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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi RADIASI: Jurnal Berkala Pendidikan Fisika WAPFI (Wahana Pendidikan Fisika) Jurnal Pengajaran MIPA Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Wahana Elektronik Pendidikan Fisika Phi : Jurnal Pendidikan Fisika dan Terapan JURNAL ISTEK Omega: Jurnal Fisika dan Pendidikan Fisika Journal of Teaching and Learning Physics JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Journal of Natural Science and Integration Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika Gravitasi: Jurnal Pendidikan Fisika dan Sains DIFFRACTION: Journal for Physics Education and Applied Physics Inovasi Pendidikan Fisika Journal of Advanced Sciences and Mathematics Education PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Journal of Educational Sciences Jurnal Pendidikan Indonesia (Japendi) Physics and Science Education Journal (PSEJ) Ta'dib ICONESTH JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education Unnes Science Education Journal U-Teach Jurnal Pendidikan MIPA UPEJ : Unnes Physics Education Journal
Hera Novia
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Dentistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Analysis of The Need for Using Geospatial Technology in Developing Electronic Student Worksheet Nabil, Ziyad Fadhlan; Efendi, Ridwan; Novia, Hera
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.13390

Abstract

This study aims to determine the need to develop student worksheets based on Geospatial Technology as a learning resource for physics students in high school. This study focuses on quantitative research using questionnaires that are analyzed using descriptive statistics. This study involved 23 respondents spread across several schools in Padang, West Sumatra and 32 students in one of the high schools in Padang City, West Sumatra. The instrument in this study uses a needs questionnaire with several statements addressed to teachers and students. Based on the teacher needs questionnaire, as many as 60.9% of the 23 teachers do not know this technology, so only 39.1% know it but only 8.7% apply it in learning. The results of the needs questionnaire analysis show that student worksheets developed with Geospatial Technology, especially on the topic of renewable energy sources, are needed and are expected to help students achieve their desired learning goals. Based on this, the use of technology as a learning resource is urgently needed by students, so it is necessary to conduct a needs analysis in developing student worksheets based on Geospatial Technology.
METACOGNITIVE REGULATION PROFILES AND ITS POTENTIAL IN DEALING WITH COMPLEX ISSUE Ihsan Hijria Putra; Hera Novia; Muslim
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.421

Abstract

In facing increasingly complex global challenges, metacognitive regulation skills are very important. Metacognitive regulation helps a person in solving the problems they face comprehensively because they can regulate their thinking strategies. This study uses a descriptive approach and uses the MAI (Metacognitive Awareness Inventory) instrument adapted from Schraw and Dennison's work. The researcher involved 37 tenth-grade students from a high school in West Java. The study aimed to map and classify metacognitive regulation skills, with special attention to five main aspects and its potential in dealing with complex issue. Data analysis integrated the Likert scale results with the calculation of the average percentage for each aspect. The research findings revealed varied metacognitive regulation achievements: the Planning aspect reached 81%, Information Management Strategies 73%, Comprehension Monitoring 75%, Debugging Strategy 60%, and Evaluation 76% of the maximum score of 100%. This data indicates that students' metacognitive regulation skills still need development. The study results highlight the importance of developing learning steps that are specifically designed to improve students' metacognitive regulation skills, so that they are better prepared to face complex issues in learning.
Implementation of STEM integrated problem based learning model to improve student creativity Zakiah, Rohmiati; Novia, Hera; Suwarma, Irma Rahma; Dahsah, Chanyah; Febriani, Febriani
WaPFi (Wahana Pendidikan Fisika) Vol 10, No 1 (2025): WaPFi (Wahana Pendidikan Fisika) February 2025
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/wapfi.v10i1.55082

Abstract

The purpose of this study is to describe how the application of learning with a STEM integrated problem based learning model can improve students' creativity . This study uses a quantitative method with  a pre-experimental design in the form of a one group pre-test post-test design which was implemented in one of the high schools in Sumedang Regency. The sample in this study was 43 students in 10th grade at the school. The sampling technique used was purposive sampling. The data collection instrument used to measure students' creativity was Cognitive, Processes Associated with Creativity test ( CPAC  ) consisting of 8 statements related to the act and flow aspects were given during the pre-test and post-test , and the student creativity observation sheet to observe the emergence of student creativity during the learning process which includes aspects of flexibility, fluency, originality, elaboration, and clarification. In this study, learning was carried out using a problem-based learning model by integrating STEM elements in the momentum and impulse material  . Data analysis techniques to see the increase in student creativity using descriptive statistics, N-Gain calculations then The assessment result data was analyzed descriptively and then categorized. The results showed that the increase in student creativity based on the results of the n-gain analysis of the pre-test and post-test scores was 0.433 in the moderate criteria for the act and flow aspects, then for the flexibility, fluency, originality, elaboration, and clarification aspects it had good criteria with a percentage of 77.56%. So based on the analysis of the findings in the study, the application of the STEM integrated problem based learning model can increase student creativity
Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Zahran, Muhammad; Samsudin, Achmad; Novia, Hera; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Ningsih, Dena Tresna; Nugraha, Eki; Nasbey, Hadi; Sözbilir, Mustafa
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Application of PhET Simulation-Assisted Problem-Based Learning Model in Improving Students’ Critical Thinking Skills on Rotational Dynamics Material Mustikazahra, Fadia; Novia, Hera; Aviyanti, Lina
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.1742-1752

Abstract

This research investigates the effectiveness of the Problem-Based Learning (PBL) model assisted by PhET simulations in enhancing students' critical thinking skills on rotational dynamics. A quasi-experimental design was used in this research, involving two groups: an experimental group using PBL model with PhET simulations and a control group using PBL model without PhET simulations. The research participants were high school students, and data were collected through pre-test and post-test assessments measuring critical thinking skills. The findings indicate that students in the experimental group demonstrated significant improvement. Statistical analysis showed a higher mean score increase in the experimental group compared to the control group. These results suggest that the application of PBL with PhET simulations is an effective approach to fostering critical thinking in physics education, particularly in rotational dynamics.
Unraveling Metacognitive Regulation in Physics: Mapping High School Students’ Skills using the Rasch Model Putra, Ihsan Hijria; Novia, Hera; Muslim, Muslim; Sihombing, Rizky Agassy
Unnes Science Education Journal Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i1.21637

Abstract

Metacognitive regulation skills are crucial in addressing increasingly complex global challenges. These skills enable individuals to comprehensively solve problems by managing their thinking strategies effectively. This study employs a descriptive approach and utilizes the Metacognitive Awareness Inventory, adapted from Schraw and Dennison’s work. The descriptive research involved 53 tenth grade students from a high school. The primary objective of this study is to map metacognitive regulation and their potential in tackling complex problems. Data analysis integrates Likert-scale results with percentage calculations for each as pect. Additionally, the data were analyzed to determine the reliability of the instrument, identify metacognitive regulation patterns, and map the distribution of students’ abilities using the Rasch model. The findings reveal variations in students’ metacognitive regulation achievements: Planning 82%, Information Management Strategies 73%, Comprehension Monitoring 77%, Debugging Strategies 82%, and Evaluation 92%. These indicate that students’ metacognitive regulation still require further development like Information Management Strategies. The conclusion of this research is students’ metacognitive regulation shows variation across domains and it has significant potential in helping to solve complex problems. This study underscores the importance of designing targeted instructional strategies to enhance students’ metacognitive regulation skills, ensuring they are better equipped to handle complex learning challenges.
Pemetaan Trajektori Transformasi Konseptual Berdasarkan Konstruksi dan Rekonstruksi Melalui Aktivitas Pembelajaran Fisika Berbasis Teks Digital Saputra, M. Reza Dwi; Nurdini, Nurdini; Fratiwi, Nuzulira Janeusse; samsudin, Achmad; Suhandi, Andi; Novia, Hera; Kodir, Solehkun
Jurnal Pendidikan Fisika dan Sains Vol 8 No 01 (2025): GRAVITASI: JURNAL PENDIDIKAN FISIKA DAN SAINS
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/gravitasi.jpfs.v8i01.11863

Abstract

Penelitian ini bertujuan untuk memetakan trajektori transformasi konseptual siswa dalam konsep fluida melalui aktivitas pembelajaran berbasis teks digital. Secara khusus, penelitian ini berfokus pada identifikasi dua jenis transformasi, yaitu konstruksi dan rekonstruksi, serta menganalisis bagaimana keduanya berkembang sepanjang proses pembelajaran. Pendekatan kuantitatif deskriptif digunakan dalam desain penelitian longitudinal eksploratori. Partisipan terdiri dari 64 siswa kelas X jurusan IPA berusia 15 hingga 16 tahun, yang dipilih dari populasi sebanyak 187 siswa di salah satu SMA negeri di Bandung, Indonesia. Intervensi dilakukan melalui empat dokumen e-CDCCText (Electronic Conceptual Development and Conceptual Change Text) yang terstruktur dan mencakup topik tekanan hidrostatik, gaya apung, serta konsep mengapung dan tenggelam. Setiap teks terdiri atas tujuh bagian berjenjang (scaffolded), namun analisis data difokuskan pada Bagian I (konsepsi awal), Bagian III (identifikasi ulang pada pertengahan), dan Bagian VII (konsepsi akhir). Respons siswa dievaluasi menggunakan instrumen diagnostik empat tingkat yang telah divalidasi untuk kualitas konstruk dan item melalui analisis Rasch. Data dianalisis menggunakan klasifikasi kategorikal perubahan konseptual dan teknik stacking dan racking berbasis Rasch untuk mengamati pergeseran tingkat konseptual siswa melalui konstruksi atau rekonstruksi, dengan trajektori yang bervariasi, seperti pola langsung (immediate), bertahap (gradual), atau tertunda (delayed). Pergeseran ini terutama tampak pada fase akhir aktivitas pembelajaran. Temuan menunjukkan bahwa teks digital yang terstruktur berpotensi mendukung transformasi konseptual dengan membimbing siswa melalui fase-fase pembelajaran yang progresif. Pemetaan trajektori juga memberikan wawasan berharga bagi pendidik untuk memantau pertumbuhan konseptual dan merancang strategi pembelajaran yang responsif terhadap perkembangan pemahaman siswa.
Analisis Kebutuhan Asesmen Working Memory dalam Pembelajaran Fisika di Sekolah Inklusif: Kajian Literatur Sari, Lasmita; Novia, Hera; Fatimatuzzahra, Ana; Arifiyanti, Fitria
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/6gf1n612

Abstract

Working memory (WM) assessment plays a vital role in supporting physics learning within inclusive classrooms that serve students with diverse learning needs. This study examines the necessity of WM assessment through a systematic literature review. WM is responsible for temporarily storing and manipulating information, which is crucial for understanding complex physics concepts. Students with limited WM capacity often struggle to follow instructions and complete problem-solving tasks. Inclusive classrooms face challenges due to varied learning needs and the lack of valid and reliable assessment tools. Instruments such as the Wechsler Memory Scale and the Automated Working memory Assessment (AWMA) are recommended for accurately measuring WM capacity. Teaching strategies that incorporate visual supports and reduce cognitive load have proven effective in accommodating WM limitations. While computer-based WM training shows promise, direct classroom interventions are considered more effective in the long term. This study recommends ongoing WM assessment, tailored instructional strategies, supportive learning materials, and collaboration between teachers and professionals to create a more adaptive and inclusive physics learning environment
Diagnostic Instruments of Four-Tier Test Work and Energy (FORTUNE) to Identify The Level of Students’ Conceptions Aripiani, Shabrina Khairunnisa; Samsudin, Achmad; Kaniawati, Ida; Novia, Hera; Aminudin, Adam Hadiana; Sutrisno, Asep Dedy; Coştu, Bayram
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.13524

Abstract

This study aims to develop and examine students' conceptions of Work and Energy in relation to the Indonesian Capital City in East Kalimantan, using the Four-Tier Test of Work and Energy (FORTUNE) Open-Ended. The 4D methodology was followed, involving defining, designing, developing, and disseminating the research. The FORTUNE test, comprising 13 questions, was administered to 70 tenth-grade students (44 girls and 26 boys) aged 15 to 16. Rasch analysis was applied to categorize student responses into seven distinct categories: Sound Understanding (SU), Partial Positive (PP), Partial Neutral (P0), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The results revealed that FORTUNE effectively diagnosed students' conceptions, with 61% of responses falling into the Misconception (MC) category, while only 3% were classified as Partial Positive (PP). Notably, students displayed misconceptions in questions of moderate difficulty, as indicated by Rasch analysis. In conclusion, this study successfully developed and implemented the FORTUNE Open-Ended test to assess students' conceptions of Work and Energy in the context of the Indonesian Capital City in East Kalimantan. The findings highlight the prevalence of misconceptions among students, particularly in questions of moderate difficulty. Addressing and rectifying these misconceptions require targeted instructional strategies to foster a deeper and more accurate understanding of the topic. Future research should explore the effectiveness of intervention programs aimed at enhancing students' conceptual understanding of Work and Energy.
THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: TEACHERS’ PERSPECTIVES ON DIGITAL MEDIA USE AND ITS IMPLICATIONS FOR SCIENCE EDUCATION Nurdini, Nurdini; Kodir, Solehkun; Fratiwi , Nuzulira Janeusse; Novia, Hera; Iqbal, Nur Habib Muhammad
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 2, Agustus 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/9qmgga55

Abstract

This study aims to explore junior secondary school teachers’ perspectives on the use of digital media and its implications for the transformation of science education in the digital era. This study employed a survey research design. Data were collected from 1,622 teachers across 38 provinces in Indonesia using a structured questionnaire encompassing five key domains: the intensity and types of digital media use, challenges in implementation, expected forms of support, and the impact on the learning process. The instrument underwent expert validation by three specialists in educational technology and science education. The content validity results indicated an S-CVI score of 0.95 for content relevance, 0.93 for clarity of wording, and 0.93 for alignment with the research objectives. Data were analyzed using descriptive statistics to summarize the trends in teacher responses. The results show that 87.8% of teachers were accustomed to using digital technology in learning, with the highest frequency of use falling under several times per week (64.8%). The main barriers identified were limited device access (67.7%), unstable internet connectivity (60.7%), and insufficient training (56.6%). Most teachers emphasized the need for sustainable and subject-relevant digital competency training. The findings highlight that the transformation of science education in the digital era depends not only on infrastructure availability but also on the pedagogical capacity of teachers to utilize digital media in contextual, exploratory, and, scientific ways.
Co-Authors A. Suhandi Achmad Samsudin Adimayuda, Rizal Agus Jauhari Ahmad H Aminudin, Adam Hadiana Ananta, Bagus Dwi Andhy Setiawan Andhy Setiawan Ardiansyah, Abd Aziz Arifiyanti, Fitria Aripiani, Shabrina Khairunnisa Aryani, Siska Aryani, Siska Dewi Asep Dedi Sutrisno Asep Dedy Sutrisno Az-zahra, Salsabila Bayram Coştu Binar Kurnia Prahani Chieka Mariskha Costu, Bayram Dadi Rusdiana Dahsah, Chanyah Danawan, Agus Dani Gustaman Syarif Dedeh Kurniasih Dewi Eliani Nurjanah Duden Saepuzaman, Duden Efendi, Ridwan Eis Nurzakiyah Eki Nugraha Endi Suhendi Endi Suhendi Faizin, Mohammad Noor Fatimatuzzahra, Ana Febriani Febriyanti, Tanti Firmanul Catur Wibowo Fratiwi , Nuzulira Janeusse Fratiwi, Nuzulira Janeusse Gesha Deliana Sucinta Ghina Aghnia Nur Assyifaa Gustiani, Wina Tika Hadi Nasbey Halilah, Haura Fauziyyah Hana Susanti Haura Fauziyyah Halilah Heni Rusnayati Heni Rusnayati Ida Kaniawati Ihsan Hijria Putra Ika Mustika Sari Ika Mustika Sari Iqbal, Nur Habib Muhammad Irianto Tedja Iyon Suyana J, Dedi Kodir, Solehkun Kokom k KOSASIH KOSASIH, KOSASIH Kunkun, Kunkun Kurniaty, Dewi Lilik Hasanah Lilit Rusyati Lina Aviyanti Mahfira, Cladinea Mardatila, Agnesita Mariskha, Chieka Masrifah, Masrifah Masrifah, Masrifah Medellu, Natania Carmenita Muhamad Gina Nugraha Muhamad Yusup Muhamad Yusup Muslim Muslim Muslim Muslim*, Muslim Mustikazahra, Fadia Nabil, Ziyad Fadhlan Niki Dian Permana P Ningsih, Dena Tresna Nurdini Nurdini, Nurdini NURUL MUFIDA, SHOBRINA Parlindungan Sinaga Putra, Ihsan Hijria Rudiana Rudiana, Rudiana S, Maman Saputra, M. Reza Dwi sari, Lasmita Selly Feranie Shabrina Khairunnisa Aripiani Sihombing, Rizky Agassy siska dewi aryani Sözbilir, Mustafa Supriyatman, Supriyatman Tedja, Irianto Trisnahada, Trisnahada Wartini Wartini, Wartini Zahran, Muhammad Zakiah, Rohmiati