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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS Jurnal Penelitian dan Pembelajaran IPA Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Journal of Teaching and Learning Physics Jurnal Penelitian Pembelajaran Fisika JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA Jurnal Kumparan Fisika Jurnal Penelitian Pembelajaran Fisika
Fathiah Alatas
UIN Syarif Hidayatullah Jakarta
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Mathematics Physics

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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

Abstract

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
Unveiling the Link Between Numeracy Skills and Self-Efficacy: A Study on Physics Learning Through AKM Assessments Alatas, Fathiah; Amrizaldi; Latifah, Jannatun; Agus Budiyono; Andi Marwanti Panre
Jurnal Penelitian Pembelajaran Fisika Vol. 16 No. 4 (2025): OCTOBER 2025
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v16i4.1866

Abstract

This study explores the relationship between numeracy skills and self-efficacy among grade 10 students within the context of the Minimum Competency Assessment (AKM) in physics, focusing on linear and parabolic motion. Employing a quantitative descriptive design, the research involved 140 students from a public high school in Bekasi, Indonesia. Instruments included a numeracy test comprising 17 AKM-based physics questions and a self-efficacy questionnaire adapted from Bandura's framework, covering the dimensions of level, generality, and strength. Results indicated that most students (53%) were at the "Basic" level of numeracy performance, while 67% exhibited moderate self-efficacy. A significant positive correlation was found between self-efficacy and numeracy performance (r = 0.743), with the "Strength" dimension showing the strongest correlation (r = 0.716). These findings suggest enhancing self-efficacy, particularly the strength dimension, can improve numeracy skills and AKM readiness. The study underscores the importance of tailored interventions to strengthen self-efficacy and recommends further research into additional factors affecting numeracy performance and interdisciplinary approaches to teaching numeracy across subjects.
Efektivitas Model Problem-based Learning Berbasis Variasi Bahan Ajar terhadap Hasil Belajar Peserta Didik: Sebuah Meta Analisis Wahyujati, Wardani Indah; Nanto, Dwi; Alatas, Fathiah
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.90986

Abstract

Berbagai penelitian yang mengkaji penggunaan model problem-based learning oleh peserta didik menunjukkan temuan yang bervariasi mengenai tingkat efektivitas tersebut. Studi meta-analisis ini bertujuan untuk mengukur tingkat efektivitas bahan ajar berbasis problem-based learning yang ditinjau secara keseluruhan, jenis bahan ajar, tingkat pendidikan, tingkat wilayah dan aspek hasil belajar. Metode penelitian meta-analisis ini mengikuti pedoman pada kerangka kerja PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analysis), besar pengaruh diukur berdasarkan effect size. Ditemukan 20 artikel yang layak untuk dianalisis. Dengan berbantuan software JASP, hasil penelitian menunjukkan bahwa model problem-based learning paling optimal ketika diintegrasikan dalam bahan ajar berbasis alat peraga khususnya pada jenjang SMA di Pulau Jawa. Model problem-based learning dalam berbagai bentuk bahan ajar terbukti efektif dalam meningkatkan hasil belajar peserta didik yang mencakup aspek kognitif, psikomotor, dan afektif.
IDENTIFICATION OF STUDENTS’ MISCONCEPTIONS USING ISOMORPHIC TEST: THE CASE OF NEWTON’S LAW OF MOTION Fathiah Alatas; Siti Ilhamiah; Ahmad Suryadi
EDUSAINS Vol. 13 No. 2 (2021): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v13i2.23967

Abstract

IDENTIFIKASI MISKONSEPSI SISWA MENGGUNAKAN UJI ISOMORFIK: KASUS HUKUM NEWTON TENTANG GERAKAbstractStudents' misconceptions can lead to learning failure if they are not addressed. In this study, using Google Form, we identify students’ misconceptions using the isomorphic test method on Newton's Law of Motion, especially the principles of dynamics. This study is quantitative research conducted in three junior high schools in South Tangerang. There are 90 participants involved that was selected by purposive sampling method. The research instrument was an isomorphic test in form of multiple choice with nine questions with three indicators namely: analyzing the application of Newton’s I law in daily life; analyzing the correlation between force and mass and the acceleration of a moving object; and analyzing the application of Newton’s III Law in daily life. The results showed that the students were identified as having misconceptions in Newton’s Law concept using isomorphic tests, including misconceptions of inertia and misconceptions of Newton’s Third Law of Motion. One of the misconceptions is that students assume an object will maintain its initial position in motion by applying a new force in the opposite direction. The students' misconceptions found in this study can be used as a reference so that they can be overcome in the learning process.AbstrakMiskonsepsi dapat menyebabkan siswa sulit belajar jika tidak segera diatasi. Dalam penelitian ini, dengan menggunakan Google Form, kami mengidentifikasi miskonsepsi siswa menggunakan instrumen tes isomorfik pada materi Hukum Newton tentang gerak, khususnya pada prinsip-prinsip dinamika. Studi ini merupakan penelitian kuantitatif yang dilaksanakan di tiga SMP di Tangerang Selatan. Terdapat 90 partisipan yang dilibatkan yang dipilih dengan metode purposive sampling. Instrumen penelitian berupa tes isomorfik berupa pilihan ganda dengan sembilan soal dengan tiga indicator yaitu menganalisis penerapan hukum I Newton dalam kehidupan sehari-hari; menganalisis hubungan antara gaya dan massa dengan percepatan suatu benda yang bergerak; dan menganalisis penerapan Hukum 3 Newton dalam kehidupan sehari-hari. Hasil penelitian menunjukkan bahwa siswa teridentifikasi mengalami miskonsepsi pada konsep Hukum Newton. Diantara miskonsepsinya adalah siswa berasumsi bahwa benda akan mempertahankan posisi awalnya dalam gerak dengan memberikan gaya baru dalam arah yang berlawanan. Miskonsepsi siswa yang ditemukan dalam studi ini dapat menjadi referensi sehingga dapat diatasi dalam proses pembelajaran. 
Penerapan Pendekatan Science, Environment, Technology, and Society terhadap Kemampuan Berpikir Kritis Peserta Didik pada Materi Gelombang Bunyi Kurtubi, Halimatul Zahra; Alatas, Fathiah
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 2 (2026): August 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i2.95785

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pendekatan Science, Environment, Technology and Society (SETS) terhadap kemampuan berpikir kritis peserta didik pada materi gelombang bunyi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan nonequivalent control group design pada peserta didik kelas XI di salah satu SMA Negeri di Tangerang Selatan. Penelitian melibatkan dua kelompok, yaitu kelompok eksperimen yang menerapkan pendekatan SETS dan kelompok kontrol yang menggunakan pendekatan saintifik. Data dianalisis melalui uji normalitas Shapiro–Wilk dan uji homogenitas Levene sebagai uji prasyarat, yang menunjukkan bahwa seluruh data pre-test dan post-test berdistribusi normal dan homogen (Sig. > 0,05). Uji hipotesis dilakukan menggunakan independent sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata post-test kemampuan berpikir kritis kelompok eksperimen (M = 69,56) lebih tinggi dibandingkan kelompok kontrol (M = 59,88) dengan nilai signifikansi 0,009 (Sig. < 0,05), effect size Cohen’s d kategori sedang (r = 0,6), serta skor n-Gain kategori sedang (0,66). Temuan ini menunjukkan bahwa penerapan pendekatan SETS efektif dalam meningkatkan kemampuan berpikir kritis siswa, khususnya pada materi gelombang bunyi, serta dapat dijadikan sebagai alternatif pendekatan pembelajaran untuk meningkatkan kemampuan berpikir kritis peserta didik, dan guru disarankan untuk mengimplementasikannya dalam proses pembelajaran fisika.
Co-Authors Afifah Agustina Agus Budiyono Agus Budiyono Ahmad Suryadi, Ahmad Akhmad Jufriadi Amrizaldi Andi Marwanti Panre Anna Shalihah Arin Wildani Diah Mulhayatiah Diah Mulhayatiah Dwi Nanto, Dwi Fauziah, Ryani Firman Harris Saputra Hena Dian Ayu Jahrudin, Ahmad Jannah, Ni’matul Kumalasari, Tutut Kurtubi, Halimatul Zahra Kusumawati, Astrini Dewi Latifah, Jannatun Mulhayatiah, Diah Mulyadi, Syifaul Aini Nabila Azka Hanifa Nur Afriyati Yakin Pertiwi, Novia Ayu Sekar Putri Zakiyatul Zannah Rahmat Romadhon, Dzikri Saputra, Firman Harris Siti Ilhamiah Solehat, Devi Taufiq Al Farizi Wahyujati, Wardani Indah Ziah Fachrunisa