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All Journal Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Seminar Nasional Pendidikan IPA Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Penelitian Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Abdi Masyarakat Indonesia Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Equator Science Journal (ESJ) Journal of Innovative Physics Education Research
Indri Sari Utami
Universitas Sultan Ageng Tirtayasa
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Development of a Flipbook-Assisted E-Module Integrating Problem-Based Learning to Enhance Students’ Conceptual Understanding Siti Nurfadlah; Ila Rosmilawati; Indri Sari Utami
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20245

Abstract

This study aims to develop a flipbook-assisted e-module integrated with the Problem-Based Learning (PBL) model for the topic “This Is My Local Identity” in IPAS learning, and to evaluate its feasibility and effectiveness in enhancing elementary school students’ conceptual understanding. The study employed a Research and Development (R&D) method based on the ADDIE model and involved fourth-grade elementary school students. Data were collected through observation, interviews, questionnaires, and pretest–posttest assessments of conceptual understanding. The feasibility of the product was analyzed using Aiken’s V, while its effectiveness was measured using the N-gain test. The results showed that the developed e-module achieved an average Aiken’s V value of 0.80, indicating that it is valid and feasible in terms of both content and media aspects. Furthermore, the effectiveness analysis revealed an N-gain score of 0.67, categorized as moderate, indicating a significant improvement in students’ conceptual understanding after the implementation of the e-module. The integration of flipbook multimedia features with the PBL model created a more interactive, contextual, and meaningful learning environment. The visual and interactive elements embedded in the flipbook supported students in understanding abstract concepts of local identity through contextual problem orientation, exploratory activities, and collaborative discussions. This study contributes to the development of digital instructional media by providing empirical evidence that the integration of multimedia-based technology with student-centered learning models can enhance conceptual understanding in elementary education.
The Influence of Physics Teachers' Learning Methods on Learning Outcomes in Students Naomi Setyaningsih; Silmi Kapah; Rizka Apriliyani; Nathan Alexander Silalahi; Dede Ardila; Yourie Fadilah; Fajar Maulana; Anggi Elisabeth; Indri Sari Utami
Journal of Innovative Physics Education Research Vol. 1 No. 2 (2025): Journal of Innovative Physics Education Research
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/jiper.v1i2.304

Abstract

This study aims to analyze the differences in physics learning outcomes between students who are taught with game-based learning, experimental, and cooperative learning methods. The research method used a pseudo-experimental design with three treatment groups. Participants consisted of 33 students in class X who were given 3 learning method treatments: game-based learning, experimentation, and cooperative learning. Data was collected through learning outcome tests and interviews with teachers and students. Statistical analysis using one-way ANOVA showed a very significant difference between the three methods (F=53.03; p=3.06E-16). The highest average learning outcomes were achieved by the game-based learning group (81.82), followed by experimentation (87.58), and cooperative learning (93.3). The results of the interviews revealed that the experimental method was preferred by students because it was interactive and contextual. This study concludes that the selection of innovative learning methods in accordance with the characteristics of the material can significantly improve students' physics learning outcomes.
Design thinking mindset among undergraduate Physics education students in Banten, Indonesia: a multidimensional profile Deni Moh Budiman; Dadi Rusdiana; Achmad Samsudin; Riandi Riandi; Indri Sari Utami; Sohibun Sohibun
Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Vol 12, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/gravity.v12i2.42973

Abstract

The design thinking mindset is increasingly recognized as an important disposition for pre-service teachers who are expected to design responsive, innovative, and collaborative learning experiences. This study profiles the design thinking mindset of undergraduate physics education students in Banten, Indonesia, across eight dimensions derived from Paparo's framework. A quantitative descriptive survey was conducted with 60 students using a 40-item questionnaire on a 5-point Likert scale, complemented by thematic analysis of three open-ended questions. The eight dimensions were Ambiguity Tolerance and Risk Embracing, Empathy and User-Centeredness, Open-mindedness and Diversity, Experimentation and Learning-oriented, Action-oriented Behavior, Radical Collaboration, Holistic Thinking and Problem Framing, and Creativity. Creativity obtained the highest mean score (M = 3.23, SD = 0.44), whereas Radical Collaboration obtained the lowest (M = 2.59, SD = 0.50); the overall mean was 2.90, indicating a moderate profile across dimensions. The qualitative analysis organized students' responses into recurring themes concerning multiple-solution generation, connections between physics and everyday contexts, innovative teaching approaches, preference for individual work, unequal participation, and limited interdisciplinary opportunities. The findings are interpreted in relation to the competencies emphasized in Kurikulum Merdeka, particularly creativity, collaboration, learner-centeredness, diversity, critical reasoning, and flexible project-based learning. Because the original data collection did not record demographic grouping variables, subgroup comparisons could not be performed; this limitation is explicitly acknowledged. The study provides an empirical baseline for strengthening design thinking dispositions in physics teacher preparation in Banten.
Co-Authors Achmad Samsudin Ahmad Favian Maulana Anang Suryana Anggi Elisabeth Dadi Rusdiana Dede Ardila Deni Moh Budiman Dewi Muliyati Dwi Rizki Oktaviani Fajar Maulana Fina Amanatillah Firmanul Catur Wibowo Ila Rosmilawati Khansa Alia Faisyah Lini Fitriya Manis Ratna Sari Dewi Nanda Amelia Naomi Setyaningsih Nathan Alexander Silalahi Noviana Desi Ningrum Novita Sri Aryani Nurhamsyah Heru Prasetyo Nurul Hidayah Putry Nury Najma Layly Rahmat Firman Septiyanto, Rahmat Firman Raka Aditya Renny Monica Putri Riandi Riandi Rizka Apriliyani Ruth Soukaning Nugrah Djati Silmi Kapah Siti Nurfadlah Siti Rohanah Siti Widiana Sohibun Sohibun Syifaurrohmah Tasyia Aji Septiani Yourie Fadilah Yudi Guntara Yudi Guntara Yudi Guntara Yudi Guntara Yudi Guntara Yuni Amelyani Yus Rama Denny Yuvita Oktarisa