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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Momentum: Physics Education Journal
Jeffry Handhika
Universitas PGRI Madiun, Indonesia
Education Physics

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Pengembangan Modul Fisika Berbasis OASIS Pada Materi Suhu dan Kalor Untuk Meningkatkan Kemampuan Berpikir Kritis Rice Yanita Dian Christi; Jeffry Handhika; Andista Candra Yusro
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 13 No. 2 (2020)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v13i2.296

Abstract

This research aims to improve critical thinking skills by developing OASIS-based modules. The stages of the OASIS Model include concept orientation, concept analysis, concept synthesis, concept investigation and concept synergy. This type of research is development research. The subjects of the study were students of class X MIPA 1 of SMA Negeri 1 Jiwan, Madiun Regency. Data collection techniques were carried out by the method of tests, observations, and questionnaires. Data analysis techniques used the Likert scale and the Guttman scale for the questionnaire and t-test for the test method. Product validation based on 4 aspects namely linguistic, content eligibility, OASIS assessment and presentation of material for material experts and 3 aspects namely module size, cover design, and content design for media experts. Based on the validation results of the developed learning module material, an average rating of 69.6% can be obtained with reasonable criteria (with revisions) and media experts obtained an average rating of 80% with decent criteria. N-Gain results from pretest and posttest obtained an average of 0.35 so as to get a moderate criterion (the ability to think critically increases). Thus the learning modules that have been developed are worthy of being used as teaching materials in learning physics in the Temperature and Heat material and can improve students' critical thinking skills.
Pengembangan Media Pembelajaran Koefisien Gesek Kinetik Berbasis Mikrokontroler Atmega Terintegrasi PC Untuk Meningkatkan Keterampilan Proses Sains Siswa Muhammad Yahya Qosim; Jeffry Handhika; Mislan Sasono
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 13 No. 2 (2020)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v13i2.322

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains siswa pada materi koefisien gesek kinetik melalui media pembelajaran koefisien gesek kinetik berbasis mikrokontroler Atmega. Penelitian ini dilakukan di SMANJiwan Kabupaten Madiun dengan jumlah 21 siswa di kelas X MIA II. Penelitian ini menggunakan metode penelitian Research and Development dengan model ADDIE dengan tahap analisis, desain, pengembangan, implementasi dan evaluasi. Teknik pengumpulan data menggunakan wawancara tidak terstruktur, lembar validasi ahli, angket respon siswa, dan observasi keterampilan proses sains. Hasil menunjukkan bahwa ahli media memberikan nilai CVR dan CVI sebesar 1 yang artinya media layak dan sangat sesuai untuk uji coba lapangan, respon siswa sangat baik pada kelas terbatas yang ditunjukkan dengan rata-rata sebesar 3,42, media pembelajaran memberikan pengaruh terhadap keterampilan proses sains siswa dibuktikan dengan hasil N-gain 0,67 dan masuk dalam kategori sedang. Kesimpulannya media layak digunakan dengan hasil respon siswa yang sangat baik dan mampu meningkatkan keterampilan proses sains siswa.
Revealing students' thinking schemes in solving direct current electrical circuit problems Jeffry Handhika; Cari Cari; Suparmi Suparmi
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.11354

Abstract

Students’ thinking schemes must be revealed to discover the students’ fundamental problems in solving direct current (DC) electrical circuit problems. Concept maps and problem-solving can be used to reveal students’ thinking schemes. The method used in this study is descriptive qualitative. The research was conducted on second-semester students who took the Fundamental Physics II course at a private university in Madiun in 2023/2024, totaling 9 students. Data was collected using the documentation method in the form of assignments to make concept maps, tests, and interviews. The results of this study reveal students’ thinking schemes, which can be categorized into computational thinking (CT), non-CT, and combined thinking (CT and non-CT). Non-CT students’ thinking schemes use trial and error methods to solve problems and intuition to conclude.
Students’ understanding in DC analysis of bipolar junction transistor circuits Erawan Kurniadi; Jeffry Handhika; Purwandari Purwandari; Dhimas Kukuh P.A.
Momentum: Physics Education Journal Vol. 10 No. 1 (2026)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v10i1.12980

Abstract

This research investigates the depth of students’ understanding of fundamental circuit concepts, the characteristics of bipolar junction transistor (BJT), and their integration in solving DC transistor circuit analysis problems. Adopting a qualitative research design, the study involved undergraduate students enrolled in an introductory electronics course. The validity of the data was ensured through methodological triangulation employing comparative testing and Socratic dialogue. The comparative test consisted of two models: one focusing on current-strength comparisons and the other on voltage-level comparisons. The findings were verified and elaborated through Socratic dialogue using critical and exploratory questions to probe and test students’ ideas, assumptions, and beliefs. Data analysis and interpretation were facilitated through an integration matrix that aligned students’ comparative-test responses with their corresponding Socratic dialogues. Findings on the understanding in DC analysis of BJT circuits revealed three distinct categories of understanding: (1) Students who merely guessed answers without grasping either fundamental circuit principles or transistor behavior; (2) Students capable of performing mathematical analysis but lacking a sound conceptual understanding of transistor behavior; and (3) Students who could perform mathematical analysis and demonstrated a reasonable understanding of transistor behavior, yet still exhibited certain misconceptions. The findings imply the importance of fostering conceptual synthesis in BJT circuit analysis to enhance transferable problem-solving skills for analyzing more complex electronic systems and to support deeper analytical reasoning in electronics learning.
Co-Authors Cari Cari Dhimas Kukuh P.A. Erawan Kurniadi Mislan Sasono Muhammad Yahya Qosim Purwandari Purwandari Rice Yanita Dian Christi Suparmi Suparmi Yusro, Andista Candra