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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Journal of Educational Science and Technology FKIP e-PROCEEDING Formatif: Jurnal Ilmiah Pendidikan MIPA Edukasi Islami: Jurnal Pendidikan Islam Ijtimaiyah: Jurnal Ilmu Sosial dan Budaya JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Action Research Journal Indonesia (ARJI)
Suparmi Suparmi
Universitas Sebelas Maret
Astronomy Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Problem-based Learning: Improving Students’ Concept Mastery and Learning Activities Susanti Bili; Suparmi Suparmi; Sarwanto Sarwanto
Journal of Educational Science and Technology (EST) Volume 8 Number 1 April 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v8i1.21970

Abstract

Concept mastery is the based ability of higher-order thinking skills in the era of society 5.0. Increased understanding of the concept is in line with the practice of dependent on active learning activities by students. The purpose of the study was to determine the effect of problem-based learning on the concept mastery and learning activities of students. The research method used is a quasi-experimental research design with a non-equivalent pretest-posttest control group. The sample had selected through purposive random sampling. The instrument used is a conceptual understanding test instrument with an indicator of adaptation knowledge dimensions from Bloom's taxonomy and a learning activity instrument of a questionnaire. In the results of this study, there are differences between the experimental class and the control class on understanding concepts and learning activities of students; the PBL model increase students' concept mastery
Solution of Q-Deformed D-Dimensional Klein-Gordon Equation Kratzer Potential using Hypergeometric Method Suparmi Suparmi; Dyah Ayu Dianawati; Cari Cari
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 9 No. 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p163-177

Abstract

The Q-deformed D-dimensional Klein Gordon equation with Kratzer potential is solved by using Hypergeometric method in the case of exact spin symmetry. The linear radial momentum of D-dimensional Klein Gordon equation is disturbed by the presence of the quadratic radial posisiton. The Klein-Gordon D-dimensional equation is reduced to one-dimensional Schrodinger like equation with variable substitution. The solution of the D-dimensional Klein-Gordon equation is determined in the form of a general equation of the Hypergeometry function using the Kratzer potential variable and the quantum deformation variable. From this equation, relativistic energy and wave function are determined. In addition, the relativistic energy equation can be used to calculate numerical energy levels for diatomic particles (CO, NO, O2) using Matlab R2013a software. The results obtained show that the q-deformed quantum parameters, quantum numbers and dimensions affect the value of relativistic energy for zero-pin particles. The value of energy increases with increasing value of quantum number n, q-deformed parameters, and d-dimensional parameters. Of the three parameters, q-deformed parameter is the most dominant to give change in energy value; the increasing q-deformed parameter causes the energy value increases significantly compared to the d-dimensional parameter and quantum numbers n.
PENGEMBANGAN MODUL PEMBELAJARAN FISIKA SMA BERBASIS CONTEXTUAL TEACHING AND LEARNING PADA MATERI SUHU, KALOR DAN PERPINDAHAN KALOR UNTUK MENINGKATKAN HASIL BELAJAR SISWA Afif Hasbi Bustomi; Suparmi Suparmi; Sarwanto Sarwanto
FKIP e-PROCEEDING Vol 3 No 1 (2018): Prosiding Seminar Nasional Pendidikan Fisika
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Buku teks fisika SMA yang kontekstual masih kurang sehingga perlu dikembangkan bahan ajar berupa modul untuk siswa. Penelitian ini bertujuan untuk mengetahui karakteristik, mengukur kelayakan, dan mengukur peningkatan hasil belajar siswa pada penggunaan modul Fisika berbasis contextual teaching and learning (CTL) pada materi suhu, kalor, dan perpindahan kalor. Penelitian ini merupakan penelitian dan pengembangan (R&D) yang mengacu pada model Borg & Gall yang dimodifikasi menjadi lima langkah. Modul yang sudah melalui tahap validasi ahli, guru, dan teman sejawat kemudian diujicobakan secara luas kepada 29 siswa. Hasil analisis data penelitian menunjukkan: 1) karakteristik modul adalah modul dikemas dalam tampilan yang menarik dan mudah digunakan, modul dikemas dengan menyajikan materi secara utuh, kegiatan belajar dalam modul bersifat saintifik yang mendukung Kurikulum 2013, dan modul menyajikan materi yang kontekstual; 2) kelayakan modul dilihat dari penilaian ahli, guru, teman sejawat yang memiliki nilai rata-rata di atas nilai cut off score (89% > 88%) dan penilaian produk oleh siswa (84% > 83%) 3) Penggunaan modul Fisika SMA berbasis CTL dapat meningkatkan hasil belajar (n-gain kategori sedang) dan 79% siswa mencapai nilai Kriteria Ketuntasan Minimal (KKM). Kata kunci: kalor, pengembangan modul, modul fisika, modul CTL, hasil belajar
PENGEMBANGAN E-LEARNING IPA TERPADU BERBASIS SETS PADA TEMA GUNUNG BERAPI DAN GEMPA BUMI Risma Fembriyanti; Sarwanto Sarwanto; Suparmi Suparmi
FKIP e-PROCEEDING Vol 3 No 1 (2018): Prosiding Seminar Nasional Pendidikan Fisika
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Penelitian ini bertujuan untuk: 1) mengembangkan e-learning IPA berbasis SETS dengan tema Gunung Merapi dan Gempa Bumi; 2) mengetahui kelayakan e-learning IPA berbasis SETS dengan tema Gunung Merapi dan Gempa Bumi. Pengembangan e-learning IPA terpadu berbasis SETS menggunakan model pengembangan Borg and Gall yang dimodifikasi sampai pada tahap kelima: 1) Penelitian pendahuluan (prasurvai); 2) Melakukan perencanaan (identifikasi dan definisi keterampilan, perumusan tujuan, penentuan urutan pembelajaran); 3) Mengembangan rancangan awal produk (draft I); 4) Uji coba lapangan awal berupa uji validasi ahli atau expert judgement; 5) Revisi produk tahap pertama berdasarkan masukan dan saran-saran ahli. Analisis data yang digunakan pada penelitian pengembangan adalah analisis deskriptif kualitatif untuk data pendapat dan saran serta deskriptif kuantitatif (persentase) untuk analisis skor penilaian dari masing-masing ahli. Hasil penelitian disimpulkan bahwa: 1) e-learning IPA terpadu berbasis SETS dengan tema gunung berapi dan gempa bumi telah berhasil dikembangkan dengan metode pengembangan Borg and Gall tahap satu sampai lima dengan pendekatan pembelajaran SETS dengan karakteristik e-learning yang interaktif; 2) e-learning IPA terpadu berbasis SETS dengan tema gunung berapi dan gempa bumi masuk dalam kategori sangat baik ditinjau dari kelayakan materi, RPP, kisi-kisi soal, dan media dengan rata-rata persentase penilaian 88.34 %. Kata Kunci: e-learning, IPA Terpadu, SETS, Gunung Berapi, Gempa Bumi
Physics Module Design of Measurement Subject under Constructivism Approach Sigit Dwi Saputro; Suparmi Suparmi; Cari Cari; Aisyah Fidiyah; Titin Sandias Budi Ningsih
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 8, No 2 (2018): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v8i2.2746

Abstract

This aim of the research is to make valid, practical, and effective constructivism learning. The development of constructivism learning module applies Borg's research procedure theory, basically consisting of: (1) preliminary study and data collection, (2) planning, (3) developing initial product, (4) limited testing, (5) revising product (6) conducting field tests, (7) revising the operational product, (8) conducting operational field tests, (9) revising the final product, and (10) eliminating and implementing the product. This module is for class X students on the subject of measurement. Students will be able to learn independently by constructivist principles. The results of this study include (1) Creation of constructivism learning module from requirement analysis, module design, expert validation, small-scale module test revision, large-scale module test revision. (2) the feasibility of constructivism learning module that includes physics constructivism learning module on measurement material in the expert test included in the valid category and without revision with percentage level 76%. Student responses on the small-scale test as well as large-scale test get the positive response.
Mengukur Kemampuan Pembelajaran Melalui Penggunaan Media Video Animasi Budi Tri Cahyono; Suparmi Suparmi; Relly Prihatin; Fatma Sukmawati; Eka Budhi Santosa
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.5008

Abstract

Pembelajaran yang dilakukan secara manual akan membentuk pemahaman secara abstrak, dimana persepsi penjelasan menurut pemahaman secara pribadi. Pemanfaatan media pembelajaran yang berbasis teknologi digital mutlak diperlukan untuk meningkatkan pemahaman pembelajaran secara visual dan akan menghasilkan pemahaman yang sama dan dapat dilakukan penjelasan berulang. Metode yang digunakan dalam penelitian dengan melakukan uji coba produk, pengembangan produk dan implementasi produk. Penelitian ini diawali dari model pembelajaran dilakukan secara manual, kemudian ditambahkan penggunaan teknologi digital dengan memanfaatkan media audio visual dalam menyampaikan pembelajaran. Tantangan utama adalah mengupgrade kemampuan digital untuk menguasai infrastruktur teknologi digital dan menyampaikan secara benar. Siklus yang dilakukan sebanyak 2 tahap dengan mengoptimalkan pendidik yang berada di Kelompok Kerja Guru Gugus Laweyan sebagai responden. Tahap I pendidik masih kurang percaya diri dalam melakukan: 1. analisis media pembelajaran yang digunakan, 2. membuat desain media pembelajaran yang digunakan, 3. membuat media pembelajaran berbentuk audio visual animasi. 4. melaksanakan menyampaikan materi media pembelajaran, 5. melaksanakan evaluasi dari hasil pembelajaran. Hasil yang diperoleh yaitu 98% pendidik merespon model pembelajaran media audio visual animasi dengan baik, sehingga pada tahap ke II responden melakukan hal yang sama, respon yang diperoleh, responden memberikan apresiasi dengan baik. 
PERAN GURU DALAM KEMANDIRIAN AKTIVITAS KESEHARIAN PESERTA DIDIK TUNAGRAHITA Putri Rahmawati; Muthiara Nur Aisah; Rafa Azzahra Fathinah; Suparmi Suparmi
IJTIMAIYAH Jurnal Ilmu Sosial dan Budaya Vol 8, No 1 (2024)
Publisher : Prodi Tadris Ilmu Pengetahuan Sosial FITK UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ijtimaiyah.v8i1.20539

Abstract

Pendidikan inklusi bertujuan untuk memastikan semua peserta didik, termasuk anak-anak tunagrahita harus mendapatkan akses pendidikan berkualitas tanpa diskriminasi. Kemandirian dalam aktivitas sehari-hari menjadi fokus utama bagi peserta didik tunagrahita untuk meningkatkan kualitas hidup dan mengurangi ketergantungan pada orang lain. Tujuan penelitian yang dilakukan untuk mengetahui peran guru dalam membantu peserta didik tunagrahita mencapai kemandirian terutama dalam aktivitas sehari-hari di lingkungan pendidikan. Metode penelitian yang digunakan berupa kualitatif dengan studi literatur berdasarkan pencarian di Google Scholar menggunakan kata kunci “tunagrahita, kemandirian, guru” pada rentan waktu 2019 sampai 2024 diperoleh sekitar 3.080 hasil dan digunakan 33 literatur. Hasil penelitian menunjukkan bahwa guru memiliki peran penting dalam mengajarkan kemandirian aktivitas sehari-hari kepada peserta didik tunagrahita, seperti memakai baju, menyikat gigi, dan berinteraksi sosial. Melalui strategi pembelajaran yang terstruktur dan konsisten, guru dapat meningkatkan kemampuan peserta didik tunagrahita dalam melakukan kegiatan sehari-hari secara mandiri. Guru juga berperan sebagai pembimbing dan motivator, membantu peserta didik mengembangkan keterampilan praktis yang diperlukan untuk kehidupan sehari-hari.
PENGARUH KECERDASAN EMOSIONAL DAN GAYA BELAJAR TERHADAP LITERASI DIGITAL MAHASISWA Putri Rahmawati; Nurul Desy Saputri; Muthiara Nur Aisah; Suparmi Suparmi
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 11, No 1 (2025)
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jmbkan.v10i3.16954

Abstract

Entering the era of big data, changes are happening in all fields, including education. In this era, changes related to digital advancement continue to experience dynamics. Students are expected to be able to master digital literacy. Digital literacy includes the ability to process information. This study aims to determine the influence between emotional intelligence, learning styles, and digital literacy skills of students of the Educational Technology study program. Variables of emotional intelligence and learning style act as independent variables, as well as digital literacy as dependent variables. The subjects of this study were 106 respondents from S1 Educational Technology UNS students. Data collection was carried out by questionnaire method through Google Forms. Data processing uses the SPSS (Statistical Package for the Social Sciences) program. All instruments in this study are reliable. Based on data analysis, the results of the study show that emotional intelligence and learning style have an effect on digital literacy. This means that the variable of emotional intelligence has an effect on the digital literacy variable by 36%, while the learning style variable has an influence on digital literacy by 22.7%, and the rest is influenced by other variables outside the variables in this study.
Unpacking the Layers: A Comparative Insight into Differentiated Instruction Strategies for Deeper Learning Across Educational Contexts Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Jovita Ridhani; Sari Trisnaningsih
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.510

Abstract

Indonesian teachers, especially in Central Java, encountered challenges in crafting differentiated activities to create deeper learning form students. They include being able to determine students’ prior knowledge and readiness, along with what works best for how learners like to learn (themselves using delivery and assessment methods) in related to individual learners. The research was conducted to explore kindergarten, elementary and secondary school teachers (n = 112) practices about implementation of differentiated instruction for deeper learning in public and private schools n= 35 using descriptive qualitative method. The data collection technique was carried out with Self-Reported Essays, Video-Taped DI Practices and Interviews at the Teacher Appreciation event in Indonesia. The findings revealed that the most frequently used in all levels are giving explanation, providing additional support, and set goals. Furthermore, important variations in the selection of materials, goal introduction, prior knowledge activation, adapted instruction, grouping, adapted materials and varied assessment were also found across levels. This article suggests that teacher professional development be focused on strengthening differentiated teaching practices through classroom supervision programs and practical workshops. Areas of development that need to be carried out include understanding the concept of DI, the application of techniques such as flexible grouping and formative assessment, the design of differentiated lesson plans, and the use of adaptive learning media and supporting technologies.
Co-Authors Afif Hasbi Bustomi Aisyah Fidiyah Anwar, Fuad Budi Tri Cahyono Cari Cari Darmanto Darmanto Dyah Ayu Dianawati Eka Budhi Santosa Fatma Sukmawati Jovita Ridhani Mohtar Yunianto Muthiara Nur Aisah Nurul Desy Saputri Putri Rahmawati Rafa Azzahra Fathinah Ratna Juwita Relly Prihatin Risma Fembriyanti Riyatun Riyatun Sari Trisnaningsih Sarwanto Sarwanto Sigit Dwi Saputro Suharyana Suharyana Sulasih Sulasih Susanti Bili Titin Sandias Budi Ningsih