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JENIS PENALARAN ILMIAH APA YANG DIGUNAKAN MAHASISWA DALAM MENYELESAIKAN PERMASALAHAN SUHU DAN KALOR?: STUDI PADA PRAKTIKUM FISIKA UMUM: Indonesia Firman Harris Saputra; Fathiah Alatas; Ahmad Suryadi
Jurnal Kumparan Fisika Vol. 6 No. 1 (2023): April 2023
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jkf.6.1.27-36

ABSTRAK Salah satu kemampuan yang harus dimiliki oleh mahasiswa calon guru adalah kemampuan penalaran ilmiah. Meskipun demikian, kemampuan ini masih belum dilatihkan. Penelitian ini bertujuan untuk menganalisis kemampuan penalaran ilmiah mahasiswa calon guru pada materi suhu dan kalor. Penelitian ini merupakan studi deskriptif dengan melibatkan 57 mahasiswa yang mengikuti perkuliahan fisika umum di UIN Syarif Hidayatullah Jakarta tahun ajaran 2021/2022 selama empat bulan. Berbeda dengan kegiatan praktikum yang biasanya verifikatif, perkuliahan ini menggunakan modul Higher Order Thinking Laboratory (HOT-LAB) yang memuat Real World Problem pada tahap pra-praktikum. Hasil penelitian menunjukkan bahwa pola penalaran ilmiah mahasiswa adalah penalaran probabilistik sebesar 84% yang terdiri dari 56% pada level 2 dimana merupakan kemampuan mahasiswa menjelaskan secara kualitatif, dan 44% pada level 3 dimana kemampuan mahasiswa menjelaskan secara kuantitatif. Sedangkan 16% pola penalaran mahasiswa adalah penalaran korelasi. Sehingga dapat disimpulkan bahwa sebagian besar pola penalaran ilmiah mahasiswa calon guru dalam menyelesaikan permasalahan yang diberikan adalah penalaran probabilistik. Kata kunci: Kalorimeter, Penalaran Ilmiah, Suhu dan Kalor, ABSTRACT The capacity for scientific reasoning is one of the talents that potential teacher candidates must possess. But this talent is still untrained. The purpose of this study is to evaluate prospective teacher students' capacity for scientific reasoning with regard to temperature and heat-related. This research is a descriptive study involving 57 students who attend general physics lectures at UIN Syarif Hidayatullah Jakarta for the academic year 2021/2022 for four months. Different from practicum activities which are usually verified, this lecture uses the Higher Order Thinking Laboratory (HOT-LAB) module which contains Real World Problems at the pre-practicum stage. The results showed that the pattern of students' scientific reasoning was probabilistic reasoning by 84%, This comprises of 44% at level 3 where the student's quantitative explanation ability is assessed, and 56% at level 2 where the student's ability to explain qualitatively is assessed. While 16% of students' reasoning patterns are correlational reasoning. Therefore, it can be stated that the majority of prospective teachers' students' scientific reasoning techniques for addressing temperature and heat-related problems are probabilistic reasoning. Keywords: calorimeter, scientific reasoning, temperature and heat-related,

Supporting Studentsâ€™ Problem Solving Skills Using Science, Technology, Religion, Art, and Mathematics (STREAM) Approach on Sound Wave Concept Ahmad Suryadi; Fathiah Alatas; Nabila Azka Hanifa
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.5385

This study aims to investigate the effect of using science, technology, religion, engineering, art, and mathematics (STREAM) approach on students' problem-solving skills. The study was carried out in physics subjects, especially sound waves. Sixty high school students from one of the senior high schools in Tangerang Province, Indonesia, were divided into two groups to participate in a quasi-experimental study. Each group completed a particular learning sequence in sound wave topics where students in the experimental class carried out learning with the STREAM approach by following the engineering design process while students in the control class used conventional learning. Students' problem-solving skills were measured by eight essay questions. The study revealed that the STREAM approach had a significant effect on students' problem-solving skills (p<0.05). Students' problem-solving skill score in the experimental class was higher than the students' score in the control class. In addition, based on the comparison of the N-Gain values, the increase in the problem-solving skills of the experimental group was higher than that of the control group. The researchers conclude that STREAM is an effective teaching approach that science teachers might also incorporate in their classrooms.

Pengembangan Virtual Laboratory Berbasis HOTS dengan VBA Excel: Meningkatkan Pemahaman Konsep Suhu dan Kalor Afifah Agustina; Fathiah Alatas; Dzikri Rahmat Romadhon
Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Vol 10 No 1 (2024)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gravity.v10i1.23823

This research discusses the limited tools and rare temperature and heat experiments in high schools in Depok, which hinder students’ mastery of concepts and higher-order thinking skills (HOTS). This study proposes a virtual laboratory with VBA Excel that utilizes existing computer lab facilities and provides an effective and efficient way to learn physics1. The research method used is Research and Development (R&D) with the ADDIE model. Media and material experts validate the product, then tested by teachers and students using a tiered rating scale. The feasibility test scores from media experts are 93.61%, material experts 86.25%, and teacher responses 94.07%, with a very good interpretation. Furthermore, user trials were conducted with students, where one-on-one trials obtained a score of 90%, small group trials resulted in a score of 81.6% and field trials with a score of 81.48%. Based on the N-gain calculation, scores of 0.67 for small groups and 0.63 for field trials were obtained with moderate interpretation seen from the results of the pre-test and post-test scores calculation. Thus, it can be concluded that the virtual laboratory with VBA Excel on temperature and heat material can improve concept understanding and meet students' needs in higher-order thinking skills (HOTS).

Pengembangan Modul berbasis Problem Based Learning untuk Meningkatkan Pengetahuan Metakognitif Peserta Didik pada Materi Suhu dan Kalor Al Farizi, Taufiq; Alatas, Fathiah; Jannah, Niâ€™matul
Jurnal Penelitian Pembelajaran Fisika Vol 14, No 1 (2023): APRIL 2023
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v14i1.12885

The purpose of this study is to develop a problem-based learning module to create valid, effective, and practical materials on the concepts of temperature and heat that will help students improve their metacognitive knowledge. The ADDIE development model used in this study. The research subjects were students of class XI SMAN 11 Maros who became the subjects of this research. The instruments used are tests in the form of cognitive and metacognitive knowledge and non-tests in the form of questionnaires and interviews. The results of the study based on linguistic experts amounted to 88.1, media experts amounted to 85.26, material experts amounted to 91.07 with a very valid category. The results of the effectiveness of the module by physics teachers are 98.95 and students are 88.79 in the very practical category. The results of the effectiveness in increasing metacognitive knowledge with an N-gain value of 0.4 in the medium category. This research obtained that the PBL-based module that has been developed is valid, practical, and effective to increase metacognitive knowledge on the concepts of temperature and heat.Keywords: metacognitive, problem based learning, temperature and heat.

Pengembangan Media Audiovisual Praktikum Fisika Dasar Berbasis I-SETS (Islamic-Science, Environment,Tecnology, Society) sebagai Solusi Praktikum saat New Normal Alatas, Fathiah; Solehat, Devi
Jurnal Penelitian Pembelajaran Fisika Vol 13, No 1 (2022): APRIL 2022
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v13i1.11401

Penelitian ini bertujuan untuk mengembangkan media audiovisual berbasis pendekatan Islamic-Science, Environment, Technology, Society (I-SETS) yang layak digunakan berdasarkan validitas, kepraktisan, dan efektivitas. Pengembangan media audiovisual berbasis pendekatan I-SETS menggunakan metode penelitian dan pengembangan 4-D yang terdiri dari empat langkah yaitu: Define, Design, Develop dan Disseminate. Hasil penelitian menunjukkan bahwa media tersebut sesuai untuk kegiatan praktikum fisika dasar. Berdasarkan tinjauan ahli media dan materi masing-masing diperoleh persentase keseluruhan sebesar 83,43% dan 83,45 % dengan kategori layak. Hasil angket respon mahasiswa menunjukkan bahwa media yang dikembangkan dalam kategori praktis dengan nilai sebesar 80,59%. Hasil keefektifan produk berdasarkan nilai N-Gain sebesar 0,67 dalam kategori sedang. Penelitian ini menyiratkan bahwa media audiovisual berbasis pendekatan I-SETS yang telah dikembangkan adalah valid, praktis, dan efektif digunakan untuk praktikum fisika dasar dan mungkin untuk dikembangkan pada topik atau disiplin ilmu lain.Kata kunci: audiovisual, Fisika dasar, Pendekatan I-SETS, praktikum.

PENGGUNAAN ALAT PERAGA ROTATION TIMER DAN RODA FLEKSIBEL UNTUK MENINGKATKAN KEMAMPUAN ANALISIS SISWA Alatas, Fathiah; Mulhayatiah, Diah; Jahrudin, Ahmad
Jurnal Penelitian dan Pembelajaran IPA Vol 1, No 1 (2015): Available Online in November 2015 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Maximizing Problem-Solving Abilities through Hybrid Problem-Based Learning with Formative Assessment Jufriadi, Akhmad; Ayu, Hena Dian; Kumalasari, Tutut; Kusumawati, Astrini Dewi; Alatas, Fathiah; Budiyono, Agus
Journal of Teaching and Learning Physics Vol 9, No 2 (2024): Journal of Teaching and Learning Physics (September 2024)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v9i2.34395

Problem-solving is one of the abilities students must master when learning physics. Teachers must try to find solutions to improve their students' problem-solving abilities. This research aims to explore students' problem-solving abilities regarding work and energy concepts and determine improvements and differences in students' problem-solving abilities regarding work and energy material by applying the Hybrid Problem-Based Learning model with formative assessments. This research method uses a mixed-method approach with an embedded experimental design. The research sample consisted of 35 high school students. Qualitative and quantitative data were analyzed simultaneously. Qualitative data was analyzed using open coding and generalization, while quantitative data was analyzed using the n-gain score test. The results of the quantitative analysis show that students' problem-solving abilities increased from an average of 38.74 to 80.65. Calculating the n-gain value obtained a score of 0.68, which indicates that hybrid problem-based learning with formative assessment effectively improves students' problem-solving abilities regarding the concepts of work and energy. The results of the qualitative analysis revealed students' difficulties in solving problems. Some of the challenges found include 1) students needing help translating test items into graphic representation, 2) students needing help determining the specific application of physics, and 3) some students still needing help carrying out mathematical procedures. Teachers can use the findings of this research as a basis for designing and planning learning in the classroom to improve student's problem-solving abilities

Mapping the Evolution of Tiered Diagnostic Instruments for Identifying Students’ Misconceptions in Physics: A Systematic Review of Indonesian Research (2015–2025) Budiyono, Agus; Mulyadi, Syifaul Aini; Wildani, Arin; Pertiwi, Novia Ayu Sekar; Alatas, Fathiah
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17879

Misconceptions in physics education are a significant challenge, hindering students' understanding and ability to solve scientific problems. Addressing these misconceptions is essential for enhancing learning outcomes and improving instructional methods. This study seeks to provide a comprehensive analysis of how diagnostic tests have been developed and applied to identify misconceptions in the context of physics education in Indonesia. A Systematic Literature Review methodology was used to analyze 186 scientific articles published between 2015 and 2025, indexed in Google Scholar. The research followed the PRISMA framework to ensure a transparent, replicable process. The findings indicate that diagnostic tests in Indonesia have evolved from simpler two-tier formats to more complex six-tier systems. Among these, the four-tier diagnostic test was the most commonly utilized, proving effective in identifying misconceptions by capturing students' answers, the reasoning behind those answers, and their confidence levels. The review also identified specific topics where misconceptions were most prevalent, including Particle Dynamics, Heat and Temperature, and Vibrations and Waves. These areas showed consistent patterns of misunderstanding across multiple studies. This study underscores the need for continued advancements in diagnostic tools to improve their reliability and validity. It also highlights the importance of exploring less-studied physics topics and expanding the use of multi-tier diagnostic tests. Such efforts are crucial for refining instructional strategies and improving students' conceptual learning in Indonesian physics education. The findings contribute to the field of physics education by offering actionable insights for educators and researchers in designing targeted interventions and advancing conceptual learning.

Developing Higher Order Thinking Laboratory (Hot-Lab) to Promote General Scientific Reasoning of Student-Teachers in Physics Practices Alatas, Fathiah; Suryadi, Ahmad; Saputra, Firman Harris
Jurnal Pendidikan Fisika Vol. 11 No. 2 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i2.10393

This study aims to develop physics practicum guidelines that can improve students' scientific reasoning. The development of practicum guidelines in this study was based on the principles of the Higher Order Thinking Laboratory (HOT-Lab). Using the ADDIE design, which consists of five stages: analyze, design, develop, implement, and evaluate, general physics practicum guidelines are developed in three parts, namely pre-practicum, lab, and post-practicum. The participants involved consisted of two groups: five experts and 88 students taking general physics courses. The pre-practicum stage is the part that distinguishes this practicum guideline from conventional practicum guidelines, where students are presented with "real-world problems" and opportunities to make hypotheses. The results showed that the practicum guideline products developed were deemed feasible and effective for developing students' scientific reasoning. This study shows that students' scientific reasoning for using practicum guidelines based on HOT-Lab principles is significantly higher than those who use conventional practicum guidelines. In conclusion, the guideline developed was valid, feasible, and effective in improving students’ scientific reasoning. This study recommends considering the features of the HOT-Lab practicum activities to be used for similar practicum activities in other places or relevant courses.

Mapping the Evolution of Tiered Diagnostic Instruments for Identifying Students’ Misconceptions in Physics: A Systematic Review of Indonesian Research (2015–2025) Budiyono, Agus; Mulyadi, Syifaul Aini; Wildani, Arin; Pertiwi, Novia Ayu Sekar; Alatas, Fathiah
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17879

Misconceptions in physics education are a significant challenge, hindering students' understanding and ability to solve scientific problems. Addressing these misconceptions is essential for enhancing learning outcomes and improving instructional methods. This study seeks to provide a comprehensive analysis of how diagnostic tests have been developed and applied to identify misconceptions in the context of physics education in Indonesia. A Systematic Literature Review methodology was used to analyze 186 scientific articles published between 2015 and 2025, indexed in Google Scholar. The research followed the PRISMA framework to ensure a transparent, replicable process. The findings indicate that diagnostic tests in Indonesia have evolved from simpler two-tier formats to more complex six-tier systems. Among these, the four-tier diagnostic test was the most commonly utilized, proving effective in identifying misconceptions by capturing students' answers, the reasoning behind those answers, and their confidence levels. The review also identified specific topics where misconceptions were most prevalent, including Particle Dynamics, Heat and Temperature, and Vibrations and Waves. These areas showed consistent patterns of misunderstanding across multiple studies. This study underscores the need for continued advancements in diagnostic tools to improve their reliability and validity. It also highlights the importance of exploring less-studied physics topics and expanding the use of multi-tier diagnostic tests. Such efforts are crucial for refining instructional strategies and improving students' conceptual learning in Indonesian physics education. The findings contribute to the field of physics education by offering actionable insights for educators and researchers in designing targeted interventions and advancing conceptual learning.

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