Articles
<![CDATA[PISA 2021 Creative Thinking Instrument for Students: Physics Teachers’ Perceptions ]]>
<![CDATA[Susilowati, Nur Endah]]>;
<![CDATA[Muslim, Muslim]]>;
<![CDATA[Efendi, Ridwan]]>;
<![CDATA[Samsudin, Achmad]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 2 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i2.12439
<![CDATA[Creative thinking, as one of the 21st century skills, is an ability that must be mastered by individuals, especially in this ever-changing era. Therefore, the demands of teachers are not only limited to training them in learning, but also knowing the profile of students’ creative thinking abilities is also considered very important. The purpose of this study was to describe teachers’ perceptions and interests about the need for creative thinking instruments with the PISA 2021 framework. A total of 30 physics teachers who teach in various provinces in Indonesia were involved as respondents in this study. Respondents are high school physics teachers with characteristics aged 20-40 years, 19 are female, and 11 are male. Based on the results of the analysis, it is known that more than 90% of respondents stated that it is very important to measure students’ creative thinking skills. As many as 83% of respondents stated that they were interested in the PISA 2021 creative thinking ability framework and wanted to try to do a creative thinking ability test with the PISA framework. Thus, teachers have a positive perception of the PISA 2021 creative thinking framework. For this reason, it is recommended for teachers to develop creative thinking instruments with the 2021 PISA framework to measure students' creative thinking skills in learning.]]>
<![CDATA[Balancing Act: Navigating Work and Life - A Compelling Bibliographic Exploration Among Women, But Does Everyone Consider It ]]>
<![CDATA[Endah Susilowati, Nur]]>;
<![CDATA[Janeusse Fratiwi, Nuzulira]]>;
<![CDATA[Sri Athena Barus, Carolina]]>
<![CDATA[ Women, Education, and Social Welfare Vol. 1 No. 1 (2024): (June) Women, Education, and Social Welfare ]]>
Publisher : <![CDATA[WISE Pendidikan Indonesia ]]>
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DOI: 10.70211/wesw.v1i1.86
<![CDATA[This bibliographic analysis presents a meticulous exploration of the existing literature regarding women's work-life balance. It synthesizes a wide array of scholarly sources to uncover trends, patterns, and gaps in research on this critical topic. The analysis reveals the myriad challenges women face in their pursuit of work-life balance, ranging from career advancement hurdles to societal expectations and familial responsibilities. It highlights the diverse strategies and coping mechanisms women employ to navigate these challenges successfully. Furthermore, this bibliographic analysis raises the question of whether work-life balance is a universally recognized and prioritized concept among women from various backgrounds and cultures. It critically examines the cultural and contextual factors that may shape differing perspectives on this issue. By scrutinizing the scholarly discourse on women's work-life balance, this analysis aims to provide a comprehensive overview of the current state of knowledge in this field. It offers valuable insights into the research landscape and identifies potential avenues for future investigation, fostering a deeper understanding of the complexities surrounding women's experiences in balancing work and life.]]>
<![CDATA[Measuring students’ creative thinking skills with SCI-Fi (Science Creative Instrument in Fluids): How Suitable Is It? ]]>
<![CDATA[Susilowati, Nur Endah]]>;
<![CDATA[Al-Akbari, Sabah]]>;
<![CDATA[Irwandani, Irwandani]]>;
<![CDATA[Arifiyanti, Fitria]]>;
<![CDATA[Saputra, M. Reza Dwi]]>;
<![CDATA[Fratiwi, Nuzulira Janeusse]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
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DOI: 10.18592/tarbiyah.v14i2.16085
<![CDATA[This study aims to develop SCI-Fi (Science Creative Instrument in Fluids), an essay-based tool designed to accurately assess students’ creative thinking skills in physics by encouraging imagination and originality in problem-solving. The research adopts a Research and Development (R&D) approach based on the ADDIE model. To evaluate its quality, item validation was conducted using the Rasch model with 95 student respondents. The results show that SCI-Fi is valid and reliable, making it suitable for measuring creative thinking in physics. Additionally, it serves as a valuable tool for educators to identify students’ creative thinking profiles and plan targeted interventions, as well as for curriculum developers and researchers to promote creativity in physics education.]]>
<![CDATA[Efektivitas Model Pembelajaran Flipped Classroom untuk Meningkatkan Kemampuan Kognitif Peserta Didik: The Effectiveness of the Flipped Classroom Learning Model to Improve Students' Cognitive Abilities ]]>
<![CDATA[Anisa Fitriani]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Dedi Sasmita]]>;
<![CDATA[Nur Endah Susilowati]]>
<![CDATA[ U-Teach: Journal Education of Young Physics Teacher Vol. 7 No. 1 (2026): June Edition ]]>
Publisher : <![CDATA[Pendidikan Fisika Universitas Nurul Huda ]]>
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DOI: 10.30599/e6e94249
<![CDATA[Improving students' cognitive abilities in understanding complex physics concepts is increasingly important in response to the demands of 21st-century education. This study aims to explore the effectiveness of the flipped classroom learning model in enhancing students' cognitive abilities on the topic of static fluids. This study employed a mixed method approach with a quasi-experimental design (pre-test and post-test), involving 69 eleventh-grade students at a public senior high school in Bandung Regency, divided into an experimental class (flipped classroom model) and a control class (Problem Based Learning model). The instrument consisted of multiple-choice questions analyzed using Microsoft Excel and IBM SPSS Statistics version 31. The results indicate a significant impact of the flipped classroom model on students' cognitive abilities, evidenced by a Cohen's d effect size of 1.64 (high category). Qualitative analysis of student worksheets (LKPD) and quiz responses revealed structured cognitive development. These findings demonstrate that the flipped classroom model is effective in improving students' cognitive abilities. Future research is recommended to combine the flipped classroom model with specific instructional media and broaden the focus toward 21st-century skills]]>
<![CDATA[Analisis Korelasi antara Kemampuan Pemecahan Masalah dan Miskonsepsi pada Materi Fluida Statis ]]>
<![CDATA[Aurriel Magita Arsha Dittya]]>;
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Duden Saepuzaman]]>;
<![CDATA[Erni Ernawati]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i3.2165
<![CDATA[Misconceptions in physics learning can hinder students conceptual understanding and affect their ability to solve problems effectively. Therefore, investigating the relationship between misconceptions and problem-solving ability is important to provide information for improving physics learning, particularly in static fluid concepts. This study aims to analyze the correlation between students’ problem-solving ability and misconceptions in static fluid material. The study employed a quantitative correlational design involving 31 students of class XI MIPA at a senior high school in Bandung. The sampling technique used was total sampling. Data were collected using a misconception test consisting of 10 two-tier multiple-choice questions and a problem-solving ability test consisting of 10 essay questions. Data analysis was conducted using the Kolmogorov-Smirnov normality test and Spearman’s rho correlation test. The normality test results indicated that both misconception and problem-solving ability data were not normally distributed (p < 0.05). Therefore, the Spearman correlation test was employed. The results showed a correlation coefficient of 0.291 with a significance value of 0.090 (p > 0.05). These findings indicate that there is a positive but statistically insignificant correlation between misconceptions and problem-solving ability. The correlation level is categorized as weak. Therefore, misconceptions do not significantly affect students’ problem-solving ability in static fluid material.]]>
<![CDATA[Hubungan Keterampilan Berpikir Kritis dan Kemampuan Pemecahan Masalah Siswa pada Materi Fluida Statis ]]>
<![CDATA[Mandaliya Zahra]]>;
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Duden Saepuzaman]]>;
<![CDATA[Erni Ernawati]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i3.2358
<![CDATA[Critical thinking and problem-solving skills are two core competencies required in 21st-century physics learning, yet student learning outcomes in abstract topics such as static fluids remain relatively low. It is not yet known empirically to what extent critical thinking skills contribute to students' problem-solving abilities, so the relationship between the two needs further investigation. This study aims to analyze the correlation between critical thinking skills and problem-solving abilities of 11th-grade students on the topic of static fluids. A quantitative correlational approach was employed, involving 32 students in Bandung selected through purposive sampling. The instrument used was a two-tier test to measure both variables simultaneously while revealing the reasoning behind students' answers. Data were analyzed using Spearman correlation due to non-normal data distribution. The results showed a positive and significant but weak correlation (ρ = 0.335; p = 0.049), with critical thinking contributing only 11.2% to problem-solving ability. The remaining 88.8% was influenced by other factors such as conceptual mastery and mathematical ability. This finding indicates that critical thinking alone is insufficient to predict success in physics problem-solving. The implication is that instruction needs to be designed in an integrated manner, and further research is recommended to expand the sample and include additional predictor variables.]]>
<![CDATA[Pengembangan dan Validasi Instrumen Keterampilan Berpikir Kritis Siswa SMA pada Materi Dinamika Rotasi: Pendekatan Rasch Model ]]>
<![CDATA[Abdul Salam]]>;
<![CDATA[Lina Aviyanti]]>;
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Silmi Fitriani]]>;
<![CDATA[Rahma Malizka]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceed.v7i3.2452
<![CDATA[Critical thinking is a core competency required in 21st-century education, but a valid and reliable instrument for assessing this skill within the topic of rotational dynamics remains limited. This study aims to develop and validate a critical thinking skills assessment instrument for senior high school students on the topic of rotational dynamics, employing the Rasch model for comprehensive validation. Instrument development followed the ADDIE model, involving 34 students during the implementation and evaluation phases. The instrument comprises 27 items constructed based on Facione's critical thinking aspects. Content validity analysis yielded a mean Aiken's V of 0.93, exceeding the critical threshold of 0.80. Unidimensionality testing revealed a raw variance explained by measures of 28.9% (>20%), with unexplained variance in contrasts 1–5 of the PCA residuals ranging from 5.8% to 9.9% (<15%), indicating that the instrument consistently measures a single construct. Twenty-six of the 27 items demonstrated fit to the Rasch model. Reliability analysis yielded an item reliability of 0.81 (good), a person reliability of 0.68 (fair), and a Cronbach's Alpha of 0.72 (good). Wright Map and Item Characteristic Curve (ICC) analyses further confirmed the alignment between item difficulty levels and student ability levels. The developed instrument is demonstrated to be valid and reliable for measuring critical thinking skills among senior high school students in the context of rotational dynamics.]]>
<![CDATA[Balancing Act: Navigating Work and Life - A Compelling Bibliographic Exploration Among Women, But Does Everyone Consider It ]]>
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Nuzulira Janeusse Fratiwi]]>;
<![CDATA[Carolina Sri Athena Barus]]>
<![CDATA[ Women, Education, and Social Welfare Vol. 1 No. 1 (2024): June 2024 | Women, Education, and Social Welfare ]]>
Publisher : <![CDATA[WISE Pendidikan Indonesia ]]>
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DOI: 10.70211/wesw.v1i1.86
<![CDATA[This bibliographic analysis presents a meticulous exploration of the existing literature regarding women's work-life balance. It synthesizes a wide array of scholarly sources to uncover trends, patterns, and gaps in research on this critical topic. The analysis reveals the myriad challenges women face in their pursuit of work-life balance, ranging from career advancement hurdles to societal expectations and familial responsibilities. It highlights the diverse strategies and coping mechanisms women employ to navigate these challenges successfully. Furthermore, this bibliographic analysis raises the question of whether work-life balance is a universally recognized and prioritized concept among women from various backgrounds and cultures. It critically examines the cultural and contextual factors that may shape differing perspectives on this issue. By scrutinizing the scholarly discourse on women's work-life balance, this analysis aims to provide a comprehensive overview of the current state of knowledge in this field. It offers valuable insights into the research landscape and identifies potential avenues for future investigation, fostering a deeper understanding of the complexities surrounding women's experiences in balancing work and life.]]>
<![CDATA[Measuring students’ creative thinking skills with SCI-Fi (Science Creative Instrument in Fluids): How Suitable Is It? ]]>
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Irwandani Irwandani]]>;
<![CDATA[Fitria Arifiyanti]]>;
<![CDATA[M. Reza Dwi Saputra]]>;
<![CDATA[Nuzulira Janeusse Fratiwi]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
Show Abstract
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DOI: 10.18592/tarbiyah.v14i2.16085
<![CDATA[This study aims to develop SCI-Fi (Science Creative Instrument in Fluids), an essay-based tool designed to accurately assess students’ creative thinking skills in physics by encouraging imagination and originality in problem-solving. The research adopts a Research and Development (R&D) approach based on the ADDIE model. To evaluate its quality, item validation was conducted using the Rasch model with 95 student respondents.  The results show that SCI-Fi is valid and reliable, making it suitable for measuring creative thinking in physics. Additionally, it serves as a valuable tool for educators to identify students’ creative thinking profiles and plan targeted interventions, as well as for curriculum developers and researchers to promote creativity in physics education.]]>
<![CDATA[Refutation Texts in the Last Decade: A Bibliometric Exploration of Trends and Insights ]]>
<![CDATA[Nur Endah Susilowati]]>;
<![CDATA[Nuzulira Janeusse Fratiwi]]>;
<![CDATA[Mohd Zaidi Bin Amiruddin]]>;
<![CDATA[Nur Habib Muhammad Iqbal]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 8 No 1 (2025): Maret ]]>
Publisher : <![CDATA[Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon ]]>
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DOI: 10.52188/jpfs.v8i1.1263
<![CDATA[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.]]>
