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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 Edufisika: Jurnal Pendidikan Fisika QUANTUM: Jurnal Inovasi Pendidikan Sains Berkala Ilmiah Pendidikan Fisika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Briliant: Jurnal Riset dan Konseptual INDONESIAN JOURNAL OF APPLIED PHYSICS Momentum: Physics Education Journal 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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The improvement of students’ scientific literacy through problem-based STEM learning on static fluid P Parno; Lia Yuliati; Lestari Widodo; Nuril Munfaridah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (724.308 KB)

The purpose of this study was to know students’ scientific literacy after they studied problem-based STEM learning. The study used mixed method with embedded experimental design. The instrument test of this studyconsisted of 5 essay questions to measure students’ scientific literacy with reliability Cronbach’s alpha 0.72.Other instruments used in this study were the interview guide and questionnaire. The subjects of this study were 27 students in SMAN 8 Muaro Jambi who studiedstatic fluid. The result of this study shows that there is an increasedstudents’ scientific literacy after studyingproblem-based STEM learning as shown by the higher post-test scoresin comparison with the pre-test scores. The significance of the improvement of students’ scientific literacy is shown by8.35 in t value with significant 0.0000. The interview result shows that through problem-based STEM learningthe students are easy to understand the phenomena in the daily lives. Besides, the students can interpret the data evidence and design an experiment.The improvement of students’ scientific literacy is shown by N-gain in medium category. The influence of problem based STEM learning toward students’ scientific literacy is shown by the Cohens d-effect size. It is 1.72 with high category. The students positively responded towardproblem-based STEM learningas shown by 58.2 % of the students indicated in “agree”scale and 38.3% in “strongly agree” scale.

ASESMEN AUTENTIK DALAM ACTIVE LEARNING UNTUK MEMONITOR KEMAJUAN BELAJAR CALON GURU FISIKA Lia Yuliati
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 2 No. 1 (2012)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v2n1.p120-126

Penelitian ini bertujuan untuk memonitor kemajuan belajar mahasiswa peserta matakuliah strategi pembelajaran fisika Prodi Pendidikan Fisika FMIPA Universitas Negeri Malang melalui asesmen autentik. Asesmen ini digunakan dalam pembelajaran aktif sebagai salah satu upaya menyiapkan calon guru fisika di abad 21.Kemajuan belajar mahasiswa yang diamati mencakup kemampuan merancang, melaksanakan dan mengevaluasi Rencana Pelaksanaan Pembelajaran (RPP). Penelitian ini merupakan penelitian deskriptif yang dimaksudkan untuk mendeskripsikan proses yang terjadi dalam pembelajaran secara apa adanya melalui pengumpulan data. Penelitian dilaksanakan dalam 3 tahap. Setiap tahap mahasiswa melaksanakan penilaian autentik sesuai dengan materi dan tugas yang diberikan. Instrumen yang digunakan meliputi SAP sebagai panduan pembelajaran, Lembar Kerja Mahasiswa (LKM), butir soal tes, lembar observasi kemampuan melaksanakan pembelajaran, rubrik penilaian tugas-tugas, rubrik penilaian portofolio, jurnal belajar dan panduan wawancara. Pengumpulan data dilakukan dengan pengamatan partisipatif, wawancara dan observasi. Analisis data dilakukan dengan analisis data kualitatif dengan dukungan data kualitatif dan kuatitatif. Hasil penelitian menunjukkan bahwa asesmen autentik dapat digunakan untuk memonitor kemajuan belajar calon guru fisika. Asesmen autentik dapat memonitor hasil belajar mahasiswa dengan mengoptimalkan berbagai aspek kemampuan melalui berbagai aspek penilaian.

KEMAMPUAN LITERASI NUMERASI SISWA SMA KELAS XI MIPA DALAM MATA PELAJARAN FISIKA Gepi Sartianis; Lia Yuliati; Parno Parno
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 13, No 2 (2022): Oktober 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v13i2.12765

Penelitian ini bertujuan untuk mengetahui tingkat literasi numerasi siswa kelas XI MIPA. Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Sampel penelitian ini adalah kelas XI MIPA pada salah satu SMA Negeri di Kabupaten Kerinci Provinsi Jambi dengan jumlah 31 orang dengan teknik pengambilan sampel menggunakan purposive sampling.Soal yang digunakan sebanyak 11 soal tes berbentuk pilihan ganda. Hasil penelitian menunjukkan siswa memiliki kemampuan yang bervariasi. Tingkat kemampuan literasi numerasi siswa berada pada kategori cakap dengan rata-rata 60,9% siswa telah menjawab benar. Kemampuan literasi numerasi siswa berada pada kategori perlu intervensi khusus sebanyak 1 orang, kategori dasar sebanyak 6 orang, kategoricakap sebanyak 18 orang, dan kategorimahir sebanyak 6 orang. Secara keseluruhan siswa memiliki kemampuan yang cukup baik pada indikator mengestimasi dan menghitung; menggunakan pecahan, desimal, persen dan perbandingan; menggunakan penalaran; dan menggunakan pengukuran yang semuanya berada pada kategori cakap dengan persentase jawaban benar berturut-turut 64,52 %, 72,58%, 62,90%, dan 59,68% sedangkan indikator mengnterpretasi informasi masih dalam kategori dasar dengan presentase jawaban benar sebesar 49,46%. Sehingga dapat disimpulkan kemampuan literasi numerasi siswa cukup baik. Namun, masih diperlukan tindakan lebih lanjut dalam mengasah kemampuan siswa terutama dalam meningkatkan literasi numerasi siswa dalam pembelajaran fisika.

Creativity in Deriving The Fermi-Dirac Equation Through STEAM Approaches Fauzan Sulman; Lia Yuliati; Boby Yasman Purnama; Muhammad Reyza Arief Taqwa; Rizki Ananda
Berkala Ilmiah Pendidikan Fisika Vol 10, No 3 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i3.13182

This research is motivated by statistical physics learning in deriving the Fermi-Dirac equation conceptually from lecturers to students or by rote and low creativity of students. This study aims to explore student learning creativity in deriving the Fermi-Dirac equation through the STEAM approach. This study uses a didactic design that includes the stages of prospective analysis, didactic metapedia analysis, and prospective re-analysis, which is applied to the sixth-semester physics tadris student of UIN Sulthan Thahah Saifuddin Jambi. The research instrument used is a description test and a non-test through observation sheets and interviews. The results showed that the implementation of STEAM could increase the creativity of statistical physics with an achievement level of 87% asking questions, 78% learning outcomes, 75% reflection, and 75% analysis on the material of the Fermi-Dirac equation by adhering to student activities starting with phenomena that are easy to digest with the realistic situation during online lectures, which shows that the STEAM approach is quite well used in deriving the Fermi-Dirac equation in the online statistical physics course.

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.

Co-Authors A.A. Ketut Agung Cahyawan W Adetya Dewi Wardani Adetya Rahman Agung Wahyu Nurcahyo Agus Suyudi Agus Widayoko Ahfidatul Husniyah Ahmad Suryadi, Ahmad Ahmad Taufiq Akmal Gazali Alfiyah Nur Jannah Alimah Nuryanti Alvinita Lutvia Anik Astari Anissa Rakhma Putri Ari Hindriyani Arif Hidayat ARIF HIDAYAT Boby Yasman Purnama 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’ Fauzan Sulman 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 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 Nurhayati Nurhayati Nuril Munfaridah, Nuril Nurul Atqiya Parno Phurkonni Saleah Polonia, Betti Ses Eka Prima Warta Santhalia Qohar, Abd. Qurrotul Ainiyah Rahmah Kumullah Ratika Sekar Ajeng Ananingtyas Rela Rahmah Reni Periyanti Reyza Arief Taqwa, Muhammad Riantoni, Cicyn Ridha Afriani Fitri Rifqiyatun Nuriyah Riskawati Riskawati Rismatul Azizah Rismatul Azizah Rizki Ananda 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 Wanda Indriana Puspita Wartono Wartono Widodo, Lestari Winarto Winarto Yeni Hariningsih Zahrotul Ula Irma

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