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MRIM (Multiple Representation-Based Interactive Multimedia): Is it Good to Improve Studentsâ€™ Scientific Literacy? Muliandi, Arief; Susilowati, Nur Endah; Rahmah, Siti; Wahyuni, Sri; Rusdiana, Dadi
U-Teach: Journal Education of Young Physics Teacher Vol. 2 No. 1 (2021): June Edition
Publisher : Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v2i1.37

The low scientific literacy of Indonesian students attracts the attention of Indonesian education practitioners to continue researching the right solution to overcome it. With the help of multi-representation interactive multimedia, this research facilitated students to learn actively and independently. The aim of this research was to develop multi representation-based interactive multimedia (MRIM) to improve students' scientific literacy skills. The research method is research and development with 4D model (define, design, develop, and disseminate), and data analysis using Paired t-test. The define stage for problem identification and analyzing needs, we involved a sample of 30 students from 8th grade and 2 science teachers. At the design stage, a multimedia framework and scientific literacy instruments were created. In the develop stage, multimedia was tested on 1 lecturer as a reviewer, and 3 teachers, and then the media was tested on a small group, consisted of 7 students of 7th grade of SMPQT Al-Hamidiyah with random selection. And at the disseminate stage, all data that has been processed is then written in the form of articles which will then be published. The results of the expert judgment test stated that the multimedia is feasible to use, while the small group test results showed that this multimedia can improve students' scientific literacy skills with a significance value of 0.000 <0.05 (based on the results of the paired t-test). In conclusion, this interactive multimedia is very suitable for use in learning and can improve students' scientific literacy skills

CORE learning model: Its effectiveness towards students’ creative thinking Antomi Saregar; Umi Nur Cahyanti; Misbah Misbah; Nur Endah Susilowati; Adyt Anugrah; Nurlaela Muhammad
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 1: March 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i1.20813

The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.

MRIM (Multiple Representation-Based Interactive Multimedia): Is it Good to Improve Students’ Scientific Literacy? Arief Muliandi; Nur Endah Susilowati; Siti Rahmah; Sri Wahyuni; Dadi Rusdiana
U-Teach: Journal Education of Young Physics Teacher Vol. 2 No. 1 (2021): June Edition
Publisher : Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v2i1.37

The low scientific literacy of Indonesian students attracts the attention of Indonesian education practitioners to continue researching the right solution to overcome it. With the help of multi-representation interactive multimedia, this research facilitated students to learn actively and independently. The aim of this research was to develop multi representation-based interactive multimedia (MRIM) to improve students' scientific literacy skills. The research method is research and development with 4D model (define, design, develop, and disseminate), and data analysis using Paired t-test. The define stage for problem identification and analyzing needs, we involved a sample of 30 students from 8th grade and 2 science teachers. At the design stage, a multimedia framework and scientific literacy instruments were created. In the develop stage, multimedia was tested on 1 lecturer as a reviewer, and 3 teachers, and then the media was tested on a small group, consisted of 7 students of 7th grade of SMPQT Al-Hamidiyah with random selection. And at the disseminate stage, all data that has been processed is then written in the form of articles which will then be published. The results of the expert judgment test stated that the multimedia is feasible to use, while the small group test results showed that this multimedia can improve students' scientific literacy skills with a significance value of 0.000 <0.05 (based on the results of the paired t-test). In conclusion, this interactive multimedia is very suitable for use in learning and can improve students' scientific literacy skills

MRIM (Multiple Representation-Based Interactive Multimedia): Is it Good to Improve Students’ Scientific Literacy? Arief Muliandi; Nur Endah Susilowati; Siti Rahmah; Sri Wahyuni; Dadi Rusdiana
U-Teach: Journal Education of Young Physics Teacher Vol. 2 No. 1 (2021): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v2i1.37

The low scientific literacy of Indonesian students attracts the attention of Indonesian education practitioners to continue researching the right solution to overcome it. With the help of multi-representation interactive multimedia, this research facilitated students to learn actively and independently. The aim of this research was to develop multi representation-based interactive multimedia (MRIM) to improve students' scientific literacy skills. The research method is research and development with 4D model (define, design, develop, and disseminate), and data analysis using Paired t-test. The define stage for problem identification and analyzing needs, we involved a sample of 30 students from 8th grade and 2 science teachers. At the design stage, a multimedia framework and scientific literacy instruments were created. In the develop stage, multimedia was tested on 1 lecturer as a reviewer, and 3 teachers, and then the media was tested on a small group, consisted of 7 students of 7th grade of SMPQT Al-Hamidiyah with random selection. And at the disseminate stage, all data that has been processed is then written in the form of articles which will then be published. The results of the expert judgment test stated that the multimedia is feasible to use, while the small group test results showed that this multimedia can improve students' scientific literacy skills with a significance value of 0.000 <0.05 (based on the results of the paired t-test). In conclusion, this interactive multimedia is very suitable for use in learning and can improve students' scientific literacy skills

Critical-Collaborative Learning Model on Socioscientific Issues: Impact on Critical Thinking Skills of Pre-Service Teachers Irwandani*, Irwandani; Aridan, Muhammad; Barata, Muhammad Farhan; Susilowati, Nur Endah; Villarama, Joseph Agbuya
Jurnal IPA & Pembelajaran IPA Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i2.45948

This study investigates the impact of the critical-collaborative learning model (CCLM), which integrates socioscientific issues within a problem-based learning framework, on enhancing the critical thinking skills (CTS) of pre-service physics teachers. A quasi-experimental design with non-equivalent control groups was employed, with 26 students in the experimental group and 27 students in the control group. The experimental group, which engaged in project-based learning activities centered on real-world issues such as climate change and energy crises, demonstrated significant improvements in CTS, as measured by the Rasch model. The pretest mean logit for the experimental group was 125.25 (SD = 72.24), and after the intervention, the posttest mean logit was 77.69 (SD = 3.87), showing a significant improvement with a gain of -47.56. In contrast, the control group showed a smaller change, with a pretest mean logit of 66.92 (SD = 45.28) and a posttest mean logit of 50.23 (SD = 80.57), resulting in a smaller gain of -16.68. The findings suggest that incorporating collaborative and socioscientific elements into the learning process fosters deeper engagement and higher-order thinking. This study contributes to the body of research supporting constructivist-based and collaborative learning approaches, offering valuable insights into their application in science education. Further investigation into the long-term effects of such models across diverse educational contexts is recommended

The effect of PBL-social model on creative thinking skills of pre-service physics teachers Irwandani, Irwandani; Susilowati, Nur Endah; Soeharto, Soeharto
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.96

This study examines the effectiveness of the Socio-Based Problem-Based Learning (PBL-Socio) model in enhancing the creative thinking skills of prospective physics teachers. Rooted in constructivist pedagogy, the PBL-Socio model integrates real-world social issues into the learning process to foster deeper engagement and higher-order thinking. A quasi-experimental design was conducted involving 53 undergraduate students from a physics education program in Indonesia, divided into experimental and control groups. The experimental group engaged in PBL-Socio activities, while the control group followed conventional instruction. Students’ creative thinking abilities—measured through fluency, flexibility, and originality—were assessed using an open-ended instrument and analyzed with the Rasch measurement model. Results showed a notable improvement in the experimental group’s creative thinking performance, with a mean gain of +1.63 logits compared to +1.03 in the control group. Rasch analysis indicated more consistent performance, reduced score variability, and stronger alignment with high-difficulty items among students exposed to the PBL-Socio model. Further analysis through Differential Item Functioning (DIF) revealed meaningful differences across learning styles and educational backgrounds, emphasizing the importance of inclusive instructional design. The findings suggest that integrating socially relevant content into physics instruction can significantly enhance both the quality and equity of creative thinking development in teacher education. This study contributes to the growing body of evidence supporting socially contextualized learning as a powerful driver of 21st-century competencies in STEM education.

Refutation Texts in the Last Decade: A Bibliometric Exploration of Trends and Insights Susilowati, Nur Endah; Fratiwi, Nuzulira Janeusse; Amiruddin, Mohd Zaidi Bin; Iqbal, Nur Habib Muhammad
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 8 No 1 (2025): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v8i1.1263

This study aims to explore research and publication trends related to refutation texts over the past ten years using bibliometric analysis. Data was obtained from the Scopus database of 115 documents published in 2015-2024 for “refutation texts” or “refutational texts” or “rebuttal texts”. The data obtained showed fluctuations in the number of publications, with the highest peak occurring in 2022. The main authors in this field include Kendeou, Sinatra, and Danielson, with the largest contributions coming from the United States, followed by European countries such as Germany and Canada. The dominant research subjects are social sciences and psychology, with a focus on the use of refutation texts to create cognitive conflict and change students’ conceptions. Keyword co-occurrence analysis shows a close relationship between refutation texts, misconceptions, and conceptual change. These findings highlight the importance of a refutation text-based approach in overcoming students’ misconceptions, as well as opening up opportunities for further research on its application in technology-based learning and student motivation.

Integrating Local Wisdom into Physics Learning: Developing an Android Application "Perahu Dayung" to teach Physics Suminar, Iin; Saputra, M. Reza Dwi; Lestari, Mulinda Dewi; Arifiyanti, Fitria; Susilowati, Nur Endah
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 8 No 1 (2025): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v8i1.1264

This study developed an Android-based physics learning media integrating local wisdom—Perahu Dayung (Rowing Boat)—to improve student engagement and contextual understanding of Newtonian mechanics. Using a Research and Development (R&D) approach with the Four-D model (Define, Design, Develop, Disseminate), the study began with classroom observations, interviews, and literature review to identify learning needs. The media was designed with a storyboard and prototype, then developed using Unity 3D. Expert validation involved physics lecturers, teachers, and peer reviewers. Trials included 10 students (limited) and 20 tenth-grade students (field trial) at Ferdy Ferry Putra Senior High School, Jambi, using a one-group pretest-posttest design. Instruments included tests and evaluation sheets. The resulting app, Fisika Asik, features interactive quizzes, animations, and cultural content. Validation scores were high for content (4.6) and media (4.4). Learning outcomes showed moderate improvement with a normalized gain of 0.38. The results indicate the media is effective, engaging, and culturally relevant. Integrating local culture offers a contextualized learning approach. Further studies are recommended to expand testing and enhance features.

Does Higher Student Confidence Lead to Better Science Literacy? Janeusse Fratiwi, Nuzulira; Susilowati, Nur Endah; Irwandani, Irwandani
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/941z9d29

Student confidence plays a crucial role in supporting students’ ability to engage effectively with scientific concepts, yet its impact on science literacy remains underexplored. This study aims to analyze the relationship between student confidence and their science literacy skills in physics. A quantitative correlational design was employed to investigate this association among 50 high school students (aged 15-17 years), consisting of 28 females and 22 males, from one of Public High School in Lampung. Student confidence levels were measured using a structured questionnaire, while science literacy was assessed through a standardized test on the physics topic of Density. Data analysis involved Pearson’s correlation coefficient and significance testing using Fisher’s method. The results demonstrate a strong positive correlation (r = 0.80) between student confidence and science literacy, with statistical significance (t = 12.97, p < 0.05). These findings suggest that higher student confidence is associated with better science literacy, indicating the importance of fostering confidence to enhance science learning outcomes in physics education

What is the Most Impressive Treatment to Foster Students’ Creative Thinking Skills? A Meta-Analysis and Bibliometric Review Susilowati, Nur Endah; Muslim, Muslim; Efendi, Ridwan; Samsudin, Achmad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i2.12690

Research related to learning treatment to train creative thinking skills has been frequently done. However, this has become a concern for teachers to assess which ‘learning treatment’ is better in developing students’ creative thinking skills. This study aims to analyze the most effective treatment in improving students’ creative thinking skills on science and mathematics concepts, based on data sources from international journal articles. The meta-analysis was conducted using CMA software and involving 21 published papers in international journal indexed by Scopus and or WOS. Data analysis was carried out by comparing the effect size values from the research results. According to the results of the meta-analysis, the average effect size data obtained with the learning model reached 1.075, the learning approach reached 1.627, and the learning media reached 1.575. Then based on the analysis, three ‘treatments’ were found that were considered as the most effective based on the effect size comparison, namely the PBL model with an effect size of 3.765, the STEM approach with an effect size of 0.90, and the use of interactive multimedia with an effect size of 0.83. The finding of this research stated that the PBL model is the most effective treatment to train students’ creative thinking skills. The results of this study provide views for science and mathematics educators to consider to use PBL (learning model), STEM/AM (learning approach), and technology-based learning media to train creative thinking.

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