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All Journal Komunikasi Fisika Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Education Research DIDAKTIKA : Jurnal Kependidikan Optika : Jurnal Pendidikan Fisika Didaktika: Jurnal Pemikiran Pendidikan Jurnal Pembelajaran Fisika Physics and Science Education Journal (PSEJ) Jurnal Pengabdian Masyarakat Pinang Masak JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Nova Susanti
Pendidikan Fisika Universitas Jambi
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Extreme Rainfall Indices Trends in Indonesia During 1971-2020 Tugiyo Aminoto; Nova Susanti; Rahma Dani; Akhmad Faqih
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.13309

Abstract

This study investigates changes in the intensity, frequency, and duration of extreme rainfall events across Indonesia over the past 3 to 5 decades (1971–2020). Daily rainfall data of 172 Indonesian meteorological stations were examined, and only stations with more than 30 years of data were selected. This filtering process resulted in 101 validated time series used to calculate a subset of extreme rainfall indices based on ETCCDI (Expert Team on Climate Change Detection and Indices) standards. The analysis focuses on six main indices: PRCPTOT (total annual rainfall), SDII (average daily rainfall intensity), CWD (number of consecutive rainy days), R95p (percentile-based extreme rainfall), RX5day (cumulative maximum rainfall in 5 consecutive days) and CDD (number of consecutive dry days). The indices were computed using R programming, following the algorithm implemented in the RClimDex v1.0 software. Rainfall trends based on these indices were assessed using a non-parametric statistical framework, specifically the Mann–Kendall (MK) test in conjunction with Sen’s Slope Estimator. In cases where significant autocorrelation was present in the data, the Modified Mann–Kendall (MMK) test was applied to ensure the robustness of the trend analysis. Comparative analysis with previous studies shows that, while overall rainfall trends are broadly consistent, the slope values in this research have substantially narrower range. PRCPTOT ranged from −29.64 to 101.02 mm/decade compared to the earlier study (−140.31 to 449.26 mm/decade), and SDII exhibited weaker trends (−0.11 to 0.16 mm/day), indicating less pronounced intensification. Similarly, CDD, CWD, RX5day, and R95p displayed more moderate changes, this moderation may be attributed to the more recent reference period, which reflects climate dynamics that differ from those observed in earlier decades. These findings highlight the influence of methodological and spatial differences and emphasize the need for sustained monitoring to inform climate adaptation and mitigation.
PRESEPSI MAHASISWA TERHADAP PEMBELAJARAN FISIKA BERBASIS NEUROEDUCATION Shafa Salsabilla Nuwwayar; Humaira Fatharani; Rahel Ajustin Sinaga; Nurfaida Nurfaida; Nova Susanti
OPTIKA: Jurnal Pendidikan Fisika Vol. 10 No. 1 (2026): 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.v10i1.7840

Abstract

Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa terhadap pembelajaran fisika yang menggunakan pendekatan neuroeducation. Neuroeducation merupakan suatu pendekatan yang mengintegrasikan ilmu saraf, psikologi dan pendidikan dalam merancang proses pembelajaran. Penelitian ini menggunakan metode pendekatan deskriptif kuantitatif dengan desain survey. Subjek penelitian berjumlah 68 orang mahasiswa program studi Pendidikan Fisika, Universitas Jambi. Instrumen yang digunakan berupa angket skala likert yang terdiri atas empat poin dan enam pernyataan yang telah disklasifikasikan dalam dimensi utama neuroeducation. Data dianalisis menggunakan persentase dan rata-rata skor untuk menggambarkan persepsi mahasiswa terhadap pembelajaran fisika berbasis neuroeducation. Hasil penelitian menunjukkan sebanyak 95,6% mahasiswa menyatakan bahwa materi fisika lebih mudah diingat ketika dikaitkan dengan contoh nyata, lebih dari 80% menyatakan bahwa lingkungan belajar yang mendukung dan emosi positif meningkatkan pemahaman, serta 77,9% menyatakan kemampuan berpikir berkembang ketika pembelajaran disesuaikan dengan cara kerja otak. Secara keseluruhan, persepsi mahasiswa terhadap pembelajaran fisika berbasis neuroeducation berada pada kategori sangat positif. Penelitian ini menunjukan bahwa mahasiswa memiliki persepsi yang positif terhadap penerapan prinsip neuroeducation dalam pembelajaran.
Peningkatan Kemampuan Berpikir Kreatif Mahasiswa melalui Model Inquiry Terbimbing pada Materi Pembiasan Cahaya dalam Kegiatan Lesson Study M. Fadhil Raga Ananda; Kelvin; Sampe Hamonangan Turnip; Nova Susanti; Neneng Lestari
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 10 No. 1 (2026): May Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v10i1.5001

Abstract

This study aims to improve the creative thinking skills of prospective physics teachers through the implementation of Guided Inquiry–based Lesson Study on the topic of light refraction. The research subjects were seventh-semester Physics Education students at Universitas Jambi who participated in one Lesson Study cycle consisting of the plan, do, and see stages. The Guided Inquiry model was integrated into learning activities to develop four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Data were collected through observation sheets, student worksheets, assessment results, and reflection notes, and analyzed using the Teaching–Learning-Based Analysis (TBLA). The results indicate an improvement in students’ creative thinking skills, with an average score of 3.57 (high category), particularly in flexibility and elaboration. Collaborative reflection among the model teacher, observers, and lecturer contributed to improved lesson design and increased student participation. Therefore, Guided Inquiry–based Lesson Study is effective in fostering creative and reflective thinking skills of prospective physics teachers.
Co-Authors -, Maison Abu Bakar Adinda Kurnia Komalasari Akhmad Faqih Astri Juwita Siregar Aulia Sanova Fadhila Zilfa Zen Gheriyah Rohima Nur Fatimah Gustian Gustian Haryanto Haryanto Hendri, Menza Hilda Maulida Humaira Fatharani Ina Santia Indryani Indryani Isnaini Ramadhoniarti Kelvin Larlen Nixolas Lestari, Neneng Linda Handayani Lisa Janesa Saputri M. Fadhil Raga Ananda Mardian Peslinof Melisa Murzanita Muazzomi, Nyimas Noni Yovita Nurfaida Nurfaida Rahel Ajustin Sinaga Rahma Dani Rika Rahmadani Putri Sampe Hamonangan Turnip Samsidar Samsidar Shafa Salsabilla Nuwwayar Tugiyo Aminoto Uce Lestari Wina Tiodora Sinuraya