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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Riset dan Kajian Pendidikan Fisika KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Jurnal Inovasi Pendidikan IPA Omega: Jurnal Fisika dan Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Educational Counseling Indonesian Journal on Learning and Advanced Education (IJOLAE) Indonesian Review of Physics (IRiP) Jurnal Fisika Indonesia Journal of Vocational Education Studies Buletin KKN Pendidikan Jurnal Kesehatan dan Pengelolaan Lingkungan Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Ilmiah Profesi Guru (JIPG) Jurnal Ilmiah Kampus Mengajar Jurnal Keilmuan dan Keislaman International Journal of Learning Reformation in Elementary Education Bincang Sains dan Teknologi Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Jurnal Genesis Indonesia Buletin Edukasi Indonesia International Conference on Education for All Jurnal Pendidikan Progresif MUDARRISA: Jurnal Kajian Pendidikan Islam
Dian Artha Kusumaningtyas
Universitas Ahmad Dahlan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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Evaluating the effectiveness of intervention on professional and pedagogical skills among prospective physics teachers Kusumaningtyas, Dian Artha; Sukarelawan, Moh. Irma; Adhantoro, Muhammad Syahriandi; Saputra, Wahyu Nanda Eka
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31864

Abstract

This study evaluates the effectiveness of a targeted intervention designed to enhance the professional and pedagogical skills of prospective physics teachers, addressing a key gap in teacher education. The research involved an experimental group that received the intervention and a control group that did not. The research subjects in the experimental and control groups were 120 each. To rigorously assess the impact, Whitney and Wilcoxon’s statistical tests were employed to compare pretest and posttest outcomes. Additionally, Wright map analysis was used to visualizes kill development. The results revealed a significant improvement in the professional and pedagogical skills of the experimental group compared to the control group, as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500, p<0.05). The Wright map analysis further demonstrated that the experimental group experienced more consistent and substantial gains in pedagogical skills. This study contributes to the field by demonstrating the effectiveness of interventions in improving the skills of prospective physics teachers, offering educational policy recommendations, and filling important gaps in the literature. Moreover, it emphasizes the critical role of ongoing evaluation in the continuous development of teacher training programs. By addressing these areas, this research provides valuable insights that can inform the design and implementation of more effective teacher training strategies.
Professional Teacher Competencies for Learning Quality in Vocational Education Chotijah, Hindun Yafa; Suparman, Suparman; Kusumaningtyas, Dian Artha; Sulisworo, Dwi
Journal of Vocational Education Studies Vol. 8 No. 2 (2025): Vol 8 No 2
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v8i2.12841

Abstract

Learning Quality requires teachers who are competent in pedagogical, professional, social, and personality aspects. Teachers who have high competence can manage classes effectively, understand student needs, and apply innovative learning methods. Along with curriculum changes and technological developments, improving teacher competence in vocational school is urgent to create a more interactive and meaningful learning process. This study uses a qualitative method with a literature study approach to analyze strategies for improving teacher competence in vocational school. Data was obtained from various academic sources that discussed teacher training, technology utilization, self-evaluation, and the role of the teacher community. This study concludes that improving teacher competence in vocational school is a key factor in realizing effective learning. With the right strategy, it is hoped that the quality of education will increase so as to produce competitive graduates. The study recommends sustainable policies to support teachers' professional development in accordance with current educational needs.
Do guidance and counseling teacher know about students mental health problems?: a qualitative study Hartanto, Dody; Fauzia, Mufied; Azhari, Imam; Kusumaningtyas, Dian Artha; Rizal, Yenni
KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Vol 10 No 2 (2023): KONSELI : Jurnal Bimbingan dan Konseling (E-journal)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/kons.v10i2.19137

Abstract

It is known that adolescent mental health problems at school continue to increase in Indonesia. Guidance and counseling teachers are uniquely positioned to play a critical role in early identification and intervention. This research aims to determine teachers' understanding and knowledge regarding the forms of student mental health problems, efforts to deal with them and obstacles or problems in dealing with adolescent mental health problems at school as well as gaps or problems that schools have not been able to do to overcome mental health problems. The research method used in this research is qualitative. This research was conducted with a consensus qualitative study design. The research results show that teachers have recognized and understood the forms of mental health problems faced by students. The forms of mental health problems found through this research are anxiety, depression, severe emotional disorders, and attention deficit-hyperactivity disorder and have led to self-harm. Teachers are known to have used a variety of treatments aimed at promotion, prevention with class orientation, group and individual counseling. Problems that have not yet had to be addressed by schools are focused on the availability of infrastructure, collaboration and cooperation with parents or students' families as well as teacher capacity building programs. The results of this research contribute to guidance and counseling services in schools so that they can pay more attention to efforts to prevent and alleviate students' mental health problems.
Psychometric Validating a Video-Based Rubric for Physics Teacher Assessment Using the Rasch Model Kusumaningtyas, Dian Artha; Bakri, Yuhanis Mhd; Adhantoro, Muhammad Syahriandi; Ishafit, Ishafit; Kurniasari, Efi
Jurnal Inovasi Pendidikan IPA Vol. 11 No. 2: October 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v11i2.82060

Abstract

This study aims to validate the psychometric properties of a video-based assessment rubric designed to evaluate the pedagogical and professional competencies of physics prospective teachers. The validation process employed the Rasch model to examine item reliability, person reliability, item fit, category functioning, and the separation index. Data were collected from 61 participants using a 25-item rubric that covered various aspects, including Pancasila values, instructional structure, student-centered learning, professional ethics, and evaluation of learning. The results showed that the item reliability was high (0.83), while person reliability was moderate (0.75), with a person separation index of 1.75. Some items exhibited misfit with the Rasch model, indicating the need for revision or refinement. Analysis of category functioning revealed overlapping probabilities between adjacent categories, suggesting that the response scale could benefit from more precise distinctions. Overall, the rubric demonstrated acceptable psychometric quality for assessing the competencies of physics prospective teachers, although several items and scale structures require improvement to enhance measurement precision
Menumbuhkembangkan Karakter Cinta Tanah Air melalui Lomba Kemerdekaan pada Siswa Sanggar Bimbingan IKABA IMABA, Malaysia Saputri, Pratiwi Yulia; Prayitno, Harun Joko; Kusumaningtyas, Dian Artha; Syaadah, Himatus
Buletin KKN Pendidikan Vol. 5, No. 1, Juni 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/bkkndik.v5i1.22468

Abstract

Pengabdian ini dimaksudkan untuk menggambarkan tentang bagaimana upaya mahasiswa KKN-Dik dan sanggar bimbingan belajar (SBB) IKABA IMABA 1 dalam menumbuhkan karakter cinta tanah air pada anak-anak imigran di Selangor, Malaysia. Metode pelaksanaan dalam pengabdian ini adalah metode kualitatif deskriptif yang bertujuan untuk menggambarkan upaya mahasiswa dalam menumbuhkan sikap karakter cinta tanah air melalui lomba perayaan kemerdekaan HUT RI. Teknik penghimpunan data yang dilakukan adalah observasi dan dokumentasi yang bersumber dari data pribadi peneliti. Hasil pengabdian ini menunjukkan adanya karakter cinta tanah yang rendah yang dimiliki oleh para anak imigran dengan berbagai faktor pendukung dan penghambat yang menyertai penyebabnya. Oleh karena itu peran mahasiswa KKN-Dik dan Sanggar Bimbingan Belajar IKABA IMABA 1 sangat diperlukan dalam membimbing dan menumbuhkan sikap karakter cinta tanah air (nasionalisme) pada diri anak-anak imigran di Selangor, Malaysia. Antara lain upaya yang dilakukan adalah dengan menyisipkan nilai-nilai kebangsaan atau karakter ke-Indonesia-an ini melalui lomba perayaan kemerdekaan HUT Republik Indonesia. Sikap yang diharapkan setelah adanya lomba kegiatan perayaan kemerdekaan ini anak-anak imigran dapat memiliki sikap atau profil pelajar Pancasila yakni, beriman, bertakwa kepada Tuhan YME, berakhlak mulia, kebhinekaan global, bergotong royong, mandiri, bernalar kritis dan kreatif.
Incorporating Gamified Elements into Mobile Learning to Enhance Critical Thinking Skills Sulisworo, Dwi; Maryani, Ika; Mastul, Al-Rashiff Hamjilani; Kusumaningtyas, Dian Artha
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: Incorporating Gamified Elements into Mobile Learning to Enhance Critical Thinking Skills. Objective: This study explores the potential of gamified mobile learning in fostering critical thinking skills among learners. The objective is to investigate how gamified learning environments can provide engaging challenges, opportunities for decision-making, constructive feedback, collaborative experiences, adaptive pathways, and immersive narratives to promote the development of critical thinking skills.  Methods: The research employed a descriptive qualitative approach to explore how gamified learning environments influence the development of critical thinking skills. This method aimed to express experiences, perceptions, and behaviors within their natural context. It was informed by a review of existing literature on gamified learning and critical thinking, establishing a theoretical framework and grounding the research in established theories and findings. Thematic analysis was used to identify patterns and themes in the data, which were then integrated with relevant literature to gain comprehensive insights into the relationship between gamified learning and critical thinking. Findings: The findings suggest that gamified mobile learning can indeed be a powerful tool for fostering critical thinking skills. By harnessing the motivational power of games, educators can create dynamic learning environments that inspire learners to think critically, solve problems, and achieve deeper understanding. Gamified challenges, decision-making scenarios, collaborative experiences, adaptive pathways, and immersive narratives provide learners with meaningful learning experiences that promote active engagement and reflection. Conclusion: Overall, gamified mobile learning has the potential to revolutionize education by cultivating the skills and dispositions necessary for success in the 21st century. Keywords: critical thinking skills, education, gamified learning, thematic analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202418
Developing Assessment using the TaRL Approach with the PjBL Model on the Topic of Global Warming Listyaningrum, Trisna Avi; Kusumaningtyas, Dian Artha; Toifur, Moh.
International Conference on Education for All Vol. 2 No. 1 (2024)
Publisher : Asosiasi Lembaga Pendidikan Tenaga Kependidikan Peguruan Tinggi Muhammadiyah dan Aisyiyah

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

Abstract

This research addresses the limitations of existing physics assessments that primarily focus on outcomes and cognitive abilities, neglecting the need for a deeper understanding of global warming. The study aims to develop assessments using the teaching at the right level (TaRL) approach with a projectbased learning (PjBL) model specifically for global warming. It follows a Research and Development (R&D) methodology using the ADDIE method, comprising analysis, design, development, implementation, and evaluation stages. The developed assessments undergo validation by experts and physics teachers, followed by a limited trial involving 36 tenthgrade students. Questionnaires, observation sheets, and validation sheets are utilized, and data analysis is performed using descriptive qualitative methods with scoring criteria. The findings reveal that the assessments consist of both formative and summative components, covering various aspects such as diagnostic assessments, learning process evaluations, and project assessments. Expert validation confirms the high suitability of the assessment content and components, with an average score of 3.77 from all validators. Consequently, it is concluded that the TaRL approach with the PjBL learning model for global warming assessments is highly suitable for student use.
Enhancing Learning Outcomes: A Study on the Development of Higher Order Thinking Skills based Evaluation Instruments for Work and Energy in High School Physics Kusumaningtyas, Dian Artha; Manyunuh, Muhamatsakree; Kurniasari, Efi; Awalin, Annisa Nabilla; Rahmaniati, Rita; Febriyanti, Amalia
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23125

Abstract

This study aimed to enhance student learning outcomes in the field of work and energy within senior high schools through the development of evaluation instruments based on higher-order thinking skills (HOTS). Higher-order thinking encompasses advanced cognitive abilities such as analysis, evaluation, and creative problem-solving. The evaluation instrument created was meticulously designed to encourage students to think critically, solve intricate problems, and apply physics principles to real-world scenarios. The research methodology employed the development research approach. The instrument development process comprised several stages, including needs analysis, instrument design, validation, and revision. To ensure the instrument's precision and validity, experts in physics education and educational evaluation actively participated in the validation process. The resulting evaluation instrument included a combination of multiple-choice questions and open-ended responses. Students underwent assessment using this instrument following their study of work and energy. Evaluation data were subsequently analyzed through both quantitative and qualitative methods. The outcomes demonstrated a significant improvement in student learning achievements concerning work and energy when using evaluation instruments founded on higher-order thinking. Students who utilized this instrument exhibited superior critical thinking skills, enhanced problem-solving abilities, and an improved capacity to apply physics concepts in real-life situations. This study provides invaluable recommendations for educators and curriculum developers, advocating for the adoption of higher-order thinking-based evaluation instruments in high school physics education. Such an approach has the potential to bolster students' higher-order thinking capabilities and augment their learning outcomes in the context of work and energy. In summary, the successful development and validation of the HOTS based evaluation instrument for 10th-grade high school physics students studying work and energy attest to its viability. Rigorous evaluations from both subject matter experts and media specialists consistently affirmed its suitability across diverse aspects, encompassing appearance, content, and language. Educators, who play a pivotal role in instrument implementation, lauded its effectiveness in teaching work and energy concepts. Positive feedback from students, the primary beneficiaries of this evaluation instrument, underscores its widespread acceptance and appropriateness. In sum, this research underscores the instrument's strong validity and practicality for evaluating students' grasp and application of work and energy principles in high school physics, endorsing its capacity to augment learning outcomes.
Co-Authors Al-Rashiff Hamjilani Mastul Almani, Almani Anik Enikmawati Annafas, Taskia Ari Dwi Nugraheni Arif Nirsatmanto Awalin, Annisa Nabilla Azhari, Imam Bakri, Yuhanis Mhd Bayu Hendro Wicaksono Chotijah, Hindun Yafa Dina Rahmah Maulida Dody Hartanto Dwi Sulisworo Edi Istiyono Elbaghdadi, Zaki Abouelnasr Fahrudin Nugroho Faihah, Gress Fatmala, Sintia Citra Fauzia, Mufied Fauziah, Mufied Febriyanti, Amalia Fitri, Fajar Fitrianawati, Meita Hanif Khoirudin Harun Joko Prayitno Ika Maryani Ika Maryani Indah, Tiara Indarwati, Dewi Ishafit Ishafit Ishafit Istiqomah, Hanin Fathan Nurfina Jailani, Mohammad Jumadi Kurnia Febryani Kurniasari, Efi Leni Leni Lenny Puspita Dewi Listyaningrum, Trisna Avi Mahardika, Dzikrina Aqsha Makruf, Ali Imron Manyunuh, Muhamatsakree Mastul, Al-Rashiff Hamjilani Maya Dita Andari Mila Utami Sari Mirtasari, Septi Moh. Irma Sukarelawan Moh. Toifur Muamila Tami Muhammad Syahriandi Adhantoro Muhtadin, Lastiadi Naufal Ishartono Nugraha, Ariadi Okimustava Okimustava Patmisari, Patmisari Pratiwi, Mita Adi Rahmah, Maulida Atsaniatu Rahmawan, Alfian Arsa Rita Rahmaniati Rosadi, Dady Rosyidah Rosyidah Rumgayatri Rumgayatri Samsiyati Saputri, Pratiwi Yulia Sembiring, Rinawati Sri Wahyuni Suparman Suparman Surahma Asti Mulasari Syaadah, Himatus Syifa, Alya Azkia Uray Herlina, Uray Utami, Estri Utami, Listiati Budi Wahyu Nanda Eka Saputra, Wahyu Nanda Eka Wijanarko, Ardi Wulandari, Renita Eka Yahya Hanafi YAN ADITYA PRADANA Zaida Ilma, Arina