Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika dan Teknologi International Journal of Contextual Science Education
Lia Saptini Handriani
Unknown Affiliation
Decision Sciences, Operations Research & Management Education Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pengaruh Model Pembelajaran Inkuiri Terstruktur dengan Pendekatan Saintifik Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Fisika Siswa Lia Saptini Handriani; Ahmad Harjono; Aris Doyan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 1 No 3 (2015): Juli
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (711.295 KB) | DOI: 10.29303/jpft.v1i3.261

Abstract

This study aims to determine the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and physics learning outcomes of class X in SMAN 1 Gerung in academic year 2014/2015. The study uses a quasi experiment with design untreated control group design with pretest and posttest. The sample was selected by clauster random sampling and obtained class X-3 as the experiment class using structured inquiry learning model with scientific approach and class X-6 as the control class using expository learning model. Data post-test were tested for normality, homogeneity, and hypothesis test. Hypothesis test using t-test polled variance with 5% of significance level. The results of the study were obtained: (1) there was the effect of structured inquiry learning model with scientific approach on student’s critical thinking skills and (2) there was the effect of structured inquiry learning model with scientific approach on student’s physics learning outcomes  This indicates that the structured inquiry learning model with scientific approach is better than the expository learning model. Expected to do further research on structured inquiry learning model with scientific approach that measure the other of higher order thinking skills.
Effectiveness of Causalitic Model Science Learning Device Integrated with Character Value and Local Wisdom to Improve Students' Problem-Solving Ability Joni Rokhmat; Agus Abhi Purwoko; Aliefman Hakim; Huraiza Mahmudah; Syahrial A; Ni Nyoman Sri Putu Verawati; Galuh Elisa Roliana Fatimah; Lia Saptini Handriani
International Journal of Contextual Science Education Vol. 2 No. 4 (2024): October - December 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i4.863

Abstract

This study aims to measure the effectiveness of science learning devices with causalitic model integrated character values and local wisdom to improve students' Problem-Solving Ability (PSA). The study used a mixed method as a modify of the explanatory design and statistical analysis using the Wilcoxon t-test. The analysis results show that the implementation of devices is significantly effective in developing the PSA of students of Public Junior High School (JHS) 3 Labuapi, West Lombok Regency, West Nusa Tenggara Province. The device developed has been proven to have the exact alignment for all learners when developing the PSA. The developed PSA includes six indicators, namely understanding (IPSA-1), selecting (IPSA-2), differentiating (IPSA-3), determining (IPSA-4), applying (IPSA-5), and identifying (IPSA-6). Statistical analysis was also performed on the difference in the final achievement of each indicator of PSA of the students of High-Group (Hi-group) and Low-Group (Lo-group) for each indicator of PSA (IPSA). The results show that the finals of IPSA-1 up to IPSA-4 have no difference for either Group, but for IPSA-5 and IPSA-6, there are significant differences. The average final PSA scores of the Hi-Group in the two indicators, respectively 77 and 75, are higher than those of the Lo-Group, 56 and 52.
Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Lia Saptini Handriani; Thufail Mujaddid Al-Qoyyim; Fitratunisyah; Eka Muliati; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
Co-Authors A Wahab Jufri Agus Abhi Purwoko Ahmad Harjono Aliefman Hakim Aris Doyan Eka Muliati Fitratunisyah Galuh Elisa Roliana Fatimah Joni Rokhmat Mahmudah Mahmudah Muhammad Tantawi Jauhari Ni Nyoman Sri Putu Verawati Prelia Dwi Amanah Syahrial A Thufail Mujaddid Al-Qoyyim