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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Teknologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Reflection Journal Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services
Lovy Herayanti
Universitas Pendidikan Mandalika
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Using Computer Simulation for Teaching Mechanics Concept Gunawan Gunawan; Lovy Herayanti; Imran Imran; Habibi Habibi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 8 No 1 (2022): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v8i1.3474

Abstract

Computer technology presents opportunities and innovations in physics learning. Some of the concepts of physics are abstract concepts. Learning abstract concepts requires appropriate media assistance. In this research, we have developed some computer simulations to support the learning concept of mechanics. The study aimed to examine the effectiveness of computer simulation in students’ understanding of mechanics. The sample used is students from the department of physics education who took a mechanics course at University of Mataram. Data were collected using multiple-choice and essay tests and then analyzed quantitatively. Data analysis used the ANAVA test and N-gain score. The result of the research shows the influence of computer simulation on students’ understanding of the concept of mechanics. Improvement occurs in all sub-materials of mechanics. The average for the concept mastery of students in the experimental group is higher than that of the control group. Statistically, the difference in the increase in the concept mastery between the two groups did not significantly differ. The improvement in students' concept of learning using computer simulation was higher than the control group who studied conventionally.
The Development of Inquiry-Based Teaching Materials to Improve Physics Teacher's Conseptual Understanding Lovy Herayanti; Habibi Habibi; Baiq Azmi Sukroyanti
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 6 (2022): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i6.2543

Abstract

This development research aims to produce a product in the form of a valid and effective inquiry-based learning tool to increase the conceptual understanding of prospective physics teachers. The products that were developed include SAP (Satuan Acara Perkuliahan) or lecture unit, and LKM (Lembar Kerja Mahasiswa) or worksheet, Teaching Materials and conceptual understanding test instruments. The research design used is a 4D model consisting of Define, Design, Develop and Disseminate. Data collection techniques used validation sheets and evaluation tests for conceptual understanding. The validity data was analyzed using a Likert scale. Product effectiveness data was analyzed using the Gain standard. Product validity was assessed by three expert validators. Assessment by the validator using criteria that are valid to strongly valid. The N-gain test for conceptual understanding showed values of 88.23% in the high category for the indicator of restating the concept and 62.81% in the medium category for the indicator of presenting the concept. The improvement in students' conceptual understanding as measured by the N-Gain test results after taking a pre-test and post-test can be used to determine the effectiveness of teaching materials developed by researchers. The pretest average score for the conceptual understanding instrument was 47.50 and for the posttest average score was 87.73. This value was then analyzed using the N-Gain test with a calculation result of 77.88%, which means that this value is classified into the high increase category. So, it can be concluded that the development of inquiry-based teaching materials to increase conceptual understanding of prospective physics teachers is valid and effective.
Development of Inquiry-Based Teaching Materials to Improve the Creativity of Prospective Physics Teachers Lovy Herayanti; Habibi Habibi; Baiq Azmi Sukroyanti
Jurnal Penelitian Pendidikan IPA Vol 9 No 2 (2023): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i2.3007

Abstract

This research is part of development research at the development stage. Inquiry-based teaching materials developed to increase the creativity of physics teacher candidates have been validated by experts and declared fit for use. At this stage, the aim is to determine the effectiveness of the developed teaching materials in increasing the creativity of prospective physics teachers. The effectiveness of teaching materials developed by researchers can be known by increasing students' creativity based on the results of the N-Gain test after being given a pretest and posttest. The creativity instrument used is a description test which is divided into verbal and figural creativity tests. The pretest average score for the verbal and figural creativity instruments was 62.71 and the posttest average score for creativity was 93.50 both verbal and visual. This value was then analyzed using the N-Gain test with a calculation result of 82.07%, which means that this value is classified into the high increase category. So it can be concluded that the development of inquiry-based teaching materials to increase the creativity of prospective physics teachers is valid and effective
Efektivitas Penggunaan Metode Active Learning Tipe Quiz Team Terhadap Minat Dan Prestasi Belajar Siswa Kurniawati Kurniawati; Lovy Herayanti; Wirawan Putrayadi; Armansyah Armansyah
Reflection Journal Vol. 2 No. 2 (2022): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v2i2.1091

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan metode active learning tipe Quiz Team dalam meningkatkan minat dan prestasi belajar siswa kelas VII di SMP Negeri 1 Terara pada tahun pelajaran 2015/2016. Penelitian ini menggunakan metode penelitian eksperimen. Populasi penelitian terdiri dari siswa kelas VII di SMP Negeri 1 Terara pada tahun pelajaran 2015/2016, sementara sampel penelitian terdiri dari kelas VIIB sebagai kelas eksperimen dengan jumlah siswa sebanyak 38 orang dan kelas VIIA sebagai kelas kontrol yang menggunakan metode pembelajaran konvensional dengan jumlah siswa sebanyak 40 orang. Pengambilan sampel dilakukan dengan teknik cluster random sampling. Instrumen penelitian yang digunakan dalam pengumpulan data adalah tes hasil belajar dan angket respon siswa. Berdasarkan analisis data, diperoleh nilai rata-rata kelas eksperimen sebesar 73,29 dengan nilai tertinggi 90 dan nilai terendah 45. Sementara itu, kelas kontrol memiliki nilai rata-rata sebesar 52,25 dengan nilai tertinggi 80 dan nilai terendah 25. Hasil angket menunjukkan bahwa respon siswa terhadap metode pembelajaran tipe Quiz Team adalah 34,68 (dalam kategori tinggi), menunjukkan bahwa siswa merespon baik terhadap metode tersebut. Berdasarkan hasil uji hipotesis, diperoleh nilai thitung sebesar 5,64, sementara ttabel sebesar 1,668. Karena thitung > ttabel, dapat disimpulkan bahwa metode pembelajaran tipe Quiz Team efektif dalam meningkatkan minat dan prestasi belajar siswa dalam mata pelajaran fisika. Rekomendasi dari penelitian ini adalah agar para guru di SMP Negeri 1 Terara mempertimbangkan penggunaan metode pembelajaran aktif tipe Quiz Team dalam pembelajaran fisika. Selain itu, penelitian selanjutnya diharapkan dapat mempertimbangkan faktor-faktor lain yang berpengaruh terhadap minat dan prestasi belajar siswa. The Effectiveness of the Quiz Team Type Active Learning Method in Increasing Interest and Achievement in Learning Physics  This study aims to evaluate the effectiveness of using the active learning method called Quiz Team in improving the interest and academic achievement of seventh-grade students at SMP Negeri 1 Terara in the academic year 2015/2016. The research utilizes an experimental research method. The study population consists of seventh-grade students at SMP Negeri 1 Terara in the academic year 2015/2016, while the research sample consists of class VIIB as the experimental group with 38 students and class VIIA as the control group using conventional teaching methods with 40 students. The sampling technique employed is cluster random sampling. The research instruments used for data collection are learning achievement tests and student response questionnaires. Based on data analysis, the experimental group obtained an average score of 73.29 with the highest score being 90 and the lowest score being 45. Meanwhile, the control group had an average score of 52.25 with the highest score being 80 and the lowest score being 25. The questionnaire results indicate that the students' response to the Quiz Team learning method is 34.68 (categorized as high), indicating that students responded positively to the method. Based on the hypothesis testing results, the calculated t-value is 5.64, while the critical t-value is 1.668. Since the calculated t-value is greater than the critical t-value, it can be concluded that the Quiz Team learning method is effective in improving students' interest and academic achievement in physics. The recommendation from this study is for teachers at SMP Negeri 1 Terara to consider the use of the active learning method called Quiz Team in physics instruction. Additionally, future research is expected to consider other factors that influence students' interest and academic achievement..  
Development of Ethnoscience-Based Teaching Materials to Improve Students' Scientific Literacy Lovy Herayanti; Fuaddunnazmi Fuaddunnazmi; Baiq Azmi Sukroyanti
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.13429

Abstract

This research aims to produce a product in the form of an ethnoscience-based learning tool to improve the scientific literacy of prospective physics teachers that is valid and effective. The products developed are Student Worksheets (LKMs), teaching materials, and test instruments. This study used the research and development with the 4D model which consists of Define, Design, Develop and Disseminate. Data collection techniques used validation sheets and evaluation tools. The validity of the device data was analyzed using a Likert scale. The validity of the product was assessed by three expert validators. Assessment by validators with valid to very valid criteria. The effectiveness of the teaching materials developed by the researcher can be seen through the improvement of students' scientific literacy based on the results of the N-Gain test after being given a pretest and posttest. The results of this study indicate that the integration of ethnoscience-based teaching materials has a positive impact on improving students' scientific literacy in physics learning. The average pre-test score of 70.48 describes the students' initial understanding before ethnoscience-based learning. After participating in the learning, the average score increased to 83.33 on the post-test, which indicates that the material adapted to the local culture helps in understanding physics concepts more deeply. In addition to the increase in the average score, the N-gain score of 37.56% shows the effectiveness of ethnoscience-based learning in improving scientific literacy at a fairly significant level. This shows that, although there is still room for improvement, this approach has succeeded in increasing students' understanding of physics through the integration of cultural aspects.  
Validation of an Inquiry Collaborative Tutorial-Based Blended Learning Model and its Supporting Materials to Improve Physics Problem-Solving Skills Lovy Herayanti; Wahono Widodo; Endang Susantini
Indonesian Journal of STEM Education Vol. 6 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to develop and validate an inquiry collaborative tutorial-based blended learning model and its supporting materials to enhance physics problem-solving skills in college students. The study employed a 4-D development model consisting of define, design, develop, and disseminate stages. Validation of the model and learning materials was conducted by experts through Focus Group Discussions (FGD) using expert panel techniques. The results indicated that the developed model and learning materials met the criteria for content and construct validity and demonstrated high reliability. The resulting learning model is expected to provide an alternative for lecturers in overcoming the challenges of online learning and improving students' problem-solving abilities.
Development of Smart Physics Student Magazine (SPSM)-Based Teaching Materials to Enhance Students' Scientific Literacy Annisa Hafizoh; Lovy Herayanti; Saiful Prayogi
Indonesian Journal of STEM Education Vol. 6 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research and development aimed to produce physics teaching materials based on Smart Physics Student Magazine (SPSM) and examine its effectiveness in improving scientific literacy among 10th-grade high school students in the second semester. The 4D development model (Define, Design, Develop, Disseminate) was employed, but this study only covered the first three stages. The subjects were 26 students from SMA Negeri 1 Kediri. Validation results showed that the SPSM-based teaching materials were deemed feasible by two validators with 76% and 79% percentages. The implementation of these materials also proved effective in improving students' scientific literacy, as indicated by positive responses from 89% of students with an average score of 93. Therefore, it is concluded that SPSM-based teaching materials are feasible and effective for use in teaching physics to 10th-grade high school students in the second semester.
Respon Guru dan Peserta Didik terhadap Perangkat Pembelajaran Berbasis Pendekatan Konflik Kognitif dalam Model Blended Learning Martina Nur Larasafitri; Gunawan Gunawan; Kosim Kosim; Lovy Herayanti
Indonesian Journal of STEM Education Vol. 5 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to determine the response of teacher and students to learning device based on the cognitive conflict approach in the blended learning model. This learning device was developed to improve students' mastery of concepts and critical thinking skills. This research was carried out at SMA Negeri 6 Mataram. The learning tools developed are learning plans (RPP), learning materials, LKPD (students worksheets), and evaluation instruments. The subjects of this research were a physics teacher at SMA Negeri 6 Mataram and students in class XI MIA 4. The responses of teachers and students were part of a practical analysis. The data collection instrument was a questionnaire. Teachers and students were given questionnaires to respond to the learning tools developed. The teacher responds to the entire device while the students respond to the learning process, learning materials and LKPD that they study. The results of the analysis show that the learning tools are categorized as practical. This means that the learning tools developed can be used in learning. A more complete and detailed explanation of these results is presented in this article.
Google Sites for Science Education: Navigating Challenges and Embracing Opportunities Haerul Johdi; Gunawan Gunawan; Lovy Herayanti
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the integration of Google Sites as a digital learning platform in science education, specifically examining the prevailing challenges and pedagogical opportunities. Utilizing a systematic literature review of ten peer-reviewed articles, the research analyzes the platform's efficacy in enhancing conceptual understanding, scientific process skills, and problem-solving abilities. The findings indicate that Google Sites serves as a versatile and interactive medium capable of accommodating diverse instructional materials and learning styles. Evidence suggests a positive correlation between platform implementation and increased student engagement and motivation. However, critical barriers persist, including the necessity for specialized teacher professional development in digital content curation and the requirement for robust technological infrastructure. The study concludes that while Google Sites offers significant potential for innovation in science pedagogy, its success is contingent upon strategic planning and sustained institutional support to ensure long-term educational quality.
Virtual Laboratories in Science Learning: Challenges and Opportunities Gunawan Gunawan; Lovy Herayanti; Imran Imran; Rahmatullah Rahmatullah; Fathoroni Fathoroni
Indonesian Journal of STEM Education Vol. 5 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This review article examines the use of virtual laboratories in science education, highlighting the associated challenges and opportunities. Through a literature analysis, this article explores the potential of virtual laboratories to enhance understanding of scientific concepts, develop practical skills, and provide accessibility to learning. Conversely, this article also discusses implementation challenges, such as issues of validity, effective interface design, and the need for technological support. In conclusion, this article provides insights into how virtual laboratories can be optimized to deliver meaningful and effective science learning experiences.
Co-Authors Annisa Hafizoh Armansyah Armansyah Astini, Baik Nilawati Endang Susantini Fathoroni Fathoroni Fuaddunnazmi Fuaddunnazmi G. Gunawan, G. Habibi Habibi Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri Haerul Johdi Hardiyanti Putri Imran Imran Kosim . Kurniawati Kurniawati Laksono Trisnantoro Martina Nur Larasafitri Ni Made Yeni Suranti Nina Nisrina Prayogi, Saiful Rahmatullah Rahmatullah Rahmatullah Rahmatullah Wahono Widodo Wirawan Putrayadi