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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Pendidikan Matematika dan IPA Edutech: Jurnal Teknologi Pendidikan Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pembelajaran Fisika Jurnal Pendidikan Fisika FKIP UM Metro JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Pedagogia: Jurnal Pendidikan Edufisika: Jurnal Pendidikan Fisika Omega: Jurnal Fisika dan Pendidikan Fisika Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Edumatsains Jurnal Inovasi dan Pembelajaran Fisika Unnes Science Education Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Indonesian Journal of Science and Mathematics Education Sebatik JURNAL EKSAKTA PENDIDIKAN (JEP) Voices of English Language Education Society Jurnal Pendidikan Fisika dan Teknologi Papua Journal Physics Education RETEL Journal: Journal on Publication of The Research on Teaching and Language Indonesian Journal of Educational Development (IJED) Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Journal of Education Technology Information Social Sciences and Health Jurnal Pendidikan IPA Indonesia Nuwo Abdimas Jurnal Pendidikan MIPA Asian Journal of Science Education Journal of Advances in Physics Education
Agus Suyatna
FKIP Universitas Lampung Jalan Sumantri Brojonegoro No. 1 Bandar Lampung
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Development of Differentiated Student Worksheets (LKPD) Oriented Towards Inquiry-Based Learning to Improve Critical Thinking Skills of High School Students on The Subject of The Human Digestive System Vivi Kurnia Sari; Tri Jalmo; Agus Suyatna
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12433

Abstract

This study aims to produce differentiated student worksheets that are valid, practical, and effective in improving students' critical thinking skills. The research and development (R&D) design was conducted using the 4-D model, which consists of four steps: define, design, develop, and disseminate. The research subjects were 15 students in a small-scale trial and 66 students in a large-scale trial, all from class XI of SMA Negeri 1 Seputih Surabaya with cluster random sampling. The trial design used by the researcher was a non-equivalent control group design. The instruments used were needs analysis questionnaires, validity questionnaires, practicality questionnaires, learning implementation observation sheets, and pretest-posttest of critical thinking skills. Data analysis techniques for validity and practicality use descriptive percentage analysis, while data analysis for effectiveness uses statistical analysis (independent sample t-test, paired sample t-test and one-way anova). The results of the development research indicate that differentiated student worksheets are highly valid (94%); differentiated student worksheets are practical for improving students' critical thinking skills in terms of learning implementation; differentiated student worksheets were effective in improving students' critical thinking skills with a large effect size (0.99). The conclusion is that differentiated worksheets on the human digestive system have been developed that can improve students' critical thinking skills.
Development of a PjBL-STEM-Based IPAS Project Learning Program Oriented Toward Deep Learning to Enhance Vocational Students' Creativity and Performance Skills Cahyawati, Arlik; Suyatna, Agus; Rosidin, Undang; Herlina, Kartini; Distrik, I Wayan
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.29022

Abstract

This study aims to develop and evaluate a Project-Based Learning integrated with STEM (PjBL-STEM) learning program oriented toward deep learning principles—encompassing mindful, meaningful, and joyful learning—within the IPAS (Natural and Social Sciences) subject for tenth-grade vocational high school students. Motivated by the persistent gap between conventional instructional practice and the competency demands of Industry 4.0, the study developed a structured instructional package consisting of a Deep Learning Lesson Plan (Perencanaan Pembelajaran Mendalam/PPM), student worksheets (LKPD), and supporting handouts, all anchored in the PjBL-STEM framework applied to electromagnetic induction as a sustainable energy technology context. The research employed a mixed-method approach guided by the four-stage 4D instructional development model (Define, Design, Develop, Disseminate). The study involved two classes of tenth-grade students enrolled in the Electrical Power Installation Engineering program (X TITL-1 as experimental group; X TITL-2 as control group) at a public vocational high school in Bandar Lampung during the 2025/2026 academic year. Expert validation by three specialists yielded an overall validity score of 91.9% for the lesson plan and 91.5% for the student worksheets and handouts, both classified as highly valid. Teacher practicality evaluation indicated an overall score of 90.7%, categorized as excellent. Effectiveness analysis using the normalized gain (N-Gain) index revealed that the experimental group achieved a mean N-Gain of 0.90 (high category) for performance skills and 1.00 (high category) for creativity, compared with 0.30 and 0.45, respectively, for the control group receiving conventional instruction. These findings establish that integrating PjBL-STEM with deep learning principles produces a valid, practical, and effective instructional framework capable of significantly enhancing vocational students' creativity and practical performance competencies relevant to contemporary technological challenges.
Implementation of Differentiated Learning Using the Inquiry Based Learning (IBL) Learning Model to Improve Students' Critical Thinking Abilities Fani Rasma Sari; Agus Suyatna; Dimas Permadi
Journal of Advances in Physics Education Vol. 1 No. 2 (2025): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v1i2.466

Abstract

This study aims to determine the effect of differentiated learning process using the IBL learning model on improving students' critical thinking ability at each initial ability and to determine the differences in critical thinking ability that may be caused by initial abilities. The sample in this study were students of class X1 and X2 of SMAN 1 Sekampung in the 2024/2025 academic year. This research design uses One Group Pretest Posttest Design. The research instrument uses essay questions with critical thinking ability indicators. The results of this study indicate that there is a difference in the pretest and posttest scores of students where the posttest score is greater than the pretest score, thus it can be stated that there is an increase in students' critical thinking ability. In addition, the N-gain value obtained is greater than 0.05 which states that there is no difference in students' critical thinking ability based on the initial ability group.
Pembelajaran Berdiferensiasi Berbantuan LKPD Bermuatan STEM pada Materi Energi Alternatif untuk Meningkatkan Keterampilan Proses Sains dan Creative Problem Solving Sulistiani; Agus Suyatna; Undang Rosidin
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.5253

Abstract

The aim of this research is to develop a differentiated learning program assisted by student worksheets containing STEM on Alternative Energy material to improve Science Process Skills and Creative Problem Solving. The method used is research design and development using the ADDIE model stages which consist of five stages, namely analysis, design, development, implementation and evaluation. The instruments used were needs analysis questionnaires, program validation, CPS tests. Data sources for program analysis and design are students and Physics teachers from high schools in Lampung Province. Validators are experts and practitioners of physics education. Questionnaire data were analyzed using percentage techniques. CPS test results data were analyzed statistically using paired sample t-test and one way anova. The results of the research show that a high school physics learning program is needed in schools that can accommodate the different needs of students which include students' initial abilities and learning styles. The product developed, namely a differentiated learning program in the form of teaching modules and student worksheets containing STEM on Alternative Energy material, is valid and effective in increasing CPS. Differentiated learning programs include differentiation of content, processes, products. The learning process and teaching materials are adapted to students' learning styles. Students' learning readiness is accommodated by intensifying student assistance in groups.
Mapping a Decade of EFL Writing Instruction Research: A Bibliometric and Systematic Review of Pedagogical Trends, Challenges, and Emerging Directions Asep Hardiyanto; Sunyono; Hasan Hariri; Agus Suyatna
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.33770

Abstract

Research on English as a Foreign Language (EFL) writing instruction has expanded substantially over the last decade, reflecting growing interest in pedagogical innovation, learner-centered instruction, feedback practices, and technology-mediated writing. However, the field remains fragmented, as existing studies often examine isolated instructional strategies, learner populations, or digital interventions without offering an integrated view of its intellectual structure and pedagogical development. This study maps and synthesizes Scopus-indexed research on EFL writing instruction published between 2015 and 2024 through an integrated bibliometric analysis and systematic literature review. A total of 1,030 journal articles were analyzed bibliometrically using Biblioshiny and VOSviewer to examine publication trends, influential authors, source journals, contributing countries, citation patterns, and keyword co-occurrence networks. Following PRISMA 2020 guidelines, 82 empirical studies were further selected for qualitative synthesis. The findings reveal a steady increase in EFL writing instruction research, with accelerated growth between 2021 and 2024. Genre-based, process-oriented, and strategy-based instruction emerged as dominant pedagogical approaches, while sociocultural, cognitive, sociocognitive, and self-regulated learning frameworks commonly informed the field. Persistent challenges include learners’ limited linguistic and rhetorical resources, writing anxiety, low confidence, instructional constraints, and feedback-related difficulties. At the same time, technology-enhanced and AI-assisted writing tools offer opportunities for feedback, collaboration, learner autonomy, and instructional innovation. This review contributes an integrated understanding of EFL writing instruction research by connecting bibliometric patterns with pedagogical and theoretical insights, while highlighting future directions for longitudinal, teacher-focused, contextually diverse, and ethically informed studies on digital and AI-supported writing pedagogy.
A Critical–Collaborative Learning Model for Fostering Creative Thinking and Collaboration in Physics Teacher Education Irwandani, Irwandani; Suyatna, Agus; Haenilah, Een Yayah; Maulina, Dina
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v15i1.28911

Abstract

Preparing future physics teachers requires instructional models that intentionally integrate critical pedagogy, collaborative learning, and socioscientific inquiry to cultivate essential twenty-first-century competencies. However, existing approaches rarely connect these dimensions within a coherent instructional framework. This study developed and evaluated the Critical–Collaborative Learning Model (CCLM) to foster creative thinking and collaboration among prospective physics teachers. A research and development approach adapted from the Borg and Gall model was implemented through needs analysis, model design, expert validation, formative evaluation, and field testing. Data were collected using validation sheets, practicality questionnaires, creative-thinking assessments, and collaboration-skill questionnaires. The findings indicate that CCLM demonstrated high validity and practicality and produced stronger creative thinking and collaboration outcomes than conventional instruction. The model encouraged critical literacy, collaborative dialogue, creative production, and action-oriented learning through engagement with socioscientific issues, enabling students to generate more original ideas while strengthening collaborative problem-solving and shared responsibility. This study contributes a validated instructional framework that systematically integrates critical pedagogy and collaborative inquiry to support the development of higher-order competencies in physics teacher education.
Development of a Differentiated Project-Based e-Worksheet Using the STEM Approach to Foster 21st-Century Skills of Students on the Topic of Global Warming Siti Aisyah; Agus Suyatna; Viyanti Viyanti
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 3 (2025): OCTOBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i3.16200

Abstract

Learning about global warming in schools is often theoretical and lacks meaningful, real-world problem-solving activities that engage students. As a result, students’ 21st-century skills, such as critical thinking, collaboration, and digital literacy, are not optimally developed due to the lack of innovative, differentiated learning media, including project-based e-worksheets that utilize the STEM approach. This study aims to develop a differentiated, project-based student worksheet utilizing a STEM approach that is valid, practical, and effective in training students' 21st-century skills, particularly in the context of global warming and the greenhouse effect. The research method used is development research, with the ADDIE design, consisting of the stages Analyze, Design, Development, Implementation, and Evaluation. This research was conducted in three meetings at SMAN 1 Katibung. Data analysis techniques include percentage analysis for validity and practicality scores, as well as statistical analysis to determine effectiveness. The results show that the differentiated worksheet developed has high validity in terms of content, construct, language, and design, with a score of 87.08%. In terms of practicality, it demonstrates high levels of readability, attractiveness, and feasibility, scoring 88.3%, categorized as very practical. Furthermore, the e-Worksheet has been proven effective in fostering students’ 21st-century skills, as evidenced by N-Gain scores of 0.61 (moderate improvement) for critical thinking and 0.56 (moderate) for creative thinking. The application of differentiated learning in the experimental class showed a moderate effect size of 0.469 for critical thinking skills and 0.294 for creative thinking skills. These findings indicate that the differentiated project-based e-worksheet can accommodate students’ varying needs, including their initial abilities and learning styles, and is necessary to support the development of 21st-century skills.
Analysis of Project-Based Problem-Solving Skills of Optical Equipment Materials with Heller and Heller Steps Viyanti Viyanti; Rizki Eka Shintya; Undang Rosidin; Agus Suyatna; Noor Farawahidah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23810

Abstract

Problem-solving skills are a crucial competency in physics learning, but assessments of optical instrument materials often focus solely on routine tasks and final project results, without incorporating integrated project-based assessment tools. This study aims to analyze students' problem-solving skills using a project-based assessment on optical instrument materials, following the steps outlined by Heller and Heller. This study employed descriptive research with 64 eleventh-grade students as subjects. The assessment instruments were developed based on problem-solving indicators, as outlined by Heller and Heller, including problem focus, problem description, solution planning, plan implementation, and solution evaluation. Data were collected through observation of students' learning activities and analyzed using descriptive statistics in the form of achievement percentages. The study's results demonstrated a high level of validity, as verified by experts, and a high level of practicality, supported by positive responses from students. Problem-solving indicators, including focus on the problem, solution planning, plan implementation, and solution evaluation, achieved an average of 82% (very good category), while the problem description indicator achieved 77% (good category). These findings suggest that project-based assessment tools have potential in supporting the development of students' problem-solving skills, although they need to be strengthened in terms of physically describing problems. This study contributes to the alignment of project-based problem-solving indicators, offering a process-oriented and contextual approach to assessing cognitive skills. Further research is recommended to test the effectiveness of PjBL directly on improving students' problem-solving skills through experimental designs with control groups, as well as the development of more adaptive digital instruments for application in 21st-century physics education.  
Differentiated instruction strategy model to improve vocational students' outcomes based on learning needs Margaretha Karolina Sagala; Agus Suyatna; Viyanti; Rangga Firdaus
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6694

Abstract

Learning in Vocational High Schools (VHS) requires instructional strategies that can accommodate the diversity of students’ needs, characteristics, and learning readiness. However, predominantly uniform instructional practices are often not optimal for comprehensively improving students’ learning outcomes. This study aims to develop a differentiated learning strategy model based on students’ needs to enhance the learning outcomes of vocational high school students. The study employed a quantitative approach using an explanatory survey design. The research participants consisted of vocational high school students, and data were collected through instruments designed to identify students’ needs, assess the implementation of differentiated learning strategies, and measure learning outcomes. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the constructs in the proposed model. The findings indicate that differentiated learning strategies positively affect students’ learning outcomes, while identifying students’ needs also significantly influences both the implementation of learning strategies and learning achievement. These findings confirm that adaptive, personalized, and student-centered learning is more effective than uniform instructional approaches. This study's novelty lies in developing a differentiated learning model for the vocational education context, based on students’ needs and validated using the SEM-PLS approach. This research strengthens the conceptual and practical foundations for developing adaptive learning in vocational education to improve both the quality of the learning process and learning outcomes.
Bahasa Inggris Hutapea, Risnawati; Abdurrahman, Abdurrahman; Anggreini, Anggreini; Suyatna, Agus
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 2 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 2 August 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/sbmbwz59

Abstract

One of the important competency that students need to have in the 21st century is creative problem solving ability. Preliminary study results indicate that students creative problem solving ability have not been optimally trained in the learning process. This study aims to determine the effectiveness of the PBL model integrated STEM-EDP with deep learning principles in improving students' creative problem-solving abilities on the topic of alternative energy. The research sample was taken using a purposive sampling technique, consisting of class X-E1 with 35 students and class X-E2 with 36 students at SMAN 5 Bandar Lampung. The method used was quasi-experimental with a non equivalent control group design. The data collection technique used was a test technique in the form of pretest and posttest question sheet consisting of the three essay questions. The results showed an improvement in creative problem solving ability, with an average N-gain of the experimental class of 0,61 (moderate category), higher than the control class which was 0,40 (moderate category). The results of the independent sample t-test and ANCOVA showed a Sig. (2-tailed) value of 0,000 < 0,05, and an effect size value of 0,406 (large category), which means that the PBL model integrated STEM-EDP with deep learning principles is effective in improving the creative problem solving ability of high school students, particularly on the topic of alternative energy.
Co-Authors Abdurahman Abdurrahman Abdurrahman Adelina Hasyim Adyt Anugrah Afis Pratama, Afis Agustini, Ratna Agustini, Ratna Amelia Yuni Saputri Amrullah, Muhammad Fajri Andra, Doni Anggreini, Anggreini Ani Latifatun Naj’iyah ARIF NURCAHYA Asep Hardiyanto Ayuni, Melania Sandri Ayuningtias, Meta Dwi Ayuningtias, Meta Dwi Baharuddin Risyak Bayu Pranata, Bayu Blasius Anggit Wicaksono, Blasius Anggit Cahyawati, Arlik Cerli Anjarsari Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chandra Ertikanto Chasyanah Diawati Damayanti, Elok Destryati, Annisya Dewi, Eka Puspita Dewi, Eka Puspita Dian Anggraini Dian Pertiwi Dian Purnamawati Dimas Permadi Dina Agustina Dina Maulina Dinatikan, Haza Kurnia Dini Widyastuti Distrik, I Wayan Doni Andra Dwi Ervina Winata DWI YULIANTI Een Yayah Haenilah Efendi, Meri Eka Puspita Dewi Eko Suyanto Eko Suyanto Eko Suyanto Falamy, Ryna Aulia Fani Rasma Sari Farid Hamid Ali Farouq Hussein Fatkhur Rohman Fendi, Romy Desmara Feriansyah Sesunan Handayani, Meita Puteri Hariri, Hasan Hasan, Muhammad Fikri Hasan, Muhammad Fikri Hendri Noperi Hendri Prasetio Herlina, Kartini Herpratiwi Herpratiw Hervin Maulina Huda, Anwaril Hutapea, Risnawati I Dewa Putu Nyeneng I Wayan Distrik Ibnu Ainun Najib Indah Slamet Budiarti, Indah Slamet Irvanti, Cintya Irwandani Ismu Wahyudi Ismu Wahyudi Ismu Wahyudi Isna Istikomah Istikomah, Isna JOKO NUGROHO Kiki Melya Sari Listiana Listiana Mahkota Mahkota Margaretha Karolina Sagala Margaretha Karolina Sagala Marsakha, Annisa Tasya Mia Fatma Riasti Muhammad Fikri Hasan Munna, Kamila Neni Hasnunidah Nia Sumiyati Nida, Ria Rahma Noor Farawahidah Novinta Nurulsari Nwineh, Legborsi Nwineh, Legborsi Prasart Nuangchalerm, Prasart Purnamawati, Dian Purnamawati, Dian Rahayu, Murih Rahmah, Karlina Rangga Firdaus Ratna Agustini Reni Dwi Puspitasari Restanti, Mida Ayu Risda Amini Rizal Efendi Simamora Rizki Eka Shintya Sadina Sadina Safura Rizki Azizah Septi Munatri, Septi Sestika, Sestika Shelly Efrihani Sholeha, Dwi Siti Siti Aisyah Siti Khoirurrohmah Sparisoma Viridi Subur Setiyo Widodo Sulistiani Sunyono Sunyono Suparwan Suparwan Syarqia, Lu'lu' tiara shavira Tri Jalmo Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Undang Rosidin Usmeldi Usmeldi Utama, Aldi Setia Vivi Kurnia Sari Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Wayan Suana Yuni Evi Meliani Sihaloho Zavira Utami Ramadita