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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) WAPFI (Wahana Pendidikan Fisika) Jurnal Penelitian dan Pembelajaran IPA Berkala Ilmiah Pendidikan Fisika Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Penelitian Pembelajaran Fisika JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal Ilmiah Pendidikan Fisika KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pembelajaran Sains IJIS Edu : Indonesian Journal of Integrated Science Education Scientiae Educatia: Jurnal Pendidikan Sains Al Ibtida: Jurnal Pendidikan Guru MI
Muslim Muslim
Department Of Physics Education, Faculty Of Science Education, Universitas Pendidikan Indonesia
Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengembangan Instrumen Skala Berpikir Reflektif untuk Mengukur Level Kemampuan Berpikir Reflektif Mahasiswa Calon Guru Fisika Arini Rosa Sinensis; Harry Firman; Ida Hamidah; Muslim Muslim
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 3 No 2 (2019): JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) - November 2019
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.925 KB) | DOI: 10.30599/jipfri.v3i2.584

Abstract

The purpose of this study is to develop a reflective thinking scale instrument to measure the level of reflective thinking ability of prospective physics students. This research method used the DDR (Design Development Research) method with the Tools and Research model. The reflective thinking scale developed is a modification of the Reflective Thinking Kember which consists of 24 items each consisting of 6 definitions. The level of Kember reflective thinking namely; 1) Habitual Actions, 2) Understanding, 3) Reflective, 4) Critical Reflective. The research sample was 138 prospective physics teacher students who had taken thermodynamics courses. Data analysis techniques in this study used the CVR (Content Validity Ratio) for content validation analysis, Product Moment Correlation (construct validity test), Cronbach alpha (Reliability) and Confirmatory Factor Analysis to find a model match. The results show that the instrument is valid, reliable and the Goodness of Fit index. It is therefore denied that the instruments developed are valid, reliable and suitable for measuring the level of reflective thinking ability..
Implementasi Model Pembelajaran Argumentasi Dialogis dalam Pembelajaran Fisika untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMA Muslim Muslim
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 1 No 2 (2015): JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 1 Nomor 2, Des
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.496 KB) | DOI: 10.21009/1.01203

Abstract

Abstract Low ability of scientific arguments related to the students' learning process in the physics classroom that has not habituate scientific argumentation ability. This study aimed to examine the effect of the implementation of arguments dialogical learning model to increase students' ability of scientific argumentation. Argumentation dialogical learning model consists of five phases of learning, namely stages: (1) identification of the problem; (2) group argument discussion; (3) classroom argument discussion; (4) class mediation; and (5) the integration of knowledge. Each stage involves students learning activities directly in order to develop the ability of scientific argumentation. The pre-experimental method with the one group pretest and posttest design used in this research. The essay ability of the scientific arguments test and observation sheet used as a research instruments. Subjects in this study were students of 10th grade in one of the state senior high schools in Bandung, which is determined by random cluster sampling technique. The results show there is an increase in the ability of the student to the acquisition of scientific arguments with medium category after argument dialogical learning model implemented and it was concluded that the implementation of arguments dialogical learning model increased the students’ ability of scientific argumentation. Keywords: argument dialogic learning model, scientific argumentation ability Abstrak Rendahnya kemampuan argumentasi ilmiah siswa terkait proses pembelajaran fisika di kelas yang belum melatihkan kemampuan argumentasi ilmiah. Penelitian ini bertujuan melihat pengaruh implementasi model pembelajaran argumentasi dialogis terhadap kemampuan argumentasi ilmiah siswa. Model pembelajaran argumentasi dialogis terdiri dari lima tahap pembelajaran, yaitu: (1) identifikasi masalah; (2) diskusi argumentasi kelompok; (3) diskusi argumentasi kelas; (4) mediasi kelas; dan (5) integrasi pengetahuan. Setiap tahapan melibatkan secara langsung aktivitas siswa untuk berlatih mengembangkan kemampuan argumentasi ilmiah. Metode penelitian yang digunakan adalah pre-experiment dengan desain penelitian one group pretest and posttest. Instrumen penelitian yang digunakan meliputi tes kemampuan argumentasi ilmiah berbentuk uraian dan lembar observasi. Subyek dalam penelitian ini adalah siswa kelas X pada salah satu SMA Negeri di Kota Bandung yang ditentukan dengan teknik cluster random sampling. Hasil penelitian menunjukkan peningkatan kemampuan argumentasi ilmiah siswa dengan kategori sedang setelah diimplementasikan model pembelajaran argumentasi dialogis, sehingga dapat disimpulkan bahwa implementasi model pembelajaran argumentasi dialogis berpengaruh terhadap kemampuan argumentasi ilmiah siswa. Kata-kata kunci: model pembelajaran argumentasi dialogis, kemampuan argumentasi ilmiah
The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation Anisa Anisa; Ari Widodo; Riandi Riandi; Muslim Muslim
Scientiae Educatia: Jurnal Pendidikan Sains Vol 8, No 2 (2019): December 2019
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v8i2.5131

Abstract

The research aims to build and measure students' abilities in rebuttal using the Scientific Writing Heuristic (SWH) approach. This mixed-method research method was carried out for 5 months on 38 students, at a high school in West Java, Indonesia. The issue of socio-scientific genetics is given the theme of Genetic Modified Organisms with rebuttal measurements using the updated Toulmin argumentation framework. Qualitative and quantitative data are taken in this article in the form of argumentation before, during, and after treatment; coupled with deep interviews and questionnaires as well as observation of discussions. The results showed there were changes and improvements in rebuttal ability by 27.15% (30 students). The distribution of the strength of evidence is at most level 2 at 48.7% with a weak category, at level 3 at 30.8% with a strong enough category, at level 4 at 20.5% with a strong category.
Karakteristik Tes Hasil Belajar Ranah Kognitif Materi Elastisitas Menggunakan Analisis Item Response Theory Muhammad Lukman Hakim; Muslim Muslim; Taufik Ramlan Ramalis
Jurnal Penelitian Pembelajaran Fisika Vol 10, No 1 (2019): April 2019
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v10i1.3318

Abstract

ABSTRAK Tujuan penelitian ini secara umum yaitu mengetahui karakteristik tes hasil belajar ranah kognitif materi elastisitas. Penelitian deskriptif dengan desain one-shot design digunakan di dua sekolah menengah atas di Bandung. Partisipan ditentukan menggunakan teknik purposive sampling sehingga 116 siswa yang telah mempelajari materi elastisitas dipilih sebagai partisipan dalam penelitian. Partisipan diberi tes hasil belajar ranah kognitif materi elastisitas yang berjumlah 25 butir soal berbentuk pilihan ganda yang telah divalidasi oleh ahli. Tes tersebut dibuat berdasarkan Taksonomi Bloom revisi dengan proses kognitif yaitu mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi dan mencipta. Jawaban siswa kemudian dianalisis menggunakan item response theory. Hasil yang didapatkan dari penelitian ini menunjukkan bahwa validitas tes yang diukur menggunakan indeks Aiken V secara keseluruhan memiliki kategori tinggi, baik secara materi, kontruksi maupun bahasa. Hasil analisis menggunakan item response theory menunjukkan bahwa tes reliabel jika diberikan pada siswa dengan rentang kemampuan sedang sampai kemampuan tinggi. Secara keseluruhan, tes berkategori baik karena memiliki nilai daya pembeda berada pada rentang 0 sampai 2, nilai tingkat kesukaran berada pada rentang -2 sampai 2, dan faktor tebakan semu tidak melebihi nilai 1/k yaitu 0,2.Kata-kata kunci: Tes Hasil Belajar Ranah Kognitif, Item Response Theory, Elastisitas.
VALIDITAS TES KETERAMPILAN BERPIKIR KREATIF MATERI TEKANAN ZAT DENGAN ANALISIS RASCH MODEL Nurul Yuliadinda; Muslim Muslim; Ridwan Efendi
KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Vol 4 No 2 (2019): KONSTAN (Jurnal Fisika dan Pendidikan Fisika)
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (790.253 KB) | DOI: 10.20414/konstan.v4i2.40

Abstract

Creative thinking skills is one of the high-level thinking skills that must be possessed by students in learning. However, to determine the students' creative thinking skills necessary measurement tools in the form of tests. Therefore, studies were conducted in order to determine the content validation and construct validation tests of creative thinking skills with Rasch analysis models. This research uses descriptive quantitative method using the design construction and validation. The construction process generates six test items that measure creative thinking skills aspects of fluency, flexibility and originality in the form of an essay. The validation process is based on the judgment of five experts and tests on 190 samples. The results of the validity of the content item has a high and very high categories.
Karakterisasi Instrumen Tes Keterampilan Bepikir Kreatif Berdasarkan Analisis Partial Credit Model Ahmad Zulkarnain Zain; Taufik Ramlan Ramalis; Muslim Muslim
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4806

Abstract

Penelitian ini bertujuan untuk mengonstruksi dan mengarakterisasi instrumen tes Keterampilan Berpikir Kreatif (KBK) menggunakan Teori Respon Butir (TRB) yakni dengan Partial Credit Model (PCM). Metode yang digunakan adalah mixed method menggunakan exploratory sequential design. Pada proses konstruksi dihasilkan instrumen tes uraian yang mengukur aspek fluency, flexibility, originality dan elaboration. Hasil validasi isi menunjukkan 83,3% soal dikatakan sangat valid dan 16,7% valid. Hasil analisis dengan PCM menunjukkan bahwa seluruh butir soal valid. Pada uji reliabilitas, instrumen tes KBK memiliki nilai puncak fungsi informasi sebesar 6,7938 dan SEM  (Standard Error of Measurement) sebesar 0,3837 dengan perpotongan antara kurva menunjukkan instrumen bersifat reliabel. Dari hasil analisis tingkat kesukaran diperoleh butir soal 1-6 memiliki rentang kesulitan mudah-sedang. Seluruh butir soal memiliki nilai daya beda 1 yang artinya dalam kategori baik sekali. Berdasarkan hasil validasi ahli dan karakteristik tes, seluruh butir soal dalam instrumen tes layak digunakan. Instrumen Tes KBK dalam penelitian ini diharapkan dapat digunakan untuk mengukur keterampilan berpikir kreatif dalam materi alat optik untuk siswa SMA. This research aims to construct and characterize the Creative Thinking test instrument using Item Response Theory, namely the Partial Credit Model (PCM). The method used is a mixed-method using an exploratory sequential design. In the construction process, a description test instrument is produced that measures the aspects of fluency, flexibility, originality and elaboration. The results of content validation show that 83.3% of the questions are said to be very valid, and 16.7% are valid. The results of the analysis with PCM show that all items are valid. In the reliability test, the KBK test instrument has a peak value of the information function of 6.7938 and SEM (Standard Error of Measurement) of 0.3837 with the intersection between the two curves in the range -1.8 to 1.3 so that the question is reliable. From the analysis results of the level of difficulty, items 1-6 have an easy-medium difficulty range. All items have a different power value of 1 which means they are in the very good category. Based on the results of expert validation and test characteristics, all items in the test instrument are suitable for use. 
Analysis of the Characteristics of Higher Order Thinking Skills (HOTS) Test on Momentum and Impulse for Senior High School Student Using Item Response Theory Aulia Rahman; Heni Rusnayati; Muslim Muslim
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 11 No. 2 (2021)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v11n2.p127-137

Abstract

Currently, 21st-century skills are needed by students, especially Higher Order Thinking Skills (HOTS), to meet the needs of the rapidly growing world of work. It is necessary to provide debriefing during learning activities to meet these needs. Besides that, a quality instrument is needed to measure the skills of each student, the more information that the instrument can provide shows that the instrument is getting better. This study aimed to determine the characteristics of the Higher Order Thinking Skills test on momentum and impulse consisting of validity, reliability, difficulty level, and discrimination index based on item response theory analysis. The method used in this research is a descriptive method with a quantitative approach and a One-Shot Design research design. The population was second-year senior high school students in Bandung. Meanwhile, the sample of this study consisted of 122 second-year senior high school students who were selected using a purposive sampling technique. The instrument used was the Higher Order Thinking Skills test on momentum and impulse. Based on the result, 16 items were categorized as valid. Besides, the reliability of the test instrument was good. For the level of difficulty, an item was categorized as very difficult, an item was difficult, twelve items were medium, three items were easy, and an item was very easy. Lastly, for the discrimination index, thirteen items were considered good, and five items did not classify as good.
Penerapan Guided Inquiry Learning Berbantuan Advance Organizer melalui Virtual Edmodo untuk Meningkatkan Kemampuan Pemecahan Masalah Indri Eka Putri; Muslim Muslim; Andhy Setiawan
JURNAL SPEKTRA Vol 8, No 2 (2022): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Program Studi Pendidikan Fisika, FITK, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v8i2.230

Abstract

Pembelajaran abad 21 menuntut lingkungan belajar bermakna dengan proses penyelidikan mendalam terkait topik yang diajarkan. Hal ini akan berdampak pada perolehan kemampuan pemecahan masalah yang semakin dibutuhkan di era teknologi. Dengan demikian dilakukan penelitian ini untuk meningkatkan kemampuan pemecahan masalah dengan menerapkan inkuiri terbimbing berbantuan advance organizer melalui virtual Edmodo. Pembelajaran ini diberikan di kelas eksperimen sedangkan model inkuiri terbimbing di kelas kontrol. Penelitian ini menggunakan metode gabungan dengan explanatory design yaitu data kuantitatif dari hasil tes kemampuan pemecahan masalah menjadi informasi utama dan data kualitatif dari hasil wawancara sebagai informasi pelengkap. Data kuantitatif dianalisis dengan menggunakan rasch model, uji hipotesis, dan uji N-Gain. Sedangkan, hasil wawancara dari setiap siswa dibentuk menjadi narasi sehingga diperoleh informasi yang dibutuhkan. Hasil analisis menunjukkan bahwa peningkatan nilai logit kelas eksperimen lebih tinggi dibandingkan dengan kelas eksperimen. Peningkatan tersebut berada pada kategori sedang di kelas eksperimen dan pada kategori rendah di kelas kontrol. Berdasarkan uji hipotesis dapat disimpulkan bahwa model pembelajaran di kelas eksperimen dapat meningkatkan kemampuan pemecahan masalah secara signifikan dibandingkan dengan kelas kontrol. Penelitian ini memberikan kontribusi model pembelajaran yang dapat digunakan untuk meningkatkan kemampuan pemecahan masalah dan memberikan berbagai pengalaman belajar sehingga dapat menjadi alternatif untuk mengaktifkan siswa selama pembelajaran online
Profiles of Facilities and Students’ Responses in Supporting Implementation of Raspberry Pi-Based Bifocal Modeling Physics Practicum Sunardi Sunardi; Andi Suhandi; Muslim Muslim
Jurnal Pendidikan Fisika Vol 11, No 1 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i1.8892

Abstract

This research has been conducted to seek overviews of facilities and students’ responses in supporting the implementation of Raspberry Pi-based bifocal modeling physics practicum. This research was a qualitative case study done in a senior high school in Bandung District, Indonesia. The subjects of this research were two physics teachers and seventy-nine of students enrolled in tenth, eleventh, and twelfth grades in the academic year of 2020/2021. The data collection in this research was carried out through observation, interviews, and questionnaire. Observation and interviews activities were focused on laboratory room, laboratory equipment, computer laboratory, and internet facilities to obtain adequate information due to facilities which is potential to support the implementation of Raspberry Pi-based bifocal modeling physics practicum based on the technical specification of the latest Raspberry Pi found in the Indonesian market, i.e. Raspberry Pi 4 Computer Model B. Questionnaire was used to reveal the responses of students in receiving the implementation of Raspberry Pi-based bifocal modeling physics practicum and facilities owned by students which may be used to support the implementation of Raspberry Pi-based bifocal modeling physics practicum. Based on the data analysis, it was concluded that: 1) the school facilities are possible to support the implementation of Raspberry Pi-based bifocal modeling physics practicum in terms of facilities due to the computer modeling/ digital part of bifocal modeling physics practicum, 2) most students own smartphones and laptops/ computers which are possible to be utilized as output peripherals for displaying visualized physics phenomena and simulated physics data from Raspberry Pi-based bifocal modeling physics practicum devices, 3) students are willing to accept the implementation of Raspberry Pi-based bifocal modeling physics practicum in physics learning; they consider that such implementation can improve the quality of physics learning, improve the motivation of students to learn physics, and help students to easily understand physics concepts.
KARAKTERISTIK INSTRUMEN NON-TES SUSTAINABILITY AWARENESS MENGGUNAKAN ANALISIS RASCH MODEL MATERI PEMANASAN GLOBAL UNTUK SISWA SEKOLAH MENENGAH Adinda Amelia; Muslim Muslim; Agus Fanny Chandra
WaPFi (Wahana Pendidikan Fisika) Vol 5, No 2 (2020): WaPFi (Wahana Pendidikan Fisika) 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (605.426 KB) | DOI: 10.17509/wapfi.v5i2.27431

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengembangkan instrumen sustainability awareness dalam materi pemanasan global yang dapat mengukur sustainability awareness siswa sekolah menengah. Instrumen yang dikembangkan diharapkan dapat membantu pendidik dalam memodifikasi model pembelajaran yang digunakan untuk mendukung Education for Sustainable Development (ESD) sebagai salah satu upaya dalam mencapai 17 tantangan khusus dalam pembangunan berkelanjutan (Sustainable Development Goals). Data diambil dari responden siswa sekolah menengah yang berjumlah 453 orang. Hasil analisis menunjukan bahwa instrumen memiliki nilai reliabilitas keseluruhan yang bagus sekali (∝=0,81), nilai reliabilitas item (∝=0,99) dan reliabilitas responden (∝=0,70). Namun demikian, ditemukan beberapa item yang misfit karena tidak memenuhi syarat yang ditentukan. Secara keseluruhan, instrumen sustainability awareness ini mampu menjelaskan 42,6% varians pada kelompok responden. Berdasarkan hal tersebut, pengukuran sustainability awareness secara umum dapat dilakukan dengan instrumen ini. Kata Kunci: Education Sustainable for Development, Sustainability Awareness, Rasch Model. Pemanasn GlobalABSTRACT This study aims to develop an instrument of sustainability awareness that can measure the sustainability awareness of global warming subject on secondary school students. The instrument developed is expected to assist educators in modifying the learning model used to support Education for Sustainable Development (ESD) as an effort to achieve 17 Sustainable Development Goals (SDGs). The data was taken from 453 high school student respondents. The analysis shows that the instrument has a very good reliability value (∝ = 0.81), the value of item reliability (∝ = 0.99) and respondent reliability (∝ = 0.70). However, were found misfit because they did not conform the specified requirements. Overall, this sustainability awareness instrument was able to explain 42.6% of the variance in the group of respondents. Based on this, measurement of sustainability awareness in general can be mesaured with this instrument. Keywords: Education Sustainable for Development, Sustainability Awareness, Rasch Model, Global Warming.
Co-Authors A. Suhandi Achmad Samsudin Adinda Amelia Agus Fanny Chandra Agus Setiawan Ahmad Zulkarnain Zain Andhy Setiawan Anisa Anisa Ari Widodo Ari Widodo Arini Rosa Sinensis Arvina Yulindar Aulia Rahman Cucun Sutinah Dwi Siti Hartinah Eny Ambarawati Efendi, Ridwan Ernawulan Syaodih Harry Firman Hazrati Ashel Heni Rusnayati HERNANI - Ida Hamidah Ida Kaniawati Indri Eka Putri Maknun, Johar Mr Sjaeful Anwar Muhammad Lukman Hakim Nur Endah Susilowati Nurjannah Nurjannah Nurul Yuliadinda R. Riandi, R. Raden Giovanni Ariantara Ridwan Efendi Rizky Agassy Sihombing Rizky Agassy Sihombing Siti Darmilah Sunardi Sunardi Taufik Rahman Taufik Ramlan amalis Umi Sayidatus Zakiya Unang Purwana Winny Liliawati Yudi Kurniawan