualitative insights obtained through teacher interviews. The participants consisted of 46 Grade XI students from a senior high school in Nganjuk and eight physics teachers who actively integrate technology into their instructional practices. Data were analyzed using descriptive statistics and thematic analysis. The findings indicate a clear need for innovative instructional media. Although 52% of students reported an interest in physics, 48% reported difficulties understanding key concepts, highlighting the need for more accessible, interactive learning approaches. Notably, 85% of students preferred digital learning media, such as e-modules and instructional videos, over traditional textbooks, and 61% reported using digital devices daily for learning. Most students perceived e-modules as beneficial, particularly valuing features that provide clearer explanations and interactive elements, including animations and videos. Teachers corroborated the effectiveness of e-modules in facilitating the comprehension of abstract physics concepts but emphasized the need for systematic training and improved technical infrastructure to ensure effective implementation. In conclusion, the development of interactive e-modules is essential for enhancing student engagement, fostering higher-order thinking skills (HOTS), and promoting self-regulated learning (SRL). Therefore, this study recommends that educational institutions prioritize targeted teacher-training programs and infrastructure development to support the optimal and sustainable integration of e-modules into physics education.
Bahasa Inggris Fitriani, Fitriani; Feranie, Selly; Samsudin, Achmad; Aviyanti, Lina
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49498

Abstract

The ability to think critically and solve complex problems requires a deep understanding of physics concepts. This study employed a novel method to conduct a multidimensional analysis of students' conceptual understanding of Newton's Laws using conceptual tests designed to assess indicators of interpretation, exemplification, inference, comparison, explanation, and integration. This study addresses conceptual understanding as a whole and in a controlled manner, and the action learning approach can support it. The sample in this study consisted of 25 students of class XII 1 at a high school in Kupang City, NTT. This study used a quantitative descriptive method with a cross-sectional approach. The results showed that the average understanding score of students as a whole was in the “very low” category, namely 28.4%. Two main weaknesses were also found in students: (1) students showed a better understanding of Newton’s First Law compared to the Second Law (29.6%) and the Third Law (22.4%) which were more applicable, and (2) “Comparing” was the lowest indicator (21%). Meanwhile, based on gender, it showed that female students excelled in the “inferencing” indicator, while male students excelled in the “exemplifying” indicator. The results of this study indicate that learning methods that are mostly focused on lectures and abstract physics concepts can hinder conceptual understanding, as well as analytical and comparative skills. Therefore, this study recommends the implementation of an experiment-based learning approach to improve students' practical experience and conceptual understanding, as well as relate it to analytical indicators and Newton's Second and Third Laws.
Can Multiple-Choice Items Measure Critical Thinking in Socio-Scientific Environmental Issues? Evidence from a Global Warming Assessment of Grade 10 Students Using Rasch Analysis Aviyanti, Lina; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Salam, Abdul; Nawas, Abu
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i2.28194

Abstract

This study examines whether multiple-choice items can be used to measure students’ critical thinking in socio-scientific environmental issues, using global warming and renewable energy as contextual domains. To address this question, the Critical Thinking Instrument for Global Warming and Renewable Energy (CT-GREEN) was developed as a set of 40 multiple-choice items grounded in domain-specific critical thinking indicators. The instrument was designed following the ADDIE model and administered to 132 tenth-grade students in Bandung, West Java. Rasch modeling using Winsteps (version 4.5.0) was employed to examine construct dimensionality, item fit, and measurement reliability. The results show that 38 of the 40 items demonstrated acceptable fit to the Rasch model, while two items exhibited misfit and require revision. The raw variance explained by measures was 27.6%, indicating moderate unidimensionality, which is reasonable given the multifaceted nature of critical thinking. The instrument demonstrated high item reliability (0.94) and adequate person reliability (0.73), with a Cronbach’s alpha (KR-20) of 0.76, suggesting acceptable internal consistency for exploratory assessment purposes. Overall, the findings indicate that CT-GREEN demonstrates acceptable psychometric properties and provides preliminary evidence that well-designed multiple-choice items, when embedded in socio-scientific environmental contexts and analyzed using Rasch measurement, can be used to assess students’ critical thinking. However, further refinement and validation across broader populations are recommended before making stronger generalizations.
Co-Authors A. Suhandi Achmad Afandi, Achmad Achmad Samsudin Aditya, Raldy Aisyah, Aas Amalia Weka Gani Aminudin, Adam Hadiana Amiruddin, Mohd Zaidi Bin Andy Setiawan Arif Hidayat Della Merlinda Desmitha Prafitri Alwi Duden Saepuzaman, Duden E. Suhendi Efendi, Ridwan Elvira Clarita Melur Erwina Oktavianty Fatah Kurniawan Febriyanti, Tanti Fian Rifqi Irsalina Fitriani Fitriani Fratiwi, Nuzulira Janeusse Fredyan, Renaldy Gani, Amalia Weka Gunawan, Selma Dwi Utami Hasan Ozgur Kapici Hasan Ozgur Kapici Heni Rusnayati Hera Novia Ika Mustika Sari Iman Nurzaman, Iman Imansyah, Harun Irsalina, Fian Rifqi Jajang Kunaedi Janeusse Fratiwi, Nuzulira Judhistira Aria Utama Kamilah, Dendy Siti Khairunnisah Khairunnisah Kuraesin, Tia Lestari, Ayu Resti Lilik Hasanah Lutfiani, Silvia Merlinda, Della Mimin Iryanti Muh. Asriadi AM Muhammad Zahran Muki, Beata Graceshela Mustikazahra, Fadia Nawas, Abu Nenden Choirun Nisa Nisa', Khairun Nurdini Nurdini, Nurdini Parlindungan Sinaga Purwanto, Muhammad Guntur Putra, Bayu Eka Rahayani, Yayan Rahmayani, Erni Ribie, Salma Rifa'i, Ahmad Rifal, Rifal Ramadhan Saeful Karim Safanah, Almas Safitri Yosita Ratri Sasmita, Dedi Selly Feranie Setiawan , Andhy Shiddiq Kalamurrahmaan Simbolon , Gilbert Hugo T. Sukmadewi, Prila Mentari Weka Gani, Amalia Winny Liliawati Yaya, Ghia Syifa Maharani Zakwandi, Rizki