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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) PAEDAGOGIA Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Journal of Natural Science and Integration Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika Social, Humanities, and Educational Studies (SHEs): Conference Series Syntax Idea JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) 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

Author-ID : 236957

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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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

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

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

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

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

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

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

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

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.

PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN PENDEKATAN FLIPPED CLASSROOM TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN SELF EFFICACY SISWA Yaya, Ghia Syifa Maharani; Saepuzaman, Duden; Aviyanti, Lina
Jurnal Kumparan Fisika Vol. 8 No. 3: Desember 2025
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jkf.8.3.77-86

ABSTRAK Rendahnya kemampuan siswa dalam memecahkan masalah dan tingkat kepercayaan diri (self-efficacy) dalam pembelajaran fisika disebabkan oleh kurangnya keterlibatan aktif siswa dan ketidaksesuaian metode pembelajaran. Oleh karena itu, diperlukan pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah (KPM) dan self-efficacy. Penelitian ini menggunakan desain one group pretest posttest untuk mengeksplorasi penerapan model Problem Based Learning (PBL) dengan pendekatan flipped classroom dalam meningkatkan KPM dan self-efficacy siswa. Sampel penelitian terdiri dari 34 siswa kelas XI SMA di Kota Bandung yang diambil menggunakan teknik purposive sampling. Data dikumpulkan melalui tes kemampuan pemecahan masalah dalam bentuk esai yang terdiri dari 6 soal dan angket untuk mengukur self-efficacy yang di adaptasi dari physics learning Self Efficacy yang terdiri atas 30 pernyataan. Hasil analisis menunjukkan adanya peningkatan signifikan dalam kemampuan pemecahan masalah dan self-efficacy siswa setelah penerapan model tersebut, dengan nilai signifikansi 0,001 yang lebih kecil dari taraf signifikansi 0,05 berdasarkan uji paired sample t-test. Selain itu, analisis N-Gain menunjukkan rata-rata peningkatan kemampuan pemecahan masalah sebesar 0,77, yang termasuk dalam kategori tinggi, dan rata-rata N-Gain self-efficacy sebesar 0,56, yang berada dalam kategori sedang. Temuan ini menunjukkan bahwa penerapan model Problem Based Learning dengan pendekatan flipped classroom efektif dalam meningkatkan kemampuan pemecahan masalah dan self-efficacy siswa, sehingga dapat dijadikan acuan untuk inovasi dalam pembelajaran yang mendukung pengembangan keterampilan abad ke-21. Kata kunci : Problem based Learning, flipped classroom, kemampuan pemecahan masalah siswa, self efficacy ABSTRACT Students' low problem-solving skills and self-efficacy in physics learning are caused by a lack of active student involvement and inappropriate learning methods. Therefore, effective learning is needed to improve problem-solving skills and self-efficacy. This study uses a one-group pretest-posttest design to explore the application of the Problem-Based Learning (PBL) model with a flipped classroom approach in improving students' problem solving skilland self-efficacy. The research sample consists of 34 eleventh-grade high school students in Bandung City, selected using purposive sampling. Data were collected through a problem-solving ability test in the form of an essay consisting of 6 questions and a questionnaire to measure self-efficacy, adapted from the Physics Learning Self-Efficacy scale, which consists of 30 statements. The analysis results showed a significant increase in students' problem-solving ability and self-efficacy after the implementation of the model, with a significance value of 0.001, which is smaller than the significance level of 0.05 based on the paired sample t-test. Additionally, N-Gain analysis showed an average increase in problem-solving ability of 0.77, which falls into the high category, and an average N-Gain self-efficacy of 0.56, which falls into the moderate category. These findings indicate that the implementation of the Problem-Based Learning model with a flipped classroom approach is effective in enhancing students' problem-solving skills and self-efficacy, thereby serving as a reference for innovative learning approaches that support the development of 21st-century skills. Keywords : Problem based Learning, flipped classroom, problem solving skills, self efficacy

Exploring The Role of Media in Enhancing Problem-Based Learning in Physics: A Systematic Literature Review Safanah, Almas; Samsudin, Achmad; Aviyanti, Lina; Hasanah, Lilik; Liliawati, Winny; Oktavianty, Erwina
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i2.19319

Problem-Based Learning (PBL) is a learner-centred model that focuses on solving problems to train students in addressing challenges they face through real-world problem exploration. This review aims to identify research trends, methodologies, physics topics, associated variables, and outcomes in the field. The systematic literature review followed the PRISMA framework, encompassing the stages of identification, screening, eligibility, and inclusion. A total of 67 articles were analyzed. Articles (2020–2024) were selected using Publish or Perish, Scopus, and SINTA, focusing on PBL in physics with media integration and focusing on research trends, methodologies, topics, variables, and outcomes. Eligibility criteria included international language and publication in 2014–2024, while data was analyzed using Excel and visualized with Tableau. Problem-based learning research (2014–2024) focuses on Indonesia, with 2023 as the peak year. Mechanical physics and critical thinking dominate topics and variables, mainly using quantitative methods. Video multimedia is the most common media, highlighting the need to explore innovative media integration in problem-based learning further. This SLR highlights key research trends and gaps, guiding future studies to enhance problem-based learning through effective media use.

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 Djano, Umi Kalsum Duden Saepuzaman, Duden E. Suhendi Efendi, Ridwan Elvira Clarita Melur Erwina Oktavianty Fatah Kurniawan Febriyanti, Tanti Fian Rifqi Irsalina Fitria Arifiyanti Fitriani Fitriani Fitriani, Silmi Fratiwi, Nuzulira Janeusse Fredyan, Renaldy Gani, Amalia Weka Gunawan, Selma Dwi Utami Hasan Ozgur Kapici Hasan Ozgur Kapici Heni Rusnayati Hera Novia Icha Nurrohmah Ida Kaniawati Iin Suminar Ika Mustika Sari Iman Nurzaman, Iman Imansyah, Harun Irsalina, Fian Rifqi Jajang Kunaedi Janeusse Fratiwi, Nuzulira Judhistira Aria Utama Kalamurrahmaan, Shiddiq Kamilah, Dendy Siti Khairunnisah Khairunnisah Khairunnisah Khairunnisah Kuraesin, Tia Lestari, Ayu Resti Lilik Hasanah Lutfiani, Silvia Merlinda, Della Mimin Iryanti Muh. Asriadi AM Muhammad Zahran Muki, Beata Graceshela Muslim Muslim Mustikazahra, Fadia Nawas, Abu Nenden Choirun Nisa Nisa', Khairun Nur Aisyah Listiawan Nurdini Nurdini, Nurdini Parlindungan Sinaga Prila Mentari Sukmadewi 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 Simbolon , Gilbert Hugo T. Sukmadewi, Prila Mentari Weka Gani, Amalia Winny Liliawati Yaya, Ghia Syifa Maharani Zakwandi, Rizki

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