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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Pendidikan Fisika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pembelajaran Fisika JPSE (Journal of Physical Science and Engineering) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal JKTP: Jurnal Kajian Teknologi Pendidikan JCES (Journal of Character Education Society) Efektor Indonesian Journal for Social Responsibility Jurnal Riset Pendidikan Fisika Jurnal Pengabdian kepada Masyarakat Experiment: Journal of Science Education International Journal of Education and Teaching Zone Jurnal Pendidikan, Sains dan Teknologi Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) E-Amal: Jurnal Pengabdian Kepada Masyarakat Education Specialist
Kurniawan, Bakhrul Rizky
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Astronomy Automotive Engineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Development of Bifocal Modeling Practicum to Harmonic Vibrations as Innovation in Physics Learning Sujito, Sujito; Pramono , Nugroho Adi; Sulur, Sulur; Wisodo , Hari; Kurniawan, Bakhrul Rizky
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 14 No. 2 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v14n2.p184-198

Abstract

The era of Industry 5.0 requires physics education to adapt to technological advancements. Students often struggle to understand abstract concepts due to the limitations of tools and methods of learning that are less interactive. This research aims to develop a prototype for a harmonic vibration practical that integrates the Internet of Things (IoT), Augmented Reality (AR), and Virtual Reality (VR) into a single Bifocal Modelling device. This approach allows students to see the application of physics concepts in real-time, enriching their learning experience. The method used is Research and Development (R&D), which consists of Analysis, Design, Development, Implementation, Evaluation (ADDIE). The research results indicate that the use of this technology can enhance student engagement and help them understand the differences between the ideal model and real phenomena. Thus, students not only learn theory but also experience firsthand that makes learning more engaging. In addition, the integration of this technology equips students with the 21st-century skills needed in an increasingly complex job market. This research is expected to provide solutions to the challenges in physics teaching and pave the way for further research related to the application of technology. In this way, the integration of technology in physics education can prepare students to face the complexities of the modern workforce.
Development of Articulate Storyline-Based Media for Momentum and Impulse Material in Grade X Senior High Schools, Indonesia Dimas Mahendra; Dewi Kgajar Fitriana; Khusaini, Khusaini; Bakhrul Rizky Kurniawan; Kormil Saputra
Education Specialist Vol. 2 No. 2 (2024): July-December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v2i2.295

Abstract

This study aims to develop an android application-based learning media that is literacy-oriented on Momentum and Impulse material and can be run on most devices owned by students. The creation goes through several stages in its formation. Through an application on a computer or laptop called Articulate Storyline, it is developed in such a way as to become a learning media that can be used in everyday learning. With the development model used is the ADDIE model. This model was chosen because it has research steps that are systematically arranged. The steps of the ADDIE research and development procedure consist of five stages, namely Analyze, Design, Develop, Implementation and Evaluation. Which is intended for teachers and students of State High School (SMAN) 2 Pare and State Islamic High School (MAN) Paser with supporting data for material and media validation tests. The results of the study produced 91% for the media validation test and 83% for the results of the material validation test and it can be said that the learning media is very suitable for use. While the test results for teachers and students at MAN Paser and also SMAN 2 Pare each showed 90% and 94% for teachers and 90% and 89% for students.
Peningkatan Keterampilan Mengajar Guru IPA Menggunakan Google Sites Khusaini, Khusaini; Kusairi, Sentot; Kurniawan, Bakhrul Rizky
Indonesian Journal for Social Responsibility Vol. 7 No. 02 (2025): December 2025
Publisher : LPkM Universitas Bakrie

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36782/ijsr.v7i02.471

Abstract

Natural Science Subject Teachers' Conference (MGMP IPA) in Malang City is a community of science teachers who actively discuss and collaborate to enhance their professionalism. However, science teachers still face major challenges when implementing the independent curriculum; one of them is using ICT-based science learning media. This problem shows the need for training to carry out empowerment activities for science teachers in the MGMP Malang to develop Google Sites as ICT-based learning media. This community service applied the five-stage method: socialization, training, application of technology, mentoring and evaluation, and program sustainability. Teachers can upload the results of several works that have been compiled on Google Sites, consisting of learning objectives, materials, photos of activities, assessments, and other learning resources that are connected to Google Apps, so that teachers can access them at any time. Teachers use online media such as Quizizz, Kahoot, and Spinner for the assessment component. Overall, based on the results of the teachers’ questionnaire and the products made, it is indicated that this community service has succeeded in providing direct experience, which triggered teachers’ enthusiasm to use Google Sites as an interesting and meaningful learning medium in the class. These findings showed the program helped the teachers to enhance their professionalism.
Developing Global Warming Module Based on Education for Sustainable Development to Increase Middle School Students Understanding and Sustainability Awareness Putri, Senda Tiara; Fardhani*, Indra; Mulyati, Yayuk; Kurniawan, Bakhrul Rizky; Putri, Adella Anfidina
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.33679

Abstract

The environmental crisis, which is a global problem, can be overcome by increasing sustainability awareness. The education for sustainable development (ESD) based global warming module can increase understanding and sustainability awareness. The goal of this research was to create a module based on ESD that deserves to be tested for its effectiveness in raising junior high school students understanding and sustainability awareness of global warming. The development procedure is based on the ADDIE model (analyze, design, develop, implement, and evaluate) data collection techniques using interviews, questionnaires, and pretest-posttest questions. The data analysis techniques used are the descriptive qualitative technique, percentage analysis, readability test, validity and reliability test, normality and homogeneity test, independent sample t-test, N-gain test, and effect size test. The results of media and material validation tests show very valid criteria. The results of the N-gain test in the post-test control class showed low criteria, while those in the experimental class showed medium bars. The outcomes of the effect size test in the post-test control and practical classes show high criteria. This research indicates that the modules developed are valid and effective for increasing students' understanding and sustainability awareness
First-Year Students' Initial Understanding of The Basic Concept of Static Fluid Sarkity, Dios; Liana, Metta; Cicyn Riantoni; Putri Dwi Sundari; Bakhrul Rizky Kurniawan
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.62546

Abstract

Indonesia is one of the largest maritime countries in the world. Learning should be carried out contextually by linking knowledge with contexts relevant to students' daily lives, such as the maritime context. This research is descriptive to determine students' initial understanding of the basic concept of static fluids. This research involved 66 first-year students in biology education as research subjects. The data collection technique used in this research is a test that uses 6 questions that represent the concepts of density, hydrostatic pressure, and buoyant force. Data was analyzed descriptively, quantitatively and qualitatively. The research results show that many students still experience problems understanding the basic concepts of static fluids, including density, hydrostatic pressure, and buoyant force. This indicates the need for implementing learning that can improve students' understanding of basic concepts of static fluid and enable them to link their knowledge with conditions and situations related to the maritime context in their daily lives. One of the effective approaches to address this issue is implementing a problem-based learning model. This study highlights the importance of contextualized general physics instruction to bridge students’ experiential and conceptual understanding, especially in maritime-based learning contexts.
THE RELATIONSHIP BETWEEN GENDER AND UNDERGRADUATE PHYSICS STUDENTS’ LABORATORY PERFORMANCE Ananingtyas, Ratika Sekar Ajeng; Suwasono, Purbo; Kurniawan, Bakhrul Rizky; Prawitasari, Prawitasari; Munfaridah, Nuril
Jurnal Pendidikan Matematika dan IPA Vol 17, No 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.101802

Abstract

Laboratory activities play a central role in fundamental physics courses because they support the development of procedural skills, experimental reasoning, and practical problem solving. This study investigates whether gender and class group are associated with the laboratory performance of undergraduate physics students. The participants were 54 first-year physics students enrolled in a fundamental physics laboratory course. Laboratory performance was measured through structured observation rubrics focusing on procedural accuracy and practical engagement, as well as an individual performance test assessing experimental readiness and data interpretation skills. Descriptive analysis showed that the mean score for performance observation was 88.44, while the mean score for performance test was 67.04. Both variables were non-normally distributed (Shapiro-Wilk = 0.92, p < 0.001) but showed homogeneous variances across gender and class group. Spearman analysis revealed a moderate positive association between observation and test scores ( = 0.399, p = 0.0028), suggesting that students who performed well during laboratory activities tended to achieve higher scores on individual performance test. Wilcoxon test showed that gender was linked to differences in observation scores (W = 480, p = 0.03748) but not on test scores (W = 368.5, p = 0.8892), whereas class group showed the opposite pattern. Overall, the findings highlights the importance of using multiple assessment approaches to capture laboratory performance more comprehensively and to avoid overinterpreting gender differences as deficits. The results contribute context-specific evidence form Indonesian physics education and support efforts to promote more equitable laboratory learning environments.
TPACK Mastery through STEM-Integrated Project-Based Learning in Online Physics Course Rahmawati, Irma; Noor Latifah, Siti; Kurniawan, Bakhrul Rizky
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.758

Abstract

This study investigates the effectiveness of STEM-integrated project-based learning (PBL) in enhancing prospective physics teachers' TPACK mastery within an online multimedia physics course. Employing a mixed-methods embedded design, 18 prospective physics teachers at Universitas Islam Negeri Antasari Banjarmasin engaged in a five-stage STEM-PBL framework reflection, research, discovery, application, and communication via a learning management system, culminating in educational video projects and lesson plans assessed using a validated TPACK rubric. Descriptive analysis revealed that the majority of students (67.1%) attained moderate TPACK proficiency, with 16.7% achieving high and 22.2% low categories. Although female students demonstrated marginally higher mean scores (M = 82.1) compared to males (M = 81.8), Mann-Whitney tests confirmed no statistically significant gender differences across any TPACK dimension (p > 0.05). These findings contribute empirical evidence that STEM-integrated PBL delivered through online platforms effectively fosters technological, pedagogical, and content competencies among prospective teachers, addressing the growing demand for digitally competent educators. The study underscores the pedagogical value of structured, project-based approaches in teacher preparation programs and offers practical implications for designing online learning environments that integrate STEM principles to develop 21st-century teaching competencies.
Co-Authors Adulsman Sukkaew Agustin, Nafisah Maulida Ahmad Taufiq Alfianito, Muhammad Syahrul Amalia Eka Febriana Annis Sholikah Annisa Ulfa Yana Arif Hidayat Aufa, Muhammad Izul Ayyashi, Tsaqiila Putri Cahyani Intan Ramadani Cahyo, Daeng Nur Choirun Nisah Alifiyah Danny Firmansyah Devi Ayu Nur&#039;aini Dewi Kgajar Fitriana Dimas Mahendra Dios Sarkity Dwi Suci Febriyanti Endang Purwaningsih Endang Purwaningsih Eny Latifah, Eny Faradila Nur Anjelin Farah Rafidah6 Fardhani, Indra Fatmatul Ailiyah Fitriani, Rita Hartatiek, Hartatiek Irawan, Ivan Danar Aditya Irma Rahmawati Joko Utomo Joko Utomo Kanugrahan, Awal Ciptaning Kholifah, Mimin Nurul Kormil Saputra Lila Antasari Magfira Cindy Dianningrum Metta Liana Mimin Nurul Kholifah Muhammad Dian Ilham Akbar Noor Latifah, Siti Nur Elma Ayu Wahyuni Nuril Munfaridah, Nuril Nurul Khoiriyah Ozara, Hana Parno Pramono , Nugroho Adi Prawitasari, Prawitasari Puput Diah Lestari Purbo Suwasono Putri Dwi Sundari Putri, Adella Anfidina Putri, Anggy Marthania Tatyanty Putri, Senda Tiara Raden Mohamad Herdian Bhakti Ramadani, Cahyani Intan Ramdhani, Gilang Obidia Ratika Sekar Ajeng Ananingtyas Reyza Arief Taqwa, Muhammad Riantoni, Cicyn Rini Tri Anggraini Risda Luthfiani Zahra Rita Fitriani Robi Kurniawan Saputri, Diana Eka Sembiring, Rinawati Sentot Kusairi Shoiqin, Muhammad Ibnu Siska Amalia Siti Helmyati Sujito Sujito Sulur Supriana, Edi Syukriyatul Fauziyah Try Nada Fis Wisodo , Hari Yayuk Mulyati Yudyanto Yudyanto