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All Journal Seminar Nasional Pendidikan IPA Jurnal Pendidikan Fisika dan Teknologi Jurnal Ilmiah Profesi Pendidikan Integrated Science Education Journal Indonesian Journal of Education Research (IJoER)
Kistiono Kistiono
Sriwijaya University
Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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KEMAMPUAN BERPIKIR ANALITIS MAHASISWA CALON GURU FISIKA FKIP UNIVERSITAS SRIWIJAYA PADA MATERI DINAMIKA PARTIKEL Eka Badiatul Kharimah; Kistiono Kistiono; Sardianto Markos Siahaan
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 1, No 1 (2021): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

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Abstract

Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir analitis mahasiswa calon guru Pendidikan Fisika FKIP Universitas Sriwijaya pada materi dinamika partikel. Metode penelitian yang digunakan adalah deskriptif dengan teknik pengambilan sampel purposive sampling. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Fisika FKIP Universitas Sriwijaya dengan melibatkan 48 mahasiswa yang telah mengambil mata kuliah mekanika pada tahun akademik 2020/2021 sebagai sampel. Pengumpulan data dilakukan secara daring dengan menggunakan instrumen berupa tes uraian berstruktur yang berjumlah sembilan pertanyaan. Berdasarkan analisis data, menunjukkan kemampuan berpikir analitis mahasiswa calon guru fisika tergolong kategori rendah dengan masing-masing persentase indikator proses kognitifnya yaitu indikator membedakan 34,33%, indikator mengorganisasikan 14,06%, dan indikator menghubungkan 15,27%.Kata kunci: Berpikir analitis; tes uraian terstruktur; hukum Newton dan gaya.
Validation of Physics Module on Energy: Integrating Palembang Local Wisdom and PhET Simulation Nurkholisa Fajriah; Hamdi Akhsan; Kistiono Kistiono
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4294

Abstract

Rendahnya literasi sains di kalangan siswa Indonesia, khususnya dalam konsep fisika abstrak seperti energi potensial dan energi kinetik, menuntut pengembangan bahan ajar yang inovatif dan relevan secara budaya. Penelitian ini bertujuan mengembangkan dan memvalidasi modul ajar fisika yang mengintegrasikan kearifan lokal Palembang, Problem-Based Learning (PBL), dan simulasi PhET. Penelitian menggunakan pendekatan Research and Development (R&D) berbasis model 4-D (Define, Design, Develop), yang dihentikan pada tahap pengembangan. Validasi dilakukan oleh tiga ahli (materi fisika, pedagogi, dan media pembelajaran) serta diuji coba melalui uji one-to-one (n=2) dan uji kelompok kecil (n=4). Data dianalisis secara kuantitatif menggunakan koefisien validitas isi Aiken’s V. Hasil menunjukkan bahwa modul memperoleh nilai rata-rata Aiken’s V sebesar 0,87, yang dikategorikan sebagai “Sangat Valid”, dengan skor tertinggi pada aspek relevansi kearifan lokal Palembang (V = 0,93) dan penerapan PBL (V = 0,88). Tanggapan siswa menunjukkan bahwa 92–95% menyatakan modul mudah dipahami, relevan dengan konteks lokal, dan membantu memvisualisasikan konsep energi melalui simulasi PhET. Dengan demikian, modul ini dinyatakan layak digunakan sebagai bahan ajar dalam pembelajaran fisika yang selaras dengan prinsip Kurikulum Merdeka.
Validation of Problem-Based Learning Teaching Modules on Momentum and Impulse to Improve Students' Critical Thinking Skills Tresnane Suandti Sekarani; Hamdi Akhsan; Kistiono Kistiono
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2369

Abstract

Purpose of the study: This study aims to validate a Problem-Based Learning (PBL) teaching module on Momentum and Impulse material to improve the critical thinking skills of Grade XI students. The validation ensures the module's feasibility before implementation in the classroom. Methodology: This research and development (R&D) study used the Four-D Model (Define, Design, Develop, Disseminate), limited to the development stage. Validation involved four experts who assessed the module using a validation questionnaire. Data were analyzed quantitatively based on content, construct, language, presentation, and assessment criteria. Main Findings: The module received an average validity score of 89%, categorized as "Valid" without revision. The highest scores were in learning construct/model (92%) and assessment (91%). All aspects is content, language, presentation, and graphics were deemed suitable for classroom use, supporting the module's readiness for implementation. Novelty/Originality of this study: This study offers a PBL-based teaching module specifically designed for the Merdeka Curriculum, integrating critical thinking indicators and Pancasila Student Profile values. It addresses the lack of contextual, structured physics teaching tools and provides a validated, practical resource for teachers to enhance students' critical thinking through real-world problems.
Development of a Problem-Based Learning Physics Module on Uniform Circular Motion to Support Students’ Critical Thinking Skills Yunita Hapriza; Hamdi Akhsan; Kistiono Kistiono
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.v12i1.10847

Abstract

Physics instruction on Uniform Circular Motion (UCM) is often perceived by senior high school students as abstract and difficult to comprehend due to its limited connection with real-life phenomena. This study aims to develop a physics teaching module based on Problem-Based Learning (PBL), integrated with simple demonstrations using coins and strings and supported by investigative student worksheets (LKPD). The research employed the Research and Development (R&D) method using a modified ADDIE model consisting of analysis, design, development, and evaluation stages. The study focused on examining the validity and practicality of the developed module. Evaluation was conducted through expert reviews involving three validators (a physics content expert, a pedagogy expert, and an instructional design expert), a one-to-one trial with three students, and a small-group trial with nine Grade XI students from SMAN 13 Palembang. The validation results indicate that the module achieved an average score of 88.33%, categorized as very valid. Meanwhile, the practicality test produced an average score of 91.7%, indicating that the module is very practical to use in learning activities. The module facilitates learning through the PBL stages, including problem orientation, investigation through demonstrations and videos, group discussion, and reflection. Although the effectiveness of the module in improving students’ conceptual understanding and critical thinking skills has not yet been empirically tested, the results indicate that the developed module is valid and practical and has the potential to support meaningful learning experiences on the topic of Uniform Circular Motion.
The Measuring Energy Literacy: Validation of Knowledge, Attitude, and Behavior Instruments Using the Rasch Model Inda Hasanah Bimastari; Muhamad Yusup; Kistiono Kistiono
Integrated Science Education Journal Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i3.2025

Abstract

Purpose of the study: This study aims to develop and validate a Rasch Model-based energy knowledge, attitude, and behavior assessment instrument to measure energy literacy among high school students. Methodology: The research design followed the stages of theory-based instrument development and the Rasch modeling approach. The quantitative approach and instrument development process were carried out through the stages of item preparation based on literature review and theoretical indicators, validation by experts, and field testing of 50 participants. Main Findings: The knowledge instrument has high quality, obtained as much as 9 data showing a fit for the Rasch model, such as MNSQ infit and outfit values ranging from 0.84 to 1.25. and positive point measure correlations. Instrument reliability shows infit and outfit results that are still within the ideal tolerance range, obtained sequentially the person reliability values of knowledge, attitude, and behavior of 0.50, 0.76 and 0.75. So that the instrument is suitable for accurate and consistent measurement. Novelty/Originality of this study: this study provides innovation in the energy literacy measurement literature (knowledge, attitude, and behavior) with an in-depth evaluation of item performance and respondent ability distribution using empirical and applicable methods for the development of evidence-based and Rasch model-based assessment instruments.
Integrating Local Wisdom in Science: Development and Validation of Ethnoscience Teaching Modules for Improving Science Literacy of Junior High School Students Taufiq Sutanto; Hamdi Akhsan; Kistiono Kistiono
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2344

Abstract

Purpose of the study: The low level of science literacy among Indonesian students requires innovative and contextual learning approaches. This study aims to develop and test the validity of an Ethnoscience-Based Teaching Module on the subject of Vibrations and Waves. The uniqueness of the module lies in its deep integration of the local wisdom of East OKU Regency as a learning context to bridge abstract scientific concepts with the cultural reality of students. Methodology: This study used the Research and Development (R&D) method with a 4-D model, limited to the Develop stage. Validation was carried out by four experts (material, media, language, and culture) using adapted assessment instruments. Quantitative data were analyzed using Aiken's V coefficient. Main Findings: The developed ethnoscience-based teaching module was declared "Highly Valid" with an average Aiken’s V score of 0.90. All validation aspects scored highly: subject matter (0.90), media design (0.88), language (0.85), and cultural integration (0.95). The module is therefore feasible for further testing. Novelty/Originality of this study: The developed module has met the eligibility criteria in terms of content, design, language, and authentic cultural integration. The implication of this research is the availability of valid and contextual teaching materials, which are ready to be further tested for their effectiveness in learning to improve science literacy while building students' cultural awareness.
Co-Authors Eka Badiatul Kharimah Hamdi Akhsan Hamdi Akhsan Inda Hasanah Bimastari Muhamad Yusup Nurkholisa Fajriah Sardianto Markos Siahaan Taufiq Sutanto Tresnane Suandti Sekarani Yunita Hapriza