Articles
<![CDATA[Implementasi E-Modul Pembelajaran Sejarah Fisika Menggunakan Google Site Dengan Model Pembelajaran Project Based Learning Pada Mahasiswa Fisika ]]>
<![CDATA[Rahman, Mardia Hi]]>;
<![CDATA[Hamid, Fatma]]>;
<![CDATA[Isra, Hutri Handayani]]>;
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Irsan, Adina]]>;
<![CDATA[Panigfat, Marita]]>;
<![CDATA[Sahjat, Sumarni]]>
<![CDATA[ EDUKASI Vol 22, No 2 (2024): EDISI OKTOBER 2024 ]]>
Publisher : <![CDATA[Universitas Khairun ]]>
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DOI: 10.33387/j.edu.v22i2.8518
<![CDATA[This research aims to streamline the PjBL model physics e-module assisted by Google Sites which is suitable for use for physics learning and determine the effectiveness of the PjBL model physics e-module assisted by Google Sites. Google Sites is a service owned by the Google site that facilitates its users so they can have a website easily and practically. Using Google Sites for students will make it easier for students to access teaching materials and will not need to use up smartphone memory capacity. With this convenience, lecture material can be in the form of learning links that students can access. Apart from that, students can access it anywhere and at any time so that it can be used to study independently according to lecture needs. This research is Research and Development research with a 4D model which includes 4 stages, namely the define, design, develop and disseminate stages. The results of the research show that the PjBL model e-module assisted by Google Sites in learning the history of physics is effectively used in learning to increase student learning independence.]]>
<![CDATA[Implementasi Instrumen Assessment for Learning pada Pembelajaran Berbasis Proyek untuk Meningkatkan Level Kemampuan Berpikir Kritis ]]>
<![CDATA[Oktaviyanti, Fadhilah]]>;
<![CDATA[Viyanti, Viyanti]]>
<![CDATA[ EduFisika: Jurnal Pendidikan Fisika Vol 10 No 1 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 1 April 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika FKIP Universitas Jambi ]]>
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DOI: 10.59052/edufisika.v10i1.42581
<![CDATA[The purpose of this research is to determine whether the Assessment for Learning instrument in project-based learning can enhance students' critical thinking skills and to describe each level of critical thinking skills achieved by students influenced by Assessment for Learning in project-based learning. The quantitative sample in this study is the X.1 grade students at State Islamic High School 1 Central Lampung for the 2024/2045 academic year, even semester. Meanwhile, the qualitative sample used consists of one student from each measurable of critical thinking skill. This study uses a mixed-method research approach with an Explanatory Sequential Design. The research results show that after the use of the AfL instrument in project-based physics learning, students' critical thinking skills improved. This is evident from the results of the average pretest and posttest score difference test using the Paired Sample T-Test, which showed a significance value of < 0.05. The improvement in critical thinking skills is supported by the calculation of N-Gain, which falls within the moderate criteria]]>
<![CDATA[Sosialisasi Kiat Sukses Menghadapi Seleksi Masuk Perguruan Tinggi ]]>
<![CDATA[Yuwono, Suripto Dwi]]>;
<![CDATA[Satria, Heri]]>;
<![CDATA[Viyanti, Viyanti]]>
<![CDATA[ Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 2 (2025): Jurnal Pengabdian kepada Masyarakat Nusantara Edisi April - Juni ]]>
Publisher : <![CDATA[Lembaga Dongan Dosen ]]>
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DOI: 10.55338/jpkmn.v6i2.5627
<![CDATA[Universitas merupakan lembaga formal yang menyediakan pelayanan pendidikan kepada peserta didik, agar menjadi manusia yang bermanfaat setelah mereka menamatkan pendidikan ketika berhadapan dengan dunia nyata dan masyarakat. Sosialisasi merupakan suatu proses, dimana anggota masyarakat yang baru mempelajari norma- norma dan nilai-nilai dimana dia menjadi anggota. Sosialisasi ini dilakukan sebagai bentuk usaha dari perguruan tinggi untuk bisa memberikan informasi mengenai penerimaan mahasiswa baru. Hal ini bertujuan agar informasi mengenai hal ini bisa tersampaikan dengan baik sesuai dengan Amanah kemendikbud-ristek yang mengharapkan. Sosialisasi Sosialisasi Kiat Sukses Menghadapi Seleksi Masuk Perguruan Tinggi di Universiti Sains Malaysia guna meningkatkan siswa persentase kelulusan siswa dan tidak salah dalam memilih jurusan luar negeri sesuai dengan kemampuan yang dimiliki. Kegiatan sosialisasi ini juga dilanjutkan dengan evaluasi dan monitoring sehingga kegiatan berjalan dengan baik serta esensi dan objektif yang diinginkan bisa tercapai. Perjalanan untuk masuk ke perguruan tinggi impian Anda membutuhkan perencanaan yang matang, refleksi diri, dan ketekunan. Strategi efektif yang diuraikan dalam artikel ini, Anda dapat meningkatkan peluang Anda untuk sukses dan mewujudkan impian. Evaluasi kekuatan dan kelemahan Anda dengan jujur, sehingga Anda dapat fokus pada area yang perlu ditingkatkan. Identifikasi tantangan potensial dan kembangkan strategi untuk mengatasinya.]]>
<![CDATA[The Effect of E-Worksheets With The Problem Based Learning Model Assisted by PhET on Global Warming Material on Critical Thinking Skills ]]>
<![CDATA[Aditya, I Made]]>;
<![CDATA[Viyanti, Viyanti]]>
<![CDATA[ Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 18 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purworejo ]]>
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DOI: 10.37729/radiasi.v18i1.5619
<![CDATA[The purpose of this study is to investigate the effect of students' critical thinking skills in relation to the issue of global warming when using Problem-Based Learning (PBL) e-worksheets assisted by PhET. Students from classes X2 and X4 participated in this study, which was conducted at SMA Negeri 1 Seputih Raman during the odd semester of the 2023/2024 academic year. In this non-equivalent control group research design, the dependent variable is critical thinking skills, the moderator variable is the PBL model, and the independent variable is the PBL-based e-worksheet assisted by PhET. The study results indicate that the use of PBL-based e-worksheets assisted by PhET enhances students' critical thinking skills. This is confirmed by the n-gain test results, which show that the control class obtained a low score of 0.299, while the experimental class achieved a moderate score of 0.498. Additionally, the effect size test produced a score of 1.78, which falls into the very high category. In conclusion, compared to traditional video-based worksheets, PBL-based e-worksheets assisted by PhET have been proven to be significantly more effective in improving students' critical thinking skills.]]>
<![CDATA[Does the cognitive activity can generate student’s physics argumentation performance features? ]]>
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Cari, Cari]]>;
<![CDATA[Prasetyo, Zuhdan Kun]]>;
<![CDATA[Maulina, Hervin]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 9 No 1 (2020): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v9i1.6264
<![CDATA[A performance feature is a domain-specific to the organization of knowledge. Well-organized knowledge is characterized when students are able to collaborate the knowledge features of the physics problem. The knowledge feature can be a cognitive activity where teachers influence students by changing the pattern of knowledge from "defining" to "applying" knowledge. This research aims to analyze whethet the cognitive activity from the teacher can generate student’s argumentation performance features or no. This study is a qualitative descriptive study which involved 100 of high school students in Bandar Lampung. The data was collected using a research instrument in the form of reasoned multiple choices which has been validated. The results of this study showed that students' involvement in cognitive activity by following variety of procedures can generate student’s argumentation performance fetaures.]]>
<![CDATA[Reconstruct the Class Assessment Strategy: Promoting the 21st-Century Learning ]]>
<![CDATA[Rosidin, Undang]]>;
<![CDATA[haryanti, Novi]]>;
<![CDATA[Lora, Haditya Aprita]]>;
<![CDATA[Viyanti, Viyanti]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 3 No. 1 (2020): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v3i1.6056
<![CDATA[The purpose of this research is to reconstruct the class assessment to promote 21st-century learning. The meaning of reconstructing class assessment is the advanced assessment that can realize the purpose of 21st-century learning which is the ability of argumentation, critical, and creative thinking skills. The advanced assessment in this research used the model of Argument-Driven Inquiry (ADI). This research is a quasi-experimental study that uses a pre-test post-test non-equivalent control group design. The research population is 12th-grade students of senior high school on Bandar Lampung. Based on data analysis, it was revealed that the classroom assessment strategy with continuous assessment using the ADI model can be used as a reference to be able to practice 21st-century life skills including argumentation, critical thinking, and creative skills.]]>
<![CDATA[Collaborative and Problem Solving Instruments in Project-Based Physics Learning ]]>
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Rosidin, Undang]]>;
<![CDATA[Shintya, Rizki Eka]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 1 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i1.11636
<![CDATA[This study aims to develop an assessment instrument that is able to measure collaboration and problem solving abilities in project-based physics learning that is valid, reliable and practical. This type of research is Research & Development by adapting 7 stages of development from Borg & Gall. Product expert validation was carried out to assess aspects of construction, substance and language, the results of expert validation of the assessment instrument were 87.85% with very valid criteria. As for the analysis of the results of field trials on 64 students using the Rasch model, it was obtained: (1) 21 questions about the collaboration ability instrument and 19 questions about the problem solving ability instrument were declared valid; (2) the reliability value of the collaborative and problem-solving ability assessment instrument is 0.97 and 0.89 (very good category); (3) the average value of the practicality test of the collaboration and solving ability assessment instrument is 81.21 (very high criteria).]]>
<![CDATA[Learning of Inquiry Sequences-Based E-Student Worksheet Assisted by Canva to Stimulate Hands-On Skills, Mind-On Activity, and Science Process Skills ]]>
<![CDATA[Divia, Bizry Cahya]]>;
<![CDATA[Herlina, Kartini]]>;
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Ertikanto, Chandra]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v5i3.13905
<![CDATA[The covid-19 pandemic has changed educational policies regarding learning and teaching methods that were initially conventional and must now be integrated with technology. It takes teaching materials that can help students in learning. This study aims to develop an E-student worksheet using the Canva-assisted learning of inquiry sequences (LOIS) learning activity model that can be applied as a physics learning material that can practice hands-on skills, mind-on activities, and science process skills. This study uses research and development research methods. The E-student worksheet development procedure uses the ADDIE development model. The results of the experts show that the average score of the assessment of the E-student worksheet is 3.58, which is included in the very valid criteria. The limited trial of the E-student worksheet on the teacher's perception obtained results of 91% in the very good category, the test results for class XI students could be applied with a very good 88% score. The results of the effectiveness of working on the E-student worksheet obtained an average score of 89% in the highly trained category. It can be concluded that which means the E-student worksheet can train hands-on, minds-on activity, and science process skills.]]>
<![CDATA[Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS ]]>
<![CDATA[Sari, Alda Novita]]>;
<![CDATA[Viyanti, Viyanti]]>;
<![CDATA[Ertikanto, Chandra]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v6i3.18991
<![CDATA[The study aims to understand teachers' perceptions of scientific argumentation test instruments in physics based on modern test theory using question modelling through Edpuzzle LMS e-learning. It employed a mixed method with a Sequential Explanatory Design. Data were collected through questionnaires and analyzed descriptively. Initially, it was found that 75% of teachers had not developed assessment instruments capable of optimally training students, resulting in 68% of students struggling to understand physics learning. Additionally, 54% of students reported having identified and solved complex physics problems using scientific argumentation, while 46% had not. Based on survey results, 95% of students and teachers agreed that assessment activities encourage scientific argumentation, indicated by identifying scientific issues and explaining scientific phenomena. Hence, there is a need for a physics scientific argumentation test model based on modern test theory. For future research, it is suggested to explore how integrating this test model in different educational settings impacts students' scientific argumentation skills and understanding of physics concepts.]]>
<![CDATA[E-module for physics using Smart Apps Creator Software with internalization of soft skills ]]>
<![CDATA[Armela, Kiki Rizki]]>;
<![CDATA[Rosidin, Undang]]>;
<![CDATA[Viyanti, Viyanti]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ijsme.v7i1.19332
<![CDATA[This study aims to develop an interactive e-module based on Smart Apps Creator software, focusing on the internalization of soft skills (creativity/innovation, problem-solving, teamwork, and personal effectiveness) in understanding the concepts of physics on work and energy material. The research method followed the 4-D development model but was limited to the development stage (Develop). The findings show that the developed e-module is deemed "feasible" based on evaluations by experts and educators, with an average score of 72% from the material experts, 94% from media experts, and 91% from educators. Furthermore, the e-module also received positive feedback from students with a score of 96% (highly feasible category). This study concludes that the developed e-module can be used as a physics learning medium to internalize soft skills. For future research, it is recommended that the effectiveness of this e-module be tested in various learning contexts and different student populations to broaden the understanding of its application and benefits in learning.]]>
