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All Journal Prosiding Seminar Nasional MIPA Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Inovasi Pendidikan Fisika DIRASAT Jurnal Manajemen & Pendidikan Islam Briliant: Jurnal Riset dan Konseptual Unnes Science Education Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) SEJ (Science Education Journal) International Journal of Active Learning Kappa Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Indonesian Review of Physics (IRiP) JPPS (Jurnal Penelitian Pendidikan Sains) JPPIPA (Jurnal Penelitian Pendidikan IPA) Bubungan Tinggi: Jurnal Pengabdian Masyarakat BIOCHEPHY: Journal of Science Education Empiricism Journal Inovasi Pendidikan Fisika Journal of Educational Analytics International Journal of Current Educational Research Mestaka: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat JIPI (Jurnal IPA dan Pembelajaran IPA) Pancasila International Journal of Applied Social Science Journal of Environment and Sustainability Education Jurnal Pendidikan MIPA Proceeding of International Conference on Biology Education, Natural Science, and Technology Journal of Digitalization in Physics Education (JDPE) Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Budi Jatmiko
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KEEFEKTIFAN DAN KEPRAKTISAN GUIDED INQUIRY BERBANTUAN LKPD BATIK TERHADAP KETERAMPILAN BERPIKIR KRITIS Ni’mah, Vika Luthfiyatun; Jatmiko, Budi
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Keterampilan berpikir kritis peserta didik SMA masih tergolong rendah, khususnya pada pelajaran fisika materi kalor dan perpindahan kalor. Sehingga penelitian ini bertujuan untuk mendeskripsikan keefektifan dan kepraktisan pembelajaran fisika dengan model guided inquiry berbantuan LKPD berbasis proses pembuatan batik tulis gedog untuk meningkatkan keterampilan berpikir kritis peserta didik SMA. Jenis penelitian ini pre-experimental dengan desain pre-test post-test control group design. Metode pengumpulan data terdiri dari metode tes, angket, dan observasi. Hasil dari penelitian ini menunjukkan bahwa: 1)Terdapat peningkatan skor keterampilan berpikir kritis, 2)Rerata N-gain berkategori tinggi pada kelas eksperimen, 3)Rerata N-gain tidak berbeda pada kedua kelas eksperimen, 4)Rerata N-gain kelas eksperimen lebih tinggi dari kelas kontrol, 5)Angket respons peserta didik pada kelas eksperimen berbategori sangat baik, 6)Observasi keterlaksanaan pembelajaran berkategori sangat baik. Oleh karena itu, model guided inquiry berbantuan LKPD berbasis proses pembuatan batik tulis gedog efektif untuk meningkatkan keterampilan berpikir kritis peserta didik SMA.
Pelatihan dan Penguatan Kompetensi Desain Materi Iklan Digital dengan Aplikasi Canva pada Siswa SMAN Roslan, Astil Harli; Syahra, Syahra; Suparningsih, Suparningsih; Perkasa, Prayoga Oksa; Muharlisa, Nurfa; Salenda, Muliadin; Latifah, Nonik; Jatmiko, Budi; Nurasfidar, Nurasfidar
Mestaka: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 6 (2025): Desember 2025
Publisher : Pakis Journal Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58184/mestaka.v4i6.902

Abstract

This community service activity aimed to improve the understanding and skills of students at SMA Negeri 2 Wangi-Wangi in designing digital advertising materials using the Canva application. Graphic design skills are increasingly relevant in today’s digital era, especially for the younger generation with the potential to become creative entrepreneurs. The training was carried out using an interactive approach, which included the delivery of theoretical design concepts, group discussions, and hands-on practice in creating advertising content through the Canva platform. The participants consisted of 30 students with an interest in digital content development. The results of this activity showed a significant improvement in participants' technical abilities in using Canva features, as well as their understanding of effective advertising design aesthetics. In addition, participants reported increased confidence in producing creative works that are ready to be used for digital promotional purposes. It can be concluded that training in the use of Canva is effective in enhancing students’ digital competencies in the Wangi-Wangi area. A recommendation for future activities is the need for continued mentoring to explore other creative platforms in order to further expand students’ digital literacy and capabilities.
Intelligent Virtual Environment in STEM Education: A Systematic Literature Review for Sustainable Digital Learning Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Jatmiko, Budi; Hulu, Noval Maleakhi
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.132

Abstract

Objective: This study aims to analyze the development and application of Intelligent Virtual Environment (IVE) in STEM education to support sustainable digital learning. The study focuses on identifying research trends, technologies used, and the impact of immersive digital environments on STEM learning outcomes. Method: This research employed a Systematic Literature Review (SLR) approach to synthesize relevant studies published in the last five years. Articles were collected from several academic databases, including Scopus, Web of Science, ScienceDirect, IEEE Xplore, and Google Scholar. The selection process followed the PRISMA framework to ensure systematic identification, screening, eligibility assessment, and inclusion of relevant studies. A total of 15 articles were selected based on inclusion criteria related to immersive technologies, artificial intelligence, and virtual learning environments in STEM education. The selected studies were analyzed to identify research trends, technological approaches, and reported learning outcomes. Result: The results show that Intelligent Virtual Environment technologies, particularly those integrating virtual reality, augmented reality, and artificial intelligence, have been widely applied in STEM learning. These technologies improve conceptual understanding, student engagement, and interactive learning experiences. The findings also indicate that immersive learning environments support visualization of complex scientific concepts and encourage active learning through simulation and exploration. Novelty: This study provides a comprehensive synthesis of recent research on Intelligent Virtual Environment in STEM education and highlights its role in advancing sustainable digital learning. The review also identifies current research trends and future research directions for integrating immersive technologies and artificial intelligence in STEM education.
Problem-Based Learning in Digital Learning Environments: A Systematic Literature Review Supporting SDG 4 Alhusni, Hanan Zaki; Prahani, Binar Kurnia; Jatmiko, Budi; Hamiyda, Salma Hasna
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.133

Abstract

Objective: This study aims to analyze the development and implementation of Problem-Based Learning (PBL) in digital learning environments to support sustainable digital education and improve learning quality. The study focuses on identifying research trends, technologies used, and the impact of technology-supported PBL on learning outcomes. Method: This research employed a Systematic Literature Review (SLR) approach to synthesize relevant studies published between 2021 and 2025. Articles were collected from several academic databases, including Scopus, Web of Science, ScienceDirect, and Google Scholar. The selection process followed the PRISMA framework, which includes identification, screening, eligibility assessment, and inclusion. Based on the established inclusion criteria related to PBL and digital learning environments, 15 articles were selected for further analysis. The selected studies were examined to identify research trends, technological approaches, and reported learning outcomes. Result: The findings show that the integration of PBL with digital technologies has been widely implemented in various educational contexts. Digital platforms such as learning management systems, collaborative tools, and interactive digital resources support the implementation of PBL and enhance student engagement. The results indicate that technology-supported PBL improves critical thinking, problem-solving skills, and collaborative learning experiences. In addition, digital learning environments encourage more interactive and student-centered learning through discussion, exploration, and problem-solving activities. Novelty: This study provides a synthesis of recent research on PBL in digital learning environments and highlights its potential to support innovative digital learning practices. The findings also indicate that the integration of PBL and digital technologies can contribute to improving educational quality and supporting the achievement of Sustainable Development Goal 4 (Quality Education).
Virtual vs Real Lab: A Comparative Study on the Effectiveness of Laboratory-Based Physics Learning on Students’ Critical Thinking Skills Sabrina, Nadya Mazayu Nur; Jatmiko, Budi; Nisa', Khoirun
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p35-49

Abstract

Objective: This study aims to compare the effectiveness of guided inquiry learning using worksheets (SW) based on Virtual Lab (PhET) and Real Lab in enhancing students’ critical thinking skills in physics learning. Method: This study employed a quasi-experimental method with a non-equivalent pretest–posttest design involving two experimental classes in a public senior high school in Surabaya during the even semester of the 2024/2025 academic year. A saturated sampling technique was applied, in which all 11th-grade science students were included as the research sample. The first class used SW integrated with PhET simulations, while the second class used SW based on real laboratory activities. The instrument used was a critical thinking skills test developed based on Facione’s five indicators, and the data were analyzed using gain score analysis, paired sample testing, independent sample testing, and effect size analysis. Results: The findings showed that both experimental classes experienced significant improvement in students’ critical thinking skills after the implementation of guided inquiry learning, with no significant difference found between the two groups, indicating that both approaches are comparably effective. Novelty: The novelty of this study lies in its direct comparative design, demonstrating that both virtual and real laboratory modalities can equally support the development of critical thinking skills and provide flexible alternatives for physics learning in schools with different laboratory facilities.
Enhancing Students’ Learning Outcomes and Motivation through Interactive Physics Escape in an LMS-Based E-Learning Environment Febi, Liske; Wasis, Wasis; Satriawan, Muhammad; Anggaryani, Mita; Jatmiko, Budi; Tan, Angeline Naomi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p108-130

Abstract

Objective: This study aims to (1) determine the level of feasibility, practicality, and effectiveness of the Interactive Physics Escape media; (2) evaluate the influence of media on students' learning motivation; and (3) analyze the influence of media use on improving learning outcomes on vibration, wave, and sound materials. Method: Using a Research and Development (R&D) approach combined with a quasi-experimental design (pretest-posttest control group), this study involved 60 junior high school students, namely the experimental and control groups. The experimental group implemented Interactive Physics Escape, an LMS-based escape room game that integrates ethnophysics (traditional Indonesian musical instruments), while the control group used direct instruction. Data was collected through tests and questionnaires, then analyzed descriptively and inferentially (Wilcoxon, Mann-Whitney, N-Gain, effect size).  Results:  Media was rated as very feasible (M=3.46–3.57), practical (M=3.64–3.86), and effective, especially in encouraging collaboration (M=3.93) and motivation (M=3.64–3.71). Statistical analysis showed a significant increase in learning outcomes in the experimental group (p<0.001) with a very strong effect size (r=-1.000). Furthermore, the post-test score and N-Gain of the experimental group (0.55, medium-high category) were significantly higher than those of the control group (p=0.003; N-Gain=0.38).  Novelty: This research presents a new integration between escape room gamification, Learning Management System (LMS) technology, and an ethnophysical approach (using traditional Indonesian musical instruments as a learning context) in an integrated pedagogical intervention. The research results provide empirical evidence for a culture- and technology-based learning model that can simultaneously improve cognitive, affective and collaborative dimensions in science education.  
Identification of Generative AI Usage Profiles and Implications for Critical Thinking Skills in Physics Learning Zakaria, Aminudin; Jatmiko, Budi; Prahani, Binar Kurnia; Wijaksono, Cahyo Febri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p83-93

Abstract

Objective: This study aims to map students' GenAI usage profiles during physics learning. In addition, it examines the correlation between these variables and students' critical thinking skills in physics learning. Method: A non-experimental, quantitative, ex post facto design was employed. This design captures phenomena that occur naturally without any intervention. The research instruments consisted of questionnaires and tests. Data were analyzed using descriptive statistics, the Kruskal–Walls test, and Spearman’s correlation test. Results: Students tend to accept answers from GenAI quickly during physics learning. Only a small proportion are accustomed to questioning, verifying, and evaluating GenAI-generated answers. There are differences in critical thinking skills among groups of students with different patterns of GenAI use, with an ε2 of 0.410. The profile of GenAI usage is positively correlated with critical thinking skills, with a correlation coefficient of 0.525, indicating a moderate relationship. Novelty: This study contributes by revealing students' GenAI usage profiles in physics learning and by providing empirical evidence that the quality of ethical and reflective use has a strong influence and is positively correlated with critical thinking skills.
Effectiveness of Learning With PBL Model Based on E-Modules to Improve Critical Thinking Skills Novianti, Aulia Betha; Jatmiko, Budi; Prahani, Binar Kurnia; Ramadhani, Noer Risky
Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): December
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v1i3.42451

Abstract

Objective: This study aims to examine the effectiveness of physics e-modules based on the Problem-Based Learning (PBL) model in improving students’ critical thinking skills on static fluid concepts. The focus is to evaluate the implementation of learning, measure the improvement of students’ critical thinking ability, and analyze student responses after applying the PBL-based e-modules. Method: The research employed a proper experimental design with a pre-test and post-test control group, conducted at MA Ma’arif Bangil, Pasuruan, Indonesia. A total sampling technique was used, with class XA as the experimental group and class XB as the control group. Data were collected using observation sheets, pre-test and post-test instruments, and student response questionnaires. Data analysis included N-Gain scores, normality and homogeneity tests, t-tests, and descriptive analysis for student responses. Results: The findings showed that the implementation of PBL-based e-modules reached an average of 91.8% categorized as very good. Students in the experimental class demonstrated a significant improvement in critical thinking skills, with an average N-Gain of 0.512 (moderate), compared to 0.212 (low) in the control group. Furthermore, student responses were predominantly in the “good” and “very good” categories, indicating positive perceptions of the learning approach. Novelty: This study highlights the integration of PBL with interactive e-modules as an innovative learning strategy that not only enhances students’ critical thinking skills but also addresses the limitations of conventional print modules. It provides empirical evidence that digital-based problem-oriented instruction is highly relevant to fostering 21st-century competencies in science learning.
The Effectiveness of Black's Principles with Modeling-based Learning (MbL) to Improve Students' Science Process Skills Daeng, Firza Farahdiba; Alifah, Dea Ramadhana Zsa Zsa; Jatmiko, Budi; Supardi, Zainul Arifin Imam; Alhusni, Hanan Zaki; Citra, Nina Fajriyah
Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): December
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v1i3.45185

Abstract

Objective: This study aims to examine the effectiveness of the Modeling-based Learning (MbL) model in improving students’ science process skills (SPS) on the topic of Black’s Principle. SPS is essential for mastering STEM, yet remains relatively low among Indonesian students, as indicated by PISA and TIMSS results. Method: The research employed a quasi-experimental design using a pretest-posttest control group design. Two high school classes, each consisting of 30 students, participated in the study. The instruments used included an SPS test and questionnaires that measured skills such as observing, formulating hypotheses, conducting experiments, and interpreting and communicating data. Data analysis involved N-Gain calculations, normality tests, and paired t-tests to confirm statistical significance. Results: The findings revealed that the experimental class taught using the MbL model showed a significant improvement in SPS, with an average N-Gain score of 0.8 (high category). In contrast, the control class, which did not receive MbL-based instruction, only reached an average N-Gain score of 0.5 (medium category). Statistical tests confirmed the significance of these differences, demonstrating the positive impact of the MbL model on SPS development. Novelty: This study highlights the potential of the MbL approach as an innovative and effective teaching model to enhance science process skills at the secondary school level. By integrating modeling activities into learning, the MbL strategy provides students with deeper engagement and better mastery of scientific inquiry processes compared to traditional methods.
Development of Parabolic Motion Learning Devices Based on Technology-Enhanced Guided Inquiry with a Sport Education Approach to Improve High School Students' Critical Thinking Skills Astutik, Widi; Wasis, Wasis; Jatmiko, Budi; Ramadhani, Noer Risky
Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i1.52270

Abstract

Objective: This study aims to develop a parabolic motion learning tool based on a guided inquiry model with a sports education approach to improve the critical thinking skills of high school students. Method: This research is a research and development (R&D) study using the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The subjects consisted of 11th-grade high school students involved in both limited and extensive trials. The research instruments included a tool validation sheet, a learning implementation observation sheet, a student response questionnaire, and a critical thinking skills test. Data analysis was conducted using validity, reliability, N-gain, normality, homogeneity, paired t-test, and ANOVA. Results: The results showed that the developed learning tool met the criteria for highly valid with a percentage between 84% and 98%; practical based on the learning implementation category (very good) and student response (87.88%), and effective based on the increase in the N-gain value in the moderate category (0.59–0.62). The statistical test results also showed a significant increase between pretest and posttest scores, and no significant differences between classes, demonstrating the consistent effectiveness of the learning tools. Novelty: The novelty of this research lies in the integration of a guided inquiry model with a sports education approach in physics instruction on parabolic motion to train critical thinking skills through contextual learning based on sports activities, a practice that has not been widely explored in previous research.
Co-Authors Adi Jufriansah Al Amin, Rouf Alhusni, Hanan Zaki Ali Hasbi Ramadani Alifah, Dea Ramadhana Zsa Zsa ARDININGTYAS, DEVIA Arfiati Ulfa Utami Arivi, Maharani Agustina Arrahmat, Mohamad Wahdiansyah Arzak, Kirana Aureola Bakkara, Hasanuddin Bambang Hariadi Bergsma, Lindsay N. Binar Kurnia Prahani Bohlen Purba, Charles BR, Nahdia Rupawanti Bunyamin, Muhammad Abd Hadi Citra, Nina Fajriyah Daeng, Firza Farahdiba DAMAYANTI, FRANSISKA Diah Hari Kusumawati Dian Sari, Agung Suci Dwikoranto EKA VIRDIYANTI, FEZYLIA ELOK SUDIBYO ENDANG SUSANTINI Erlina, Nia EVA SETIAWATI, WIWID Febi, Liske FEHABUTAR, DALIANA Fitria, Triyuni Fitriana Eka Sari Nurwiyati Hamiyda, Salma Hasna Hariyono, Eko Hidayat, Thamrin Himmah, Rif'atul Hulu, Noval Maleakhi Husni Mubarok Imam Supardi Julianto Lemantara Kardi, Soeparman Kohar, Soelastri Kurtulus, Muhammed Akif Latifah, Nonik Lestari, Nurita Apridiana Lestari, Nurita Aridiana Lintangesukmanjaya, Rahmatta Thoriq M Munasir M. Ansor Anwar M. J. Dewiyani Sunarto Madlazim Madlazim Maimon Sumo Miftakhul Ilmi Suwignya Putra Mita Anggaryani Moniz, Joana Paula Gerabella da Costa muh. Tawil Muhammad Habibbulloh Muharlisa, Nurfa MUNASIR Mundilarto Mundilarto Nadi Suprapto Najib, Nasa Neswary, Shalsa Billa Ardhana Nisa', Khoirun Ni’mah, Vika Luthfiyatun Noly Shofiyah Novianti, Aulia Betha Nugroho, Yuli Sutoto Nur baity Nurasfidar, Nurasfidar Oka Saputra Perkasa, Prayoga Oksa PRASETYO, ERWIN Pristianti, Mila Candra PUTRI AYU ANDIRA, DINDA Qotrunnada, Nova Allysa R Rosyid Raharjo Raharjo Rahmawati, Lukluk Rahmayani, Alfiana Rai Sujanem Ramadhani, Noer Risky Rohmah, Nur Lailatur Roslan, Astil Harli Rosmiati Rosmiati Rosyid, Rosyid Rudiana Agustini Rusli, Muh. Aqil Sabrina, Nadya Mazayu Nur Safitri, Shabrina Safitri, Wahyu Inda Saiyidah Mahtari Salenda, Muliadin Sapari, Hidayat Saphira, Hanandita Veda Satriawan, Muhammad Shoffan Fatkhulloh Sri Poedjiastoeti Suci Prihatiningtyas SULISTYO YULIA PUTRI, SHINTA SULIYANAH SULIYANAH Supardi, ZA Imam Suparningsih, Suparningsih Suprianto Suprianto Susanti, Weni Syahra, Syahra Tan Amelia Tan, Angeline Naomi Tangke Allo, Alberto Yonathan TITIN SUNARTI Tjipto Prastowo Tri Sagirani Umar, Bahariyah Utama Alan Deta VERONIKA FATMA UTAMI, DENIS Wahono Widodo WAHYU KURNIAWAN, YONDA Wardani, Cindy Adelia Wasis Wasis Wicaksono, Iwan Widi Astutik Wijaksono, Cahyo Febri Wijayanti, Nanda Yaumie, Savana Nisva YOPI PUTRA, LINGGA Z. A. Imam Supardi Z.A. IMAM SUPARDI ZAINUL ARIFIN IMAM SUPARDI Zakaria, Aminudin Zulkarnaen Zulkarnaen