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All Journal Natural Science: Journal of Science and Technology Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Pendidikan Sains Jurnal Sekolah Dasar Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Jurnal Inspirasi Pendidikan Jurnal Pendidikan Fisika Edufisika: Jurnal Pendidikan Fisika QUANTUM: Jurnal Inovasi Pendidikan Sains Berkala Ilmiah Pendidikan Fisika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Briliant: Jurnal Riset dan Konseptual Jurnal Penelitian Pendidikan IPA (JPPIPA) INDONESIAN JOURNAL OF APPLIED PHYSICS International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Pendidikan Fisika dan Teknologi JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Riset Pendidikan Fisika Studies in Learning and Teaching Jurnal MIPA dan Pembelajarannya Jurnal Pendidikan IPA Indonesia

Lia Yuliati

Universitas Negeri Malang

Author-ID : 3186937

Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Physics Other

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STREM PBL with E-Authentic Assessment: Its Impact to Students’ Scientific Creativity on Static Fluid Irma, Z. U.; Kusairi, S.; Yuliati, L.
Jurnal Pendidikan IPA Indonesia Vol 12, No 1 (2023): March 2023
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v12i1.40214

This study aims to explore the scientific creativity of high school students on the static fluid in STREM PBL with an e-authentic assessment. This study used a mixed method with an embedded experimental design. This study involved 30 11th-grade senior high school students in Sidoarjo, Indonesia. Data collection techniques were carried out through pretest-posttest, interview, and observation. Pretest and posttest instruments consist of three scientific creativity essay questions with a reliability of 0.610. The results of the Wilcoxon test of p = .000, with the posttest being higher than the pretest, indicate a significant difference between students’ scientific creativity before and after learning. The effect size value of 0.87 indicates that STREM PBL with an e-authentic assessment moderately affects students’ scientific creativity. All indicators of scientific creativity have increased. The order of increasing the average scientific creativity score for each indicator is fluency (high) elaboration (moderate) originality (moderate) flexibility (moderate). Meanwhile, the order of the average level of scientific creativity at the posttest is fluency (very creative) elaboration (quite creative) = flexibility (quite creative) originality (less creative). Students’ scientific creativity increases because this learning makes students solve problems, carry out projects (design and create a product), carry out inquiry activities (experiment and investigation), collaborate with groups, and evaluate projects through self and peer assessment. Learning activities that can increase the level of fluency indicators are mentioning as many ideas as possible for experimental designs and product designs. Learning activities that can increase the level of flexibility indicators are integrating religion content into STEM (it is also better if integrating art content) and providing several problems and products from various fields. Learning activities that increase originality indicators give each individual or group a different project topic. Learning activities that can increase elaboration indicators are strengthening mastery of concepts and evaluating the work of oneself and others through self-assessment and peer assessment.

Pengembangan media pembelajaran fisika berbasis multimedia swishmax 4 dengan pendekatan saintifik materi kalor SMA kelas X Debby Kusuma Wardhani; Winarto Winarto; Lia Yuliati
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 7 (2021)
Publisher : Universitas Negeri Malang

Kurikulum 2013 dengan pendekatan saintifik mendorong siswa aktif dalam pembelajaran. Pembelajaran aktif dicapai apabila proses belajar menyenangkan. Penggunaan media pembelajaran berbasis multimedia membuat pembelajaran menyenangkan karena multimedia dilengkapi unsur gambar, teks, animasi dan suara. Tujuan dari penelitian dan pengembangan ini adalah menghasilkan dan mengetahui tingkat kelayakan media pembelajaran fisika yang dikembangkan. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan dari Sukmadinata yang menggunakan 3 langkah pengembangan. Hasil penelitian menunjukkan bahwa media pembelajaran fisika berbasis multimedia Swishmax 4 dengan pendekatan saintifik pada materi kalor layak digunakan untuk siswa SMA kelas X. Media pembelajaran ini layak dengan nilai rata-rata kelayakan media sebesar 86,31 persen dan rata-rata kelayakan materi sebesar 82,71 persen.

Pengaruh project based learning Terhadap kemampuan berpikir kritis peserta didik Pada materi optik geometris SMA Laboratorium UM Alimah Nuryanti; Lia Yuliati; Agus Suyudi
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 7 (2021)
Publisher : Universitas Negeri Malang

Penelitian ini bertujuan mengetahui pengaruh Project Based Learning terhadap kemampuan berpikir kritis peserta didik pada materi optik geometris SMA Laboratorium UM. Jenis penelitian quasi experimental design dengan teknik post-test only design. Instrumen pengukuran terdiri dari 10 soal uraian dan rubrik keterlaksanaan pembelajaran. Hipotesis dalam penelitian ini adalah kemampuan berpikir kritis peserta didik yang belajar dengan Project Based Learning lebih tinggi daripada peserta didik yang belajar dengan Problem Based Learning. Hipotesis diuji dengan uji t dilanjutkan dengan Uji Scheffe. Hasil uji t menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis peserta didik yang belajar dengan Project Based Learning dan Problem Based Learning. Hasil Uji Scheffe menunjukkan bahwa kemampuan berpikir kritis peserta didik yang belajar dengan Project Based Learning lebih tinggi daripada peserta didik yang belajar dengan Problem Based Learning.

Studi tentang penilaian autentik pada pembelajaran berbasis proyek materi optika geometri kelas X di SMAN 4 Malang Dheka Januarifin; Lia Yuliati; Sumarjono Sumarjono
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 7 (2021)
Publisher : Universitas Negeri Malang

Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa pada penilaian autentik pada pembelajaran berbasis proyek dan implementasi penilaian autentik pada pembelajaran berbasis proyek materi optika geometri kelas X SMAN 4 Malang. Pengumpulan data dilakukan dengan teknik observasi dan wawancara. Data proses penilaian sikap, proses penilaian proyek, proses penilaian produk, nilai sikap, nilai tugas proyek dan nilai produk dianalisis secara kuantitatif. Data hasil wawancara dianalisis secara kualitatif. Hasil penelitian menunjukkan keterlaksanaan penilaian autentik pada pembelajaran berbasis proyek terlaksana dengan sangat baik. Hasil belajar siswa pada ranah afektif mengalami penurunan pada pertemuan kedua dan mengalami kenaikan pada pertemuan ketiga dan keempat. Hasil belajar siswa pada ranah kognitif dan psikomotor berupa kemampuan menghasilkan produk, dapat menyusun laporan proyek, membangun sendiri pengetahuan dan dapat menerapkan pengetahuan dalam kehidupan nyata.

The Effect of Online Discovery-Inquiry Learning on Improving Critical Thinking Ability and Concept Mastery in Temperature and Heat Materials Fildzah Purvita Dewi; Lia Yuliati; Edi Supriana
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar

The research endeavors to investigate the impact of implementing discovery-inquiry learning concerning the topic of temperature and heat on the enhancement of students’ critical thinking abilities and concept mastery. The study adopted a quasi-experimental design, employing a pretest-posttest control group framework. A cluster random sampling technique was applied to select the research sample, which comprised 36 students from class XI MIPA 3 (control group) and class XI MIPA 4 (experimental group) at SMA Negeri Rambipuji. The assessment instruments employed were two essay-shaped tests, specifically designed for evaluating critical thinking ability and concept mastery. Data analysis involved the utilization of independent sample t-test and effect size test. The results revealed a statistically significant improvement in students’ critical thinking ability and concept mastery with a robust effect size, categorizing the impact of discovery-inquiry learning as substantial. Consequently, it can be inferred that discovery-inquiry learning is efficacious in augmenting students’ critical thinking abilities and concept mastery pertaining to the subject of temperature and heat.DOI: 10.17977/jps.v11i22023p065

Metacognitive Skills in STEM Integrated Discovery Learning Models for Kinetic Gas Theory in High School Shinta Dewi Susanti; Lia Yuliati; Endang Purwaningsih
Berkala Ilmiah Pendidikan Fisika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i2.17721

Metacognitive skills are an important component supporting mastery of concepts in studying physics. This research aims to describe students' metacognitive skills through STEM-integrated discovery learning on kinetic gas theory material at SMAN 1 Dolopo. This research uses the One-Group Pretest-Posttest Design method, where in this design, one experimental group is selected to measure students' metacognitive abilities. The research on the kinetic theory of gas metrics was carried out in class XI Merdeka 4. The research took place in the odd semester of 2022-2023. The results of students' metacognitive skills show an increase in every metacognitive aspect, namely planning skills. The increase occurred in every meta-cognitive aspect, namely planning skills, which were originally 66.4 to 73.7. Monitoring skills, which previously received a score of 60.4, also changed to 73. Evaluating skills possessed by students also changed, from 64.4 to 67.4. Significant increases occurred from the pretest to the posttest, especially in the monitoring skills category. From the table, it is known that the increase occurred from the moderately developed to the developed category. Based on the research and discussion results, the metacognitive skills of class XI Merdeka 4 students are included in the developing category after receiving STEM-integrated discovery learning. This is in line with research that states that the inquiry learning model, including the discovery learning model, positively affects students' metacognition in learning. High-performing students may have better metacognitive skills than low-performing students. High-performing students may have better metacognitive skills than low-performing students.

Literature Review of Nature of Science and Explicit-Reflective Instruction: A Strategy Design in Scientific Literacy Enik Setiyawati; Sutopo; Susriyati Mahanal; Lia Yuliati; Nataria Wahyuning Subayani
Studies in Learning and Teaching Vol. 5 No. 2 (2024): August
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i2.469

This study was conducted to synthesize the literature on the Nature of Science (NOS) and explicit-reflective instruction and find implications for a strategy design in scientific literacy. The main contribution of this research is the in-depth analysis of the selected articles to find aspects of NOS that are important for elementary school students as a bridge to achieving scientific literacy. This study used the literature review method with four stages: identifying research objectives, identifying and selecting relevant studies, mapping data, and compiling, summarizing, and reporting results. The source of the review was 25 articles that met the exclusion and inclusion criteria in the last 10 years. The presentation of results was done descriptively by paying attention to the full text of the 25 articles. This study revealed that empirically based, tentative, observations and inferences, and imagination and creativity are general aspects of NOS that are important for elementary school students to access as a bridge to scientific literacy. The implications of these findings suggest a strategy designed to provide many opportunities for teachers and students to use content and learning contexts with three phases of reflection called the reflective before-in-on strategy.

THE EFFECT OF EXPERIENTIAL LEARNING-BASED SCIENCE INTEGRATED LEARNING ON STUDENTS' INTERPERSONAL COMMUNICATION ON HEAT AND TEMPERATURE MATERIALS Dinda Indrianingrum; Lia Yuliati; Nasikhudin, Nasikhudin
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i1.42721

This study aims to analyze the effect of a Science Integrated Learning model based on Experiential Learning on students' interpersonal communication skills in the context of heat and temperature material. A mixed methods approach with a sequential explanatory design was employed. In the quantitative phase, an experimental design was used involving both control and experimental groups. The sample consisted of 66 high school students selected through purposive sampling. Instruments included a student questionnaire and interview guidelines. Quantitative data analysis were analyzed using an independent t-test. The results showed that students who participated in the Science Integrated Learning model based on Experiential Learning a significantly greater improvement in interpersonal communication compared to students who just with the Science Integrated Learning method (p <0.05). In the qualitative phase, in-depth interviews were conducted to explore factors that supported the effectiveness of the model. The qualitative findings revealed that students experienced notable improvements in communication, particularlyin the aspects of openness, empathy and supportiveness. These findings indicate that the experience-based learning positively influences students' interpersonal communication skills. This research offers a novel integration of the Science Integrated Learning model with the Experiential Learning approach to enhance students’ interpersonal skills while learning physics. Unlike previous studies that focused primarily on cognitive outcomes or applied these models independently, this study uniquely combines both to address students’ conceptual understanding and social communication skills simultaneously

Case-Based Learning for Creative Thinking Skills on the Ideal Gas Law: Application of the Understanding by Design Framework Tutut Nurita; Lia Yuliati; Supriyono Koes Handayanto; Arif Hidayat; Phurkonni Saleah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.16938

The development of the 21st century and education are closely related in equipping students with relevant skills to adapt and succeed in an ever-changing environment. This development demands a more interactive, collaborative, and student-centered learning method. Case-based learning (CBL) is designed to facilitate students’ thinking critically and creatively in solving problems and working in teams so that they can face real-world problems that are integrated into learning. The Understanding by Design (UbD) framework facilitates cases in learning designed to suit students’ interests and needs, enhancing creative thinking skills when integrated with CBL. This study uses a mixed or explanatory method and involves 115 students. Quantitative data was obtained from creative thinking skills tests using pre-test and post-test, which showed differences between the pre-test and post-test and a correlation between creative thinking skills indicators (fluency, flexibility, originality, and elaboration). Qualitative data from classroom observations showed that students performed the activities well and were supported by interview data, which revealed that students were actively involved in learning, although some students could not relate concepts to problems. These findings support the idea that CBL with the UBD framework helps students understand the ideal gas law and improves creative thinking skills. This study suggests that students can develop better problem-solving skills because the UbD framework facilitates a structured and meaningful learning experience for students.

Enhancing Students’ Scientific Literacy Ability Through Phenomenon-Based Experiential Learning With Formative Assessment Pradananta, Hidayat; Lia Yuliati; Arif Hidayat
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.70562

This study aims to analyze the effect of Phenomenon-Based Experiential Learning integrated with Formative Assessment on improving students’ scientific literacy in the topic of static fluids. The research employed a quasi-experimental method with a control group Pre-test–Post-test design, involving 71 eleventh-grade students from one of the Islamic Senior High Schools (MAN) in Padangsidimpuan, Indonesia. The experimental class received instruction using the Phenomenon-Based Experiential Learning model accompanied by Formative Assessment, while the control class was taught through conventional learning. Data were collected using eight essay questions covering the topics of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. The findings revealed a significant difference between the two classes, with an N-gain score of 0.66 (medium category) in the experimental class and 0.29 (low category) in the control class. The analysis of each scientific literacy indicator also showed that the Explain Phenomena Scientifically (EPS) and Interpret Data and Evidence Scientifically (IDES) indicators achieved high improvement categories, while the Evaluate and Design Scientific Enquiry (EDSE) indicator increased within the medium category. These results indicate that Phenomenon-Based Experiential Learning integrated with Formative Assessment is effective in enhancing students’ scientific literacy skills.

Co-Authors A.A. Ketut Agung Cahyawan W Adetya Dewi Wardani Adetya Rahman Agung Wahyu Nurcahyo Agus Suyudi Agus Widayoko Ahfidatul Husniyah Ahmad Taufiq Akmal Gazali Alfiyah Nur Jannah Alimah Nuryanti Alvinita Lutvia Anik Astari Anissa Rakhma Putri Ari Hindriyani Arif Hidayat ARIF HIDAYAT Brotosudarmo, T. H. P. Cikita Bella Nurbaya Debby Kusuma Wardhani Devis Yusofa Dhedhie Armawan Dheka Januarifin Dice Kantarinata Dimas Abdi Haidar Dinda Indrianingrum Dionisius Bukifan Dios Sarkity Dyne Rizki Puspitasari Endang Purwaningsih Enik Setiyawati Eny Latifa Eny Latifah, Eny Errina Amatul Firdausi Ery Tri Djatmika RWW Faizatun Nisa’ Fildzah Purvita Dewi Firdausi Firdausi Fitroh Fuadah Fransiska Florensia Meo Roja Fridolin Vrosansen Borolla Gepi Sartianis Hadi Suwono Haidar, D. A. Handayanto, S. K. Hanurawan, Fattah Hari Wisodo, Hari Helmi Pakas Rivai Herawati Susilo Hermanto, F. M. I Made Suardana Ibrohim Ida Dwi Lestari Ida Purnamasari Idawati Idawati Ika Khoirun Nisa Imanuel Hitipeuw Irma, Z. U. Kesuma, R. F. Khorid Agustin Khusaini Latifah Hanim Lestari Widodo Lestari Widodo Lestari Widodo Lis Suswati Luis Varela M. Ali Maksem Niksoni Late Mar ’atus Sholihah Maria Yosefina Pranita Markus Diantoro Marlina Mohammad Zaky Tatsar Muhammad Nur Hudha Muhardjito Muhardjito Muspratiwi Pertiwi MR N. Mufti Nadya Dewi Arofah Mochsif Nandang Mufti Nasikh Nataria Wahyuning Subayani Nehru Nehru Nora Susiana Norma Gupita Novi Arianti Nur Azizah Nurhayati Nurhayati Nuril Munfaridah, Nuril Nurul Atqiya Parno Phurkonni Saleah Polonia, Betti Ses Eka Pradananta, Hidayat Prima Warta Santhalia Qohar, Abd. Qurrotul Ainiyah Rahmah Kumullah Ratika Sekar Ajeng Ananingtyas Rela Rahmah Reni Periyanti Riantoni, Cicyn Ridha Afriani Fitri Rifqiyatun Nuriyah Riskawati Riskawati Rismatul Azizah Rismatul Azizah Rizky Ayu Maharani S. Kusairi SATRIYAS ILYAS Sentot Kusairi Shinta Dewi Susanti Sugeng Utaya Sulton Sulton Sumarjono Sumarjono Sunaryono Supriana, Edi Supriyono Koes Handayanto Susriyati Mahanal Sutopo Sutopo Syamsul Hadi Tuti Resri Yanti TUTUT NURITA Wartono Wartono Widodo, Lestari Winarto Winarto Yeni Hariningsih Zahrotul Ula Irma

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