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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 Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Pemikiran Pendidikan Jurnal Pendidikan Fisika dan Sains (JPFS) 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.
Pembelajaran Kolaboratif Berbasis Guided Inquiry melalui Lesson Study pada Materi Listrik Dinamis Cindy Aulia Phadila; Challilullah; Andinie Novrida Ramadhani; Tika Yuli Yanti; Iqbal Kurniady; Nova Susanti; Neneng Lestari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.1853

Abstract

Physics learning on dynamic electricity material still faces problems related to low student participation and collaborative skills during the learning process. This study aims to describe the implementation of lesson study in collaborative learning using the guided inquiry model on dynamic electricity material to improve students’ collaborative skills. The study employed a quantitative descriptive approach involving 17 Physics Education students divided into four learning groups. The lesson study activities were carried out through three stages, namely plan, do, and see. The research instrument consisted of an observation sheet of collaborative skills with 15 assessment indicators using a 1–4 scale. The data were analyzed using quantitative descriptive techniques in the form of percentages. The results showed that the average collaborative skill of students reached 71.57% in the good category. The highest indicators were found in helping peers and open communication, while the lowest indicator was providing support to group members. The implementation of the guided inquiry model through practicum activities increased students’ activeness, interaction, and cooperation during the learning process. Therefore, the integration of lesson study and guided inquiry-based collaborative learning is effective in improving students’ collaborative skills in physics learning, especially on dynamic electricity material.
STUDENTS’ SCIENTIFIC COMMUNICATION SKILLS IN STEM ROBOTICS LEARNING THROUGH TRANSCRIPT-BASED LESSON ANALYSIS (TBLA) Azizah Putri Islami; Nova Susanti; Rahma Dani
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/am3npq03

Abstract

This study aims to analyze the scientific communication skills of junior high school students who participate in robotics extracurricular activities through STEM-based learning with the Transcript-Based Lesson Analysis (TBLA) approach. The research was conducted at Nurul Ilmi 1 Integrated Islamic Junior High School, Jambi City, involving four groups of robotics extracurricular students. Each group is involved in the robot creation and testing project, and the interactions between group members during the activity are recorded, transcribed and analyzed using TBLA instruments. The analysis was carried out in a descriptive quantitative manner by calculating the frequency of the occurrence of six indicators of scientific communication, which were then converted into percentages. This process is done with the help of an excel application. Preliminary results show that the most dominant indicators are the ability to convey work verbally and the use of simple scientific terms, while the indicator asking about how robots work appears the least. These results provide an overview of students' scientific communication tendencies in the context of robotics activities, as well as provide a basis for the development of STEM learning models that can improve students' scientific communication skills through non-formal approaches
Analisis Pemanfaatan Teknologi Digital, Kecerdasan Buatan, dan Jejaring Pembelajaran terhadap Efektivitas Pembelajaran Fisika di SMA Angel Nainggolan; Feni Lisna Sari; Fitri Anriani; Syakira Nurul Rahmadani; Nova Susanti
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2014

Abstract

Perkembangan teknologi digital telah membawa perubahan yang signifikan dalam proses pembelajaran di era pendidikan abad ke-21. Namun, pemanfaatan teknologi dalam pembelajaran ini sering kali belum sepenuhnya sesuai dengan kerangka teori belajar yang terintegrasi secara sistematis. Penelitian ini bertujuan untuk menganalisis pemanfaatan teknologi digital serta jejaring pembelajaran terhadap pemahaman serta efektivitas belajar siswa dalam perspektif teori belajar abad ke-21. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik pengumpulan data melalui kuesioner yang disebarkan secara daring menggunakan Google Form. Responden yang didapatkan pada penelitian ini berjumlah 199 siswa yang berasal dari tiga sekolah, yaitu SMA Negeri 3 Rantau Utara, SMA Negeri 7 Sarolangun, dan SMA Negeri 1 Dua Koto. Instrumen dalam penelitian terdiri dari 15 pernyataan dengan skala likert empat tingkat. Analisis data dilakukan secara deskriptif dan dilanjutkan dengan analisis regresi linear berganda menggunakan Microsoft Excel. Hasil penelitian yang didapatkan menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap penggunaan teknologi digital karena dapat membantu mempermudah dalam memahami materi  serta meningkatkan minat dan hasil belajar. Namun demikian, keterbatasan akses tetap menjadi kendala dalam implementasi pembelajaran digital di beberapa sekolah tertentu. Secara menyeluruh, pemanfaatan dalam teknologi digital yang didukung oleh pendekatan konektivisme berpotensi meningkatkan efektivitas dan kualitas proses pembelajaran.
Co-Authors -, Maison Abu Bakar Adinda Kurnia Komalasari Akhmad Faqih Andinie Novrida Ramadhani Angel Nainggolan Astri Juwita Siregar Aulia Sanova Azizah Putri Islami Challilullah Cindy Aulia Phadila Fadhila Zilfa Zen Feni Lisna Sari Fitri Anriani Gheriyah Rohima Nur Fatimah Gustian Gustian Haryanto Haryanto Hendri, Menza Hilda Maulida Humaira Fatharani Ina Santia Indryani Indryani Iqbal Kurniady 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 Syakira Nurul Rahmadani Tika Yuli Yanti Tugiyo Aminoto Uce Lestari Wina Tiodora Sinuraya