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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Matematika dan IPA 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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THE CONVERGENCE OF ARGUMENT-DRIVEN INQUIRY AND STEM/STEAM: PATTERNS, TRENDS, AND RESEARCH GAPS Roshifa, Za'ima Nabila; Parno, Parno; Munfaridah, Nuril
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 2 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 2 August 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i2.44675

Abstract

The integration of Argument-Driven Inquiry (ADI) with STEM and STEAM approaches has gained attention in recent years due to their shared emphasis on inquiry, collaboration, and real-world problem solving. However, a comprehensive synthesis of how this integration has been researched is still lacking. This scoping review aims to map the trends, patterns, and gaps in studies focusing on ADI-STEM/STEAM integration in secondary science education. Following the PRISMA 2020 guidelines for scoping reviews, literature was collected from Scopus and Google Scholar using a range of relevant keywords. Thirteen eligible articles published up to April 2025 were analyzed based on publication type, country, research method, subject, and focus. Findings show that research on ADI-STEM/STEAM integration began in 2020 and is primarily concentrated in Indonesia. Most studies used mixed methods and focused on physics education, with key variables including conceptual understanding and argumentation skills. However, creative thinking, reflective thinking, scientific literacy, and self-efficacy remain underexplored—particularly within the ADI–STEAM context. Only one study was categorized as a development study, indicating opportunities for designing specialized instructional tools or media to support integration. This study is the first to systematically map ADI-STEM/STEAM research trends using a scoping review approach. Its novelty lies in providing a structured and visualized synthesis of an emerging field. The results offer important insights for educators and researchers seeking to expand innovative, interdisciplinary, and inquiry-based practices in science education.
“Physics Club” program to strengthen high school students’ physics identity Fitriyana, Fitriyana; Munfaridah, Nuril; Mufti, Nandang; Kahfi, Sidik Al
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.
Konstruksi Identitas STEM (Science, Technology, Engineering, Mathematics) Siswa SMA: Studi Kasus di Pembelajaran Fisika Putri, Febi Dwi; Purwaningsih, Endang; Munfaridah, Nuril
BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 1 (2024): Volume 9 Nomor 1, Februari 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v9i1.1356

Abstract

STEM plays a very important role in the progress of a country. The choice of interest in work in the STEM field is influenced by STEM identity. The importance of STEM identity needs to be known for educational institutions to increase student interest in the STEM field. This research aims to describe the STEM identity construction of a high school student studying physics with independent curriculum guidelines. The type of research used is qualitative research with a case study method in the form of a single case study. Data collection was carried out through semi-structured interviews with one participant based on purposive sampling techniques. The data obtained was then confirmed through field notes during six physics learning meetings as a form of data triangulation. This research uses the STEM identity construct which includes three indicators. The main participant is a female student in class X high school who has a strong STEM identity among other students. The results of this study show that indicators of interest, recognition, and performance-competence influence the STEM identity construction formed by high school students. Increasing STEM identity can be done by optimizing the STEM approach in the independent curriculum.
Multiple representations (MR) based instructional approach in support of physics identity and physics teachers' identity development: Design considerations Munfaridah, Nuril; Goedhart, Martin
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.
Pengaruh Microteaching terhadap Pengembangan Physics Teacher Identity Calon Guru Fisika Bintang, Kamila Aliya; Munfaridah, Nuril; Supriana, Edi
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.
Challenges of Science Teachers in Designing Inquiry Learning: A Systematic Literature Review Setiyani, Amira; Munfaridah, Nuril; Hidayat, Arif
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.1026

Abstract

This study aims to map the challenges faced by science teachers in designing inquiry-based learning through a systematic literature review (SLR) approach. The PRISMA method was used to screen articles from the ERIC database published between 2020 and 2025. Out of 292 initial articles, a rigorous inclusion-exclusion process narrowed the sample to 14 relevant studies, which were then thematically analyzed. The findings revealed nine major thematic challenges: limited understanding of inquiry, lack of experience, reliance on traditional teaching methods, difficulty integrating inquiry into classroom practice, insufficient institutional support, inadequate professional development, challenges in designing inquiry elements, time constraints, and unsupported assessment practices. These challenges are interrelated and reflect the multidimensional nature of barriers to effective inquiry-based science instruction. This study provides empirical contributions to support science education policy development and the design of teacher training programs responsive to 21st-century learning demands.
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.
Co-Authors Agustin, Ela Agustin, Maria Ulfa Arif Hidayat Asim Asim Asim Asim, Asim Ate, Ogiarto Bintang, Kamila Aliya Cholifah, Umayatin Darmawan, Alif Endang Purwaningsih Fitriyana Fitriyana, Fitriyana Goedhart, Martin Harjuna, Rinda Kahfi, Sidik Al 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 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 Siti Zulaikah Sulur Sulur Supriana, Edi Sutopo Sutopo Sutopo Sutopo Tegar Pribadi Tiara, Rona Wulandari, Ika Pratiwi Yusuf, Mohammad Syaifullah