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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Sains Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Fisika Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Briliant: Jurnal Riset dan Konseptual Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) LENSA (Lentera Sains): Jurnal Pendidikan IPA International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal PTK dan Pendidikan Kasuari: Physics Education Journal (KPEJ) ScienceEdu : Jurnal Pendidikan IPA Jurnal Sains dan Pendidikan Biologi Journal of Innovation and Teacher Professionalism JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal Cahaya Edukasi
Nuril Munfaridah, Nuril
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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ANALISIS MISKONSEPSI “GERAK DAN GAYA” MENGGUNAKAN INSTRUMEN FORCE CONCEPT INVENTORY (FCI) PADA MAHASISWA CALON GURU FISIKA Munfaridah, Nuril; Sutopo, Sutopo; Sulur, Sulur; Asim, Asim
LENSA (Lentera Sains): Jurnal Pendidikan IPA Vol 7, No 2 (2017): November 2017
Publisher : Faculty of Teaching and Education, University of Wiraraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.202 KB) | DOI: 10.24929/lensa.v7i2.23

Abstract

Tujuan penelitian ini adalah memetakan penguasaan konsep dan mengetahui miskonsepsi mahasiswa calon guru fisika terkait materi gerak dan gaya menggunakan instrumen Force Concept Inventory (FCI). Pengambilan data dilakukan dengan memberikan tes kepada mahasiswa calon guru fisika tahun pertama di Jurusan Fisika UM sebanyak 95 mahasiswa. Hasil analisis jawaban dari instrumen yang diberikan menunjukkan kecenderungan bahwa sebagian besar mahasiswa masih mempercayai pemikiran logis yang berdasar pada kuantitas fisik dan belum menggunakan konsep fisika untuk menjawab. Beberapa konsep fisika terkait dengan gerak dan gaya yang cukup dikuasai oleh mahasiswa antara lain gerak melingkar, gerak parabola, hukum II Newton, dan hukum III Newton, sedangkan konsep yang masih perlu diberikan penguatan lebih diantaranya gerak vertikal baik ke atas maupun ke bawah  dan kebeadaan gaya kontak dan interaksi gaya benda satu dengan benda yang lain. Setelah diperoleh pemetaan penguasaan konsep dan miskonsepsi mahasiswa calon guru fisika, perlu dikembangkan strategi pembelajaran yang dapat menyelesaikan permasalahan miskonsepsi mahasiswa berdasarkan karakteristik masing-masing materi fisika.
PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA Yuliati, Lia; Kusaeri, Sentot; Munfaridah, Nuril
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.822

Abstract

Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning model with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, students’ answer analysis showed that they also have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.
Pengembangan Instrumen Performance Assessment Berbantuan Komputer pada Materi Optik, Kalor dan Listrik Nuril Munfaridah; Putri Risky Hardita; Sentot Kusairi
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 5 No. 1 (2016): Januari 2016
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v5i1.2853

Abstract

The aim of this research is to develop assessment models that can measure students’ performances and the effectiveness of the performance assessment instruments on the physics topic: the formation of image by the lens, specific heat and Ohm's law. This study used a research and development (R & D) design. The research steps consisted of preliminary study, the design of computer assisted-assessment performance instruments, the development of the performance assessment instruments draft, field trial, the development product revision and limited trial. The lecturer and the teacher validated the product of this study. The field trials on the legibility of performance assessment instruments for physics teacher and 5 senior high school in grade XI students. The data was collected by filling the feedback from the validator and field trial on students. The result of this study is a computer assisted-assessment performance that can measure the performance capabilities and provide feedback to students. Based on the result of feasibility test, the computer assisted-assessment performance instruments obtained a score of 3.4 (from maximum scale 4) and the teachers’ guidebooks of computer assisted-assessment performance instruments obtained average rating of 3.68 (from maximum scale 4). The computer assisted-assessment performance instruments measured the students’ performance capabilities effectively and be able to give feedback appropriately. The advantages of this assessment model is it caused this instruments are completed with guidebooks and the teacher can give fe simplicity of the use due to the instruments are completed by the guidebooks and directly give the feedback. The disadvantage of this assessment models is the limited scope of topics.
Pengembangan FIDTI (Fluid Isomorphic Diagnostic Test Inventory) Sebagai Instrumen Diagnostik Miskonsepsi Fluida Mohammad Zaky Tatsar; Nuril Munfaridah; Markus Diantoro
Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) 2017: Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) 2017
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1017.86 KB) | DOI: 10.20961/prosidingsnfa.v2i0.16384

Abstract

Abstract: We have developed a FIDTI (Fluid Isomorphic Diagnostic Test Inventory) as misconception diagnostic instruments. This development research is based on the importance of educators knowing the misconceptions of learners. Beside that the accurate quantity of diagnostic tests to help learners and educators understand the misconceptions that occur in the fluid material is still small.The model that used in this research FIDTI development is ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. We use four steps of ADDIE development model. Four of these stages are deemed to be sufficiently adapted to the circumstances and eligibility. The product of this research is diagnostic assessment instrument of multiple choice which has four options with only one option is true and the other options are false. The options of products are developed based on student answer at essay question that has done before the product was developed. The products consist of 9 isomorphics that one isomorphic is consisting of three questions presented in a different form, but finished with the same concept (isomorphic). The number of indicators and subject topics which have respectively developed have 44,4% and 53,6% more than the previsiouse research. FIDTI is suitable to diagnostie student misconseption’s about fluids with validity test scores of 3,6 from 4. Diagnostic conception product in the study is using two criterias. Based on analysis data, the mean accuracy of the first criteria and the accuracy of the second criteria are 73,8% and 68,9%. Abstrak: Telah dilakukan penelitian pengembangan FIDTI (Fluid Isomorphic Diagnostik Test Inventory) sebagai instrumen diagnostik miskonsepsi fluida. Penelitian pengembangan ini didasarkan pada pentingnya pendidik mengetahui miskonsepsi peserta didik serta kuantitas tes diagnostik yang akurat untuk membantu peserta didik dan pendidik dalam memahami miskonsepsi yang terjadi pada materi fluida masih sedikit. Adapun model yang digunakan dalam penelitian pengembangan FIDTI adalah model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Produk yang dikembangkan merupakan instrumen penilaian diagnostik dengan karakteristik berbentuk tes objektif pilihan ganda yang memiliki empat pilihan jawaban dengan satu pilihan jawaban benar dan pilihan jawaban lainnya merupakan jawaban salah. Pilihan jawaban produk dikembangkan berdasarkkan jawaban subjek uji coba menggunakan soal uraian yang telah telah dilakukan sebelum produk dikembangkan. Produk yang dikembangkan memiliki kuantitas indikator dan subjek penelitian masing-masing 44,4 % dan 53,6% lebih banyak dibandingkan dengan penelitian sebelumnya.Instrumen FIDTI layak digunakan untuk mendeteksi miskonsepsi peserta didik dengan skor uji validitas sebesar 3,6 dari skor 4. Adapun diagnosis konsepsi produk pada penelitian pengembangan ini menggunakan dua kriteria. Setelah dilakukan analisis hasil uji coba produk diperoleh tingkat rata-rata persentase keakuratan keakuratan diagnosis secara keseluruhan dengan menggunakan kriteria pertama dan kedua masing-masing sebesar 73,8% dan 68,9%.
ANALISIS MISKONSEPSI “GERAK DAN GAYA” MENGGUNAKAN INSTRUMEN FORCE CONCEPT INVENTORY (FCI) PADA MAHASISWA CALON GURU FISIKA Nuril Munfaridah; Sutopo Sutopo; Sulur Sulur; Asim Asim
LENSA (Lentera Sains): Jurnal Pendidikan IPA Vol. 7 No. 2 (2017): November 2017
Publisher : Faculty of Teaching and Education, University of Wiraraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24929/lensa.v7i2.23

Abstract

Tujuan penelitian ini adalah memetakan penguasaan konsep dan mengetahui miskonsepsi mahasiswa calon guru fisika terkait materi gerak dan gaya menggunakan instrumen Force Concept Inventory (FCI). Pengambilan data dilakukan dengan memberikan tes kepada mahasiswa calon guru fisika tahun pertama di Jurusan Fisika UM sebanyak 95 mahasiswa. Hasil analisis jawaban dari instrumen yang diberikan menunjukkan kecenderungan bahwa sebagian besar mahasiswa masih mempercayai pemikiran logis yang berdasar pada kuantitas fisik dan belum menggunakan konsep fisika untuk menjawab. Beberapa konsep fisika terkait dengan gerak dan gaya yang cukup dikuasai oleh mahasiswa antara lain gerak melingkar, gerak parabola, hukum II Newton, dan hukum III Newton, sedangkan konsep yang masih perlu diberikan penguatan lebih diantaranya gerak vertikal baik ke atas maupun ke bawah  dan kebeadaan gaya kontak dan interaksi gaya benda satu dengan benda yang lain. Setelah diperoleh pemetaan penguasaan konsep dan miskonsepsi mahasiswa calon guru fisika, perlu dikembangkan strategi pembelajaran yang dapat menyelesaikan permasalahan miskonsepsi mahasiswa berdasarkan karakteristik masing-masing materi fisika.
The improvement of students’ scientific literacy through problem-based STEM learning on static fluid P Parno; Lia Yuliati; Lestari Widodo; Nuril Munfaridah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (724.308 KB)

Abstract

The purpose of this study was to know students’ scientific literacy after they studied problem-based STEM learning. The study used mixed method with embedded experimental design. The instrument test of this studyconsisted of 5 essay questions to measure students’ scientific literacy with reliability Cronbach’s alpha 0.72.Other instruments used in this study were the interview guide and questionnaire. The subjects of this study were 27 students in SMAN 8 Muaro Jambi who studiedstatic fluid. The result of this study shows that there is an increasedstudents’ scientific literacy after studyingproblem-based STEM learning as shown by the higher post-test scoresin comparison with the pre-test scores. The significance of the improvement of students’ scientific literacy is shown by8.35 in t value with significant 0.0000. The interview result shows that through problem-based STEM learningthe students are easy to understand the phenomena in the daily lives. Besides, the students can interpret the data evidence and design an experiment.The improvement of students’ scientific literacy is shown by N-gain in medium category. The influence of problem based STEM learning toward students’ scientific literacy is shown by the Cohens d-effect size. It is 1.72 with high category. The students positively responded towardproblem-based STEM learningas shown by 58.2 % of the students indicated in “agree”scale and 38.3% in “strongly agree” scale.
Multiple representations (MR) based instructional approach in support of physics identity and physics teachers' identity development: Design considerations Nuril Munfaridah; Martin Goedhart
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.6982

Abstract

In this paper, we describe the intervention and the context of implementation of a multiple representations (MR)-based instructional approach as a classroom practice in an first-year thermodynamics course for preservice physics teachers at an Indonesian university. We argue that the implementation of this approach will contribute to the enhancement of students’ conceptual understanding and problem-solving skills. By enhancing those two aspects, we intend to contribute to their development of physics identity and physics teacher identity. We illustrate how this MR approach is applied in the classroom and describe how the relationship between the aspects of this approach interacts with physics identity and physics teacher identity. During lessons the teacher used real-life examples and students were encouraged to use different representations when they solved problems in small groups. The students realized that learning physics could involve many representations and might increase their interest to physics. However, we found some situations that did not match our expectations. For instance, most of the students were more interested when the problems were in the form of mathematical representation. In addition, we found that some students were inactive in the class. Therefore, it is necessary to think as educators about how to provide a positive learning experience to stimulate the development of student's identity. This work exemplifies how physics educators can stimulate physics and physics teacher identity formation in their physics courses as a preparation for future physics teachers.
PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA Lia Yulianti; Sentot Kusairi; Nuril Munfaridah
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44268

Abstract

Pembelajaran berbasis inkuiri telah terbukti sebagai jenis pembelajaran yang efektif meskipun penyesuaian masih diperlukan misalnya dengan penggunaan thinking maps sebagai alat pendukung pembelajaran. Tujuan penelitian ini adalah mengembangkan model pembelajaran berbasis inkuiri dengan thinking maps pada pem-belajaran fisika. Model pembelajaran berbasis inkuiri dengan thinking maps dikembangkan dengan model 4D. Penelitian dilaksanakan di tiga SMA di Kota Malang-Jawa Timur. Siswa dibagi menjadi tiga kelas eksperimen dan kontrol. Instrumen yang digunakan adalah tes tertulis dan panduan wawancara. Hasil menunjukkan bahwa siswa yang memperoleh pembelajaran inkuiri dengan thinking maps memperoleh nilai tes yang lebih baik di-bandingkan dengan kelas kontrol. Selain itu, analisis jawaban siswa menunjukkan bahwa siswa memiliki ke-mampuan berpikir tingkat tinggi yang lebih baik dibandingkan dengan siswa di kelas kontrol. Oleh karena itu, pembelajaran inkuri dengan thinking maps efektif untuk digunakan dalam pembelajaran fisika.ABSTRACT Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning mo-del with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, students’ answer analysis showed that they al-so have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.How to cite: Yuliati, L., Kusairi, S., Munfaridah, N. (2016). Pembelajaran Berbasis Inkuiri dengan Thinking Maps Pada Pembelajaran Fisika, Jurnal Pengajaran MIPA, 21(2), 142-147.
ANALISIS HUBUNGAN KEMAMPUAN BERBAHASA INGGRIS DENGAN KEMAMPUAN LITERASI SAINS MAHASISWA CALON GURU FISIKA Tegar Pribadi; Nuril Munfaridah; Purbo Swasono
Jurnal Pendidikan Fisika Vol 12, No 2 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v12i2.50141

Abstract

Literasi sains merupakan salah satu kemampuan yang sangat diperlukan mahasiswa yang nantinya digunakan untuk mengambil keputusan atas berbagai fenomena yang terjadi. Kemampuan literasi sains penting untuk calon guru fisika mengingat guru berperan dalam meningkatkan kemampuan literasi sains siswa. Penguasaan kemampuan literasi sains calon guru salah satunya dapat diperoleh dari kegiatan pembelajaran dan membaca berbagai sumber belajar yang didalamnya juga berbahasa Inggris. Penelitian, berguna mengetahui permasalahan mahasiswa dalam menggunakan sumber belajar berbahasa Inggris serta keterkaitannya dengan kemampuan literasi sains mahasiswa calon guru fisika. Penelitian menggunakan metode penelitian kualitatif dengan pendekatan studi kasus pada mahasiswa S1 pendidikan fisika yang menempuh mata kuliah English for Physics. Hasil penelitian menunjukkan berbagai temuan terkait permasalahan dalam proses mahasiswa memperoleh informasi dari sumber belajar bahasa Inggris, dan temuan-temuan lain terkait kemampuan literasi sains mahasiswa calon guru. Terdapat indikasi adanya keterkaitan antara kemampuan berbahasa Inggris dan kemampuan literasi sains di mana kemampuan berbahasa Inggris mahasiswa sejalan dengan kemampuan literasi sainsnya yang meliputi content knowledge, procedural knowledge, dan epistemic knowledge saat menggunakan sumber belajar berbahasa Inggris. Lebih konkret, penelitian ini dapat digunakan sebagai pertimbangan dalam penelitian selanjutnya yang melibatkan literasi sains dan kemampuan berbahasa Inggris.
Exploring High School Students' Concept Mastery of Work and Energy Topics: A Quantitative Descriptive Study with Insights for STEM Learning Maharani Karunia Putri; Parno Parno; Nuril Munfaridah; Marlina Ali
Jurnal Pendidikan Sains Vol 11, No 2: June 2023
Publisher : Pascasarjana Universitas Negeri Malang (UM)

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

Abstract

This quantitative descriptive study investigates the concept mastery of work and energy among high school students, specifically focusing on 105 students from the XI MIPA Laboratory UM High School. The research employs a concept mastery test, adapting Bloom's taxonomy indicators from C2 to C6, comprising 15 reasoned multiple-choice questions with a reliability value of 0.704. Student responses, categorized into No Response (NR), No Understanding (NU), Incorrect Understanding (IU), Partial Understanding (PU), and Sound Understanding (SU), reveal a prevalent mastery level in the category of Incorrect Understanding or partial comprehension of misconceptions. Specifically, NR, NU, IU, PU, and SU categories are reported at 4.76%, 39.05%, 52.38%, 3.81%, and 0%, respectively. Subtopics such as work-potential energy and kinetic energy-conservation of mechanical energy law fall within the IU and NU categories. The findings emphasize the need for a tailored learning model addressing misconceptions and aligning scientific explanations with everyday experiences. This study underscores the importance of incorporating learning cycle methodologies, STEM approaches, and formative assessment strategies to enhance students' comprehension of work and energy concepts.DOI: 10.17977/jps.v11i22023p056
Co-Authors Agustin, Ela Agustin, Maria Ulfa Asim Asim Asim Asim, Asim Ate, Ogiarto Cholifah, Umayatin Darmawan, Alif Endang Purwaningsih Fitri, Nurani Fitriyana Fitriyana, Fitriyana Harjuna, Rinda Kahfi, Sidik Al Kusaeri, Sentot Laksmisari, Rusna Lestari Widodo Lia Yulianti Lia Yuliati Lia Yuliati, Lia Maharani Karunia Putri Markus Diantoro Marlina Ali Martha, Christina Martin Goedhart Mohammad Zaky Tatsar Mudaiyah, Siti Nandang Mufti Nawi, Nina Diana Parno Parno Parno Parno Purbo Swasono Putri Risky Hardita Putri, Febi Putri, Febi Dwi Putri, Nabila Santika Roshifa, Za'ima Nabila Safitri, Anindyta Nur Rizkyana Sentot Kusairi Siti Zulaikah Sulur Sulur Sutopo Sutopo Sutopo Sutopo Tegar Pribadi Tiara, Rona Wulandari, Ika Pratiwi Yusuf, Mohammad Syaifullah