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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pembelajaran Fisika JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Edufisika: Jurnal Pendidikan Fisika EDUKASI JIPF (Jurnal Ilmu Pendidikan Fisika) Indonesian Journal of Science and Mathematics Education Jurnal SOLMA Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Sebatik Physics Education Research Journal Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Papua Journal Physics Education Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Online Learning in Educational Research International Journal of Education, Culture, and Society Nuwo Abdimas Jurnal Pendidikan MIPA JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) IJIS Edu : Indonesian Journal of Integrated Science Education Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Viyanti Viyanti
Postgraduate students of UNS Science Education
Astronomy Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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DESKRIPTIF IMPLEMENTASI PEMBELAJARAN FISIKA TERINTEGRASI STEM DI INDONESIA DAN FILIPINA Putri, Ananda Resya; Dwandaru, Wipsar Sunu Brams; Viyanti, Viyanti; Anggreini, Anggreini; Cayabyab, Hazel Ann M.
EduFisika: Jurnal Pendidikan Fisika Vol 11 No 1 (2026): EduFisika: Jurnal Pendidikan Fisika Volume 11 Nomor 1 April 2026
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v11i1.51562

Abstract

This study aims to describe and compare the implementation of integrated STEM physics learning in Indonesia and the Philippines. The study uses a qualitative descriptive research design, with non-test instruments in the form of questionnaires, interviews, and document analysis. The research subjects consisted of 11th grade students at SMAN 16 Bandar Lampung and 12th grade students in the STEM program at BUCEILS-SHS Philippines. Data validity was tested through source triangulation, while data analysis was conducted using Creswell's qualitative analysis stages. The questionnaire results showed that the implementation of integrated STEM physics learning in the Philippines obtained a percentage of 82% in the excellent category, while in Indonesia it was 75% in the good category. These findings were supported by the results of teacher interviews and learning tool analysis, which showed the integration of science, technology, engineering, and mathematics aspects through contextual learning and problem solving activities. The novelty of this study lies in its empirical comparative evidence that demonstrates how differences in national curriculum structures directly influence the depth, consistency, and effectiveness of integrated STEM physics learning implementation across countries. While previous studies have examined integrated STEM physics learning within single national contexts, field-based cross-country comparative evidence remains limited. This study addresses this gap by providing empirical data comparing STEM implementation indicators in Indonesia and the Philippines. The implications of the study indicate the need for curriculum policy support and strengthening of teacher competencies to optimize the implementation of STEM in physics learning.
Development and Evaluation of the SISTEM (Socioscientific Issues Science Literacy Evaluation and Measurement) to Improve Students' Science Literacy Wulandari, Tri; Viyanti, Viyanti; Hasnunidah, Neni; Rosidin, Undang
International Journal of Education, Culture, and Society Vol 3 No 3 (2025): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v3i3.6291

Abstract

Low science literacy among Indonesian students, as evidenced by international assessments like PISA, underscores the urgent need to enhance their ability to connect scientific knowledge with societal issues. This challenge is exacerbated by a shortage of assessment tools that integrate scientific concepts with real-world phenomena, limiting students’ capacity to apply science in addressing social problems. This study aimed to develop a socioscientific issues (SSI)-based science literacy assessment tool targeting junior high school students on the topics of heat, thermal expansion, and temperature. Employing a Research and Development (R&D) approach following the 4-D model (Define, Design, Develop, Disseminate), the study began with a needs analysis involving 15 teachers and 200 students across nine schools in Lampung Province. Guided by these findings, an SSI-based assessment instrument was designed and subjected to expert validation of content, construct, and language. The tool was then pilot-tested on 25 seventh-grade students at MTs N 3 South Lampung. Pre- and post-test evaluations revealed a significant increase in science literacy scores, from an average of 42.79 to 79.42. N-gain analysis indicated moderate improvement (0.64), while Cohen’s d demonstrated a large effect size (2.70), confirming the tool’s efficacy. The study concludes that the SSI-based assessment effectively enhances students’ conceptual understanding and their ability to relate scientific principles to real-world contexts. It further recommends extending the tool’s application to other science topics and diverse educational settings.
Implementasi Model PBL Terintegrasi STEM-EDP dengan Prinsip Deep Learning untuk Meningkatkan Computational Thinking Peserta Didik Melati, Indah Sukma; Abdurrahman, Abdurrahman; Viyanti, Viyanti; Herlina, Kartini
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.v11i2.56938

Abstract

This research evaluated whether a Problem-Based Learning (PBL) model combining STEM-EDP and Deep Learning principles could strengthen students’ computational thinking in sound-wave instruction. A quasi-experimental pretest-posttest control group design was implemented at YP Unila High School, with class XI-6 assigned as the experimental class and XI-9 as the control class. Computational thinking was measured through essay questions. The experimental class achieved an average N-gain of 0.54, compared with 0.37 in the control class. The Independent Sample T-Test produced Sig. (2-tailed) < 0.05, while ANCOVA also yielded Sig. < 0.05 and a partial eta-squared value of 0.362, categorized as a large effect. These results show that integrating PBL, STEM-EDP, and Deep Learning principles effectively improved computational thinking. The contribution of the study lies in demonstrating how the three components can operate simultaneously in sound-wave learning: PBL establishes an authentic problem, STEM-EDP structures the engineering response, and Deep Learning principles maintain meaningful reflection. The design offers physics teachers and curriculum developers a reproducible option for strengthening computational thinking within Merdeka Belajar through engineering tasks connected to local contexts.
EFFECT OF PBL INTEGRATED WITH STEM ON STUDENTS' SYSTEMS THINKING IN ALTERNATIVE ENERGY Yani Permata Sakti, Yuli; Anggreini, Anggreini; Distrik, I Wayan; Viyanti, Viyanti
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/hhpqxx14

Abstract

Systems thinking is one of the essential abilities needed to address global challenges in the 21st century because it enables students to understand the relationships among components and the dynamics within a system comprehensively. However, preliminary study results showed that students’ systems thinking ability had not been measured in physics learning, particularly on the topic of alternative energy. Therefore, the implementation of the Problem Based Learning (PBL) model with a STEM approach is expected to support the development of students’ systems thinking ability. This study aimed to determine the effect of the PBL model with a STEM approach on students’ systems thinking ability regarding the topic of alternative energy. The study employed a quasi-experimental method using a non-equivalent control group pretest-posttest design. The sample was selected through purposive sampling, involving class X1 as the experimental class and class X3 as the control class at SMAN 1 OKU. Data were collected using pretest and posttest instruments consisting of 12 two-tier multiple-choice questions. The results showed that the experimental class achieved a higher average n-gain score (0.42, moderate category) compared to the control class (0.29, low category). Furthermore, the independent samples t-test result showed a significance value of 0.004 < 0.05, with an effect size value of 0.337 in the large category. These findings indicate that the implementation of the PBL model with a STEM approach significantly affects students’ systems thinking ability on the topic of alternative energy.
Needs analysis for the development of a HOTS-based formative feedback instrument using Microsoft Forms Yeni, Sabda; Viyanti, Viyanti; M, Setyorini
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): 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.v9i2.30849

Abstract

Higher-Order Thinking Skills (HOTS) are essential competencies in 21st-century learning. However, assessment practices in schools remain dominated by general feedback and have not optimally supported the development of HOTS. This study aims to analyse the need for developing a HOTS-based formative feedback instrument using Microsoft Forms. The study employed a Didactic Design Research (DDR) approach with quantitative and qualitative methods. Data were collected through questionnaires from 38 science teachers and 138 eighth-grade students in public junior high schools in Lampung Province, supplemented by open-ended responses to provide a comprehensive picture of classroom assessment practices. The results showed that teachers’ needs for a HOTS-based formative feedback instrument were in the very high category (97.89%), while students’ needs were also very high (91.98%). Furthermore, perceptions of integrating HOTS, formative feedback, and Microsoft Forms reached 92.63%, indicating strong readiness and acceptance of the proposed instrument. These findings suggest that existing assessment practices have not fully facilitated HOTS development and require more targeted formative feedback supported by digital technology. The implication of this study is that integrating HOTS-oriented formative feedback with Microsoft Forms can support more interactive and meaningful assessment practices that foster students’ HOTS.
Co-Authors Abdurahman Abdurrahman Aditya, I Made Agung Putra Wijaya Agus Suyatna Albert Lumbu Alfayani, Cindy Andra, Doni Anggreini, Anggreini Armela, Kiki Rizki Beno, Rosmina Cari, Cari Cayabyab, Hazel Ann M. Chandra Ertikanto Dimas Permadi Dina Maulina Dinatikan, Haza Kurnia Distrik, I Wayan Divia, Bizry Cahya Eko Suyanto Farasiska, Jihan Tama Fatkhur Rohman Fatma Hamid, Fatma Fitria, Anita Gustina, Emi Haryanti, Novi Heri Satria Herlina, Kartini Hermi Yanzi Hervin Maulina, Hervin Hutri Handayani Isra I Wayan Distrik Ibirilia, Elvira Sesie Indah Slamet Budiarti, Indah Slamet Irsan, Adina Irvanti, Cintya Ismu Wahyudi Istikomah, Isna JARWADI, JARWADI Khasana, Intan Lengkana, Dewi Lora, Haditya Aprita M, Setyorini Mardia Hi Rahman, Mardia Hi Median Agus Priadi Melati, Indah Sukma Neni Hasnunidah Ningsih, Novi Tri Rahayu Nisa', Khairun Novela, Erma Novinta Nurulsari Nurain Suryadinata Nurhadian, Yardan Permata Nurhanurawati Nurhanurawati Oktaviyanti, Fadhilah Panigfat, Marita Paningfat, Marita Priowicaksono, Noorman Putri, Ananda Resya Rahma Diani, Rahma Rahmah, Karlina Rinaldi, Daniel Rizki Mirantika, Rizki Rosdiana, Tjaturningsih Safitri, Ida Sari, Alda Novita Sari, Deswita Elliya Sestika, Sestika Shintya, Rizki Eka Siti Musfiroh Sri Hastuti Noer Sri Widoretno Sumarni Sahjat, Sumarni Sunyono - - Suripto Dwi Yuwono, Suripto Dwi Tri Jalmo Tri Wulandari Undang Rosidin Widha Sunarno Widyastuti Widyastuti Wipsar Sunu Brams Dwandaru Wulandari, Arini Yani Permata Sakti, Yuli Yassine, Brahimi Yeni, Sabda Zuhdan Kun Prasetyo Zuhdan Prasetyo, Zuhdan