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All Journal Jurnal Pendidikan Sains WAPFI (Wahana Pendidikan Fisika) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Fibusi (Jurnal Online Fisika) Jurnal Matematika & Sains Jurnal RISET Geologi dan Pertambangan Jurnal Spektra Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Journal of Teaching and Learning Physics JLBG (Jurnal Lingkungan dan Bencana Geologi) (Journal of Environment and Geological Hazards) JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Learning Journal of Natural Science and Integration Spektra: Jurnal Fisika dan Aplikasinya Dedikasi: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Profesi Pendidikan Jurnal Sains dan Edukasi Sains Jumper : Jurnal Mahasiswa Pendidikan Olahraga PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Pendidikan Indonesia (Japendi) Madaris: Jurnal Guru Inovatif
Selly Feranie
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Effect of Project in Problem-Based Learning on Students’ Scientific and Information Literacy in Learning Human Excretory System Siti Juleha; Ikmanda Nugraha; Selly Feranie
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.12840

Abstract

The present study aims to investigate the effect of Project in Problem-Based Learning on students’ scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of students’ information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve students’ scientific and information literacy.  
The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave Dandy Furqani; Selly Feranie; Nanang Winarno
Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i1.12879

Abstract

Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.
Assessment Of Scientific Reasoning-Communication Skills (Sr-Cs) Test on Work and Energy Concept: Development, Content Validity and Rasch Model Analysis Fajar Fanika; Selly Feranie; Parlindungan Sinaga
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.7099

Abstract

Studies indicate that scientific reasoning assessments are still rarely integrated as higher-level assessments and new science education standards in school instruction. This study aims to develop a scientific reasoning skills test instrument that is integrated with a scientific communication skills test instrument (SR-CS test) on work and energy concept. This study used the ADDIE procedure. The research procedure consists of five stages including analyzing, designing, developing, implementing, and evaluating. The initial draft of SR-CS test consisted of 14 multiple choice scientific reasoning skills (SRS) questions and 8 open-ended scientific communication skills (SCS) questions. The results of the expert judgement were analyzed using the content validity index (CVI) and obtained a value of 0,94 (very suitable) for the SRS instrument and 0.97 (very suitable) for the SCS instrument. After being revised based on the expert suggestions, the test instrument was tested on 25 students (15 girls,10 boys) aged 16-17 years. The trial data were analyzed using the Rasch Model to obtained item fit (validity), reliability, distinction level, and difficulty level. The results show that 14 questions of SRS instrument have item validity and 8 questions of SCS instrument have item validity. Besides that, the item reliability of the SRS and SCS test instrument is 0.79 and 0.91, respectively. Meanwhile, the person reliability is 0.82 (SRS) and 0.91 (SCS). Therefore, the SR-CS test is valid and reliable so that it can be used to measure scientific reasoning skills and scientific communication skills of students in further research.
E-CDCCText Development: An Instructional Material for Facilitating Conceptual Change in Fluid Concepts Nurdini, Nurdini; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Samsudin, Achmad; Ramalis, Taufik Ramlan; Feranie, Selly
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.32928

Abstract

Effective instruction of fluid concepts in physics requires a deep understanding of students' preconceptions and the implementation of pedagogical strategies that promote conceptual change. This study aims to develop the Electronic Conceptual Development and Conceptual Change Text (E-CDCCText), a digital instructional resource designed to foster conceptual change in students’ understanding of fluid mechanics. Employing the Design and Development Research (DDR) methodology, the development followed the ADDIE model. Validation by five expert reviewers, supported by analysis using Facet software, confirmed the material’s quality in terms of content accuracy, structural coherence, narrative clarity, and media design. The E-CDCCText comprises seven structured sections that guide students through a systematic process of constructing and reconstructing scientific concepts, integrating both conceptual development and conceptual change frameworks. The content targets three core fluid concepts: hydrostatic pressure, buoyant force, and the principles underlying floating, suspending, and sinking. The implementation phase involved 64 tenth-grade students, whose conceptual understanding was assessed using a validated four-tier diagnostic test. Results demonstrated a significant enhancement in students’ scientific conceptions, indicating the efficacy of the E-CDCCText in reducing misconceptions. In conclusion, the E-CDCCText is a validated and effective digital instructional tool for supporting conceptual change and improving students’ understanding of fluid concepts in physics education.Keywords: conceptual change, E-CDCCText, fluid concept, instructional material
Reducing Alternative Conception of Action-Reaction Forces: The Impact of E-Rebuttal Texts After Learning and Over Time Fratiwi, Nuzulira Janeusse; Suhandi, Andi; Nurdini, Nurdini; Feranie, Selly; Linuwih, Suharto; Samsudin, Achmad; Susilowati, Nur Endah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 2 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i2.22995

Abstract

The goal of this study was to reduce students' alternative conceptions (misconceptions) of action-reaction forces through the use of e-rebuttal texts. A mixed-methods approach, incorporating both quantitative and qualitative methods, was employed. The participants included 31 tenth-grade students (15 boys and 16 girls, aged 15-16 years) from a public high school in Sukabumi, West Java, Indonesia. The instrument utilized was a four-tier test consisting of 9 questions related to action-reaction forces: 3 verbal questions for the pre-test, 3 mathematical questions for the post-test (administered after learning), and 3 pictorial questions for the delayed post-test (administered over time). Data were analyzed based on categories of conception and correction of conceptions. The results indicated positive changes from the pre-test to the post-test, which remained consistent in the delayed post-test. The most significant rate of correction in students' conceptions from the pre-test to the post-test was observed in the Acceptable Change (ACh) category, while the highest percentage of changes from the post-test to the delayed post-test occurred in the No Change (NCh) category. It was concluded that e-rebuttal texts effectively reduce students' alternative conceptions (misconceptions) of action-reaction forces both immediately after learning and over time. Future researchers may consider utilizing learning models or strategies that involve group discussions to further facilitate the learning process.
The Use of Android Based Multi-representation Test to Profile 4C Skills Based on Experimental Activities Regarding to Gender and Learning Styles Feranie, Selly; Kaniawati, Dewi Susanti; Suhandi, Andi; Machmudin, Dadang
Journal of Natural Science and Integration Vol 5, No 2 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i2.21836

Abstract

This study aims to see how well Android based multi-representation test to profile 4C skill  based on experimental activities on heat transfer topic regarding gender and learning styles    A descriptive research to profile  the 4C skill students based on gender and learning style. We use fleming’s VAK learning style questionnaire to identify student learning styles. The research subjects were 60 students of class XI MIPA at a public high school in Majalengka Regency, consisting of 20 male students and 40 female students. 33 students (7 boys and 26 girls) had an Auditory learning style, 17 students (8 boys and 9 girls) had a visual learning style and 10 students (5 boys and 5 girls) had a visual learning style. kinesthetic. Research data were analyzed using quantitative descriptive analysis techniques. The results showed that female students have higher 4C skills than male students in each student’s learning style. This result is agreed with previous research.  The visual learning style both female and male student have the higher 4C skill than other learning style and agreed with previous results. It can be understood since the application is dominant with visual content. We conclude that Android based multi-representation test has successfully measure 4C skills based on experiment activities. Teachers think that the  application has complete features to measure 4C’s students. It is practical tool to get student’s 4C’ profiles easily and quickly.  Based on 4C’s students profile have successfully gave feed back for teacher to improve   their learning design such as inserting group experiment activity to solve problem. We conclude that Android based interactive test can be an alternative test for profiling Student’s 21st century skill quickly, easily and practically.Keywords: 4c profile, android based multi-representation test, gender and learning style
Assessment Of Scientific Reasoning-Communication Skills (Sr-Cs) Test on Work and Energy Concept: Development, Content Validity and Rasch Model Analysis Fanika, Fajar; Feranie, Selly; Sinaga, Parlindungan
Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i1.7099

Abstract

Studies indicate that scientific reasoning assessments are still rarely integrated as higher-level assessments and new science education standards in school instruction. This study aims to develop a scientific reasoning skills test instrument that is integrated with a scientific communication skills test instrument (SR-CS test) on work and energy concept. This study used the ADDIE procedure. The research procedure consists of five stages including analyzing, designing, developing, implementing, and evaluating. The initial draft of SR-CS test consisted of 14 multiple choice scientific reasoning skills (SRS) questions and 8 open-ended scientific communication skills (SCS) questions. The results of the expert judgement were analyzed using the content validity index (CVI) and obtained a value of 0,94 (very suitable) for the SRS instrument and 0.97 (very suitable) for the SCS instrument. After being revised based on the expert suggestions, the test instrument was tested on 25 students (15 girls,10 boys) aged 16-17 years. The trial data were analyzed using the Rasch Model to obtained item fit (validity), reliability, distinction level, and difficulty level. The results show that 14 questions of SRS instrument have item validity and 8 questions of SCS instrument have item validity. Besides that, the item reliability of the SRS and SCS test instrument is 0.79 and 0.91, respectively. Meanwhile, the person reliability is 0.82 (SRS) and 0.91 (SCS). Therefore, the SR-CS test is valid and reliable so that it can be used to measure scientific reasoning skills and scientific communication skills of students in further research.
Development Trend Physics Mobile Learning In 21St Century: A Systematic Literature Review Ferlianti, Sisda; Efendi, Ridwan; Feranie, Selly
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.v9i6.3580

Abstract

This study aims to analyze the development of the design and implementation of mobile learning in physics learning. This research has been conducted via a systematic literature review research. The research subjects consisted of fifty journal articles selected from the Scopus Index database, Web of Science (WOS), Google Scholar, or ERIC from 2012 to 2022. The data have already been analyzed related to the year of publication, research objectives, and physics concepts used. The results of this study showed that the number of studies has increased over the years. In addition, the use of Physics Mobile Learning can have a positive impact on increasing students' various abilities. Most of the concepts that have been utilized are in the material of sound waves, Newton's laws, physical quantities and measurements, heat, momentum impulses, and gas laws. As a consequence, the learning media can be textbooks inter-actively. Thus, the development of Physics Mobile Learning needs to facilitate in complex and modern ways.
Co-Authors A. Suhandi Aceng Kurnia Rochmatulloh Aceng Kurnia Rochmatulloh Aceng Kurnia Rochmatulloh Achmad Samsudin Adinda Pramesti Wahyuning Putri Aditya Angga Aditya Angga, Aditya Adrin Tohari Adrin Tohari Adrin Tohari Adrin Tohari Adrin Tohari Adrin Tohari Agustina Dwi Puspitasari Ahmad Sugiana Amata Kara Perdani Handiman Anggi Datiatur Rahmat Annisa Permata Sari Arianto Arianto Atika Zahara Bobby Eka Gunara Dadang Machmudin Dandy Furqani Duden Saepuzaman, Duden E Riska Rahayu P E. Suhendi Efendi, Ridwan Eka Cahya Prima Elza Anisa Suwandi Fajar Fanika Fanika, Fajar Fathuri Fathuri Ferlianti, Sisda Firmansyah Firmansyah Firmansyah Firmansyah Firmansyah Firmansyah Fitria Dwi Andriani Foureier D. E. Latief Fourier D E Latief Fourier D. E. Latief Fourier D.E Latief Fourier D.E. Latief Fourier Dzar Eljabbar Latief Fourier Dzar Eljabbar Latief Fourier Dzar Eljabbar Latief Fratiwi, Nuzulira Janeusse Freddy Permana Zen Gesha Deliana Sucinta Ghevira Syaharani Aulia Muharam Hafshah Suria Dhani Hera Novia Hilda Nurul Melida I Made Padri Ida Rachmawati Ika Mustika Sari Ikmanda Nugraha Ila Karmila Inni Amarta Khairati Intan Gando Putri Ismah Fitriani Zakiah Iswanti Widiya Ambarwati Iyon Suyana Kaniawati, Dewi Susanti Komarudin Komarudin M Najib Alyasyfi Maknun, Johar Maulida Ilhami Zuhruful Ilmi Muhammad Shidiq Permana Mukhamad Ryan Nabillah Agmita Nadila Maesara Nadiya Syafia Shani Nanang Winarno Nida Fiqroh Fithriyah Nirmala Utami Nur Endah Susilowati Nur Rahmi Nurdini Nurdini, Nurdini Nurhadi Siswontoro Parlindungan Sinaga Parlindungan Sinaga Peny Saptiani Prana F L Tobing Prana F. L. Tobing Prana F. L. Tobing, Prana F. L. Resta Krishnayanti Reza Hesti, M.Pd. Rika Rafikah Agustin Rima Putri Febriana Rizki Fahmi Sumaryono Rizki Fahmi Sumaryono Rizki Fahmi Sumaryono Royhanun Athiyyah Saeful Karim Salma Almira Hamdani Setiya Utari Silmi Aulia Rohmah Sinta Tiara Yuniar Sisda Ferlianti Siska Nuraidah Siti Juleha Siti Marya Darmawati Siti Sarah Munifah Solina Evant, Solina Subarsyah Subarsyah Suharto Linuwih Taufik Ramlan amalis Tia Miftahul Khoiriyah Ulpa Zein Fawziah Ulpa Zein Fawziah Ulpa Zein Fawziah Yolanda Febrianti