Article Per Year (5 Year)
p-Index From 2021 - 2026
2.461
P-Index
This Author published in this journals
All Journal Berkala Ilmiah Pendidikan Fisika Al Ishlah Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Asian Journal of Science Education
Fitria Herliana
Universitas Syiah Kuala
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Pengaruh Penggunaan Lb Virtual berbasis PhET Simulation terhadap Kemampuan Berpikir Analitis Siswa Elmi Mahzum; Abdul Halim; Nazilatul Usfia; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.4791

Abstract

The use of media in the learning process has a very important role. When there are limitations in media use, especially in accessing real laboratories, it can cause a decrease in students' analytical thinking abilities. This research aims to identify the impact of using PhET simulation on students' analytical thinking abilities. This research is included in the type of quasi-experimental research, a quantitative approach with a pretest-posttest control group design. The research sample was taken using a purposive sampling technique, which resulted in two groups, namely 25 students from class XI-MIA 1 as the experimental group, and 25 students from class XI-MIA 2 as the control group. Data was collected using test techniques, with pretest-posttest value data. Data analysis was carried out using the independent sample t-test, and previously prerequisite tests were carried out in the form of normality and homogeneity tests. The results of hypothesis testing show that the value is 0.04 < 0.05, which means the research hypothesis is acceptable. From this research it can be concluded that the use of PhET Simulation has a significant influence on students' analytical thinking abilities.
A Dampak Model Learning Cycle Terhadap Pemahaman Konsep Momentum dan Impuls Rizka Putri Handayani; Abdul Halim; Ngadimin; Abdul Hamid; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.5031

Abstract

This study aims to determine the impact of the Cycle Learning model toward understanding the concept of momentum and impulse. The study used a quantitative approach, quasi-experimental methods and a non-equivalent pretest-posttest control group design in two classes of high school students as the research sample. Data collection was carried out using a physics concept understanding test (PCUT) and data analysis using the t-test at a significance level of 0.05 to find out the difference between the control class and the experimental class. The results of the data analysis show that: The Learning Cycle 7e model has an effect on increasing understanding of concepts. The 7E Learning Cycle model is better than conventional techniques from the aspect of increasing understanding of concepts. The level of conceptual understanding through the Learning Cycle 7e model is obtained by the level of complete understanding (LCU), while conventional techniques are only obtained by the level of partial understanding (LPU). The application of the Learning Cycle 7e learning model in learning is proven to be able to influence students' conceptual understanding skills for the better.
Tracking Problem-Solving Behavior in One-Dimensional Kinematics: A Study of Physics Education Undergraduates Suci Rizkina Tari; Fitria Herliana; Fadiya Haya
Berkala Ilmiah Pendidikan Fisika Vol 14, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v14i2.26058

Abstract

A qualitative study was employed to explore undergraduate Physics Education students’ behavior during problem-solving of one-dimensional kinematics. Six undergraduate students from Physics Education program were chosen as the participants. The main data for this research were gathered through the think-aloud technique, which involved recording participants’ verbalizations, transcribing, and coding the data. This analysis was further supported by observations, interviews, and students’ written responses. The study identified twenty-four distinct behaviors commonly exhibited by students when solving problems related to one-dimensional kinematics. These behaviors included initial reading, repeated reading, strategic reading, organizing information, clarifying the problem context, drawing a visual representation, recalling relevant knowledge, identifying the goal, selecting the appropriate formula, identifying the variable, developing the plan, formulating a sub-plan, linking the concept, considering the formula, considering the variable, checking the plan, checking the computation, estimating the answer, recognizing error, evaluating the plan, reflecting on themselves, performing basic calculation, performing algebra, and presenting or writing down the solution. These behaviors were categorized into eight broader groups, which allowed for a clearer interpretation of students' behavior during problem-solving. The eight categories of behavior revealed in this study align with Polya’s four-step problem-solving model and Schoenfeld’s theory of metacognition. The results offer meaningful insights into the ways students interpret, plan, and evaluate solutions to physics problems. The findings also provide important implications for physics education by offering insights that lecturers can use to design learning instruction that explicitly supports the development of students’ problem-solving skills. Future research is suggested to design targeted interventions that support the development of expert-like problem-solving in undergraduate physics education based on the results of this study.
Co-Authors A Halim Abdul Hamid Ahmad Farhan Ahmad Farhan Desy Shafira Siahaan E Mahsum Elisa Elisa Elisa Elisa Elisa Elisa Elisa Kasli Elmi Mahzum Erni Maidiyah Evendi Evendi Fadiya Haya Faradilla Fadlia Fida Mauliza I Made Astra Kana Puspita Muhammad Syukri Musdar Musdar Musdar Musdar Nazilatul Usfia Ngadimin Ngadimin Ngadimin Nia Kurnia Devy Nur Izzaty Nurazidawati Mohamad Arsad Pratiwi Jasmine Suwardi Rahmati Rahmati Rizka Putri Handayani S Rizal Suci Rizkina Tari Susanna Susanna Susilawati Susilawati Syamsul Rizal Syamsul Rizal Yusrizal Yusrizal Yusrizal Yusrizal Zahra Amalia Zainuddin Zainuddin Zhaifatul Ukhaira