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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Prosiding Pendidikan Sains Jurnal Pembelajaran Fisika JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Journal of Natural Science and Integration Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Unnes Science Education Journal JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Chandra Ertikanto
FKIP Universitas Lampung Jalan Sumantri Brojonegoro No. 1 Bandar Lampung
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Materials Science & Nanotechnology Mathematics Physics

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Building physics concept understanding and problem-solving ability in online learning through concept attainment model Distrik, I Wayan; Setiawan, Wawan; Ertikanto, Chandra
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 11 No 1 (2022): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v11i1.11775

Abstract

This research aimed to build physics concept understanding and to problem-solve in online learning through the concept attainment learning model. This research employed a quasi-experimental method with a non-equivalent control group pretest-posttest design. The population was natural sciences students in grade XI of Public Islamic School 1 in Pringsewu, Lampung, Indonesia. The samples consisted of 35 grade XI students from class IPA 3 for the experimental group and 34 grade XI students from class IPA 2 for the control group. The concept understanding test consisted of ten problems referring to Anderson and Krotwall’s indicators. The problem-solving test consisted of five problems referring to problems developed by Savage and William. The test results of physics concept understanding and problem-solving ability were analyzed descriptively by grouping the data, calculating the n-gain, and interpreting the data. The difference in physics concept understanding and problem-solving between experimental and control classes were analyzed using an independent sample t-test. The result showed that the n-gains of physics concept understanding and problem-solving ability were in the high and moderate categories, respectively, for the experimental class and the moderate and moderate categories, respectively, for the control class. The independent sample t-test showed that conceptual understanding and problem-solving ability differed significantly between the experiment and control classrooms. This result indicated that the concept attainment model in online learning was better for building physics concept understanding and problem-solving ability for senior high school students than other conventional learning models.
Soft Scaffolding Strategy: An Adaptive Post-Pandemic Learning to Facilitate Prospective Physics Teacher’s PCK Nurulsari, Novinta; Abdurrahman, Abdurrahman; Suyanto, Eko; Distrik, I Wayan; Ertikanto, Chandra
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 12 No 1 (2023): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v12i1.16071

Abstract

Teacher professional development programs extensively focus on enhancing teachers’ pedagogical content knowledge (PCK). Given the ongoing programs targeting the improvement of existing teachers’ PCK, there's an evident need for strategies that prepare future educators more effectively. While soft scaffolding has significantly contributed to fostering 21st-century skills among students, its potential in bolstering the PCK of prospective Physics teachers remains under-explored. This study addresses this gap by formulating a soft scaffolding strategy, tailored for post-pandemic learning scenarios, aimed at enriching the PCK of future physics educators. Employing a research and development approach, the ADDIE development design model was utilized. This strategy, termed EPiSODe, integrates key components: Encouraging students, Picking the learning concept, Simulating the learning process, Offering further consultation, and Demonstrating the learning process. Piloted with 52 prospective teachers in Lampung in their third year of Physics Courses, the strategy showcased effectiveness in augmenting their PCK.The results of the data analysis show that the soft scaffolding strategy was effective in increasing the PCK of prospective Physics teachers. The implications of this research include that soft scaffolding learning strategies can be implemented and adapted to the difficulties of candidates in developing PCK competencies. Therefore, to improve the quality of learning for prospective physics teachers and minimize misconceptions or low PCK, this strategy can continue to be developed in case-based learning activities or team-based projects at the higher education level.
Learning of Inquiry Sequences-Based E-Student Worksheet Assisted by Canva to Stimulate Hands-On Skills, Mind-On Activity, and Science Process Skills Divia, Bizry Cahya; Herlina, Kartini; Viyanti, Viyanti; Abdurrahman, Abdurrahman; Ertikanto, Chandra
Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v5i3.13905

Abstract

The covid-19 pandemic has changed educational policies regarding learning and teaching methods that were initially conventional and must now be integrated with technology. It takes teaching materials that can help students in learning. This study aims to develop an E-student worksheet using the Canva-assisted learning of inquiry sequences (LOIS) learning activity model that can be applied as a physics learning material that can practice hands-on skills, mind-on activities, and science process skills. This study uses research and development research methods. The E-student worksheet development procedure uses the ADDIE development model. The results of the experts show that the average score of the assessment of the E-student worksheet is 3.58, which is included in the very valid criteria. The limited trial of the E-student worksheet on the teacher's perception obtained results of 91% in the very good category, the test results for class XI students could be applied with a very good 88% score. The results of the effectiveness of working on the E-student worksheet obtained an average score of 89% in the highly trained category. It can be concluded that which means the E-student worksheet can train hands-on, minds-on activity, and science process skills.
Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS Sari, Alda Novita; Viyanti, Viyanti; Ertikanto, Chandra
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.18991

Abstract

The study aims to understand teachers' perceptions of scientific argumentation test instruments in physics based on modern test theory using question modelling through Edpuzzle LMS e-learning. It employed a mixed method with a Sequential Explanatory Design. Data were collected through questionnaires and analyzed descriptively. Initially, it was found that 75% of teachers had not developed assessment instruments capable of optimally training students, resulting in 68% of students struggling to understand physics learning. Additionally, 54% of students reported having identified and solved complex physics problems using scientific argumentation, while 46% had not. Based on survey results, 95% of students and teachers agreed that assessment activities encourage scientific argumentation, indicated by identifying scientific issues and explaining scientific phenomena. Hence, there is a need for a physics scientific argumentation test model based on modern test theory. For future research, it is suggested to explore how integrating this test model in different educational settings impacts students' scientific argumentation skills and understanding of physics concepts.
SSCS Model Based E-Worksheet: Needs Analysis to Stimulate Critical Thinking Skills Saroji, Ahmad; Rosidin, Undang; Ertikanto, Chandra; Herlina, Kartini; Azizah, Munadhirotul
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.3528

Abstract

This study aims to determine the need to develop an e-Worksheet based on the SSCS model to stimulate critical thinking skills. This study uses a qualitative descriptive method to provide an overview of the implementation of critical thinking skills in high school during learning that implements the independent curriculum. This research was conducted in March 2023. The data source was obtained using the non-test technique in the form of an open questionnaire. The subjects in this study were 15 physics teachers spread across 3 provinces in Indonesia, including Lampung, Central Java and South Sumatra. The data analysis technique is the Miles & Huberman (2018) analysis technique which is carried out continuously until the data is saturated. Data analysis involves three steps, data reduction, data presentation, and verification. The results of the study show that critical thinking skills have not been fully implemented in physics learning in senior high schools in the independent curriculum. Therefore, the development of an e-Worksheet based on the SSCS model is needed to stimulate students' critical thinking skills.
Efektifitas Blended Learning Berbasis LMS dengan Menggunakan Model Pembelajaran Inkuiri Terbimbing Pada Materi Termodinamika Ditinjau dari Keterampilan Berpikir Tingkat Tinggi Siswa Ertikanto, Chandra; Viyanti; Hardini, Sofia Nurulita
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.4026

Abstract

The purpose of this study is to evaluate the impact of blended learning utilizing a learning management system (LMS) on students' higher order thinking skills when applied to thermodynamics content. Students from classes XI MIPA 1 and XI MIPA 2 at SMA N 1 Sumberejo in Tanggamus Regency during the academic year 2022/2023 served as the study's samples. The control group pretest-posttest study design was employed with description questions served as the research tool. Blended learning that is based on an LMS and employs the guided inquiry learning model can help students' higher order thinking skills, as shown by the experimental class's average N-gain average of 0.7456, This is more than the medium-level average N-gain of 0.5878 for the control class. This demonstrates that experimental class students are better at higher order thinking than control class students. Additionally, evidence from the Independent Sample T-Test Hypothesis Test supports it, with a sig. (2-tailed) of 0.000, showing that blended learning using a learning management system and a guided inquiry learning model on content related to thermodynamics effectively improves students' higher order thinking abilities. The C4 (analyze) indication has shown the most improvement in higher order thinking abilities.
Development of Natural Disaster Mitigation LKPD Based on PJBL-STEM Assisted by Micro: Bit to Increase Self Awareness and Creative Problem Solving Nurjanah, Ayu; Herlina, Kartini; Ertikanto, Chandra
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6124

Abstract

This research aims to validate the PJBL-STEM-based natural disaster mitigation worksheet assisted by Micro: bit that has been developed. Validation was carried out by three experts, two of whom were academic experts in the field of education, and the other person was a teacher as a practitioner expert. The validation results show that the worksheet developed is very valid. The content validity of the worksheet obtained an average validity percentage weight of 89.1%, which was categorized as very valid; this shows the vital relevance of the content to learning objectives related to mitigating natural disasters due to global warming. The validity of the language aspect obtained an average weighted percentage of validity of 89.6%, which is categorized as very valid and shows excellent language quality and communication skills. Finally, the media and design's validity consists of cover and content aspects. The cover design received an average validity percentage of 93.5%, and the content design obtained an average validity percentage of 91.7%, so both are categorized as very valid. This confirms that the design of the worksheet, both the cover and the presentation of the contents, is perfect. These findings highlight that these worksheets maintain high-quality content, language, and design standards.
Analysis of Teachers' Needs in Renewable Energy Learning Programs Using SSI Integrated with PjBL-STEM to Enhance Collaborative Problem-Solving and Entrepreneurial Skills Rahayu, Sri; Abdurrahman; Herlina, Kartini; Suyatna, Agus; Ertikanto, Chandra
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9299

Abstract

This preliminary study explores the needs of teachers and students in physics learning, focusing on renewable energy topics. Using a survey method, data were collected from 24 high school physics teachers in Lampung Province via Google Forms. The findings were analyzed to identify educational gaps and propose solutions. Results reveal a pressing need for learning programs that enhance Collaborative Problem-Solving and Entrepreneurial Skills. While 83.30% of teachers reported integrating Project-Based Learning STEM (PjBL-STEM) into their teaching, only 23.50% of worksheets used were PjBL-STEM-based, and just 26.70% were self-created. Teachers faced challenges such as limited time and difficulty initiating development. Additionally, only 54.20% of teachers were familiar with the Sustainable Development Goals (SDGs). The study also highlights gaps in skill assessment, with 75% of teachers not evaluating Collaborative Problem-Solving Skills and 87.50% not assessing Entrepreneurial Skills. Despite using teaching media and worksheets, these gaps suggest a need for more robust tools and methods.The findings underscore the importance of developing renewable energy learning programs integrated with PjBL-STEM. Such programs can address existing challenges, promote SDG awareness, and equip students with critical skills for collaboration and entrepreneurship in the context of physics education.
Analysis of Assessment Instrument Needs to Measure Students Critical Thinking Skills and Self-Efficacy in Physics Learning Lestari, Tri; Rosidin, Undang; Distrik, I Wayan; Ertikanto, Chandra; Herlina, Kartini
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9453

Abstract

This research is a preliminary study that aims to determine the needs of teachers and students in the learning process, especially in the material of particle motion dynamics. The research method chosen was a survey, which was conducted on 20 physics teachers and 30 high school students in the MIPA field in Lampung Province using Google Form. The collected data were then curated and analyzed to identify and address educational needs. The results of the data analysis showed a demand for assessment instruments that can measure critical thinking skills and self-efficacy in physics learning. According to the survey, 45% of teachers never assess critical thinking skills and 60% of teachers never assess self-efficacy. Teachers do not apply because of the lack of examples or instruments owned to assess critical thinking skills and self-efficacy. Teachers also do not have assessment instruments that are easy, practical, and appropriate during the learning process. Physics learning assessment at school has not optimized critical thinking skills well, so critical thinking skills are still low, and self-efficacy is still an obstacle. Therefore, the development of assessment instruments to measure critical thinking skills and student self-efficacy in physics learning is very important.
Socio Scientific Issue Integrated STEM-PjBL in Teachers' Perspective: Can Its Implementation in Learning Programs Improve Students' Creative Thinking Skills on the Topic of Renewable Energy? Tasyani, Anis; Herlina, Kartini; Ertikanto, Chandra; Abdurrahman
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9534

Abstract

This study aims to describe teachers' perceptions of the Socio Scientific Issue (SSI) approach integrated with the STEM-PjBL learning program in improving students' creative thinking skills on the topic of renewable energy. This research was conducted involving 27 Physics teachers in Lampung province. The method used in this research is mixed method with Sequential Explanatory Design. Data were collected using a questionnaire. The data were analyzed using descriptive analysis. The results of the needs analysis show that 82% of teachers have not used the STEM-PjBL learning model and 93% of teachers have never used the Socio Scientific Issue (SSI) approach in learning renewable energy. Approximately 70% of teachers have not used STEM-PjBL integrated LKPD, and 63% of teachers still use printed books as learning resources. The teaching materials used have not been able to improve creative thinking skills, where 52% of teachers have not used LKPDs that can improve these skills. Based on the results of the needs analysis that has been carried out, most teachers show a positive perception of the development of learning programs based on the Socio Scientific Issue (SSI) approach integrated with STEM-PjBL. in improving students' creative thinking skills on the topic of renewable energy.
Co-Authors Abdul Malik Abdurahman Abdurrahman Agus Suyatna Ahmad Naufal Umam Aini, Umi Nur Azizah, Munadhirotul Dewi, Eka Puspita Dewi, Eka Puspita Divia, Bizry Cahya Eko Suyanto Hardini, Sofia Nurulita Herlina, Kartini I Wayan Distrik Ismu Wahyudi Maulidina, Lutfia Nengah Maharta Novinta Nurulsari Nurjanah, Ayu Purnamawati, Dian Purnamawati, Dian Sari, Alda Novita Saroji, Ahmad Sofya Febrizha, Sofya SRI RAHAYU Tasyani, Anis Tri Lestari Undang Rosidin Uslima, Ummul Uslima, Ummul viyanti Viyanti Viyanti Wawan Setiawan