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Development of a Physics Module Using Jampea Island Fishermen's Local Wisdom Qaddafi, Muhammad; Roni Ririn; Anas Irwan; Muhammad Rusmin
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/t65zny78

Physics education in schools often remains theoretical and disconnected from students' daily experiences, leading to decreased interest and limited conceptual understanding. One way to address this issue is by incorporating local knowledge into teaching materials to make learning more relevant and applicable to real life. This study aims to develop and evaluate the viability of a physics learning module based on the indigenous knowledge of fishermen on Jampea Island, Indonesia, specifically about sea tides, for senior high school students. The research used a development approach with the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. The module was validated by two experts, and a small trial was conducted with 24 Grade X Science students at SMA Negeri 4 Selayar Islands Regency. Data was collected through validation sheets, student response questionnaires, and learning outcome tests, then analyzed using Aiken’s V and descriptive percentage analysis. Results show that the module achieved very high validity, with an average Aiken’s V of 0.84. In terms of practicality, 54.7% of students rated the module as very practical, while 45.3% found it practical; all teachers (100%) evaluated it as very practical. Effectiveness analysis indicated that 75% of students attained learning mastery above the Minimum Completeness Criteria, demonstrating the module's success in improving learning outcomes. The novelty of this research lies in the systematic integration of Jampea Island fishermen’s local wisdom into physics education through the ADDIE model, supported by empirical validation of its validity, practicality, and effectiveness. In conclusion, this locally based physics module is both feasible and effective for classroom use. It enriches physics education by providing a culturally responsive and contextual learning model that enhances students’ conceptual understanding and engagement.

Developing a Virtual Chemistry Practicum Platform for University Students: Validity, Practicality, and Implementation Insights Muhammad Qaddafi; Anas Irwan; Santih Anggereni; Ali Umardani; Diki Harbis
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8625

This study aimed to develop and evaluate a virtual chemistry practicum tool that meets criteria of validity, effectiveness, and practicality in higher education.RD approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The prototype was tested with 8 laboratory assistants and 22 Physics Education students at UIN Alauddin Makassar enrolled in basic chemistry, and validated by two experts. Instruments included expert validation sheets, observation sheets, student response questionnaires, and a concept-understanding test. Content validity was analyzed using the Gregory index (Aiken’s V), while effectiveness and practicality were assessed through descriptive statistics.The virtual practicum platform demonstrated high validity (Aiken’s V = 0.74), indicating it is feasible for use. Effectiveness was supported by learning outcomes, with 78% of students achieving scores ≥70. Practicality was rated “very good” based on student responses. The platform integrates attendance management, assignment submission, assessment features, and video- and animation-based practicum guides that enhance procedural understanding.The developed tool facilitates practicum management and improves student engagement and task completion. Its strong validity, effectiveness, and practicality suggest it is a viable alternative to traditional laboratory instruction. This study contributes to the advancement of technology-enhanced chemistry education and supports broader adoption of virtual laboratory environments in higher education.

Development of Arduino-Based Temperature Control Teaching Aids with Matlab Interface as a Tool for Newton Cooling Practicum Tamsil; Irwan, Anas; Kusmiran, Amirin; Qaddafi, Muhammad; Umar Dani, Ali; Anggereni, Santih
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ntt47e89

Physics practicums require accurate, efficient, and traceable measurement systems, particularly in thermodynamic experiments involving continuous temperature changes. In the Newtonian Cooling practicum, conventional measurements with thermometers and stopwatches often lead to recording errors, inaccurate synchronization of temperature and time, limited data density, and reduced student focus on physical interpretation. This study aimed to develop, validate, and assess the practicality of an Arduino-based temperature control teaching aid integrated with a MATLAB graphical user interface (GUI) to support real-time data acquisition in the Newtonian Cooling practicum. The research employed a Research and Development (R&D) approach using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages, with product development limited to expert validation and minimal practical testing. The tool was developed using an Arduino Uno microcontroller, a DS18B20 temperature sensor, and a MATLAB GUI that displays temperature-time graphs and automatically stores measurement data in Excel. The study involved two expert validators and 10 Physics Education students who participated in the Thermodynamics practicum. The validation results showed that all assessed indicators, including tool recognition, user control, application display, application assistance, and application output, obtained the highest score of 4, indicating very high validity. The practicality assessment also showed excellent results, with an average score of 4.0 and 98% of students reporting positive responses, indicating that the tool was highly practical for practicum use. The novelty of this study lies in integrating real-time temperature measurement, automatic temperature-time data synchronization, graphical visualization, and direct data storage into a single practicum-oriented system. The findings indicate that the developed teaching aid improves the efficiency and accuracy of temperature measurement, reduces manual recording errors, and helps students focus on analyzing cooling phenomena. This study contributes to physics education by providing an affordable, valid, and practical microcontroller-based teaching aid that strengthens laboratory-based learning and promotes data-driven scientific reasoning.

Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.

Inclusive Education in Islamic Education: Madrasahs Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/xk9j9q59

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in disadvantaged, frontier, outermost, and underdeveloped (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices because of limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.

Analisis Kebutuhan Keterampilan Tambahan Mahasiswa Prodi Pendidikan Fisika Pada Persiapan Mengikuti Program Profesi Guru M Solihin Salahuddin; Muhammad Qaddafi; Santih Anggereni
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret-Agustus
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2156

Penelitian ini bertujuan untuk mengidentifikasi keterampilan tambahan esensial yang harus dimiliki mahasiswa Pendidikan Fisika dalam mempersiapkan diri mengikuti Program Pendidikan Profesi Guru (PPG) Prajabatan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, serta studi dokumentasi terhadap alumni dan mahasiswa PPG. Hasil penelitian menunjukkan bahwa terdapat empat domain keterampilan tambahan utama yang krusial bagi calon guru profesional: (1) Keterampilan Pedagogik, khususnya kemampuan menyusun modul ajar secara mandiri yang adaptif terhadap kebutuhan sekolah; (2) Keterampilan Manajerial, yaitu kemampuan manajemen waktu dalam mengatur durasi langkah-langkah pembelajaran (pendahuluan, inti, dan penutup) agar tetap efektif meski dalam kondisi kelas yang dinamis; (3) Literasi Digital, terutama penguasaan aplikasi desain seperti Canva untuk menciptakan media pembelajaran interaktif guna memvisualisasikan konsep fisika yang abstrak ; dan (4) Pengembangan Soft-Skill, yang mencakup kemandirian, inisiatif, serta kemampuan berkomunikasi sebagai agen perubahan. Implikasi penelitian ini menekankan perlunya integrasi pelatihan teknologi praktis dan penguatan karakter dalam kurikulum persiapan calon guru untuk mencapai profesionalisme yang optimal di era Industri 4.0.

Analisis Implementasi Pembelajaran IPA Berbasis Digital di MTsN 1 Kota Makassar Siti Alfaida; Muhammad Qaddafi; Sudirman
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret-Agustus
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2168

Penelitian ini bertujuan untuk mendeskripsikan bagaimana gambaran implementasi pembelajaran IPA berbasis digital di MTsN 1 kota Makassar, mendeskripsikan faktor penghambat dan pendukung implementasi pembelajaran IPA berbasis digital di MTsN 1 kota Makassar, serta mendeskripsikan upaya apa saja yang dilakukan guru dalam mengimplementasikan pembelajaran IPA berbasis digital di MTsN 1 kota Makassar. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi. Analisis data dilakukan melalui pengumpulan, reduksi, penyajian data, penarikan kesimpulan, dan triangulasi waktu. Hasil penelitian menunjukkan bahwa pembelajaran berbasis digital diterapkan melalui media interaktif, platform daring, dan teknologi pendukung lainnya. Faktor pendukung meliputi fasilitas teknologi, kompetensi guru, dan motivasi belajar peserta didik, sedangkan hambatannya berupa keterbatasan jaringan internet, perangkat belajar, serta kemampuan guru dalam penggunaan teknologi. Upaya yang dilakukan guru yaitu meningkatkan kompetensi digital, memanfaatkan media yang mudah diakses, dan menyesuaikan strategi pembelajaran dengan kondisi peserta didik. Penelitian ini menyimpulkan bahwa pembelajaran berbasis digital dapat mendukung efektivitas proses belajar jika didukung oleh sarana dan kesiapan teknologi yang memadai.

Inclusive Education in Islamic Education: Madrasah Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Umar Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v9i1.8956

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in the frontier, outermost, and least developed (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices due to limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.

Inclusive Education in Islamic Education: Madrasah Teacher Empowerment at Frontier, Outermost, and Least Developed Regions Muh Yusuf Hidayat; Mahfuzah Mohammed Zabidi; Muhammad Qaddafi; Ali Umar Dani
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 9 No. 1 (2026): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v9i1.8956

Inclusive education has become an important educational agenda aimed at ensuring equitable learning opportunities for all students, including those with special educational needs. However, many madrasahs in the frontier, outermost, and least developed (3T) regions of Indonesia continue to face significant challenges in implementing inclusive practices due to limited teacher preparedness and inadequate institutional support. This study examines how teacher mentoring based on Participatory Action Research (PAR) strengthens teachers' capacity to implement inclusive education in an Islamic secondary school context. Employing a qualitative PAR design, the study was conducted at MTsN 1 Donggala, Indonesia, involving 13 teachers in collaborative cycles of planning, action, observation, and reflection. Data were collected through focus group discussions, semi-structured interviews, classroom observations, reflective journals, and document analysis. The findings indicate that participatory mentoring improved teachers' understanding of inclusive education, confidence, and ability to support students with diverse learning needs. Implementing PBL enhances student engagement, participation, and peer collaboration in heterogeneous classrooms. This study concludes that participatory and reflective professional development can effectively strengthen inclusive education practices in madrasahs. This research contributes to inclusive Islamic education by proposing a PAR-based teacher empowerment model grounded in Islamic educational values, including compassion, justice, and respect for human dignity.

PENERAPAN MODEL STAD BERBANTUAN CANVA PADA FISIKA KELAS XI SMAN 7 PINRANG Parida; Qaddafi, Muhammad; Anggereni, Santih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52145

This quantitative research aims to analyze the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model assisted by interactive Canva media on the physics learning outcomes of eleventh-grade students at SMAN 7 Pinrang, specifically regarding fluid dynamics. Employing an experimental method with a one-group pretest-posttest design, the study utilized pre- and post-intervention testing as the primary instrument for data collection. The data were subjected to descriptive and inferential statistical analysis to determine the significance of the improvement. The results demonstrate a significant enhancement in students' physics learning outcomes, as evidenced by a substantial increase in mean scores and an N-gain achievement within the moderate-to-high category. This improvement is attributed to the synergistic effect of the STAD model, which fosters collaboration within heterogeneous groups to encourage peer tutoring, and the use of interactive Canva, which clarifies abstract fluid concepts through engaging visual representations. Furthermore, this approach increased student engagement and active participation during the learning process. The study concludes that the STAD model integrated with interactive Canva is a highly effective instructional strategy for improving conceptual understanding and academic performance in physics.

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