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All Journal Jurnal Pendidikan Fisika Jurnal Ilmiah Mahasiswa Pendidikan Fisika Jurnal Inovasi dan Pembelajaran Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Teknologi Kasuari: Physics Education Journal (KPEJ) Asian Journal of Science Education SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Jurnal Penelitian dan Pembelajaran Fisika Indonesia Jurnal Serambi Ilmu
Abdul Hamid
Pendidikan Fisika Fakultas Keguruan Dan Ilmu Pendidikan Universitas Syiah Kuala
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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Development of a Laboratory-based Physics Module with a Science Process Skills Approach to enhance the interest of High School Students Abdul Hamid; Ainal Mardiah; Agus Wahyuni; Elisa Kasli; Sri Wahyuni; Ngadimin Ngadimin; Zainuddin Zainuddin
Asian Journal of Science Education Vol 5, No 1: April, 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v5i1.23154

Abstract

This study aims to develop a laboratory work-based physics module with a Science Process Skills approach to increase the interest of high school students. The research model used was ADDIE development and the research design used was research and development. The subjects in this study were 2 physics teachers and 20 class X students at SMA Negeri 1 Meulaboh. Research data was obtained through expert lecturer validation sheets, teacher and student response questionnaires. The feasibility of the module is measured by the validation of expert lecturers and questionnaire responses by research subjects. The overall result of the module validation shows a score of 95.07% which falls into the very feasible category, the teacher's response is 79% and the student's response is 74.5%. Data processing was carried out through statistical analysis using a Likert scale. The validation results show that the module is suitable for use and the teacher and student response questionnaires show the subject's response is to agree. From the two measurements, it was found that the Laboratory Work-based Physics Module with the Science Process Skills approach could increase the interest of high school students.
Optimizing Bilingual Learning to Improve Students' Critical Thinking Skills Through PheT Media Nyak Umi Anggiani; Susanna Susanna; Abdul Hamid; Musdar Musdar
Asian Journal of Science Education Vol 4, No 2: October, 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v4i2.28067

Abstract

Optimizing bilingual learning through PheT media is one of the conscious efforts of teachers to improve students' critical thinking skills. This study aims to optimize bilingual learning using Phet's media on the critical thinking skills of class XI students at SMA Teuku Nyak Arif Fatih Bilingual School. This type of research is quasi-experimental that uses a nonequivalent control group design model. The population in this study was all class XI which amounted to 2 classes. The sample in this study was taken using a total sampling technique, namely the number of samples equal to the total population of 36 students. The data collection technique used is pretest and posttest learning outcomes tests. The data analysis technique used a two-party t-test with the normality test and homogeneity test first as a prerequisite for the analysis. The results obtained based on data analysis using a two-party t-test, namely - . So according to the hypothesis then  is accepted and  is rejected, it can be concluded that bilingual learning using PheT media is not optimal to improve the critical thinking skills of students at SMA Teuku Nyak Arif Fatih Bilingual School.
Implementation Of Merdeka Belajar-Kampus Merdeka And Response Of Physics Education Students At Syiah Kuala University Vini Asnidar; Nurulwati; Abdul Hamid; Ichsan; Zahrul Fuadi; Mariati
Jurnal Serambi Ilmu Vol. 25 No. 1 (2024): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v25i1.1170

Abstract

The satisfaction of students towards the Community Service Learning Program (CSLP) has become a significant focus for the university, prompting a thorough evaluation of strategies in each program. The goal is to enhance student satisfaction with the quality of CSLP services at USK Unggul University. The objective of this research is to describe the response of Physics Education students at the Faculty of Teacher Training and Education, Syiah Kuala University, regarding the implementation of Independent Learning-Campus Independent (ILCI). This research employs a qualitative approach through questionnaires and interviews, with a sample of 57 respondents who completed the questionnaire and 10 of whom were interviewed. The response of Physics Education students from the Faculty of Teacher Training and Education, Syiah Kuala University, who participated in the Independent Learning-Campus Independent program, yielded a satisfaction rate of 71%. Keywords: USK Unggul CSLP, Satisfaction Response.
A Dampak Model Learning Cycle Terhadap Pemahaman Konsep Momentum dan Impuls Rizka Putri Handayani; Abdul Halim; Ngadimin; Abdul Hamid; Fitria Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.5031

Abstract

This study aims to determine the impact of the Cycle Learning model toward understanding the concept of momentum and impulse. The study used a quantitative approach, quasi-experimental methods and a non-equivalent pretest-posttest control group design in two classes of high school students as the research sample. Data collection was carried out using a physics concept understanding test (PCUT) and data analysis using the t-test at a significance level of 0.05 to find out the difference between the control class and the experimental class. The results of the data analysis show that: The Learning Cycle 7e model has an effect on increasing understanding of concepts. The 7E Learning Cycle model is better than conventional techniques from the aspect of increasing understanding of concepts. The level of conceptual understanding through the Learning Cycle 7e model is obtained by the level of complete understanding (LCU), while conventional techniques are only obtained by the level of partial understanding (LPU). The application of the Learning Cycle 7e learning model in learning is proven to be able to influence students' conceptual understanding skills for the better.
Analysis of Students' Difficulties in Solving Physics Problems Using Polya's Theory Evendi; Mawarni Saputri; Haital Miza; Abdul Hamid
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.7127

Abstract

The ability of students in solving physics problems used Polya's theory is still at a low level, in general students have difficulty in solving physics problems at the stages of planning and implementing problem solving. This study aims to determine the level of difficulty of students in solving physics problems used Polya's theory and find out what are the difficulties of students in solving physics problems used Polya's theory. The research approach used is mixed method, with the explanatory sequential design. Data collection techniques used tests and interviews. The results of data analysis show that the very high level of difficulty of students in solving equilibrium problems of rigid bodies is at the stage of seeing / checking back, but the difficulties experienced by students at this stage are very dependent on the other three stages of Polya, namely understanding the problem, planning problem solving and implementing problem solving. Students' difficulties in solving physics problems used Polya's theory, among others, students had difficulty in translating or changing the problem in physics symbols, students had difficulty in making plans because they did not know the formula that should be used, students had difficulty in completing mathematical operations and students did not re-examine the solution steps and answers that had been obtained so that some answers were still not correct.
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN LITERASI SAINS SISWA SMA NEGERI 1 KUTA BARO Ega Apriany Sidabutar; Abdul Hamid; Evendi Evendi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i4.13903

Abstract

ABSTRACT Scientific literacy in physics education is not limited to conceptual mastery but also encompasses students’ ability to explain phenomena, conduct investigations, and use scientific data and evidence to construct understanding. These challenges were still identified among students at SMA Negeri 1 Kuta Baro; therefore, this study examined the effect of the guided inquiry learning model on students’ scientific literacy. The study was conducted from September 23 to October 20, 2025, using a quantitative approach with a quasi-experimental method and a non-equivalent control group design. A total of 48 students participated and were divided equally into an experimental group and a control group, with 24 students in each group. Data were collected through a scientific literacy test administered before and after the learning process and subsequently analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test at a significance level of 0.05. The experimental group, which received guided inquiry instruction, achieved a post-test mean score of 85.20, whereas the control group obtained a mean score of 58.20. Statistical testing produced a calculated t value of 10.08, exceeding the critical t value of 2.01 at df = 46. These findings confirm that guided inquiry learning significantly affects students’ scientific literacy and produces higher achievement than the learning approach implemented in the control group. This model may serve as an alternative approach to physics instruction by encouraging students’ active engagement in scientific inquiry and the use of scientific evidence. ABSTRAK Kemampuan literasi sains dalam pembelajaran fisika tidak hanya berkaitan dengan penguasaan konsep, tetapi juga dengan kecakapan peserta didik dalam menjelaskan fenomena, melakukan penyelidikan, serta menggunakan data dan bukti ilmiah untuk membangun pemahaman. Persoalan tersebut masih ditemukan pada siswa SMA Negeri 1 Kuta Baro, sehingga penelitian ini diarahkan untuk menguji pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap kemampuan literasi sains siswa. Penelitian dilaksanakan pada 23 September–20 Oktober 2025 menggunakan pendekatan kuantitatif melalui metode quasi experiment dengan desain non-equivalent control group design. Sebanyak 48 siswa terlibat dalam penelitian dan dibagi ke dalam kelompok eksperimen serta kelompok kontrol, masing-masing terdiri atas 24 siswa. Data dikumpulkan melalui tes kemampuan literasi sains yang diberikan sebelum dan sesudah pembelajaran, kemudian dianalisis melalui statistik deskriptif, uji normalitas, uji homogenitas, dan independent sample t-test pada taraf signifikansi 0,05. Rata-rata kemampuan literasi sains akhir pada kelompok yang memperoleh pembelajaran inkuiri terbimbing mencapai 85,20, sedangkan kelompok kontrol memperoleh rata-rata 58,20. Pengujian statistik menghasilkan nilai thitung sebesar 10,08 yang melampaui ttabel sebesar 2,01 pada df = 46. Temuan tersebut menegaskan bahwa pembelajaran inkuiri terbimbing berpengaruh terhadap kemampuan literasi sains dan menghasilkan capaian yang lebih tinggi dibandingkan pembelajaran yang diterapkan pada kelompok kontrol. Model ini dapat menjadi alternatif pembelajaran fisika untuk mendorong keterlibatan siswa dalam proses penyelidikan dan penggunaan bukti ilmiah.
The Effect of Problem Based Learning Model on Critical Thinking Skills of High School Students on Physics Concepts Rifa Putri Fajarna; Susanna; Abdul Hamid; Saminan; Ahmad Farhan; Nurulwati
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v8i2.981

Abstract

The persistent inadequacy of students’ critical thinking skills in physics education remains a significant concern within the learning process. This issue is largely attributed to the limited exposure to analytical problem-solving tasks, the monotonous implementation of instructional strategies, and the minimal integration of interactive learning media. Furthermore, the tendency of students to engage in rote memorization of formulas without a thorough conceptual understanding contributes to their weak analytical and problem-solving capacities. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) modeI in enhancing the critical thinking skills of 11th-grade students at SMA Negeri 5 Banda Aceh, particularly in learning Archimedes’ Principle. A quasi-experimental approach was employed using a pretest-posttest control group design, with non-random assignment of participants. The findings demonstrated that the experimental group, which received PBL treatment, attained a higher average post-test score (M = 70.3, SD = 10.93) compared to the control group (M = 63.5, SD = 12.78). Statistical analysis using an independent t-test indicated a significant difference between the groups. Moreover, the normalized gain (N-gain) results showed a moderate level of improvement in the experimental class (0.50) versus a lower level in the control class (0.40). These results suggest that the PBL is more effective in fostering students’ critical thinking than the discovery learning approach.
Co-Authors . Tarmizi A Halim A Halim Agus Wahyuni Ahmad Farhan Ainal Mardiah Cut Luthfia Harum Dian Mardhiana Ega Apriany Sidabutar Elisa Elisa Elmi Mahzum Elmi Mahzum Evendi Evendi Evendi Fitria Herliana Haital Miza Hanny Hafiar Ichsan Irwansyah Irwansyah Lizar Fitri MARIATI Mawarni Saputri Muhammad Syukri Musdar Musdar Nani Azwi Ngadimin Ngadimin Ngadimin Ngadimin Ngadimin Nurulwati Nuryanna Nuryanna Nyak Umi Anggiani Putri Ani Putri Shalina Ramiah Ramiah Rifa Putri Fajarna Rizka Putri Handayani Saminan Susanna Susanna Susanna Vini Asnidar Wahyuni, Sri Zahrul Fuadi Zainuddin Zainuddin