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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
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Pengaruh Model Learning Cycle 7E Berbasis Aktivitas Inkuiri terhadap Keterampilan Berpikir Kritis Peserta Didik pada Materi Gelombang Bunyi Ananta, Bagus Dwi; Efendi, Ridwan; Novia, Hera
Unnes Physics Education Journal Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i2.30052

Abstract

Keterampilan berpikir kritis menjadi kompetensi penting bagi siswa untuk menghadapi tantangan abad ke-21. Namun, studi pendahuluan menunjukkan bahwa keterampilan berpikir kritis siswa, khususnya pada materi gelombang bunyi, masih tergolong rendah yang disebabkan oleh kurang optimalnya model pembelajaran yang diterapkan. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Learning Cycle 7E berbasis aktivitas inkuiri terhadap keterampilan berpikir kritis siswa pada materi gelombang bunyi. Metode penelitian yang digunakan adalah kuasi-eksperimen dengan desain nonequivalent control group. Hasil penelitian menunjukkan adanya peningkatan keterampilan berpikir kritis pada siswa yang mendapatkan perlakuan model pembelajaran Learning Cycle 7E berbasis inkuiri, yang dibuktikan dengan peningkatan skor N-Gain. Uji non-parametrik menggunakan Mann-Whitney U test menunjukkan adanya perbedaan signifikan pada rata-rata skor posttest antara kelas eksperimen dan kelas kontrol, yang mengindikasikan bahwa model pembelajaran Learning Cycle 7E berbasis inkuiri efektif dalam meningkatkan keterampilan berpikir kritis siswa.
E-MODULES BASED ON MULTI-REPRESENTATIONS ON NEWTON'S LAW MATERIALS Mariskha, Chieka; Sari, Ika Mustika; Tedja, Irianto; Novia, Hera
Journal of Teaching and Learning Physics Vol. 7 No. 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.10999

Abstract

With the use of ICT, the use of e-modules as a learning resource has become an innovation. E-modules are independent study materials in electronic format by utilizing various media and interactive features as well as learners' learning experiences. This e-module characteristic supports the presentation of physics teaching materials in the form of multiple representations. However, the availability and use of multiple representation-based e-modules is still limited, given the importance of learning resources and multiple representations so this research conducts a multi-representation based e-module preparation on Newton's Law material. The research method used is R&D with an adaptation development model of the 4D development model which is carried out through the Define, Design, and Develop stages. The e-module product that has been compiled is validated by four experts and 15 students as initial users. The results of the validation analysis show that the qualified e-modules are qualified properly in the aspects of content, media and multiple representation. In the developmental testing, a positive response was obtained and the results showed that the readability of the e-module was "high" with a reading of 88.65%, meaning that the e-module could be used independently. Based on the results of this study, an e-module based on multiple representation on Newton's Law material was produced with good reviews from experts and students.
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.
Identifying Javanese Students' Conceptions on Fluid Pressure with Wright Map Analysis of Rasch Samsudin, Achmad; Aminudin, Adam Hadiana; Novia, Hera; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Yusup, Muhamad; Supriyatman, Supriyatman; Masrifah, Masrifah; Adimayuda, Rizal; Prahani, Binar Kurnia; Wibowo, Firmanul Catur; Faizin, Mohammad Noor; Costu, Bayram
Journal of Natural Science and Integration Vol 6, No 2 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i2.21822

Abstract

This research aims to identify the conception of Central Javanese students on fluid pressure. The survey was conducted in Central Java involving 515 participants (eight grade students about 14 years old) consisting of 177 males and 338 females. The instrument consists of six questions in a four-tier format about fluid pressure and is distributed via Microsoft Form. The analysis was carried out with Rasch analysis and percentages with six categories of conceptions: CU (Conceptual Understanding); PP (Partial Plus); PM (Partial Minus); NU (No Understanding); MC (Misconception); and NC (No Coding). The Rasch analysis shows the Cronbach alpha is 0.68 (Enough) and the distribution of students' conceptions of fluid pressure forms a normal curve. Meanwhile, bias was not found for gender problems in answering the questions. The percentage of the result are: CU (17%), PP (4%), PM (39%), NU (13%), MC (27%), and NC (0%). This indicates that students' conceptions are still dominated by PM and MC categories. Students in the PM category have good characteristics but lack self-confidence. While the MC category is an unexpected result because students are confident in their answers that are wrong or not in accordance with scientific conceptions. Thus, further action is needed to overcome students' misconceptions.Keywords: Students' Conceptions, Fluid Pressure, Rasch Analysis
Efektivitas E-Book Interaktif pada Topik Pemanasan Global untuk Melatihkan Keterampilan Berpikir Kritis Peserta Didik Tingkat SMA Halilah, Haura Fauziyyah; Rusdiana, Dadi; Novia, Hera
Jurnal Pendidikan Indonesia Vol. 4 No. 11 (2023): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v4i11.2414

Abstract

Penelitian terhadap efektivitas e-book interaktif untuk melatihkan keterampilan berpikir kritis perlu dilakukan sebagai bagian dari penelitian pengembangan e-book interaktif secara utuh. Penelitian ini dilatarbelakangi kebutuhkan sumber belajar yang terintegrasi dengan program belajar mandiri yang dapat melatihkan peserta didik untuk berpikir kritis. Sebagaimana keterampilan abad ke-21 yang harus dimiliki oleh peserta didik yang dipersiapkan untuk menjadi decisions maker ber-literasi sains di masa depan. Analisis efektivitas e-book interaktif yang dikembangkan dilakukan melalui implementasi dengan control group pre-test post-test design yang melibatkan 32 peserta didik. Metode pengembangan yang digunakan adalah model penelitian dan pengembangan ADDIE (analysis, design, development, implementation, and evaluation).  Hasil implementasi menunjukkan rata-rata ukuran peningkatan pada kontrol sebesar 0,40, sedangkan rata-rata ukuran peningkatan kelas eksperimen sebesar 0,53. Ukuran kekuatan dampak penggunaan e-book interaktif dibandingkan dengan penggunaan modul ditunjukkan oleh nilai effect size sebesar 0,73 yang berada pada kategori cukup berdampak.
Stacking-Racking Analysis: Improving Physics Students' Problem-Solving Skills with ECIRR Learning Model and a Metacognitive Approach Febriyanti, Tanti; Novia, Hera; Agus Danawan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i1.6805

Abstract

A preliminary study highlights the persistent challenge of low problem-solving skills among 21st-century students. Therefore, this study examines the ECIRR learning model with a metacognitive approach to improve students' problem-solving skills in static fluid material. The method of this study is quasi-experimental with a one-group pretest-posttest design, enrolling 33 students from class XI at a public high school in Subang City. The Static Fluids Problem Solving Test (SPRING) instrument is used to collect data, which will then be analyzed using the stacking-racking technique. The results showed that ECIRR model learning with a metacognitive approach significantly improved students' problem-solving skills by 2.66 on the logit scale in the moderate category. The highest increase in problem-solving skills was on the plan a solution indicator, and the lowest was on the visualize the problem indicator. The decrease in the level of difficulty of the SPRING instrument indicates that learning has a positive impact. Thus, ECIRR model learning with a metacognitive approach can improve student problem-solving skills in a static fluid material. This study can be strengthened by using a control class to compare the results obtained in the control and experimental groups so that the effectiveness of the intervention can be determined objectively.
Development and Analysis Validation Instrument Critical Thinking Heat Concept (CTHT) Using Rash Model Aryani, Siska; Novia, Hera; Setiawan, Andhy
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.7727

Abstract

This research aims to design and determine the validity and reliability of critical thinking skills instruments related to heat concepts using the Rasch model. This research uses 4D research and development methods. The research subjects or validation trials were 193 Depok City High School students majoring in Mathematics and Natural Sciences who had studied heat concepts and content validation was carried out with six expert lecturers. Content validity data analysis used Aiken V Microsoft Excel calculations with a validity limit value of < 0.78 and construct validity and reliability used the Rasch model. The results of data analysis show that the content validity of the instrument is valid and suitable for use with several revisions and expert input, while the results of content validity show a validity level of 43.21% with all valid items in the fulfilled category, while the Pearson and item reliability values show a value of 0.62 is in the sufficient category and 0.92 is in the very special category. The results of the statistical analysis trial showed that the instrument was significant and became a benchmark for further research in the application of students' critical thinking skills in learning.
Rancangan Pengembangan Instrumen Keterampilan Proses Sains Berbasis Pilihan Ganda pada Materi Momentum dan Impuls Aryani, Siska Dewi; Samsudin, Achmad; Novia, Hera
DIFFRACTION: Journal for Physics Education and Applied Physics Vol 5, No 2 (2023)
Publisher : Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/diffraction.v5i2.8767

Abstract

Penelitian dilatar belakangi oleh tuntutan pembelajaran yang harus relevan dengan pendidikan abad 21 yang lebih menekankan pada salah satu keterampilan dalam mengembangkan instrumen keterampilan proses sains. Penelitian ini bertujuan mengembangkan instrumen tes pilihan ganda untuk mengukur keterampilan proses sains siswa SMA pada topik momentum dan impuls. Instrument tes di susun berdasarkan indikator keterampilan proses sains yaitu observasi, klasifikasi, interpretasi, prediksi, mengajukan pertanyaan, berhipotesis, merencanakan penelitian, menggunakan alat dan bahan, menerapkan konsep dan berkomunikasi. Penelitian ini menggunakan model 4D (Defining, Designing, Developing, dan Disseminating) dalam mencapai tujuan penelitian. Sampel yang digunakan adalah 30 siswa laki-laki dan perempuan di jawa barat dan instrumen yang dikembangkan sebanyak 35 soal pilihan ganda. Hasil analisis menunjukkan bahwa instrumen valid dan reliabel sehingga dapat digunakan untuk melatihkan keterampilan proses sains siswa.
Thinking About Thinking in Physics: A Systematic Review on Metacognitive Approaches for Secondary Students Kurniaty, Dewi; Muslim, Muslim; Novia, Hera
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2246-2266

Abstract

This review examines the literature on metacognitive strategies implemented in high school physics from 2021 to 2025, using Schraw's control framework, which encompasses planning, monitoring, and evaluation. The goal is to identify structural weaknesses that hinder overall theoretical progress and practical application in the classroom. Using PRISMA principles, an article search in ERIC yielded 244 documents, 22 of which were Scopus-indexed studies that met the criteria. We outline study designs, evaluation instruments, types of interventions, participants, and study objectives. A thematic synthesis addressed three guiding questions: (1) which instructional strategies contribute to metacognitive growth, (2) which evaluative instruments were used, and (3) what implementation conditions and challenges exist. Four main intervention categories were identified. Cognitive-reflective strategies foster self-awareness and introspection. Various inquiry methods combine metacognitive control with scientific investigation. Tools that aid visualization and representation of concepts, particularly simulations and concept maps, are key to organizing and maintaining coherent information. Gender-sensitive sociocultural and affective strategies foster motivation and inclusivity. All studies reported that these interventions had positive impacts on problem-solving, self-efficacy, and conceptual understanding. However, based on Schraw's hypothesis, this review identified planning as the most underdeveloped and neglected aspect of metacognitive regulation. Most studies relied heavily on self-reporting, leaving limited opportunities for task-embedded or multimodal assessments. Most designs were quasi-experimental or survey-based, and very few included mixed-methods or technology-mediated assessments. This research suggests combining structured insights, including goal setting, preemptive questioning, and activity design, with authentic assessments such as portfolios and think-aloud rubrics. Using these approaches within an equity-centered and culturally responsive pedagogy can foster active and self-directed learning in physics. Future research should aim to expand planning elements, diversify assessment techniques, and use educational technology to enhance and simplify metacognitive instruction in instructional design.    Keywords: metacognition, physics education, high school students, systematic literature review, thinking awareness.
Exploring the Interplay Between Cognitive Ability and Argumentation Skills to Improve Scientific Reasoning in Physics Learning Kurniaty, Dewi; Muslim*, Muslim; Novia, Hera; Sihombing, Rizky Agassy
Jurnal IPA & Pembelajaran IPA Vol 9, No 4 (2025): DECEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.49305

Abstract

This quantitative descriptivecorrelational study explored the connection between senior high school students' cognitive abilities and their argumentation skills within the context of physics learning. Conducted at a public high school in Ketapang, West Kalimantan, the research utilized a multiple-choice test based on Bloom's revised taxonomy (C1C5) to measure cognitive performance. Argumentation skills were evaluated using instruments aligned with Toulmins argument pattern (TAP). The findings revealed a decline in students' cognitive performance as task complexity increased, with scores of 78% for remembering, 61.25% for understanding, 45% for applying, 28.75% for analyzing, and 17.50% for evaluating. Similarly, argumentation skills showed a hierarchical pattern: 80% of students could state claims, 65.71% provided evidence, 51.43% explained phenomena, and only 34.29% were able to construct reasoned solutions. A Pearson correlation analysis indicated a strong, positive relationship between the two variables ( r0.6;p0.05). These results suggest that a higher level of cognitive ability is linked to stronger scientific argumentation, underscoring the necessity of integrating higher-order thinking skills into physics instruction to improve students' reasoning and scientific discourse
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