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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian Fisika dan Aplikasinya (JPFA) JIPF (Jurnal Ilmu Pendidikan Fisika)
Eko Susilowati
Universitas Lambung Mangkurat
Astronomy Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Materials Science & Nanotechnology Physics

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Exploring Students’ Misconception in the Frame of Graphic and Figural Representation on Projectile Motion Regarding to the COVID-19 Constraints Wahyu Hidayatulloh; Heru Kuswanto; Purwoko Haryadi Santoso; Eko Susilowati; Zul Hidayatullah
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 6, No 3 (2021): September 2021
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v6i3.2157

Abstract

Remote learning has reformed the normal tradition of physics instruction in the existence of COVID-19 pandemic. The previous documentation of student’s misconception is mostly discovered in the normal condition of physics instruction. Regarding to the pandemic outbreak is necessary since distance learning routines have absolutely influence the physics education outcomes all over the world. To explore the issues, this quantitative study has descriptively identified students' misconception on projectile motion in the frame of graphic and figural representations. The six items of Busyairi and Zuhdi’s three tier test were administered to the 76 students in a Javanese public high school, Indonesia. Overall, the Arslan, Cigdemolu, & Moseley’s categorical framework classified that the whole participants still congregate in the misconception’s groups on projectile motion. The lack of students’ representation on projectile motion might be magnified by the pandemic restrictions in providing appropriate visualization on projectile concept. Finally, the author suggested that the alternative of online learning during the outbreak have not yet been effectively engaged to promote the physics representation on projectile motion.
ANALYSIS DIMENSIONS OF CREATIVITY IN STEM INTEGRATED PROJECT-BASED LEARNING Prapawan Thongsri; Eko Susilowati
Jurnal Kependidikan Vol 5, No 2 (2021)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v5i2.35306

Abstract

This study was aimed to analyze the dimensions of creativity in integrated project-based learning in Science, Technology, Engineering, and Mathematics (STEM). The research method uses descriptive statistical analysis. This research was conducted on students of the Physics Education Study Program in Banjarmasin. The research subjects consisted of 24 physics teacher prospective students programming Applied Physics courses. Data obtained through tests, questionnaires and interviews. Data were analyzed by calculating the normality test, difference test, andn gain. The results showed the order of increasing the percentage ofn gainin the creativity dimension from the lowest to the highest, namely the person dimension, the press dimension, the product dimension, and the process dimension. The strength of this research is to train the creativity of prospective teacher students through project creation by integrating STEM fields that combine cognitive, affective, and psychomotor abilities by exploring the problems that exist in their neighborhood. Further research on the dimensions of creativity in other learning models is needed to explore student creativity continuously and sustainably in order to produce quality resources.
Increasing Students Responsibility and Scientific Creativity through Creative Responsibility Based Learning Suyidno Suyidno; Eko Susilowati; Muhammad Arifuddin; Misbah Misbah; Titin Sunarti; Dwikoranto Dwikoranto
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 9 No. 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p147-157

Abstract

Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase students responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed      (1) students responsibility for each meeting is in good criteria, and (2) there is a significant increase on students scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase students responsibility and scientific creativity in physics learning
Co-Authors Dwikoranto Heru Kuswanto Misbah Misbah Muhammad Arifuddin Prapawan Thongsri Purwoko Haryadi Santoso Suyidno Suyidno TITIN SUNARTI Wahyu Hidayatulloh Zul Hidayatullah