Articles
<![CDATA[STUDENTS RESPONSE TO THE READABILITY OF POGIL-BASED INTERACTIVE E-MODULE ON HEAT TOPIC ]]>
<![CDATA[Irsalina, Fian Rifqi]]>;
<![CDATA[Aviyanti, Lina]]>;
<![CDATA[Iryanti, Mimin]]>
<![CDATA[ Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jpmipa.v17i1.99768
<![CDATA[This study aimed to analyze the readability of a POGIL-based interactive e-module on heat for 12th-grade students. This study is urgent due to the abstract nature of heat concepts in physics and the increasing use of digital learning resources, which require instructional materials that are not only technologically advanced but also readable and pedagogically effective. The research employed a descriptive survey with a quantitative approach, collecting data via a questionnaire designed to assess three main aspects of the e-module: format, language, and content. A purposive sampling technique was employed, selecting 33 students who had previously studied the heat topic and had experience with e-modules. The data obtained were analyzed using a Likert scale to evaluate the effectiveness and practicality of the e-module. The results showed that the e-module received high ratings across all aspects, with an overall average score of 91.89%, categorizing it as “Very Practical.” The format aspect scored 90.06%, indicating that the e-module's design and structure were user-friendly and supported comprehension. The language aspect scored 92.73%, reflecting the clarity and simplicity of the language used. The content aspect scored 92.88%, indicating that the e-module effectively enhanced student engagement and understanding of the material. Overall, the study concludes that the e-module is a highly effective learning resource and is recommended for future instructional use.]]>
<![CDATA[Assessing Secondary Students’ Attitudes Toward Global Warming ]]>
<![CDATA[Putra, Bayu Eka]]>;
<![CDATA[Suhandi, Andi]]>;
<![CDATA[Aviyanti, Lina]]>;
<![CDATA[Amiruddin, Mohd Zaidi Bin]]>;
<![CDATA[Nisa', Khairun]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Vol 9, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jipf.v9i2.15319
<![CDATA[Global warming constitutes a critical topic that must be understood by students, given its far-reaching impacts on the environment, human life, and planetary sustainability. Students’ attitudes and responses toward the causes, consequences, and mitigation strategies of global warming play a pivotal role in fostering ecological awareness and promoting environmentally responsible behavior from an early age. This study aims to explore students' attitudes toward global warming in the context of physics education, focusing on their understanding of the issue and its impact on their perspectives on related policies and actions. This study employed a quantitative approach involving 40 tenth-grade students from a senior high school in Indonesia who were studying under the Kurikulum Merdeka. Data were collected using a 4-point Likert scale that measured students' attitudes towards seven main aspects related to global warming. The results showed that the majority of students have a positive attitude towards integrating material on global warming into physics learning and demonstrate awareness of the importance of addressing this issue. However, there are differences of opinion regarding policies on the use of fossil energy and alternative energy. Some students still show a conservative attitude towards fossil energy policies, while others support the policy of using alternative energy that is more environmentally friendly. This study provides important insights into the importance of integrating environmental issues in physics education and its role in shaping a younger generation that is more aware of climate change. The findings are expected to contribute to the development of educational programs that are more relevant and meaningful in raising environmental awareness and sustainability among students.]]>
<![CDATA[Profile of Creative Thinking Skills and Analysis of Students' Perceptions of Physics Learning ]]>
<![CDATA[Elvira Clarita Melur]]>;
<![CDATA[Winny Liliawati]]>;
<![CDATA[Achmad Samsudin]]>;
<![CDATA[Lina Aviyanti]]>;
<![CDATA[Andy Setiawan]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v11i5.10260
<![CDATA[This study aims to describe the profile of students' creative thinking skills in Physics and analyze their perceptions of Physics learning. The method used is descriptive quantitative involving 59 high school students selected through random sampling techniques. The instruments used include creative thinking skills tests and student response questionnaires that are analyzed using descriptive statistics. The results of the study indicate that in general students' creative thinking skills are in the moderate category with an analysis per aspect, where "originality" obtained the highest percentage, while "flexibility" showed the lowest value. There was no significant difference between the creative thinking skills of male and female students. From the results of the questionnaire, some students stated that Physics lessons were still considered difficult and the learning was less innovative. Although most students have experience in working on projects, the implementation of mini projects is still considered necessary to optimize the development of creative thinking skills. These findings can be the basis for further research in developing project-based learning models to improve students' creative thinking skills in Physics learning in high school]]>
<![CDATA[Assesing Critical Thinking Skills in Dynamic Fluids at Senior High School: Rasch Model Analysis ]]>
<![CDATA[Afandi, Achmad]]>;
<![CDATA[Aviyanti, Lina]]>;
<![CDATA[Saepuzaman, Duden]]>;
<![CDATA[Setiawan , Andhy]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v14i2.27836
<![CDATA[This study aims to measure critical thinking skills in fluid dynamics using the Rasch Model analysis. Critical thinking skills are very important in science education, especially physics, which requires analytical and evaluative skills to understand real phenomena. This measurement tool is designed to measure students' understanding of critical thinking in fluid dynamics. The method used in this study is quantitative and descriptive. The measurement instrument consists of 15 multiple-choice questions on fluid dynamics material analyzed using Winsteps version 3.73. The sample consisted of 250 students from several high schools in Mojokerto, East Java. The results show that the overall validity of the items is acceptable. The items are valid and can be used as a whole; their reliability is good. Item difficulty analysis based on logit and Wright maps showed that no items were the most difficult. Items in the moderate category were 8, 7, 4, and 13. The ICC plot showed that all items were normally distributed, indicating they conformed in the Rasch model. In addition, the DIF graph showed that there was no gender bias in any of the items, so that neither male nor female students had an advantage.]]>
<![CDATA[Enhancing Students’ Critical Thinking Skills through IMOREAR: An AR-Based Renewable Energy Module ]]>
<![CDATA[Aviyanti, Lina]]>;
<![CDATA[Fratiwi, Nuzulira Janeusse]]>;
<![CDATA[Salam, Abdul]]>;
<![CDATA[Fitriani, Silmi]]>;
<![CDATA[Khairunnisah, Khairunnisah]]>;
<![CDATA[Nawas, Abu]]>
<![CDATA[ Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/jnsi.v9i1.39209
<![CDATA[Critical thinking skills are essential competencies in renewable energy learning, requiring evidence-based analysis, evaluation, and informed decision-making. This study aimed to enhance students’ critical thinking skills through an Interactive E-Module on Renewable Energy Using Augmented Reality (IMOREAR). The study employed a pre-experimental one-group pretest–posttest design involving 30 high school students (12 male and 18 female students aged 15–16 years) in Garut, West Java. The intervention was conducted over four meetings using project-based learning supported by AR-based visualization and renewable energy prototyping activities. The research instrument consisted of 15 contextual multiple-choice items developed based on domain-specific critical thinking indicators. Data was analyzed using Rasch modeling to estimate students’ ability measures in logits. The results indicated a significant improvement (p < 0.001), with the average logit score increasing from -1.20 to 0.46 and an effect size of 1.64 (large). These findings suggest that IMOREAR enhances students’ critical thinking skills, underscoring its value in fostering 21st-century skills. Keywords: augmented reality, renewable energy, critical thinking skills, project-based learning, Rasch analysis]]>
<![CDATA[Effectiveness of the PjBL Model Assisted by Differentiated Teaching Materials to Improve Students' Cognitive and Creative Thinking Skills ]]>
<![CDATA[Desmitha Prafitri Alwi]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Lina Aviyanti]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v11i2.8689
<![CDATA[The purpose of this study was to measure the effectiveness of the PjBL model assisted by differentiated teaching materials in improving students' cognition and creativity. This research aims to evaluate the effectiveness of the Project Based Learning (PjBL) model assisted by differentiated teaching materials in improving students' cognitive abilities and creative thinking skills on temperature and heat material. This research uses a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of two classes in one high school in Indonesia, with one class as an experimental group using PjBL assisted by differentiated teaching materials, and one class as a control group using conventional learning methods. Data was collected through cognitive ability tests, creative thinking skills tests, student motivation and engagement questionnaires, as well as interviews with teachers and students. The research results show that the PjBL model assisted by differentiated teaching materials significantly improves students' cognitive abilities and creative thinking skills compared to conventional learning methods. In addition, students in the experimental group also showed higher motivation and involvement in the learning process. Interviews with teachers and students revealed that the learning experience using this model was very positive, with students feeling more engaged and teachers seeing improvements in student learning outcomes.]]>
<![CDATA[Instrumen Kemampuan Creative Problem Solving Siswa SMA pada Materi Energi Alternatif: Analisis Model Rasch ]]>
<![CDATA[Icha Nurrohmah]]>;
<![CDATA[Lina Aviyanti]]>;
<![CDATA[Ida Kaniawati]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i2.1840
<![CDATA[This study aims to evaluate the quality of an assessment instrument measuring students’ Creative Problem Solving (CPS) skills in the context of alternative energy using the Rasch Model. CPS is a crucial competency in 21st-century physics learning; however, students’ CPS abilities are often found to be relatively low, partly due to the limited availability of valid and reliable assessment instruments. This research employed a descriptive quantitative design involving 35 eleventh-grade students from a private senior high school in Bandung. The instrument consisted of 18 open-ended items analyzed using Ministep software based on the Rasch Model. The results indicated that the instrument satisfied the unidimensionality assumption, with a raw variance explained value of 51.2% and an unexplained variance in the first contrast of 8.9%, indicating that the instrument consistently measures a single CPS construct. All items demons trated good model fit and high reliability, as reflected by a person reliability of 0.84, item reliability of 0.81, and Cronbach’s Alpha of 0.93, suggesting that the instrument produces stable and reliable measurements. Furthermore, the distribution of item difficulty ranged from very easy to highly difficult, indicating that the instrument can effectively differentiate students’ abilities across various proficiency levels. These findings confirm that the instrument is valid, reliable, and capable of providing more objective measurements of students’ CPS skills. This study contributes to addressing the limitations of CPS assessment tools by providing a systematically validated instrument based on the Rasch Model, particularly in the context of alternative energy learning.]]>
<![CDATA[Effectiveness of PjBL Assisted by e-LKPD DTRE on Critical Thinking and Learning Motivation ]]>
<![CDATA[Khairunnisah Khairunnisah]]>;
<![CDATA[Lina Aviyanti]]>;
<![CDATA[Iin Suminar]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i2.1891
<![CDATA[This study examines the effectiveness of Project-Based Learning (PjBL) assisted by e-LKPD Design Thinking on Renewable Energy (DTRE) in improving students’ critical thinking skills and learning motivation. A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of 35 students in the experimental class (PjBL assisted by e-LKPD DTRE) and 34 students in the control class (PjBL with conventional worksheets) at a senior high school in Bandung. Data were collected using a validated critical thinking test and a learning motivation questionnaire and analyzed using normalized gain (N-gain) and non-parametric statistical tests. The results showed that both groups improved; however, the experimental class achieved a higher N-gain (0.42, moderate) than the control class (0.28, low). A significant difference was found between groups (p < .001) with a moderate effect size (r = 0.443). The highest improvement occurred in the elementary clarification indicator (N-gain = 0.54), indicating that structured project activities supported students in identifying and explaining problems more systematically. Learning motivation was categorized as moderate (66.09%), with the highest score in the relevance dimension (72.22%), suggesting that the learning approach helped connect concepts with real-life contexts. In conclusion, integrating e-LKPD DTRE within PjBL effectively enhances students’ critical thinking skills and supports meaningful and contextual learning, with potential for further refinement to strengthen students’ motivation.]]>
<![CDATA[Analisis Instrumen Kemampuan Pemecahan Masalah Fisika Pada Materi Kalor Menggunakan Pendekatan Model Rasch ]]>
<![CDATA[Nur Aisyah Listiawan]]>;
<![CDATA[Lina Aviyanti]]>;
<![CDATA[Fitria Arifiyanti]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i2.1928
<![CDATA[Competence in solving problems is a fundamental aspect of physics learning, yet students frequently demonstrate insufficient mastery, especially concerning heat-related material. A key factor behind this issue is the lack of optimal instruments for assessing such competencies. This study aims to examine the quality of an assessment instrument developed to measure problem-solving competence on heat topics. Using a descriptive quantitative approach, the study involved 51 eleventh-grade students from a state senior high school in Bandung. Twenty-five essay-type questions were administered and analyzed through Winsteps software applying the Rasch Model framework. Findings confirmed that the instrument satisfied validity and unidimensionality requirements, supported by a raw variance explained by measures reaching 51% and unexplained variance across contrasts 1–5 at 13.7%. Item validity was verified through MNSQ, ZSTD, and Point Measure Correlation assessments. Reliability analysis yielded strong outcomes across person reliability, item reliability, and Cronbach's Alpha. The instrument successfully distinguished students across different ability levels through a well-distributed range of item difficulties. However, discrimination analysis indicated that certain items need refinement to further improve instrument quality.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN WORDWALL TERHADAP KEMAMPUAN KOGNITIF PADA MATERI PEMANASAN GLOBAL ]]>
<![CDATA[Prila Mentari Sukmadewi]]>;
<![CDATA[Duden Saepuzaman]]>;
<![CDATA[Lina Aviyanti]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v13i2.60928
<![CDATA[Kemampuan kognitif berfokus pada kemampuan berpikir yang mencakup kemampuan intelektual. Hal menjadikan kemampuan kognitif sebagai aspek penting dalam pembelajaran, terutama dalam pembelajaran fisika pada materi pemanasan global. Namun, beberapa hasil penelitian menunjukkan bahwa kemampuan kognitif peserta didik di Indonesia masih rendah. Penelitian bertujuan untuk mengetahui hasil penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan Wordwall dalam meningkatkan kemampuan kognitif peserta didik. Subjek penelitian melibatkan 29 orang peserta didik kelas X salah satu SMA di Bandung. Kelas yang dijadikan sampel dipilih menggunakan teknik purposive sampling. Instrumen penelitian yang digunakan meliputi tes kemampuan kognitif dalam bentuk esai berjumlah 7 soal yang telah divalidasi oleh ahli secara empiris. Teknik analisis yang digunakan pada penelitian meliputi perhitungan N-Gain dan uji hipotesis. Berdasarkan hasil uji non parametrik pada tingkat kepercayaan 95% (a = 0,05) menunjukkan bahwa terdapat perbedaan signifikan dalam peningkatan kemampuan kognitif yaitu dengan skor <0,001. Disamping itu, skor N-Gain kemampuan kognitif peserta didik diperoleh sebesar 0,43 (kategori sedang). Menunjukkan bahwa peningkatan kemampuan kognitif peserta didik signifikan dan berada pada tingkat menengah. Model pembelajaran Teams Games Tournament berbantuan Wordwall dapat digunakan sebagai alternatif pembelajaran fisika dalam meningkatkan kemampuan kognitif peserta didik.]]>
