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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Prosiding Pendidikan Sains JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Edufisika: Jurnal Pendidikan Fisika EDUKASI JIPF (Jurnal Ilmu Pendidikan Fisika) Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Sebatik Physics Education Research Journal Jurnal Pengabdian kepada Masyarakat Nusantara Papua Journal Physics Education Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Jurnal Pendidikan IPA Indonesia Nuwo Abdimas JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) IJIS Edu : Indonesian Journal of Integrated Science Education
Viyanti Viyanti
Postgraduate students of UNS Science Education
Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Mathematics Physics Social Sciences Other

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Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS Sari, Alda Novita; Viyanti, Viyanti; Ertikanto, Chandra
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.18991

Abstract

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.
E-module for physics using Smart Apps Creator Software with internalization of soft skills Armela, Kiki Rizki; Rosidin, Undang; Viyanti, Viyanti
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i1.19332

Abstract

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.
Physics history e-module based on project-based learning integrated with Google Sites: Validity and practicality analysis Rahman, Mardia Hi; Hamid, Fatma; Viyanti, Viyanti; Isra, Hutri Handayani; Irsan, Adina; Paningfat, Marita
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.25671

Abstract

Innovation in learning material presentation is crucial for enhancing student engagement. This research aims to develop a physics history e-module based on the Project-based Learning (PjBL) model integrated with Google Sites and to analyze its validity and practicality as a learning resource. The research followed the ADDIE model. Validation was conducted through expert review, while a limited trial involving students assessed its practicality. Revisions were made based on evaluation results to refine the module. The findings indicated that the developed e-module was highly feasible, with a validity score of 92% and a positive student response rate of 85%. The study concludes that the e-module effectively enhances students’ understanding of physics history and can be integrated into modern learning to foster engagement. This research implies the development of Google Sites-based PjBL e-modules to improve student engagement and understanding.
Creative problem-solving assessment in fluid mechanics for senior high school students: Instrument validation and reliability analysis using the rasch model Diani, Rahma; Viyanti, Viyanti; Jalmo, Tri; Lengkana, Dewi; Erliana, Intan
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.558

Abstract

Background: Creative Problem-Solving (CPS) is a critical skill in physics education, enabling students to address real-world challenges through innovative and practical approaches. Despite its importance, there is a limited number of reliable and valid instruments specifically designed to assess CPS skills within the context of physics education.Aim: This study aims to develop and prove the validation of a CPS assessment instrument using the Rasch model to ensure its reliability and accuracy in measuring CPS skills in physics education.Method: The research followed the ADDIE development model, which includes analysis, design, development, implementation, and evaluation phases. The instrument, consisting of 20 essay items aligned with CPS indicators, was validated by three experts in physics education. It was then tested on 35 Grade XI students in Lampung Province. Data analysis was performed using the Rasch model through Winsteps software, focusing on fit analysis, reliability, item difficulty distribution, and dimensionality assessment.Results: The instrument demonstrated strong internal consistency, confirming its reliability for assessing CPS skills in physics education. The construct validity was supported by fit analysis, indicating that most items functioned appropriately. However, some items exhibited potential bias and required revision. The dimensionality analysis confirmed that the instrument effectively measured a single underlying construct, ensuring its psychometric robustness. These findings suggest that the developed CPS assessment instrument is a reliable and valid tool for evaluating students’ creative problem-solving abilities in high school physics, particularly in fluid mechanics.Conclusion: This study successfully developed and validated a CPS assessment instrument for high school physics education, demonstrating strong reliability and construct validity. The instrument effectively measures CPS skills, though some items require refinement to ensure fairness and accuracy. Future research should focus on further improving item quality and testing the instrument in diverse educational settings to enhance its applicability and generalizability.
EFFECTIVENESS PROBLEM BASED LEARNING ON STUDENTS CRITICAL THINKING SKILLS TO SUPPORT ESD Fitria, Anita; Anggreini, Anggreini; Rosidin, Undang; Viyanti, Viyanti; Suana, Wayan
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.v10i2.44181

Abstract

This research purposed to determine the effectiveness of problem based learning on students critical thinking skills especially on physics material about alternative energy and its role in supporting ESD. The design used in this research is quasi-experimental design with a non-equivalent control group design. The sample are class X E as the experimental class and then class X D as the control class at SMAN 14 Bandar Lampung. The test instrument have a value from Cronbach'Alpha is 0.862. The result of average N-Gain was 0.63 with a moderate category while the average n-gain of critical thinking skills in the control class was 0.41 with a moderate category. This shows that the indicators of critical thinking skills increased significantly, the sig. Value was 0.000 <0.05 so it can be concluded that there is asignificant difference between the average n-gain of critical thinking skills of students experimental class and the control class. This novelty from this research are contribution by integrating Problem-Based Learning (PBL) integrated Education for Sustainable Development (ESD) By using real-world sustainability issues as learning contexts, the study aims to enhance students' critical thinking skills in meaningful and relevant ways. The findings have practical implications for educators in designing instructional strategies to increase critical thinking and sustainability awareness. Theoretically, this research supports the role of PBL as an effective pedagogical approach for 21st-century education with the goals of sustainable development.
A need analysis for developing multi-representation assessment instruments assisted by Thunkable to measure argumentation skills in fluid materials Gustina, Emi; Viyanti, Viyanti; Herlina, Kartini
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/bb6k5224

Abstract

Scientific argumentation is a critical 21st-century skill that must be systematically integrated into science education, particularly physics. However, current classroom assessments rarely comprehensively and in-depth measure students’ argumentation skills. This study aims to analyze the need to develop a multi-representation assessment instrument supported by the Thunkable application to evaluate students’ scientific argumentation skills on static fluid concepts. A mixed-method approach with an embedded sequential design was employed. Quantitative data were collected through questionnaires administered to 34 physics teachers and 97 eleventh-grade students from several high schools in Lampung Province, Indonesia. Besides, qualitative data were obtained through open-ended responses to explore classroom learning experiences and assessment practices further. The findings reveal that 91% of teachers reported difficulties in assessing argumentation skills, while 94% of students faced challenges in connecting static fluid concepts across different representations. The use of multi-representation tasks in assessments was found to be limited. Nevertheless, teachers and students expressed strong interest in using interactive digital assessment tools. These findings highlight the strategic opportunity to develop a Thunkable-assisted, multi-representation-based assessment instrument that addresses teachers’ and students’ needs and improves assessment practices in physics education by promoting meaningful learning and scientific argumentation.
Analysis of Project-Based Problem-Solving Skills of Optical Equipment Materials with Heller and Heller Steps Viyanti, Viyanti; Rizki Eka Shintya; Undang Rosidin; Agus Suyatna; Noor Farawahidah
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23810

Abstract

Problem-solving skills are a crucial competency in physics learning, but assessments of optical instrument materials often focus solely on routine tasks and final project results, without incorporating integrated project-based assessment tools. This study aims to analyze students' problem-solving skills using a project-based assessment on optical instrument materials, following the steps outlined by Heller and Heller. This study employed descriptive research with 64 eleventh-grade students as subjects. The assessment instruments were developed based on problem-solving indicators, as outlined by Heller and Heller, including problem focus, problem description, solution planning, plan implementation, and solution evaluation. Data were collected through observation of students' learning activities and analyzed using descriptive statistics in the form of achievement percentages. The study's results demonstrated a high level of validity, as verified by experts, and a high level of practicality, supported by positive responses from students. Problem-solving indicators, including focus on the problem, solution planning, plan implementation, and solution evaluation, achieved an average of 82% (very good category), while the problem description indicator achieved 77% (good category). These findings suggest that project-based assessment tools have potential in supporting the development of students' problem-solving skills, although they need to be strengthened in terms of physically describing problems. This study contributes to the alignment of project-based problem-solving indicators, offering a process-oriented and contextual approach to assessing cognitive skills. Further research is recommended to test the effectiveness of PjBL directly on improving students' problem-solving skills through experimental designs with control groups, as well as the development of more adaptive digital instruments for application in 21st-century physics education.  
Profile of Students’ Scientific Literacy Abilities in Higher Education on Chapter Heat and Temperature Budiarti, Indah Slamet; Beno, Rosmina; Lumbu, Albert; Viyanti, Viyanti
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 3, No 1 (2021): January 2021
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v3i1.6552

Abstract

Students’ scientific literacy is very important to determine the extent to which students are literate aboutthe scientific concepts that have been learned. Therefore, prospective physics teacher students mustmaster scientific literacy to solve various problems from the real world as individuals and must interact insociety and the environment as social beings. The purpose of this study was to analyze the scientificliteracy skills of students of the 2019 class of physics education study program on chapter heat andtemperature. This type of research used to achieve these objectives is descriptive qualitative withqualitative analysis. The subjects in this study were Lecturers in the basic physics course I and students ofthe 2019 class of physics education study program at Universitas Cenderawasih. Data collectiontechniques used in this study were tests, interviews, and documentation. The results of the research fromthe test instrument showed that the scientific literacy skills of physics education students class 2019 werestill low. The results of the interviews strengthen the findings that there are still many physics educationstudents of 2019 who do not have scientific literacy skills of concepts on chapter heat and temperature.
E-module Newton's Law of Gravity based Guided Inquiry to Train Critical Thinking Skills Sari, Deswita Elliya; Herlina, Kartini; Viyanti, Viyanti; Andra, Doni; Safitri, Ida
Physics Education Research Journal Vol. 5 No. 1 (2023)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2023.5.1.11657

Abstract

The study aims to develop an electronic module based on guided inquiry on Newton's law of gravity material that is valid, practical, and effective. The developed e-module aims to practice critical thinking skills in physics learning. This development research uses the ADDIE development method which consists of five steps, namely analysis, design, development, implementation, and evaluation. Student response questionnaires to guided inquiry e-modules and tests of critical thinking skills became research instruments. Data analysis presented with quantitative descriptive. The product validity was assessed by 3 experts with an average score of 3.63 with category very valid. The practicality of the product consisted of readability which was tested on 15 high school students in Grade X and the teacher's perception of the suitability of guided inquiry-based learning activities in e-modules by obtaining an average percentage of 90% in the category very practical. The effectiveness of the product is assessed based on students' responses of critical thinking skills are improve after using the e-module by obtaining a product effectiveness percentage of 87% with category very effective. Student response questionnaire showed a positive response to the developed e-module. Based on the analysis of the research results, it is stated that the guided inquiry-based e-module on Newton's law of gravity is valid, practical, and effective for practicing critical thinking skills.
Co-Authors Abdurahman Abdurrahman Aditya, I Made Agus Suyatna Agus Suyatna Albert Lumbu Alfayani, Cindy Andra, Doni Anggreini, Anggreini Armela, Kiki Rizki Beno, Rosmina Cari, Cari Chandra Ertikanto Dimas Permadi Distrik, I Wayan Divia, Bizry Cahya Erliana, Intan Fatma Hamid, Fatma Fitria, Anita Gustina, Emi Haryanti, Novi Heri Satria Herlina, Kartini Hervin Maulina, Hervin Hutri Handayani Isra Indah Slamet Budiarti, Indah Slamet Irsan, Adina Irvanti, Cintya Ismu Wahyudi Lengkana, Dewi Lora, Haditya Aprita Mardia Hi Rahman, Mardia Hi Ningsih, Novi Tri Rahayu Nisa', Khairun Noor Farawahidah Novinta Nurulsari Nurhanurawati Nurhanurawati Oktaviyanti, Fadhilah Panigfat, Marita Paningfat, Marita Rahma Diani, Rahma Rizki Eka Shintya Safitri, Ida Sari, Alda Novita Sari, Deswita Elliya Shintya, Rizki Eka Sri Widoretno Sumarni Sahjat, Sumarni Suripto Dwi Yuwono, Suripto Dwi Tri Jalmo Undang Rosidin Undang Rosidin Widha Sunarno Widyastuti Widyastuti Wulandari, Arini Yassine, Brahimi Zuhdan Kun Prasetyo Zuhdan Prasetyo, Zuhdan