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All Journal Jurnal Sains dan Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Dinamisia: Jurnal Pengabdian Kepada Masyarakat PEDAGOGIK : JURNAL PENDIDIKAN JAST : Jurnal Aplikasi Sains dan Teknologi Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya Indonesian Review of Physics (IRiP) GUYUB: Journal of Community Engagement Jurnal Pengabdian Kepada Masyarakat Patikala Rengganis Jurnal Pengabdian Masyarakat Phydagogic : Jurnal Fisika dan Pembelajarannya Indonesian Journal of Education Research (IJoER) Jurnal Pengabdian Sosial Sipakaraya : Jurnal Pengabdian Masyarakat
Nurlina Nurlina
Universitas Sulawesi Barat
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UNDERSTANDING PHYSICS IDENTITY DEVELOPMENT IN PRESERVICE TEACHERS: THE ROLES OF MOTIVATIONAL AND SOCIAL FACTORS Nurlina Nurlina
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 1 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i1.14717

Abstract

Physics identity plays an important role in shaping engagement, persistence, and professional readiness among preservice physics teachers (PSPTs). However, the mechanisms underlying its development remain underexplored in teacher-education contexts. This study aimed to examine how self-efficacy, interest, perceived recognition, and sense of belonging interact to shape physics identity among Indonesian PSPTs. A cross-sectional survey was conducted involving 347 PSPTs from several public universities in Indonesia. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to examine the relationships among the constructs. The results indicate that self-efficacy serves as a foundational predictor that significantly influences interest, perceived recognition, and sense of belonging. These three factors, in turn, contribute significantly to the development of physics identity. Mediation analysis further revealed that interest, recognition, and sense of belonging partially mediated the relationship between self-efficacy and physics identity. Overall, the model demonstrated moderate explanatory power in explaining physics identity among PSPTs. These findings suggest that the development of physics identity among preservice teachers emerges through the interaction of psychological and social factors.
Generative AI-Supported Problem-Solving in Higher Education: Research Trends, Knowledge Structure, and Educational Implications Suci Ramadhani; Nurlina Nurlina; Sutrisno Sutrisno; Irsan Irsan
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.3187

Abstract

Purpose of the study: This study aims to map the research trends, intellectual structure, and emerging themes related to generative artificial intelligence (GenAI)-supported problem-solving in higher education. The study also identifies dominant contributors, thematic developments, collaboration patterns, and future research directions within this rapidly growing field. Methodology: This study employed a bibliometric analysis approach using 458 Scopus-indexed articles published between 2021 and 2026. Performance analysis and science mapping techniques were conducted using VOSviewer and Biblioshiny from the Bibliometrix package in RStudio. The analyses included co-occurrence, co-authorship, citation, overlay visualization, and thematic mapping to explore the knowledge structure of the field. Main Findings: The findings revealed a rapid increase in publications after 2023 following the emergence of ChatGPT and large language models (LLMs). China and the United States dominated publication productivity and citation impact. Keyword and thematic analyses identified problem-solving, students, and teaching as the main driving themes, while ChatGPT, AI literacy, metacognition, and human-AI collaboration emerged as rapidly developing research topics in higher education. Novelty/Originality of this study: This study provides one of the first comprehensive bibliometric mappings specifically focused on the intersection of GenAI and problem-solving in higher education. Unlike previous studies that broadly examined AI in education, it reveals the intellectual structure, thematic evolution, collaboration patterns, and emerging research directions in this field. The findings provide valuable insights for lecturers, educational evaluators, and curriculum developers in identifying emerging competencies, assessment priorities, and pedagogical strategies related to problem-solving and AI-enhanced learning in higher education.
A Bibliometric Analysis of Force Concept Inventory Research in Physics Education: Trends, Contributors, and Research Focus Nabila Maulida; Nurlina Nurlina
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 2 (2026): JUNE 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i2.18436

Abstract

The Force Concept Inventory (FCI) has become a cornerstone in physics education research; however, a comprehensive mapping of its global research landscape remains limited. This study addresses this gap through a bibliometric analysis of FCI-related publications indexed in Scopus from 2006 to 2025 (N = 308). The analysis combines performance analysis (publication trends, citation impact, and contributions of authors, institutions, and countries) with science mapping using VOSviewer to examine collaboration networks and keyword co-occurrence. The results indicate a fluctuating yet overall increasing publication trend, with a peak in 2019. Research productivity and influence are dominated by authors and institutions from the United States, which also serves as the central hub of international collaboration. Keyword analysis reveals that FCI research primarily focuses on evaluating instructional interventions, followed by misconceptions, psychometric analysis, gender equity, and emerging themes such as learning analytics and technology-enhanced assessment. These findings demonstrate that the role of FCI has evolved from a tool for measuring learning gains into a rich data source for cognitive and data-driven analysis in physics education. This study provides a structured overview of the field and highlights the need to strengthen global collaboration and integrate advanced analytical approaches.
Penguatan Konsep Dasar Matematika Melalui Kegiatan Math Club Berbasis Permainan pada Siswa SMPN 4 Majene Helmi Helmi; Gita Oktavia; Sartika Arifin; Fauziah Hakim; Nursakinah Annisa Lutfin; Nurlina Nurlina
Rengganis Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Mei 2026
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v6i1.1053

Abstract

Mathematics is often considered a difficult subject by students. Even now, many students still have not mastered basic mathematical concepts even though they are in grade 9 of junior high school. Therefore, this community service activity aims to strengthen students' basic mathematical concepts through Math Club activities using domino games at SMPN 4 Majene. This activity involved 40 students from grades 7, 8, and 9 who participated in structured meetings. This Math Club activity was held from September to November 2025. In the Math Club activity, the team used the domino game as media to make the activity more enjoyable and meaningful for students. The domino game media was in the form of question-answer cards that were adjusted to the curriculum and the difficulty level of each grade level. The implementation method consisted of three stages: preparation, implementation, and evaluation. Data were collected through pre-tests and post-tests to measure improvements in basic mathematical concepts, as well as questionnaires to measure student interest and satisfaction. The results of the activities showed an improvement in basic mathematical concepts and students participated actively and enthusiastically in each series of Math Club activities.
Co-Authors A, Fauziah A. Momang Yusuf Andi Rosman N Arie Arma Arsyad Aulia Rahmadhani Dewi Sartika DEWI SARTIKA Fardilla, Wita Fauziah A Fauziah Hakim Fitriah Bidalo Fitriah Bidalo Gita Oktavia Helmi Helmi Imradewi Imradewi Irsan Irsan Irsan Rahman Jenni Tasik Bintoen Kaharuddin Arafah Kartika Hajati Kurniati Abidin Maisarah Maisarah, Maisarah Marliana Lutan Mastuti Mastuti Muh. Ilham Asy'ari Mutiara Sabar Mutmainna Mutmainna, Mutmainna Nabila Maulida Nur Aisyah Humairah Nurhayati Nurhayati Nursakinah Annisa Lutfin Nursiah Nursiah, Nursiah Rasydah Nur Tuada Rosmiati Rosmiati RR. Ella Evrita Hestiandari Sartika Arifin Suci Ramadhani Sutrisno Sutrisno Sutrisno, Sutrisno Tuada, Rasydah Nur Ummu Kalsum Ummu Kalsum Widia, Widia Zaki Suud Zulfiani, Ulfa