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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Matematika dan IPA 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 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 Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Sains dan Pendidikan Biologi Journal of Innovation and Teacher Professionalism JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal Cahaya Edukasi Curricula: Journal of Curriculum Development
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 Education Electrical & Electronics Engineering Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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THE RELATIONSHIP BETWEEN GENDER AND UNDERGRADUATE PHYSICS STUDENTS’ LABORATORY PERFORMANCE Ananingtyas, Ratika Sekar Ajeng; Suwasono, Purbo; Kurniawan, Bakhrul Rizky; Prawitasari, Prawitasari; Munfaridah, Nuril
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 1 (2026): January 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i1.101802

Abstract

Laboratory activities play a central role in fundamental physics courses because they support the development of procedural skills, experimental reasoning, and practical problem solving. This study investigates whether gender and class group are associated with the laboratory performance of undergraduate physics students. The participants were 54 first-year physics students enrolled in a fundamental physics laboratory course. Laboratory performance was measured through structured observation rubrics focusing on procedural accuracy and practical engagement, as well as an individual performance test assessing experimental readiness and data interpretation skills. Descriptive analysis showed that the mean score for performance observation was 88.44, while the mean score for performance test was 67.04. Both variables were non-normally distributed (Shapiro-Wilk = 0.92, p < 0.001) but showed homogeneous variances across gender and class group. Spearman analysis revealed a moderate positive association between observation and test scores ( = 0.399, p = 0.0028), suggesting that students who performed well during laboratory activities tended to achieve higher scores on individual performance test. Wilcoxon test showed that gender was linked to differences in observation scores (W = 480, p = 0.03748) but not on test scores (W = 368.5, p = 0.8892), whereas class group showed the opposite pattern. Overall, the findings highlights the importance of using multiple assessment approaches to capture laboratory performance more comprehensively and to avoid overinterpreting gender differences as deficits. The results contribute context-specific evidence form Indonesian physics education and support efforts to promote more equitable laboratory learning environments.
Analysis of Students' Critical Thinking Skills on the Topic of Electromagnetic Induction Nurani Fitri; Parno; Nuril Munfaridah; Nina Diana Nawi
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10118

Abstract

Electromagnetic induction is one of the physics topics that is considered difficult. Research shows that students' critical thinking skills on this topic are weak. This study aims to determine the profile of high school students' critical thinking skills on this topic. The research method used is non-experimental quantitative descriptive research with a descriptive research form. Data were collected using essay test. The research sample was 22 students in 12th grade who had studied the topic of electromagnetic induction in one of the high schools in East Java, Indonesia. The sampling technique used is convenience sampling. The instrument used is in the form of a test named electromagnetic induction critical thinking skills instrument. Data were analysed using descriptive statistics. The results of the study showed that students' critical thinking skills are relatively low. Therefore, in learning, methods, models, and media are needed to help students improve their critical thinking skills.
PENGEMBANGAN LKPD BERBASIS DISCOVERY LEARNING MENGGUNAKAN TRIPLE REPRESENTATION PADA MATERI UNSUR, SENYAWA, DAN CAMPURAN UNTUK MELATIH KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Desy Ratna Sugiarti; Desy Ratna Sugiarti; Nuril Munfaridah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 6 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v4.i6.2024.17

Abstract

Tujuan dari penelitian dan pengembangan ini adalah mengetahui kelayakan Lembar Kerja Peserta Didik (LKPD) berbasis discovery learning menggunakan triple representation dalam materi unsur, senyawa, dan campuran untuk melatih kemampuan berpikir kritis peserta didik. Pokok bahasan unsur, senyawa dan campuran mempelajri tentang partikel penyusun materi yang tidak dapat dilihat dengan indera penglihat. Pokok bahasan ini lebih mudah dipelajari dengan menggunakan tiga representasi dalam kimia yaitu makroskopis, submikroskopi, dan simbolik. Metode penelitian yang digunakan adalah 4D. Adapun tahapan model yang digunakan adalah define (membatasi), design (perancangan), develop (pengembangan), dan disseminate (penyebaran). Akan tetapi pada penelitian dan pengembangan ini hanya dilakukan sampai tahap develop.Teknik pengumpulan data menggunakan angket. Hasil pengembangan LKPD divalidasi oleh 2 orang validator yaitu satu orang dosen Kimia Dasar Universitas Gorontalo dan satu orang guru IPA SMPN 14 Malang. Peneliti juga melakukan uji keterbacaan kepada 10 orang peserta didik. Hasil validasi ahli dan uji keterbacaan didapatkan persentase 89% dan 90% yang menyatakan bahwa LKPD dapat digunakan tanpa revisi. Meskipun sesuai dengan kriteris kelayakan bahan ajar tidak perlu dilakukan revisi, akan tetapi peneliti melakukan revisi sesuai saran validator di beberapa bagian LKPD.
Pengaruh Microteaching terhadap Pengembangan Physics Teacher Identity Calon Guru Fisika Kamila Aliya Bintang; Nuril Munfaridah; Edi Supriana
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.62902

Abstract

Penelitian sebelumnya banyak menyoroti rendahnya kualitas guru, salah satunya ditandai oleh kurangnya pengetahuan calon guru akibat minimnya pengalaman mengajar. Namun, kajian yang secara khusus membahas identitas guru fisika masih terbatas. Penelitian ini bertujuan untuk mengetahui pengaruh dari kegiatan microteaching terhadap pengembangan physics teacher identity (PTI) mahasiswa calon guru fisika. Jenis penelitian yang digunakan adalah mixed methods dengan desain penelitian explanatory sequential. Instrumen yang digunakan yaitu kuisioner PTI yang diberikan sebelum dan sesudah mengikuti kegiatan microteaching, rubrik penilaian microteaching, dan wawancara. Data kuantitatif diperoleh melalui kuisioner dan observasi microteaching.  Kemudian untuk melihat kategori peningkatan PTI dan dampak kegiatan microteaching yang dilakukan terhadap penigkatan PTI mahasiswa calon guru fisika dilakukan perhitungan N-gain dan Cohen’s d effect size. Kemudian dari penilaian hasil observasi di dapatkan sampel responden untuk dilakukan wawancara. Indikator PTI meliputi self-knowledge dan self-reflection. Hasil penelitian menunjukkan aspek setiap indikator yang meningkat melalui keikutsertaan mahasiswa dalam kegiatan microteaching meliputi minat mahasiswa terhadap fisika, adanya role model, pandangan orang lain terhadap mahasiswa sebagai calon guru fisika, keterampilan mahasiswa sebagai calon guru fisika, kepuasan dalam pengembangan diri sebagai calon guru fisika, manfaat pembelajaran fisika, pandangan terhadap diri sendiri sebagai calon guru fisika, dan ilmu yang diperoleh selama kegiatan microteaching berkontribusi untuk rencana karir mahasiswa sebagai calon guru fisika.
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.
“Physics Club” program to strengthen high school students’ physics identity Fitriyana Fitriyana; Nuril Munfaridah; Nandang Mufti; Sidik Al Kahfi
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.12099

Abstract

Students often struggle to identify and position themselves in physics class which is known as the conceptualization of physics identity. One of the contributing factors is the limited learning environment that fosters engagement and a sense of belonging in physics. This study aims to develop, validate, and test the practicality of physics learning tools in a non-formal context, specifically through a physics club. The research employs the Research and Development (R&D) design with the 4D model (Define, Design, Develop, and Disseminate). The instruments were validity and practicality questionnaires. The content validity was assessed by two experts: one physics lecturer and one physics teacher. In addition, the practicality testing involved one physics teacher and 36 students from Laboratory Senior High School UM (Universitas Negeri Malang). Data were analyzed through descriptive statistic by presenting the percentage of the validity and the aspect of practicality. The developed products include a physics club program book, a physics club activity module, and a physics club material book. The validity results showed that the program content achieved 94% (highly valid), the media and material validity of the physics club activity module scored 81% and 89% respectively (highly valid), and the media and material validity of the physics club material book scored 89% and 91% (highly valid). Practicality tests by teachers and students yielded scores of 97% (highly practical) and 77% (practical), respectively. Based on these results, the physics club learning tools are declared valid and practical for use in order to strengthen students’ physics identity.
emahami Transisi Identitas Fisika: Tinjauan Sistematis tentang Pengaruh Gender dan Sosial-Budaya pada Mahasiswa dan Calon Guru Fisika Anjani, Melly Yuni; Hidayat, Arif; Munfaridah, Nuril
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/edufisika.v11i2.51087

Abstract

The aim of this study is to provide a comprehensive overview of the literature on physics identity transitions and to examine how gender and sociocultural contexts influence the formation and transformation of these identities. Additionally, this study will identify the methodologies used in previous studies. A systematic literature review (SLR) was conducted following PRISMA guidelines. Relevant articles were retrieved from three major databases (Scopus, ERIC, and Google Scholar) published between 2019 and 2025. Nine studies were selected for analysis using thematic analysis to identify contextual, social, and methodological patterns. The findings suggest that physics identity is shaped by the interaction of internal factors, such as interest, competence/performance, and self-efficacy, as well as external factors, including recognition, sense of belonging, and community support. The results also show that identity construction is not socially neutral but influenced by gender stereotypes, masculine norms, and sociocultural contexts that shape individual participation and legitimacy. Methodologically, the literature is still dominated by cross-sectional quantitative approaches, which limits the understanding of identity transition as a dynamic process. This study confirms that strengthening physics identity depends not only on the individual but also on the support of an inclusive, relational, community-based learning environment. It also encourages the development of more contextual, longitudinal research that uses a mixed methods approach.
Implementation of physics inquiry learning in high school to improve students' conceptual understanding Anggy Marthania Tatyanty Putri; Nuril Munfaridah; Sutopo Sutopo
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.84481

Abstract

Open inquiry is a learning approach that gives students complete freedom to manage the entire investigation process independently. This study aims to investigate the implementation of inquiry-based learning in high school physics education to enhance students' conceptual understanding. The method employed is a systematic literature review, which analyzes 20 scientific articles published between 2017 and 2025, obtained from Google Scholar and the Publish or Perish databases. The analysis process was conducted using a bibliometric approach with VOSviewer software, which maps the relationships between studies, authors, and topics. The results of the review indicate that inquiry learning, whether guided, local, or technology-based, has proven effective in enhancing conceptual mastery, critical thinking skills, and promoting active student involvement in the physics learning process. The integration of formative assessment in this learning model also strengthens students' conceptual understanding by providing continuous feedback. This research concludes that inquiry learning, supported by a proper assessment strategy, can be a relevant and strategic approach to improving the quality of physics learning in high school and supporting the achievement of 21st-century competencies.   Abstrak Open inquiry merupakan pendekatan pembelajaran yang memberikan kebebasan penuh kepada peserta didik untuk mengelola seluruh proses penyelidikan secara mandiri. Penelitian ini bertujuan untuk mengkaji implementasi pembelajaran inkuiri dalam pembelajaran Fisika di tingkat SMA guna meningkatkan pemahaman konseptual peserta didik. Metode yang digunakan adalah systematic literature review dengan menganalisis 20 artikel ilmiah yang dipublikasikan antara tahun 2017 hingga 2025, diperoleh dari basis data Google Scholar dan Publish or Perish. Proses analisis dilakukan melalui pendekatan bibliometrik menggunakan perangkat lunak VOSviewer, yang memetakan keterkaitan antar studi, penulis, dan topik. Hasil tinjauan menunjukkan bahwa pembelajaran inkuiri, baik terbimbing maupun berbasis lokal dan teknologi, terbukti efektif dalam meningkatkan penguasaan konsep, keterampilan berpikir kritis, serta keterlibatan aktif peserta didik dalam proses pembelajaran Fisika. Integrasi asesmen formatif dalam model pembelajaran ini juga memperkuat pemahaman konseptual peserta didik melalui pemberian umpan balik yang berkelanjutan. Jadi, kesimpulan penelitian ini yaitu pembelajaran inkuiri yang didukung oleh strategi asesmen yang tepat dapat menjadi pendekatan yang relevan dan strategis dalam meningkatkan kualitas pembelajaran Fisika di SMA serta mendukung pencapaian kompetensi abad ke-21. Kata Kunci: fisika; pemahaman konseptual; pembelajaran inkuiri
Co-Authors Agustin, Ela Agustin, Maria Ulfa Anggy Marthania Tatyanty Putri Anjani, Melly Yuni Arif Hidayat Asim Asim Asim Asim, Asim Ate, Ogiarto Cholifah, Umayatin Darmawan, Alif Desy Ratna Sugiarti Desy Ratna Sugiarti Endang Purwaningsih Fitriyana Fitriyana Harjuna, Rinda Kamila Aliya Bintang Kurniawan, Bakhrul Rizky 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 Nina Diana Nawi Nurani Fitri Parno Parno Parno Prawitasari, Prawitasari Purbo Suwasono Purbo Swasono Putri Risky Hardita Putri, Febi Putri, Febi Dwi Putri, Nabila Santika Ratika Sekar Ajeng Ananingtyas Roshifa, Za'ima Nabila Safitri, Anindyta Nur Rizkyana Sentot Kusairi Setiyani, Amira Sidik Al Kahfi Siti Zulaikah Sulur Sulur Supriana, Edi Sutopo Sutopo Sutopo Sutopo Tegar Pribadi Tiara, Rona Wulandari, Ika Pratiwi Yusuf, Mohammad Syaifullah