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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) Jurnal Ilmiah Pendidikan Fisika 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 Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Pendidikan Fisika dan Sains (JPFS) 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) JPNM : Jurnal Pustaka Nusantara Multidisiplin Ta'dib ICONESTH JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education Unnes Science Education Journal U-Teach: Journal of Young Physics Education Teacher 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 Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance 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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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
Analysis of The Need for Using Geospatial Technology in Developing Electronic Student Worksheet Ziyad Fadhlan Nabil; Ridwan Efendi; Hera Novia
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.
Design and psychometric validation of a metacognitive instrument for physics learning: A focus on heat concepts Hera Novia; Siska Dewi Aryani; Andhy Setiawan; Muhammad Zahran
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.818

Abstract

Background: Metacognitive knowledge, awareness of one's own cognition, tasks, and learning strategies, is critical for independent learning but is often underemphasized in physics education. Aim: This study aimed to develop and validate a questionnaire to measure high school students’ metacognitive knowledge within the specific context of physics, focusing on the topic of heat. Method: The research involved content validation by six physics education experts and construct validation through empirical testing with 163 high school students. Content validity was established using Aiken’s V, while construct validity and reliability were evaluated using Rasch model analysis. Results: The final instrument consisted of 28 items, of which 26 met the Rasch model fit criteria. The analysis confirmed high person reliability (0.82) and item reliability (0.98), indicating strong internal consistency and measurement stability. Conclusion: The findings support the questionnaire's validity and reliability as a tool for assessing metacognitive knowledge in physics. This validated instrument provides a foundation for future research and instructional practices aimed at enhancing students' metacognitive skills
Development and Analysis Validation Instrument Critical Thinking Heat Concept (CTHT) Using Rash Model Siska Aryani; Hera Novia; Andhy Setiawan
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.
Efektivitas Model Cooperative Problem Solving dengan Strategi Two Stay Two Stray terhadap Peningkatan Keterampilan Pemecahan Masalah Siswa pada Materi Energi Alternatif Isna Multazam Zunnurrain; Hera Novia; Fitria Arifiyanti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1820

Abstract

Low student’s problem-solving skills in the topic of alternative energy are reflected in their difficulties in understanding contextual problems and relating them to physics concepts. Therefore, the Cooperative Problem Solving (CPS) model integrated with the Two Stay Two Stray (TSTS) learning strategy was implemented as an alternative learning approach. This study is intended to analyze the improvement and the effect of integrating the TSTS strategy within the CPS model on students’ problem-solving skills. The research employed a quasi-experimental method with a Non-Equivalent Control Group Design involving two classes: an experimental class (CPS–TSTS) and a control class (CPS). The research instrument consisted of essay tests based on problem-solving skill indicators. The data were analyzed using N-gain calculation, independent sample t-test, and effect size analysis. The results indicate that both classes experienced improvement, with the average N-gain of the experimental class being 0.6722 and the control class 0.6250, both categorized as moderate. However, there was no significant difference in the improvement between the two classes. The integration of the TSTS strategy contributed to the improvement of students’ problem-solving skills, although the effect was still in the small category.
Penerapan Model Problem Based Learning Berbasis STEM untuk Meningkatkan Hasil Belajar Kognitif Peserta Didik pada Materi Fluida Statis Safina Amanda Putri; Hera Novia; Irma Rahma Suwarma
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1927

Abstract

This study aims to determine the improvement in students' cognitive learning outcomes, the implementation of learning, and student responses to the application of the STEM-based Problem-Based Learning model to Static Fluids. This study used a quantitative method with a pre-experimental research type and a One Group Pretest-Posttest Design. The study was conducted on 35 11th-grade students at a public high school in Cimahi City. The instruments used included a 15-question cognitive ability test, a learning implementation observation sheet, and a student response questionnaire. Improvements in each indicator of student cognitive learning outcomes were analyzed using the N-Gain test. The results showed that the average pre-test score of 65 increased to 87 in the post-test, with an N-Gain value of 0.61, which is categorized as moderate. The implementation of learning at each meeting reached 100% and was categorized as very good. Student responses to the implementation of the learning model also showed excellent results, with an average percentage of 87.04%, including motivation (90.00%), interest (86.99%), and satisfaction (84.14%). Based on these results, it can be concluded that the implementation of the STEM-based Problem-Based Learning model is effective in improving students' cognitive learning outcomes in Static Fluids.
Profil Keterampilan Berpikir Kritis Siswa SMA pada Materi Usaha dan Energi: Analisis Berdasarkan Indikator Facione El Syahrie Maghfira; Hera Novia; Amsor
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1929

Abstract

This study aims to describe the profile of high school students’ critical thinking skills on the topic of work and energy based on Peter A. Facione’s critical thinking indicators. The research employed a quantitative approach with a descriptive method. The sample consisted of 52 tenth-grade students of SMA Al-Ma’soem in the 2024/2025 academic year, selected using purposive sampling techniques. The research instrument was an essay test developed based on six Facione indicators, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using quantitative descriptive techniques through percentage calculations for each indicator achievement. The results showed that students’ critical thinking skills were categorized as high. The evaluation indicator obtained the highest percentage at 70.41%, while the explanation indicator achieved the lowest percentage at 66.12%. The low achievement in the explanation indicator indicates that students still experience difficulties in constructing scientific arguments systematically. This study demonstrates that physics learning on the topic of work and energy is capable of developing students’ critical thinking skills, although explanation skills still need improvement.
The Application of the Quantum Teaching Model with a Deep Learning Approach to Improve Students’ Problem-Solving Skills in the Topic of Static Fluids Dhea Kamelia Fauziah; Muslim; Hera Novia; Devi Eliviani
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2066

Abstract

This study aims to analyze students’ problem-solving skills through the application of the Quantum Teaching model with a deep learning approach to static fluid. The research method used is a quantitative method with a between-group design, specifically a quasi-experimental research design. The type of quasi-experimental research design used in this study is a nonequivalent control group design, in which there are two classes used, namely a control class and an experimental class. The research instrument used is a problem-solving ability instrument developed based on Polya’s indicators, consisting of three items. The data analysis employed N-Gain scores and a t-test hypothesis test, which met the prerequisites of normality and homogeneity. The results indicate that the N-Gain scores in the experimental class were higher than those in the control class, with respective values of 0.71 and 0.42. These results were supported by the t-test hypothesis test, which showed an Asyimp sig (2-tailed) value—under the assumption of unequal variances—of <0.05. This indicates a significant difference in the improvement of problem-solving skills between students in the experimental and control classes. Thus, the Quantum Teaching model with a deep learning approach can serve as an alternative for enhancing problem-solving skills students, particularly in the area of static fluids.
Penerapan Model Project-Based Learning dengan Pendekatan STEAM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa pada Materi Energi Alternatif Azzahra Salsabila; Hera Novia; Ida Kaniawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2551

Abstract

Critical thinking is recognized as a fundamental competency among the essential skills required in the 21st century. However, students' critical thinking skills have not yet developed optimally, highlighting the need for instructional models that actively engage students throughout the learning process. One approach to fostering active student engagement is the implementation of the Project-Based Learning (PjBL) model integrated with the STEAM approach. This study employed a quantitative quasi-experimental method using a pretest–posttest non-equivalent control group design. The sample consisted of 62 tenth-grade students from a public senior high school in Bandung, Indonesia. The research instrument comprised nine essay questions designed to assess students' critical thinking skills. The data were analyzed using the normalized gain (N-Gain) to determine the improvement in critical thinking skills, while the Mann–Whitney U test was employed to examine the effect of the instructional model. The findings revealed that the improvement in students' critical thinking skills in the experimental class was higher than that of the control class, with N-Gain scores of 0.471 and 0.342, respectively, both of which were classified as moderate. Furthermore, the Mann–Whitney U test at the 5% significance level indicated a statistically significant difference between the two groups. Therefore, it can be concluded that the implementation of the Project-Based Learning model integrated with the STEAM approach has a significant positive effect on improving students' critical thinking skills in the topic of Alternative Energy.
THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: TEACHERS’ PERSPECTIVES ON DIGITAL MEDIA USE AND ITS IMPLICATIONS FOR SCIENCE EDUCATION Nurdini Nurdini; Solehkun Kodir; Nuzulira Janeusse Fratiwi; Hera Novia; Nur Habib Muhammad Iqbal
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 2, August 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 Achmad Samsudin Adimayuda, Rizal Agus Jauhari Ahmad H Aminudin, Adam Hadiana Amsor Ananta, Bagus Dwi Andhy Setiawan Andhy Setiawan Arifiyanti, Fitria Aripiani, Shabrina Khairunnisa Aryani, Siska Dewi Asep Dedi Sutrisno Asep Dedy Sutrisno Az-zahra, Salsabila Azzahra Salsabila Bayram Coştu Berliana, Dinda Rizky Binar Kurnia Prahani Chieka Mariskha Costu, Bayram Dadi Rusdiana Dahsah, Chanyah Danawan, Agus Dani Gustaman Syarif Dedeh Kurniasih Devi Ayu Nur'aini Devi Eliviani Dewi Eliani Nurjanah Dewi Yulianawati Dhea Kamelia Fauziah Duden Saepuzaman, Duden Efendi, Ridwan Eis Nurzakiyah Eki Nugraha El Syahrie Maghfira Endi Suhendi Endi Suhendi Faizin, Mohammad Noor Fatimatuzzahra, Ana Febriani Febriyanti, Tanti Firmanul Catur Wibowo Fitria Arifiyanti 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 Heni Rusnayati Ida Kaniawati Ihsan Hijria Putra Ihsanti Kamilah Ika Mustika Sari Ika Mustika Sari Irianto Tedja Isna Multazam Zunnurrain Iyon Suyana 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 Melli Melli Muhamad Gina Nugraha Muhamad Yusup Muhamad Yusup Muhammad Zahran Muslim Muslim Muslim Muslim*, Muslim Mustikazahra, Fadia N Nurdini Nabil, Ziyad Fadhlan Niki Dian Permana P Ningsih, Dena Tresna Nur Habib Muhammad Iqbal Nurdini Nurdini, Nurdini NURUL MUFIDA, SHOBRINA Nuzulira Janeusse Fratiwi Parlindungan Sinaga Putra, Ihsan Hijria S, Maman Safina Amanda Putri Saputra, M. Reza Dwi sari, Lasmita Selly Feranie Shabrina Khairunnisa Aripiani Sihombing, Rizky Agassy Siska Aryani siska dewi aryani Siska Dewi Aryani Solehkun Kodir Sözbilir, Mustafa Supriyatman, Supriyatman Tedja, Irianto Trisnahada, Trisnahada Wartini Wartini, Wartini Winny Liliawati Zahran, Muhammad Zakiah, Rohmiati Ziyad Fadhlan Nabil