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All Journal Jurnal Inovasi dan Pembelajaran Fisika Seminar Nasional Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Unram Journal of Community Service (UJCS) Jurnal Literasi Pendidikan Fisika (JLPF) Jurnal Pendidikan dan Pengabdian Masyarakat
Muhamad Yusup
Program Studi Pendidikan Fisika FKIP Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Physics Social Sciences Other

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Toward a Pedagogically Driven Framework for Designing a Socioscientific Inquiry-Based Learning (SSIBL) Digital Platform Muhamad Yusup; Hamdi Akhsan; Murniati; Devi Ardiantini; Desilawati
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.14941

Abstract

Socioscientific Inquiry-Based Learning (SSIBL) requires instructional continuity across contextual exploration, scientific inquiry, evidence construction, argumentation, and assessment. However, existing digital learning environments often support these activities in isolation, resulting in fragmented pedagogical processes. This study proposes a pedagogically driven framework for designing a Socioscientific Inquiry-Based Learning (SSIBL) digital platform through the systematic identification of instructional needs, synthesis of cross-phase instructional functions, derivation of system-level design requirements, and development of an architectural framework. A design-oriented requirement elicitation approach was employed involving 45 senior high school students and six physics teachers. Data were collected using structured questionnaires covering six phases of the SSIBL workflow and analyzed through descriptive analysis, cross-phase pattern identification, instructional function synthesis, requirement translation, and architectural framework development. The findings revealed consistently high instructional needs across all SSIBL phases and identified four cross-phase instructional functions: Epistemic Structuring, Evidence Construction, Deliberative Anchoring, and Orchestration Visibility. These functions informed the derivation of system-level design requirements and the development of an architectural framework that preserves instructional continuity throughout SSIBL. The study contributes a transparent pedagogically driven framework that bridges instructional theory and educational technology design, providing a conceptual foundation for future platform development and design-based research.
Systematic Literature Review: Analisis Kebutuhan Instrumen Asessmen untuk Mengukur Kemampuan Coding dan Computational Thinking Pada Mahasiswa Pendidikan Fisika Berlianti Mandasari; Sardianto Markos Siahaan; Muhamad Yusup
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15285

Abstract

This study aims to analyze the need for developing assessment instruments to measure coding skills and Computational Thinking (CT) among physics education students through a Systematic Literature Review (SLR). The literature search was conducted through Scopus and Google Scholar databases using systematic filtering procedures following PRISMA guidelines. The inclusion criteria covered studies addressing coding and/or CT in educational contexts, focusing on assessment instruments, providing full-text access, employing clear research methods, and published between 2022 and May 2026. The selection process identified 13422 initial articles, of which only 14 met all inclusion criteria. The findings reveal that studies specifically focusing on assessment instruments for coding and CT are still limited compared with research emphasizing instructional implementation. Most studies focus on Computational Thinking (9 studies), while only 2 studies discuss coding skills, and 3 studies indirectly examine both aspects. Based on educational levels, the studies are distributed across early childhood education (3), primary education (3), secondary education (1), higher education (2), and non-specific contexts (5). These findings indicate that research at the higher education level, particularly related to physics education, remains limited. Furthermore, no standardized instrument has yet been consistently applied to assess these competencies. However, recent developments in project-based assessment, STEM integration, and digital technology utilization demonstrate promising opportunities for more authentic assessment approaches. Therefore, this study highlights the importance of developing structured, valid, and reliable assessment instruments that not only evaluate learning outcomes but also capture students’ thinking processes during learning activities.
Co-Authors A. Suhandi Abidin Pasaribu Achmad Samsudin Aminudin, Adam Hadiana Anisha Sherany Thamrin Apit Fathurohman Bayram Coştu Berlianti Mandasari Desilawati Desilawati Triana Devi Ardiantini Gerry Sugiarto Hamdi Akhsan Hera Novia Ida Sriyanti Ismet Kistiono Kistiono Leni - Marlina Masrifah, Masrifah Melly Ariska Muhammad Fadlianto Murniati . Musliha Tamyiz Nely Andriani Niki Dian Permana P Rini Khoirunnisa Riska Anggraini Sardianto Markos Siahaan Sela Melinia Supriyatman, Supriyatman Syuhendri, Syuhendri Taufiq Taufiq Usman Amarto Wardah Amalia