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All Journal Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Jurnal Inovasi dan Pembelajaran Fisika Jurnal SOLMA Jurnal Pendidikan Fisika dan Teknologi Jurnal Ilmiah Profesi Pendidikan Optika : Jurnal Pendidikan Fisika Integrated Science Education Journal Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Empiricism Journal JIFP (Jurnal Ilmu Fisika dan Pembelajarannya) Inovasi Pendidikan Fisika Physics and Science Education Journal (PSEJ) Indonesian Journal of Education Research (IJoER) IJIS Edu : Indonesian Journal of Integrated Science Education
Kistiono Kistiono
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Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Using the Rasch Model to Measure Students' Argumentative Ability in the Context of Socioscientific Issues About the Covid-19 Pandemic Amarto, Usman; Yusup, Muhamad; Kistiono, Kistiono
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 2 (2022): July 2022
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v4i2.6528

Abstract

Argumentation plays an essential role in developing a critical thinking and understanding or interpreting a central idea of the existing problem, In addition, students need arguments to strengthen understanding and knowledge in the learning process. Socioscientific Issues is a combination of social issues involving moral and ethical components and their relevance to science. This study aims to determine the argumentation ability of junior high school students in the context of socioscientific issues with the topic of the Covid-19 Pandemic. The research method used is descriptive research with careful decision-making and description of an educational phenomenon. The subjects of this study were 133 students, consisting of grades 9 in several junior high schools in Abab District, Penukal Abab Lematang Ilir Regency. The technique of collecting research data employs a test with a total of three essay questions. Data from the study were analyzed using the Rasch model. The result showed that the argumentation skills of junior high school students were 57,29 out of 100 logits. This result indicates that, on average, students can put forward arguments by providing reasons that support their arguments.
Validation of Physics Module on Energy: Integrating Palembang Local Wisdom and PhET Simulation Fajriah, Nurkholisa; Akhsan, Hamdi; Kistiono, Kistiono
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4294

Abstract

Rendahnya literasi sains di kalangan siswa Indonesia, khususnya dalam konsep fisika abstrak seperti energi potensial dan energi kinetik, menuntut pengembangan bahan ajar yang inovatif dan relevan secara budaya. Penelitian ini bertujuan mengembangkan dan memvalidasi modul ajar fisika yang mengintegrasikan kearifan lokal Palembang, Problem-Based Learning (PBL), dan simulasi PhET. Penelitian menggunakan pendekatan Research and Development (R&D) berbasis model 4-D (Define, Design, Develop), yang dihentikan pada tahap pengembangan. Validasi dilakukan oleh tiga ahli (materi fisika, pedagogi, dan media pembelajaran) serta diuji coba melalui uji one-to-one (n=2) dan uji kelompok kecil (n=4). Data dianalisis secara kuantitatif menggunakan koefisien validitas isi Aiken’s V. Hasil menunjukkan bahwa modul memperoleh nilai rata-rata Aiken’s V sebesar 0,87, yang dikategorikan sebagai “Sangat Valid”, dengan skor tertinggi pada aspek relevansi kearifan lokal Palembang (V = 0,93) dan penerapan PBL (V = 0,88). Tanggapan siswa menunjukkan bahwa 92–95% menyatakan modul mudah dipahami, relevan dengan konteks lokal, dan membantu memvisualisasikan konsep energi melalui simulasi PhET. Dengan demikian, modul ini dinyatakan layak digunakan sebagai bahan ajar dalam pembelajaran fisika yang selaras dengan prinsip Kurikulum Merdeka.
Integrating Local Wisdom in Science: Development and Validation of Ethnoscience Teaching Modules for Improving Science Literacy of Junior High School Students Sutanto, Taufiq; Akhsan, Hamdi; Kistiono, Kistiono
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2344

Abstract

Purpose of the study: The low level of science literacy among Indonesian students requires innovative and contextual learning approaches. This study aims to develop and test the validity of an Ethnoscience-Based Teaching Module on the subject of Vibrations and Waves. The uniqueness of the module lies in its deep integration of the local wisdom of East OKU Regency as a learning context to bridge abstract scientific concepts with the cultural reality of students. Methodology: This study used the Research and Development (R&D) method with a 4-D model, limited to the Develop stage. Validation was carried out by four experts (material, media, language, and culture) using adapted assessment instruments. Quantitative data were analyzed using Aiken's V coefficient. Main Findings: The developed ethnoscience-based teaching module was declared "Highly Valid" with an average Aiken’s V score of 0.90. All validation aspects scored highly: subject matter (0.90), media design (0.88), language (0.85), and cultural integration (0.95). The module is therefore feasible for further testing. Novelty/Originality of this study: The developed module has met the eligibility criteria in terms of content, design, language, and authentic cultural integration. The implication of this research is the availability of valid and contextual teaching materials, which are ready to be further tested for their effectiveness in learning to improve science literacy while building students' cultural awareness.
DEVELOPMENT, FEASIBILITY, AND EFFECTIVENESS OF INCLUSIVE STEM MODULE BASED ON SDGS FOR SLOW LEARNERS Winarni, Kiki Ayu; Akhsan, Hamdi; Kistiono, Kistiono; Anggelina, Putri
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.49875

Abstract

Teaching slow-moving learners the abstract science concepts such as Elements, Compounds, and Mixtures can be difficult as they need concrete instructions and less cognitive load. The learning materials available cannot be expected to have the particular accessibility elements that can bridge this cognitive divide. The current study attempts this integration for the first time, combining Universal Design for Learning and a STEM-SDGs approach specifically to support slow learners. The study aimed to create a valid, usable, beneficial-inclusive module for Phase D (Grade VIII) students using the R & D approach (ADDIE model). The study incorporated six expert validators, a practicality trial to slow learners (N=10) and a quasi-experimental field study with 73 learners (Experimental N=34 vs Control N=39). The module had a rating of V-Aiken of 0.87 (Very Valid) and 92.1% was rated as Very Practical. Effectiveness testing showed that the module had a significant positive differentiating factor as the experimental group had evidence of a “High” N-Gain (0.78) as opposed to the Medium (0.40) of the control group. The findings of the study attest that the module based on UDL was effective in bridging difficult concepts and can be an adaptative resource to attain Equity in Science Education.
PENGARUH DURASI DAN WAKTU BELAJAR DI RUMAH TERHADAP HASIL BELAJAR IPA SISWA SMP DAN MTS DI PULAU RIMAU, KABUPATEN BANYUASIN TAHUN AJARAN 2024/2025 Hamdi Akhsan; Sutinah, Eka; Kistiono, Kistiono
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 2, August 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/rga37y22

Abstract

Studying at home plays an important role in improving student achievement, especially in science subjects that are both conceptual and challenging. This study aimed to examine the effect of the duration and time of study at home on students' science learning outcomes. The approach used was quantitative, with a survey and documentation design. The population included all junior and senior high school students in Pulau Rimau in the 2024/2025 school years. A sample of 170 students was selected using Proportional Stratified Sampling. An analysis was conducted to determine the effects of each variable on learning outcomes. The analysis showed that the study duration had a significant effect on learning outcomes (p<0.05). Tukey's HSD further test showed that students who studied less than one hour per day had significantly lower learning outcomes than students who studied 1-2 hours or more than 2 hours. In contrast, the study time showed no significant effect (p>0.05). This finding suggests that the allocation of at least one hour of study time per day contributes positively to science-learning outcomes. Collaboration between parents and teachers so that the duration of study at home is optimal for science achievement.
PENGEMBANGAN INSTRUMEN TES KPS STEM INKLUSIF BERBASIS SDGS UNTUK SISWA SLOW LEARNER Anggelina, Putri; Kistiono, Kistiono; Akhsan, Hamdi; Winarni, Kiki Ayu
OPTIKA: Jurnal Pendidikan Fisika Vol. 9 No. 2 (2025): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v9i2.7090

Abstract

Penelitian ini bertujuan mengembangkan instrumen tes Keterampilan Proses Sains (KPS) STEM inklusif berbasis SDGs, khususnya SDGs 4 (pendidikan berkualitas), pada materi unsur, senyawa, dan campuran bagi siswa slow learner SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D (Define, Design, Develop, Disseminate). Tahap pendefinisian dilakukan untuk mengidentifikasi karakteristik siswa slow learner dan kebutuhan asesmen KPS. Tahap desain meliputi penyusunan kisi-kisi, butir soal pilihan ganda dan isian singkat, serta rubrik non-tes yang dikontekstualisasikan dengan aktivitas STEM dan isu SDGs. Tahap pengembangan meliputi validasi isi, konstruk, dan inklusivitas oleh ahli, revisi, serta uji coba instrumen pada siswa kelas VIII. Tahap disseminate dilakukan secara terbatas kepada guru IPA. Analisis data meliputi indeks Aiken's V, korelasi item–total Pearson, koefisien Alpha Cronbach, serta tingkat kesukaran dan daya pembeda. Hasil penelitian menunjukkan bahwa seluruh butir valid, reliabel, dan memiliki karakteristik psikometrik yang baik sehingga layak digunakan untuk mengukur KPS siswa slow learner. Instrumen ini diharapkan menjadi asesmen alternatif yang adaptif, kontekstual, dan inklusif bagi guru IPA dalam pemetaan kemampuan KPS siswa slow learner secara lebih objektif.
TEACHERS’ PERCEPTIONS ON THE NEED FOR E-LKPD TO ENHANCE HOTS IN PARTICLE KINEMATICS Tanti Febrianti; Kistiono, Kistiono; Wiyono, Ketang
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.54059

Abstract

This study looks at how students think critically in physics specifically in particle kinematics. We want to know what teachers think about students thinking skills. We also want to see if schools have the technology to help students learn. We want to find out if we need to create digital worksheets for students. We asked 53 high school physics teachers in Ogan Ilir Regency to answer some questions. We used a kind of questionnaire that asked teachers to agree or disagree with some statements. The results show that students are not very optimally at analyzing, evaluating and creating. For C4, 47–57% of teachers somewhat agreed that students possess analytical skills, indicating limited mastery. For C5, 53% of teachers disagreed that students are capable of evaluation, while for C6, 51–53% disagreed that students have creating skills and 11% strongly disagreed that students are able to produce independent work. In contrast, technological support was considered adequate, with 86% of teachers stating that school facilities are sufficient and 100% supporting the use of technology in learning. Additionally, 72% of teachers have used E-LKPD and 96% perceived it as practical. Notably, all respondents (100%) expressed the need for HOTS-based E-LKPD in particle kinematics. These findings highlight the urgency of developing contextually relevant and systematically designed E-LKPD. The novelty of this study lies in integrating empirical data on HOTS, technological readiness, and instructional needs as a basis for developing effective physics learning resources.
Validation of Problem-Based Learning Teaching Modules on Momentum and Impulse to Improve Students' Critical Thinking Skills Sekarani, Tresnane Suandti; Akhsan, Hamdi; Kistiono, Kistiono
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2369

Abstract

Purpose of the study: This study aims to validate a Problem-Based Learning (PBL) teaching module on Momentum and Impulse material to improve the critical thinking skills of Grade XI students. The validation ensures the module's feasibility before implementation in the classroom. Methodology: This research and development (R&D) study used the Four-D Model (Define, Design, Develop, Disseminate), limited to the development stage. Validation involved four experts who assessed the module using a validation questionnaire. Data were analyzed quantitatively based on content, construct, language, presentation, and assessment criteria. Main Findings: The module received an average validity score of 89%, categorized as "Valid" without revision. The highest scores were in learning construct/model (92%) and assessment (91%). All aspects is content, language, presentation, and graphics were deemed suitable for classroom use, supporting the module's readiness for implementation. Novelty/Originality of this study: This study offers a PBL-based teaching module specifically designed for the Merdeka Curriculum, integrating critical thinking indicators and Pancasila Student Profile values. It addresses the lack of contextual, structured physics teaching tools and provides a validated, practical resource for teachers to enhance students' critical thinking through real-world problems.
Design and Validation of a Project-Based Learning (PjBL)-Based Science Module through Water Rocket Experiments on Motion, Force, and Pressure Wahyuningsi, Wahyuningsi; Akhsan, Hamdi; Kistiono, Kistiono
Empiricism Journal Vol. 7 No. 1: March 2026
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/68k56115

Abstract

This study aimed to develop and validate a Project-Based Learning (PjBL)-based science module using water rocket experiments for the topics of motion, force, and pressure in junior high school. The study employed a Research and Development (R&D) approach using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The module was designed to support meaningful science learning by integrating project activities, inquiry-based student worksheets, and hands-on experimentation. Validation was conducted by three experts, including a science education expert, a science content expert, and an experienced science teacher. The validation focused on curriculum alignment, pedagogical appropriateness, content accuracy, worksheet quality, presentation, and assessment. The results showed that the developed module was categorized as very valid, with an average validation score of 89.8%. The highest score was obtained in presentation and language aspects (92%), while curriculum alignment and assessment each obtained 90%. The findings indicate that the module is feasible for use as a science teaching material in junior high school and is pedagogically promising for supporting active learning and scientific reasoning. However, further empirical studies are needed to examine its effectiveness in improving students’ learning outcomes, motivation, and scientific literacy.
Development of a Problem-Based Learning Physics Module on Uniform Circular Motion to Support Students’ Critical Thinking Skills Hapriza, Yunita; Akhsan, Hamdi; Kistiono, Kistiono
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June (In Press)
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.10847

Abstract

Physics instruction on Uniform Circular Motion (UCM) is often perceived by senior high school students as abstract and difficult to comprehend due to its limited connection with real-life phenomena. This study aims to develop a physics teaching module based on Problem-Based Learning (PBL), integrated with simple demonstrations using coins and strings and supported by investigative student worksheets (LKPD). The research employed the Research and Development (R&D) method using a modified ADDIE model consisting of analysis, design, development, and evaluation stages. The study focused on examining the validity and practicality of the developed module. Evaluation was conducted through expert reviews involving three validators (a physics content expert, a pedagogy expert, and an instructional design expert), a one-to-one trial with three students, and a small-group trial with nine Grade XI students from SMAN 13 Palembang. The validation results indicate that the module achieved an average score of 88.33%, categorized as very valid. Meanwhile, the practicality test produced an average score of 91.7%, indicating that the module is very practical to use in learning activities. The module facilitates learning through the PBL stages, including problem orientation, investigation through demonstrations and videos, group discussion, and reflection. Although the effectiveness of the module in improving students’ conceptual understanding and critical thinking skills has not yet been empirically tested, the results indicate that the developed module is valid and practical and has the potential to support meaningful learning experiences on the topic of Uniform Circular Motion.
Co-Authors Aji, Dwi Purnomo Amarto, Usman Andi Suhandi Anggelina, Putri Apit Fathurohman Betty Lusiana Bimastari, Inda Hasanah Esti Susiloningsih Fajriah, Nurkholisa Fitriyani Fitriyani Hamdi Akhsan Hapriza, Yunita Ismet Ismet, Ismet Ketang Wiyono Kurnia, Mega Leni Marlina Lintang Auliya Kurdiati Melly Ariska Muhamad Yusup muhammad muslim Nilam Cahyati Saparini Saparini Sari, Siska Arinda Sekarani, Tresnane Suandti Sudirman Sudirman Sutanto, Taufiq Sutinah, Eka Syahputri, Selvia Mariska Tanti Febrianti Wahyuningsi, Wahyuningsi Winarni, Kiki Ayu