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All Journal Publikasi Pendidikan Jurnal Sains Materi Indonesia Jurnal Pendidikan Fisika FKIP UM Metro JOURNAL ONLINE OF PHYSICS JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) SEJ (Science Education Journal) Jurnal Penelitian Pendidikan IPA (JPPIPA) Dinamisia: Jurnal Pengabdian Kepada Masyarakat Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JOURNAL OF SCIENCE AND SOCIAL RESEARCH Reswara: Jurnal Pengabdian Kepada Masyarakat Nusantara: Jurnal Pendidikan Indonesia Indo-MathEdu Intellectuals Journal Jurnal Pijar MIPA Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of Mathematics Instruction, Social Research and Opinion Journal of Educational Sciences Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya JRFES Jurnal KALANDRA U-Teach: Journal of Young Physics Education Teacher
Nadiyyah, Khoirotun
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science 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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A New Pattern to Improving Student Physics Learning Outcomes Zakirman; Widiasih Widiasih; Dodi Sukmayadi; Rika Aprianti; Khoirotun Nadiyyah
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.3324

Abstract

The low student learning outcomes in Physics can be observed by the decreasing average student learning outcomes in the last 3 years at SMA 1 Suger. Lack of precise strategy selection is a major factor in influencing student learning outcomes in Physics. In addition to learning strategy factors, students' initial abilities can be considered by teachers in choosing learning strategies to improve student learning outcomes. The purpose of this study was to compare students' learning outcomes in physics between classes using guided inquiry and discovery strategies by considering initial ability as a moderator variable. This type of research is a quasi-experimental, the sampling technique used is random sampling. This research was conducted at SMA 1 Suger, Padang Pariaman Regency. The results of the study show 1) there is a significant difference between the learning outcomes of physics students who learn to use guided inquiry and discovery strategies, 2) there are significant differences in learning outcomes between students with high and low initial abilities, 3) there is no interaction between the use of strategies and abilities early in influencing student learning outcomes.
Enhancing Elementary Students' Mathematical Reasoning through Realistic Mathematics Education: A Quasi-Experimental Study on 3D Geometry Uliya Khoirun Nisa; Eko Kuswanti; Khoirotun Nadiyyah; Muhamad Nurulhayah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1220

Abstract

This study addresses the limited empirical evidence on the effectiveness of the Realistic Mathematics Education approach in improving elementary students' mathematical reasoning skills, particularly in three-dimensional geometry. The objective of this research is to examine whether the Realistic Mathematics Education approach significantly enhances fifth-grade students' mathematical reasoning abilities in learning three-dimensional geometry. The study employed an applied quasi-experimental design with a Non-Equivalent Control Group. Two fifth-grade classes at SD Muhammadiyah Ngijon 1 were selected as the experimental and control groups. Data were collected through pretest and posttest using a validated and reliable five-item essay test that measured students' mathematical reasoning skills. Data analysis was conducted using the Shapiro-Wilk normality test, Levene homogeneity test, Independent Samples t test, and normalized gain analysis. The findings revealed a statistically significant difference between the posttest scores of the two groups (p = 0.031), which is lower than the 0.05 threshold. The experimental group achieved an N-Gain score of 79.75 percent, categorized as effective, while the control group achieved 75.20 percent, categorized as quite effective. These results demonstrate that the Realistic Mathematics Education approach is more effective, both statistically and pedagogically, in improving students' mathematical reasoning skills in three-dimensional geometry through meaningful, real-life contextual learning.
Exploring Teachers’ Perceptions of Interactive Presentation Tools for Flipped Classroom Support: A Data-Driven Study in Secondary Physics Rika Aprianti; Khoirotun Nadiyyah; Juli Firmansyah; Widiasih
SEJ (Science Education Journal) Vol. 10 No. 1 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v10i1.1742

Abstract

The rapid development of digital technology has encouraged the integration of various interactive presentation platforms into classroom learning, particularly in physics education, which requires active engagement and deep conceptual understanding. However, the wide range of available platforms often makes it challenging for teachers to identify tools that are pedagogically appropriate for classroom instruction and flipped classroom implementation. This study aimed to explore physics teachers’ perceptions of interactive presentation platforms and to examine their potential in supporting student engagement and flipped classroom learning. A descriptive quantitative survey approach was employed involving 17 pre-service physics teachers enrolled in the Teacher Professional Education Program at Universitas Terbuka. Data were collected using a Likert-scale questionnaire supported by open-ended responses and analyzed using descriptive statistics, including mean scores and standard deviations, complemented by limited qualitative interpretation. The findings revealed that most platforms were generally perceived positively by respondents. However, Nearpod and Lumio consistently received the highest evaluations, particularly in supporting structured learning flow, classroom interaction, and learning continuity within flipped classroom environments. Qualitative responses further highlighted instructional control, integrated learning activities, and feature flexibility as important considerations in platform selection. These findings suggest that the selection of interactive presentation platforms should consider pedagogical alignment in addition to technical interactivity. This study provides empirical insights that may support teachers and educators in selecting digital platforms that are better suited to flipped classroom learning in physics education.
Teachers’ Voice in the AI Era: Perceptions of Artificial Intelligence Use in Digital and Distance Learning Contexts Rika Aprianti; Khoirotun Nadiyyah
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 4 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i4.2200

Abstract

The integration of Artificial Intelligence (AI) into education is accelerating, particularly in digital and distance learning. However, teachers' perceptions—especially across different educational levels, school types, locations, generations, and teaching experiences—remain insufficiently explored. This study adopts a quantitative descriptive approach to investigate Indonesian teachers' readiness, perceived benefits, barriers, and expectations regarding the use of AI in digital learning. A total of 104 teachers from primary to secondary schools completed a Likert-scale survey, with optional open-ended responses used to enrich the interpretation. The results show that digital readiness and positive perceptions of AI are higher among younger teachers, those working in urban or private schools, and those with less than 20 years of experience. Conversely, barriers are more pronounced among senior teachers and those in non-urban public schools. Despite this, hope for AI's potential remains strong across all groups. This study offers nuanced insights into teachers’ voices that align with the principles of SINAU, promoting the use of meaningful, authentic, and contextually relevant strategies for integrating AI in education.
PENGEMBANGAN MEDIA KONKRET BERBASIS RME PADA PEMBELAJARAN BANGUN RUANG Uliya Khoirun Nisa; Valeria Yekti Kwasaning Gusti; Khoirotun Nadiyyah
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 7 No. 1 (2024): February 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i1.1717

Abstract

Tujuan dari penelitian ini adalah untuk mengembangkan media konkret berbasis realistic mathematic education (RME) pada pembelajaran matematika materi bangun ruang kubus dan balok. Setelah selesai dikembangkan, dilakukan uji kelayakan terhadap media konkret yang dikembangkan dan dilakukan perbaikan sesuai dengan saran yang diberikan. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan yang mengadaptasi model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Berdasarkan hasil analisis kebutuhan, diperoleh informasi bahwa dibutuhkan desain media konret yang sesuai dengan prinsip RME untuk meningkatkan pengalaman belajar siswa. Subjek dalam penelitian ini adalah siswa kelas VI SD Muhammadiyah Klepu. Instrumen penelitian yang digunakan dalam penelitian ini adalah skala penilaian produk oleh ahli materi dan ahli media, angket penilaian oleh guru dan angket respon siswa. Hasil dari penelitian ini adalah media konkret yang dilengkapi dengan LKS berbasis RME pada pembelajaran bangun ruang. Hasil uji kelayakan menurut ahli media mendapat skor akhir 86% dengan kriteria sangat layak, dan mendapat skor kelayakan sebesar 92% dengan kriteria sangat layak dari ahli materi. Selain itu, media konkret berbasis RME yang dikembangkan juga mendapatkan nilai 94% dan kriteria sangat baik dari guru dan mendapat respon positif sebesar 100% dari siswa kelas VI SD Muhammadiyah Klepu. 
Co-Authors Aprianti, Rika Diah Ambarwulan, Diah Dodi Sukmayadi Dodi Sukmayadi Dwi Irma Aprilia Dwi Wahyu Hardiyanto Egi Ryan Aldino Eko Kuswanti Firmansyah, Juli Gusti, Valeria Yekti Kwasaning Handayani, Raden Sumratul Heni Safitri Heni Safitri Herliana, Fitria Irma Septi Ardiani Juli Firmansyah M. Zainuri Muflikhah Muflikhah Muhamad Nurulhayah Nurul Amaliya Triyuliana Paken Pandiangan Purwoningsih, Tuti Ricky Wahyudi Rika Aprianti Rika, Rika Rizky Firmansyah Sulistioso Giat Sukaryo Tuti Purwoningsih Uliya Khoirun Nisa Valeria Yekti Kwasaning Gusti Widiasih Widiasih Widiasih, Widiasih Wildan Zakiah Lubis Zakirman Zakirman