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All Journal Jurnal Pembelajaran Fisika Jurnal Inovasi Pendidikan IPA Seminar Nasional Pendidikan IPA JURNAL YAQZHAN: Analisis Filsafat, Agama dan Kemanusiaan Integrated Science Education Journal Journal Evaluation in Education (JEE) JURNAL MUARA PENDIDIKAN Indonesian Journal of Education Research (IJoER)
Sardianto Markos Siahaan
Sriwijaya University
Religion Agriculture, Biological Sciences & Forestry Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan perangkat e-learning materi gerak melingkar menggunakan LMS chamilo Dwi Suseno Wati; Sardianto Markos Siahaan; Ketang Wiyono
Jurnal Inovasi Pendidikan IPA Vol 7, No 2: Oktober 2021
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v7i2.37460

Abstract

Penelitian ini bertujuan untuk memperoleh perangkat e-learning materi gerak melingkar menggunakan Learning Management System Chamilo yang valid, praktis dan efektif untuk pembelajaran fisika materi gerak melingkar. Subjek penelitian yaitu peserta didik kelas X SMA Negeri 1 Banyuasin 1. Metode penelitian pengembangan menggunakan model Alessi dan Trollip terbagi dalam tiga tahapan yakni tahap perencanaan, tahap desain, dan tahap pengembangan. Pembuktian validasi dalam studi ini terdiri dari media, konten, dan desain pembelajaran. Hasil validasi menunjukan bahwa perangkat e-learning sudah valid dan layak untuk diuji cobakan. Uji kepraktiksan berdasarkan penilaian dari sudut pandang peserta didik menunjukan bahwa media yang dikembangkan memiliki kepraktisan sebesar 88,10%. Uji efektivitas diperoleh penilaian melalui N-gain sebesar 0,627 dengan kategori sedang. Berdasarkan hasil penelitian ini diperoleh hasil bahwa perangkat e-learning mempunyai nilai valid, praktis, dan efektif digunakan dalam pembelajaran fisika materi gerak melingkar. Development of e-learning for circular motion topics using LMS Chamilo Abstract: This research is aimed to obtain a valid, practise, and effective e-learning media for learning circular motion topics using Chamilo's Learning Management System. The subjects of this study was students of science class in Senior High School in Banyuasin 1. The research method used in this research is development research using the Alessi and Trollip development model which consists of three stages, namely the planning stage, design stage, and development stage. Validation in this study includes media, content, and learning design. Based on the results of validation, the media was valid and feasible to be tested. The practicality test in accordance with students' feedback on the media show that the developed media has a practicality of 88.10%. The effectiveness of media was proved through N-gain score of 0.627 with a moderate category. Based on the results of this study, it can be concluded that the e-learning device that has been developed has valid, practical, and effective value against the learning of circular motion matter physics in SMA Negeri 1 Banyuasin 1.
KEMAMPUAN BERPIKIR ANALITIS MAHASISWA CALON GURU FISIKA FKIP UNIVERSITAS SRIWIJAYA PADA MATERI DINAMIKA PARTIKEL Eka Badiatul Kharimah; Kistiono Kistiono; Sardianto Markos Siahaan
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 1, No 1 (2021): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

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Abstract

Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir analitis mahasiswa calon guru Pendidikan Fisika FKIP Universitas Sriwijaya pada materi dinamika partikel. Metode penelitian yang digunakan adalah deskriptif dengan teknik pengambilan sampel purposive sampling. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Fisika FKIP Universitas Sriwijaya dengan melibatkan 48 mahasiswa yang telah mengambil mata kuliah mekanika pada tahun akademik 2020/2021 sebagai sampel. Pengumpulan data dilakukan secara daring dengan menggunakan instrumen berupa tes uraian berstruktur yang berjumlah sembilan pertanyaan. Berdasarkan analisis data, menunjukkan kemampuan berpikir analitis mahasiswa calon guru fisika tergolong kategori rendah dengan masing-masing persentase indikator proses kognitifnya yaitu indikator membedakan 34,33%, indikator mengorganisasikan 14,06%, dan indikator menghubungkan 15,27%.Kata kunci: Berpikir analitis; tes uraian terstruktur; hukum Newton dan gaya.
Encourage Student's Critical Thinking Skills Through Questioning on Simple Machine Materials Padillah Chairani; Sardianto Markos Siahaan; Apit Fathurohman
Jurnal Pembelajaran Fisika Vol 10, No 2 (2022): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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Abstract

This study aims to encourage students' critical thinking skills with teacher questions in the learning design defined by Bloom's Taxonomy. The research took data from the teacher's list of questions and students’ answers during the learning process which was carried out for three meetings. Learning activities are carried out for class VIII which consists of 33 junior high school students on simple machine material. Data collection used non-participatory observation and document content analysis to analyze the teacher's questions with Bloom's Taxonomy which became the criteria set for the level of questions. The results of the analysis showed that the distribution of high-level questions reached 54.05% with a total of 20 questions and 45.95% of low-level questions appeared with a total of 17 questions. Student activity in the learning process is observed and a checklist is carried out with the instrument showing the emergence of sub-critical thinking skills in student answers. Students experienced an increase in practicing critical thinking in their learning process. Overall, students critical thinking skills were observed at 73% in three meetings. Based on the results of this research, questioning in the class has been encouraged by ongoing learning that trains students' critical thinking skills.Keywords: Questioning, Critical thinking, Simple MachinesDOI: http://dx.doi.org/10.23960/jpf.v10.n2.202201
Perspektif Thomas Kuhn : Epistemologi Paradigma dan Revolusi Kecerdasan Buatan Tasya Faricha Amelia; Rahmi Susanti; Yosef Yosef; Sardianto Markos Siahaan
JURNAL YAQZHAN: Analisis Filsafat, Agama dan Kemanusiaan Vol 10, No 2 (2024)
Publisher : IAIN SYEKH NUR JATI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/jy.v10i2.18777

Abstract

Penelitian ini bertujuan untuk mengkaji epistemologi dan pergeseran paradigma dalam konteks pemikiran Thomas Kuhn serta relevansinya terhadap fenomena keilmuan modern, khususnya kecerdasan buatan (AI). Subjek penelitian mencakup analisis kritis terhadap teori paradigma Kuhn dan aplikasinya pada revolusi saintifik AI. Metode yang digunakan adalah studi literatur dengan mengkaji karya-karya Kuhn dan referensi sekunder terkait. Hasil penelitian menunjukkan bahwa konsep paradigma Kuhn memberikan kerangka kerja yang komprehensif untuk memahami perubahan dalam ilmu pengetahuan, yang terjadi melalui fase paradigma, anomali, krisis, revolusi, dan transisi ke paradigma baru. Penerapan teori Kuhn pada perkembangan AI menyoroti bagaimana teknologi ini merevolusi pendekatan ilmiah dan menciptakan norma baru dalam berbagai disiplin ilmu. Rekomendasi penelitian ini adalah agar paradigma Kuhn diterapkan lebih luas untuk menganalisis kemajuan teknologi dan perubahan sosial, serta untuk mengevaluasi dampak etis dan praktis dari AI dalam masyarakat modern. Penelitian ini juga mendorong pendekatan yang lebih fleksibel dan multidisipliner dalam menghadapi tantangan ilmu pengetahuan masa depan.
PENGEMBANGAN E-JOBSHEET DENGAN LIVEWORKSHEET UNTUK MENINGKATKAN EFEKTIVITAS PRAKTIK SISWA SMK Amriansyah Alfia; Sardianto Markos Siahaan; Ketang Wiyono; Makmum Raharjo; Erna Retna Safitri
Jurnal Muara Pendidikan Vol. 8 No. 1 (2023): Jurnal Muara Pendidikan, Vol 8 No 1, Juni 2023
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v8i1.1177

Abstract

This study uses the Research and Development method which is applied to product assembly skills. This research targets the students of class XII TKR SMKN 1 Sungai Lilin. The research model used was Alessi & Trollip, while the validators came from experts in their respective fields related to this research: material, media, and language experts. This research has produced a valid, practical, and effective product on the product assembly skills e-job sheet to increase the effectiveness of Vocational High School students practice. Material professional validation acquired a rating of 87.2, media professional 87.1, and linguist 88.3 in order that the product evolved became a totally valid category, with a practicality degree of 83.4 labeled as very practical, and an e-job sheet with a powerful live worksheet for growing the meeting of items merchandise with a cost of tcount > ttabel, specifically 16.491 > 2.015 or sig. (2-tailed) < 0.05.
Analysis of the Needs for the Development of Interactive Multimedia Based on Augmented Reality in Physics Learning Risky SissyLia; Sardianto Markos Siahaan; Apit Fathurohman
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1287

Abstract

Purpose of the Study: This study investigates the initial needs of teachers for the development of interactive multimedia based on Augmented Reality (AR) for physics education, specifically in the context of kinetic gas theory. As part of development research at the preliminary study stage, the goal is to design innovative teaching tools that simplify complex physics concepts and enhance student engagement. Methodology: A survey-based research design was adopted, with data collected via questionnaires distributed to middle and high school physics teachers using the Google Form platform. The study examined teacher perspectives on AR-based learning media's necessity, usability, and potential impact in their classrooms. Main Findings: The results revealed a strong demand among physics teachers for AR-based interactive multimedia, highlighting its potential to address the challenges of teaching physics concepts often perceived as abstract and complex by students. Teachers emphasized the need for tools that make the learning process more engaging, interactive, and relatable. The findings also indicated that AR-based multimedia offers a promising solution, aligning with the growing integration of digital technology in education. Teachers noted that AR tools could increase efficiency, foster active learning, and cater to diverse learning styles, making physics more accessible and enjoyable. Novelty/Originality of the Study: This study contributes to the growing field of digital education by emphasizing the application of AR technology in physics learning. It provides a novel perspective on how AR can bridge the gap between theoretical physics and practical understanding, fostering curiosity and deeper comprehension.
A Validity of STEM-Based Physics Learning Video on Parabolic Motion for Senior High School Students Yora Inda Lestari; Sardianto Markos Siahaan; Ismet Ismet; Nor Farahwahidah Abdul Rahman
Indonesian Journal of Education Research (IJoER) Vol. 5 No. 6 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v5i6.1256

Abstract

Purpose of the study: This article will focus on the validity criteria, with the aim of this research being to assess the extent to which the physics learning media specific to the parabolic motion subtheme in the form of videos developed can be considered valid. Methodology: This study used research and development (R&D) with the Alessi and Trollip model. The data collection technique was carried out through a validation sheet instrument conducted by 5 expert validators. The development of learning videos was carried out for class XI Senior High School 22 Palembang. Main Findings: The assessment of the content aspect of the material resulted in a CVI value of 0.93. Furthermore, the evaluation of the media presentation aspect attained a CVI score of 1, and the validation of the productivity and innovation aspects of the material also scored 1. Since the CVI scores are all at 1, it can be inferred that the instructional video created is both valid and appropriate for educational purposes. Novelty/Originality of this study: This research makes a real contribution in answering the needs of modern learning with the STEM approach and AI technology. The results of this media validation are expected to be a reference for further research and become an inspiration for educators in developing innovative learning media.
Augmented Reality–Based Flashcard Media: A Study of Foster Senior High School Students’ Critical Thinking Skills on Atomic Models Riska Anggraini; Leni Marlina; Sardianto Markos Siahaan
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.v7i1.2374

Abstract

Purpose of the study: This study aimed to develop augmented reality–based flashcard learning media for teaching atomic models and to examine its validity, practicality, and effectiveness in fostering senior high school students’ critical thinking skills. Methodology: This study employed a research and development approach using the Rowntree model, comprising planning, development, and evaluation stages, with formative evaluation adapted from Tessmer. Data were collected through expert validation sheets, practicality questionnaires, and critical thinking skills tests. Data analysis included CVR and CVI for validity, descriptive analysis for practicality, and N-gain analysis for effectiveness. Main Findings: The results indicated that the augmented reality–based flashcard media achieved excellent content validity, with S-CVI/Ave and S-CVI/UA values of 1.00, categorized as very valid. The media was considered practical, with mean practicality scores of 3.9 in the one-to-one evaluation and 4.1 in the small group evaluation. Additionally, the field test showed an improvement in students’ critical thinking skills, with an N-gain value of 0.56, indicating moderate effectiveness. Novelty/Originality of this study: The novelty of this study lies in integrating augmented reality technology into flashcard-based learning media to foster students’ critical thinking skills in learning atomic models. Unlike previous studies that mainly emphasize visualization or conceptual understanding, this research focuses on developing higher-order thinking skills through interactive, mobile-supported learning media to address abstract physics concepts.
Beyond Mean Comparison: Assessing the Proportional Diostribution of Critical Thinking Mastery in Problem Based Learning on Pressure Concepts Using Chi-Square Analysis Masduki Masduki; Hamdi Akhsan; Sardianto Markos Siahaan; Ketang Wiyono
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.3068

Abstract

Purpose of the study: The study evaluates the effectiveness of Problem-Based Learning (PBL) in improving students’ critical thinking mastery of pressure concepts by analyzing the proportional distribution of mastery rather than relying solely on mean score comparisons. Methodology: A quasi-experimental pretest-posttest nonequivalent control group design was employed with 60 eighth-grade students selected through purposive sampling from intact classes. Students were assigned to a PBL group (n=30) or a conventional instruction group (n=30). Critical thinking was measured using a validated 10-item multiple-choice test adapted from Ennis’s indicators. Baseline equivalence was tested with the Mann–Whitney U test, within-group mastery shifts with McNemar’s test, and between-group distributional differences with the Chi-square test of independence. Reliability was confirmed (Cronbach’s α = 0.86). Main Findings: The PBL group achieved a significantly higher mastery rate (83%) compared to the conventional group (60%), χ²(1) = 4.02, p = 0.045, with a moderate effect size (Cramer’s V = 0.26). McNemar’s test confirmed a statistically significant mastery transition within the PBL class (p < 0.05). The strongest gains occurred in analytical explanation and inferential reasoning dimensions. Novelty/Originality of this study: Analyzing mastery distribution reveals equitable learning outcomes that mean comparisons obscure. The findings demonstrate that PBL systematically shifts categorical achievement toward competency thresholds, particularly in higher-order cognitive dimensions. In practice, this supports the adoption of distributional analysis in classroom assessment. The study’s novelty lies in its methodological shift from continuous mean scoring to categorical mastery distribution, offering a more pedagogically relevant framework for evaluating instructional equity.
Co-Authors Amriansyah Alfia Apit Fathurohman Dwi Suseno Wati Eka Badiatul Kharimah Hamdi Akhsan Ismet Ketang Wiyono Kistiono Kistiono Leni Marlina Masduki Masduki Nor Farahwahidah Abdul Rahman Padillah Chairani Raharjo, Makmun Rahmi Susanti Riska Anggraini Risky SissyLia Safitri, Erna Retna Tasya Faricha Amelia Yora Inda Lestari Yosef Yosef