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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 Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Reflection Journal Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Lovy Herayanti
Universitas Pendidikan Mandalika
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Peningkatan Keterampilan Penulisan Artikel Ilmiah Melalui Pelatihan Berbantuan Artificial Intelligence Gunawan Gunawan; Fathoroni Fathoroni; Baik Nilawati Astini; Lovy Herayanti; Ni Made Yeni Suranti
Indonesian Journal of Education and Community Services Vol. 4 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijecs.v4i1.1645

Abstract

This training aims to enhance the scientific article writing skills of undergraduate and graduate students, as well as teachers, through Artificial Intelligence (AI)-assisted training. The training was motivated by the difficulties often faced by novice writers in composing quality scientific articles. Fifteen participants attended a two-day training that covered material on the structure of scientific articles, writing techniques, and the use of AI in the writing process. The training methods employed were lectures, discussions, hands-on practice, and mentoring using AI platforms such as Gemini. The training results indicated a significant increase in participants' understanding of the structure and writing techniques of scientific articles. Moreover, participants provided positive feedback on the use of AI to assist in the writing process, such as in outlining, paraphrasing, and grammar correction. It can be concluded from this activity that AI-assisted training is effective in improving scientific article writing skills and has the potential to be an alternative solution for novice writers in producing quality writing.
Pengembangan Bahan Ajar Fisika dengan Pendekatan VAK (Visualization, Auditory, Kinesthetic) untuk Meningkatkan Keterampilan Proses Sains Lovy Herayanti; Baiq Azmi Sukroyanti; Syifaul Gummah
Indonesian Journal of Teacher Education Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian Publication Center

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Abstract

Tujuan dari pengembangan ini adalah menghasilkan bahan ajar berbasis VAK (Visualization, Auditory, Kinesthetic) pada materi fisika. Model pengembangan yang digunakan dalam penelitian pengembangan ini adalah ADDIE, dimana model ADDIE terdiri dari 5 tahap pengembangan yaitu tahap analysis, design, development, implementatio dan evaluation. Tetapi pada tahap pengembangan ini peneliti hanya menggunakan 3 tahap yaitu analysis, design, dan development. Hasil penelitian ini adalah sebuah produk bahan ajar berbasis VAK yang mengacu pada silabus kurikulum 2013. Hasil validasi ahli terhadap materi dan desain pada bahan ajar berbasis VAK dengan persentase validator 1 yaitu 98% (sangat layak), validator 2 dengan persentase 98% (sangat Layak) dan validator 3 dengan persentase 97% (sangat layak). Selain itu juga hasil validasi terhadap bahan ajar berbasis VAK menunjukkan bahwa bahan ajar yang dikembangkan termasuk dalam kategori sangat valid baik dilihat dari kelayakan format, isi, cakupan materi, bahasa yang digunakan serta penyajian bahan ajar tersebut sehingga dapat disimpulkan bahwa pengembangan bahan ajar berbasis VAK layak untuk dijadikan sebagai bahan ajar.
Pengaruh Model Pembelajaran Kooperatif Tipe Investigasi Kelompok dalam Pembelajaran Fisika terhadap Kemampuan Berpikir Kreatif Siswa Lovy Herayanti
Indonesian Journal of Teacher Education Vol. 3 No. 1 (2022): Edisi Maret 2022
Publisher : Indonesian Publication Center

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Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif tipe investigasi kelompok dalam pembelajaran fisika terhadap kemampuan berpikir kreatif siswa. Jenis penelitian yang digunakan yaitu quasi eksperimen. Populasi dalam penelitian ini adalah kelas VIII MTs Nurul Falah NW Lajut. Pengambilan sampel dilakukan secara random sampling dimana kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol yang mempunyai 28 siswa. Berdasarkan hasil analisis data prettest diperoleh nilai rata-rata kelas eksperimen sebesar 37,86 dan kelas kontrol sebesar 37,07. Hasil postest menunjukkan rata-rata kelas eksperimen sebesar 62,5 dan kelas kontrol sebesar 58,8. Teknik analisa data yang digunakan adalah uji-t. Hasil penelitian yang diperoleh adalah thitung = 1,59 dan ttabel = 1,29. Karena thitung lebih besar dari pada ttabel maka dapat ditarik kesimpulan bahwa terdapat pengaruh model pembelajaran kooperatif tipe investigasi kelompok terhadap kemampuan berpikir kreatif siswa
Development Of Ethnophysics-Based Teaching Materials To Improve The Self-Regulatory Skills Of Prospective Physics Teachers Habibi Habibi; Lovy Herayanti; Baiq Azmi Sukroyanti
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6557

Abstract

This development research aims to produce a product in the form of an ethnophysics-based learning tool to improve prospective physics teachers' valid and effective self-regulation. The products developed are Lecture Event Units known as SAP, Student Worksheets or LKM, Teaching Materials, and test instruments. The research design used is a 4D model consisting of Defining, Designing, Developing, and Disseminating. Data collection techniques use validation sheets and evaluation tools. Device validity data was analyzed using a Likert scale. Three expert validators assess product validity. Assessment by validators with valid to very valid criteria. The effectiveness of the teaching materials developed by researchers can be determined by increasing students' self-regulation based on the results of the N-Gain test after being given a pretest and posttest. The planning indicators show that the percentage of students who were suitable/suitable before implementing the ethno-physics learning model was 42%. This indicates that more than 50% of students have self-management related to learning planning that still needs to be improved. Applying the ethno-physics learning model as a stimulus to help students manage good learning planning contributed 36%, increasing to 78%. The monitoring indicator also has the same increase in the number of students as the planning indicator, namely 36%. This can be described as more and more students being able to manage their learning by monitoring their learning process. The evaluation indicator shows the largest percentage increase in the number of students, namely 38%, while it is only 28% for strengthening. This indicates that the ethno-physics learning model has the greatest contribution to stimulating students' evaluation abilities
The Effectiveness of Inquiry-Based Virtual Laboratories on Students' Physics Creativity: A Systematic Literature Review Gunawan Gunawan; Lovy Herayanti; Fahmi Yahya; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

Creativity is a core competency in twenty-first-century science education, and inquiry-based virtual laboratories are increasingly used in physics instruction to foster creativity, particularly where laboratory resources are limited. However, evidence of their effectiveness remains fragmented across study contexts, creativity dimensions, and instructional designs. This systematic literature review synthesizes empirical studies published between 2013 and 2022 on the effectiveness of inquiry-based virtual laboratories in enhancing students' creativity in physics education. Following the PRISMA 2020 guidelines, four databases (Scopus, DOAJ, Crossref, and Google Scholar) were searched, yielding 572 records, of which 42 studies met the inclusion criteria. The findings indicate that inquiry-based virtual laboratories consistently improve students' creativity, with the greatest gains observed in verbal creativity and ideational fluency compared with figural creativity and originality. Much of the available evidence originates from Indonesia, particularly from studies conducted by the University of Mataram research group on electricity, heat, and fluid mechanics. Effectiveness was influenced by the degree of inquiry guidance, the quality of the virtual simulation environment, and the extent to which learning activities scaffolded divergent thinking, whereas evidence regarding gender differences remained inconsistent. Overall, inquiry-based virtual laboratories represent an effective and accessible approach to fostering creativity in physics learning, although broader educational contexts, more standardized creativity measures, and longer-term studies are needed.
Android-Integrated Physics Modules with Contextual Inquiry for Students’ Critical Thinking and Digital Literacy Siti Nurjannah; Syifaul Gummah; Lovy Herayanti; Muhammad Fuaddunnazmi
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12241

Abstract

This study aimed to develop an Android-integrated physics learning module based on a contextual inquiry approach to support students’ critical thinking skills and digital literacy at MAN 3 Mataram. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of Analyze, Design, Development, Implementation, and Evaluation stages. The participants were 17 eleventh-grade students at MAN 3 Mataram. Data were collected through observations, questionnaires, and tests and analyzed using descriptive statistics, N-Gain analysis, and paired-samples t-test. The developed module integrated the Physics Formulas application as a supporting learning medium. Expert validation results showed an average validity score of 84.40%, categorized as very valid. The implementation results indicated a high N-Gain score of 75.48% and a statistically significant difference between pretest and posttest scores, t(16) = 15.54, p < .001. Students’ critical thinking and digital literacy responses reached 92.50% and 87.50%, respectively. Therefore, the developed module was considered feasible and demonstrated potential to support technology-based physics learning.
A Scientific Creativity-Based Teaching Factory Model to Improve Vocational High School Students’ Soft Skills in the Renewable Energy Engineering Program Pathan Pathan; Saiful Prayogi; Lovy Herayanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20940

Abstract

This study aimed to examine the effectiveness of a scientific creativity-based Teaching Factory (TEFA) model in improving vocational high school students’ soft skills in the Renewable Energy Engineering Program and to identify the factors supporting such improvement. The study employed a mixed-methods approach with an explanatory sequential design. The quantitative phase involved 44 eleventh-grade TESHA students at SMK Negeri 1 Pringgabaya, divided into an experimental group (n = 22) and a control group (n = 22). The experimental group participated in scientific creativity-based TEFA learning through a solar panel lamp project, while the control group received expository instruction. Quantitative data were collected using a soft skills scale administered as a pretest and posttest, and were analyzed using descriptive statistics, N-gain, t-tests, ANCOVA, and effect size analysis. The qualitative phase was conducted through semi-structured interviews with students and a teacher to explain the factors influencing changes in students’ soft skills. The results showed that the soft skills scores of the experimental group increased from the moderate to the high category, whereas those of the control group remained in the moderate category. The mean N-gain of the experimental group was in the moderate category, while that of the control group was in the low category. The ANCOVA results indicated a significant difference in posttest scores between the two groups after controlling for pretest scores. Improvements were observed across all dimensions of soft skills, namely communication, teamwork, problem solving, responsibility, and adaptability. The qualitative findings revealed that the improvement in soft skills was supported by authentic projects, role distribution, communication of ideas, resolution of technical problems, product revision, student worksheets, assessment rubrics, and teacher guidance. Therefore, the scientific creativity-based TEFA model is effective in improving the soft skills of vocational high school students in the Renewable Energy Engineering Program.
Development of PjBL-Based Science Teaching Materials Integrated with Gendang Beleq Ethnoscience on Sound Concepts to Improve Students’ Science Process Skills Lalu Moh Nur Ikhsan; Lovy Herayanti; Ika Nurani Dewi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21455

Abstract

This study aimed to develop PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience on sound concepts to improve students’ Science Process Skills (SPS). The study employed a Research and Development (R&D) approach, followed by a quasi-experimental effectiveness test using a nonequivalent control group design. The research subjects were eighth-grade students at SMP Negeri 2 Sakra, consisting of 61 students in the experimental group and 62 students in the control group. The developed products included the learning objective flow (ATP), teaching modules, student teaching materials, project worksheets, SPS test instruments, assessment rubrics, validation sheets, observation sheets, and teacher and student response questionnaires. Data were collected through expert validation, observation, questionnaires, pretest, and posttest. The data were analyzed using descriptive statistics, N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, and Welch Robust ANOVA. The results showed that the teaching materials obtained an average validity score of 3.77, which was categorized as valid. Product practicality reached 88.78%, classified as highly practical; learning implementation reached 89.69%, classified as very well implemented; and student activity reached 87.15%, classified as highly active. The improvement in SPS in the experimental group yielded an N-gain score of 0.711, categorized as high, which was higher than that of the control group, which obtained an N-gain score of 0.616, categorized as moderate. The Welch Robust ANOVA results showed a significant difference between the experimental and control groups in both posttest and N-gain scores. Therefore, the PjBL-based science teaching materials integrated with Gendang Beleq ethnoscience were valid, highly practical, and effective in improving students’ SPS. The integration of Gendang Beleq provides a concrete local cultural context that enables students to connect the concepts of vibration, frequency, amplitude, resonance, and sound reflection through direct scientific experience.
Cross-School Collaborative Academic Supervision for Integrated Science and Social Studies Teachers: A Qualitative Case Study in Indonesian Madrasahs Kholidi Kholidi; Muhali Muhali; Lovy Herayanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21880

Abstract

This study examined the implementation of cross-school collaborative academic supervision for Integrated Science and Social Studies teachers in Indonesian madrasahs. Using a qualitative instrumental case study design, the research involved six madrasahs, twelve teachers, six principals serving as cross-school supervisors, and two officials from the Working Group of Madrasah Ibtidaiyah (Kelompok Kerja Madrasah Ibtidaiyah - KKMI). Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed through data condensation, data display, and conclusion verification. The findings showed that the supervision process comprised collective planning, pre-observation conferences, classroom observations, teacher-led reflection, evidence-based feedback, and follow-up planning. Participants perceived the cross-school arrangement as broadening the sources of professional feedback and supporting more participatory reflective dialogue. However, the program did not eliminate the evaluative pressure of supervision, as all teachers reported nervousness during classroom observation. Professional learning needs included interdisciplinary lesson planning, inquiry- and project-oriented instruction, authentic assessment, and the use of instructional resources. Feedback also varied in specificity across madrasah accreditation contexts, indicating the need for differentiated support. The study concludes that cross-school collaborative supervision provides a promising framework for professional learning, but its longer-term contribution depends on sustained mentoring, repeated observation cycles, supervisor preparation, and adequate institutional support.
Transisi Menuju Blended Learning Pasca-Pandemi: Evaluasi Efektivitas dan Kesiapan Infrastruktur Pendidikan Lovy Herayanti; Gunawan Gunawan; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Abstract

The COVID-19 pandemic triggered a massive disruption in global education, compelling a rapid shift from conventional instruction to emergency remote teaching. As the educational landscape stabilizes, the transition toward a structured blended learning model has emerged as a strategic priority. This narrative review evaluates the effectiveness of blended learning and assesses the readiness of educational infrastructure in the post-pandemic era. By synthesizing 18 selected academic publications, this study identifies three critical themes: the conceptual shift from emergency remote teaching, the effectiveness of various digital platforms, and the interplay between infrastructure readiness, teacher competence, and stakeholder involvement. The findings reveal that while diverse digital platforms have successfully maintained learning continuity, the efficacy of blended learning is deeply contingent upon digital literacy, sound pedagogical design, and systemic technical support. Furthermore, the study highlights that psychological well-being and active parental engagement are essential components for sustainable implementation. It is concluded that the successful integration of blended learning requires a holistic approach, prioritizing equitable infrastructure investment, continuous professional development for educators, and flexible policy frameworks. These measures are vital to ensure an inclusive and resilient educational ecosystem capable of navigating future challenges.
Co-Authors Annisa Hafizoh Armansyah Armansyah Astini, Baik Nilawati Baiq Nabila Saufika Zainuri Endang Susantini Fahmi Yahya Fathoroni Fathoroni Fuaddunnazmi Fuaddunnazmi G. Gunawan Habibi Habibi Habibi, Baiq Azmi Sukroyanti, Lovy Herayanti, Wirawan Putrayadi, dan Bq. Rina Amalia Safitri Haerul Johdi Hairunnisyah Sahidu Ika Nurani Dewi Imran Imran Kholidi Kholidi Kosim . Kurniawati Kurniawati Laksono Trisnantoro Lalu Moh Nur Ikhsan M. Fuaddunnazmi M. Muhali Martina Nur Larasafitri Ni Made Yeni Suranti Ni Made Yeni Suranti Nina Nisrina Pathan Pathan Prayogi, Saiful Qothrunnada Qothrunnada Rahmatullah Rahmatullah Siti Nurjannah Syifaul Gummah Wahono Widodo Wirawan Putrayadi