Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Momentum: Physics Education Journal Journal of Environment and Sustainability Education
Nurul Ain
Universitas PGRI Kanjuruhan Malang, Indonesia
Chemistry Education Environmental Science Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Prospective physics teacher’s ability in developing HOTS questions: CRI analysis Nurul Ain
Momentum: Physics Education Journal Vol 5 No 1 (2021)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v5i2.5566

Abstract

Higher order thinking skills (HOTS) are very important skills to be taught to students in the 21st century. The role of teachers is very important in improving students' high-level skills. This study aims to determine whether or not prospective physics teachers have misconceptions in compiling HOTS cognitive questions. The emergence of miscon-ceptions shows that the ability of prospective physics teachers is still low in composing HOTS cognitive questions. The research subjects were all final semester prospective physics teachers who took the learning evaluation course at the Universitas PGRI Kanjuruhan Malang in the even semester of 2019/2020. The data collection technique is documentation. The data is taken from the final project document in the learning evaluation course, where prospective physics teachers are asked to make cognitive ques-tions from levels C1 to C6 and are asked to state their beliefs about the questions they have made. The data were analyzed in the descriptive qualitative way to determine the misconceptions of prospective physics teachers. The results showed that prospective physics teachers were not yet able to compile HOTS cognitive questions. Recommenda-tions for the preparation of HOTS questions are also given in this paper.
Deep learning-PBL for heat transfer: Cultivating adaptive critical thinking and climate literacy Nurul Ain; Hena Dian Ayu
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.249

Abstract

Global warming and the escalating climate crisis necessitate a paradigm shift in science education, moving beyond rote conceptual mastery toward fostering climate literacy and adaptive critical thinking, essential competencies for sustainable decision-making. This study investigates the impact of a Deep Learning-integrated Problem-Based Learning (DL–PBL) model within heat transfer instruction on developing adaptive critical thinking skills among elementary school students, from which contextualized climate literacy is systematically mapped and evaluated. Utilizing a quasi-experimental research framework with a non-equivalent control group pretest–posttest design, this study engaged 50 fourth-grade students. The experimental group received the DL–PBL intervention, which anchors instructional delivery in mindful, joyful, and meaningful learning principles, while the control group followed conventional instruction. Data collection relied on a validated critical thinking instrument contextualized within thermal physics phenomena and global warming scenarios. Statistical analysis indicated that the experimental group achieved significantly higher post-test scores (M=81.6) than the control cohort (M=64.4; p<0.001). The most substantial improvements occurred within the Clarifying and Interpretation and Inference domains. The primary novelty of this study lies in its innovative reframing of classical critical thinking indicators into specialized, "adaptive" competencies, providing an empirical model where action-oriented climate literacy is directly evaluated through the student's capacity to decode thermal data and formulate concrete mitigation strategies. Ultimately, this research demonstrates that the unified DL–PBL model serves as a transformative framework for bridging abstract physics education with Education for Sustainable Development (ESD), offering a strategic pathway toward realizing Sustainable Development Goals (SDG) 4 and 13 at the primary education level.
Co-Authors Hena Dian Ayu