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All Journal Berkala Ilmiah Pendidikan Fisika Physics Education Research Journal KARYA: Jurnal Pengabdian Kepada Masyarakat Jurnal Kependidikan Journal of Mathematics Science and Computer Education Jurnal Pengembangan Masyarakat Lokal Jurnal Riset Kajian Teknologi dan Lingkungan Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Fahmi Yahya
Universitas Samawa
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Faktor-Faktor Penyebab Kesulitan Belajar IPA dan Solusi Alternatifnya: Systematic Literature Review Fahmi Yahya; Indah Dwi Lestari; Hermansyah Hermansyah; Eryuni Ramdhayani
Indonesian Journal of Applied Science and Technology Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian

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Science (IPA) is a core subject at the primary and secondary education levels requiring comprehension of abstract concepts alongside scientific thinking skills. High rates of science learning difficulties are consistently reported internationally, including in Indonesia; however, no systematic synthesis has comprehensively summarised contributing factors and alternative solutions across all school levels (Elementary–High School) in a single manuscript. This review aims to identify factors causing science learning difficulties and effective alternative solutions based on the scientific literature from 2012 to 2021. Searches were conducted on Scopus, Web of Science, and ERIC databases following the PRISMA 2020 guidelines. Twenty-five articles meeting inclusion criteria were analysed through thematic narrative synthesis. Results show factors divide into internal (low interest and motivation, science anxiety, weak prerequisite knowledge) and external (teacher-centred pedagogy, inadequate laboratory facilities, insufficient parental support). Proven effective alternative solutions include inquiry-based learning, cooperative learning, technology/visual media use, and structured remedial programmes. Conclusion: science learning difficulties are multifactorial; consistent implementation of inquiry and cooperative approaches improves student engagement and achievement across educational levels.
The Effectiveness of Inquiry-Based Virtual Laboratories on Students' Physics Creativity: A Systematic Literature Review Gunawan Gunawan; Lovy Herayanti; Fahmi Yahya; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Creativity is a core competency in twenty-first-century science education, and inquiry-based virtual laboratories are increasingly used in physics instruction to foster creativity, particularly where laboratory resources are limited. However, evidence of their effectiveness remains fragmented across study contexts, creativity dimensions, and instructional designs. This systematic literature review synthesizes empirical studies published between 2013 and 2022 on the effectiveness of inquiry-based virtual laboratories in enhancing students' creativity in physics education. Following the PRISMA 2020 guidelines, four databases (Scopus, DOAJ, Crossref, and Google Scholar) were searched, yielding 572 records, of which 42 studies met the inclusion criteria. The findings indicate that inquiry-based virtual laboratories consistently improve students' creativity, with the greatest gains observed in verbal creativity and ideational fluency compared with figural creativity and originality. Much of the available evidence originates from Indonesia, particularly from studies conducted by the University of Mataram research group on electricity, heat, and fluid mechanics. Effectiveness was influenced by the degree of inquiry guidance, the quality of the virtual simulation environment, and the extent to which learning activities scaffolded divergent thinking, whereas evidence regarding gender differences remained inconsistent. Overall, inquiry-based virtual laboratories represent an effective and accessible approach to fostering creativity in physics learning, although broader educational contexts, more standardized creativity measures, and longer-term studies are needed.
EFEKTIVITAS MODEL PEMBELAJARAN I-CLORE DALAM MENINGKATKAN KEMAMPUAN KOGNITIF DAN MENANAMKAN KARAKTER RAKAT MUFAKAT Lutfiyanti Fitriah; Agustina Agustina; Megawati Megawati; Malinda Malinda; Ajeng Cyntia Azahra; Fahmi Yahya
Jurnal Kependidikan Vol. 8 No. 2 (2023): Jurnal Kependidikan
Publisher : FKIP Universitas Samawa

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Penelitian ini dilatarbelakangi oleh masih rendahnya kemampuan kognitif mahasiswa calon guru, khususnya pada topik suhu dan kalor. Selain itu, karakter rakat mufakat mahasiswa juga masih perlu dipupuk agar mereka memiliki karakter yang bersumber dari kearifan lokal. Tujuan dari penelitian ini adalah mendeskripsikan efektivitas model pembelajaran I-CLORE (Islamic-Connecting to Local Wisdom, Organizing, Reflecting, dan Extending) dalam meningkatkan kemampuan kognitif dan menanamkan karakter rakat mufakat. Penelitian ini menggunakan model penelitian dan pengembangan ADDIE. Subjek ujicoba penelitian ini adalah mahasiswa semester 1 yang mengikuti perkuliahan Fisika Dasar 1. Data diperoleh melalui pretes, posttes, dan survey. Hasil penelitian menunjukkan bahwa N-Gain kemampuan kognitif setelah belajar dengan model pembelajaran I-CLORE sebesar 0,68 berkategori medium dan rata-rata karakter rakat mufakat mahasiswa sebesar 4,44 dengan kategori sangat baik. Hal ini menunjukkan bahwa model pembelajaran yang dikembangkan efektif dalam meningkatkan kemampuan kognitif dan menanamkan karakter rakat mufakat. Jadi, model pembelajaran I-CLORE dapat digunakan di perkuliahan Fisika Dasar 1, khususnya pada topik suhu dan kalor.
LITERATURE REVIEW: PENGARUH ARTIFICIAL INTELLEGENT DALAM PENINGKATAN PEMAHAMAN BAHASA INGGRIS Satri Asriyanti; Andi Haris; Fahmi Yahya
Jurnal Kependidikan Vol. 9 No. 2 (2024): Jurnal Kependidikan
Publisher : FKIP Universitas Samawa

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Penelitian ini bertujuan untuk mengevaluasi pengaruh kecerdasan buatan Artificial Intelligence (AI) dalam pengembangan keterampilan bahasa Inggris, khususnya pada aspek berbicara, mendengar, membaca, dan menulis. Dengan menggunakan metode literature review, penelitian ini menganalisis berbagai jurnal akademik yang relevan, yang diakses melalui Research Gate, Google Scholar, dan Semantic Scholar. Hasil analisis menunjukkan bahwa teknologi AI, seperti pengenalan suara, aplikasi chatbot, dan alat bantu menulis, memberikan kontribusi signifikan terhadap peningkatan motivasi, kepercayaan diri, dan keterampilan komunikasi pelajar bahasa Inggris. Beberapa alat seperti Duolingo, QuillBot, dan Google Read Along berhasil membuktikan efektivitasnya dalam memberikan pengalaman belajar yang dipersonalisasi dan adaptif. Namun, penelitian juga mengungkapkan beberapa tantangan, seperti kesenjangan akses teknologi, potensi ketergantungan, serta isu etika terkait privasi data. Penelitian ini menyimpulkan bahwa AI memiliki potensi besar untuk merevolusi pembelajaran bahasa Inggris jika diterapkan secara bertanggung jawab. Studi ini diharapkan dapat menjadi referensi bagi pengajar dan pelajar dalam memanfaatkan AI untuk mendukung proses pembelajaran bahasa Inggris secara optimal.
Integrasi Teknologi Digital dalam Pembelajaran Berdiferensiasi di Sekolah: Tinjauan Naratif Teori dan Praktik Fahmi Yahya; N Nurhairunnisah; Hermansyah Hermansyah; Suharli Suharli
Indonesian Journal of Teacher Education Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian Publication Center

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The diversity of students in terms of learning readiness, interests, and learning profiles demands a learning approach that accommodates individual differences, one of which is through differentiated learning. The widespread development of digital technology after the pandemic and in line with the agenda for digital transformation in education opens up opportunities to realize differentiation more practically and at scale. This article is a narrative review that synthesizes the theoretical foundations and practical evidence of digital technology integration in differentiated learning based on the literature from 2018–2021. The study shows that digital technology plays a role as an enabler of differentiation in content, processes, products, and learning environments through adaptive and personalized learning, multimodal resources, flipped and blended learning models, and data-driven formative assessment. However, this integration does not occur automatically. Its effectiveness depends on the quality of pedagogical design, teachers' technological-pedagogical competencies (TPACK), and equitable access. The digital divide, diverse conceptualizations of differentiation, and the risk of technology dominating pedagogy are key challenges. This article recommends strengthening teacher competencies and learning designs based on the principles of differentiation as the key to meaningful integration.
Strategi Guru dalam Mengatasi Learning Loss Selama Pandemi Covid-19 pada Mata Pelajaran IPA Fahmi Yahya; Indah Dwi Lestari; Syarif Fitriyanto
Indonesian Journal of Teacher Education Vol. 3 No. 2 (2022): Edisi Juni 2022
Publisher : Indonesian Publication Center

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The Covid-19 pandemic forced an abrupt shift from face-to-face instruction to distance learning across nearly all levels of education in Indonesia. This transition gave rise to learning loss, a decline in students’ learning achievement and competence, which was particularly pronounced in Science (IPA) subjects due to their reliance on experiments, observation, and hands-on practical work. This study systematically reviews the strategies teachers employed to address learning loss in Science instruction during 2019-2021. A Systematic Literature Review (SLR) method was used, searching Google Scholar, Sinta, and ERIC with the keywords “teacher strategy”, “learning loss”, “science learning”, and “Covid-19 pandemic”. After applying inclusion and exclusion criteria, the selected articles were analyzed thematically. The findings show that teacher strategies can be grouped into five main themes: (1) the use of varied digital media and platforms, (2) simplification of an emergency curriculum, (3) strengthened communication and collaboration with parents, (4) remedial teaching and ongoing formative assessment, and (5) enhancing motivation through contextual, home-based simple project learning. The study recommends strengthening teachers’ digital competence along with school and government policy support for the sustainable implementation of these strategies.
Pemanfaatan Whatsapp dalam Proses dan Asesmen Pembelajaran Jarak Jauh Selama Pandemi Covid-19 Fahmi Yahya; Musahrain Musahrain; Hermansyah Hermansyah; Indah Dwi Lestari
Indonesian Journal of Teacher Education Vol. 3 No. 2 (2022): Edisi Juni 2022
Publisher : Indonesian Publication Center

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The Covid-19 pandemic forced a drastic shift in the implementation of learning in Indonesia, from face-to-face instruction to online distance learning. Amid limited internet access, data quota, and devices, WhatsApp emerged as one of the most widely used instant messaging applications among teachers and students due to its accessibility, simplicity, and relatively light data usage. This study aims to narratively describe how WhatsApp was utilized in the learning process and in the implementation of assessment during the Covid-19 pandemic, and to identify the advantages, obstacles, and strategies used by educators to optimize the application. This research employs a qualitative approach with a narrative literature review method of studies published between 2019 and 2021. The results show that WhatsApp was used in the learning process through text messages, voice and video calls, and the sharing of documents, images, and audio recordings to deliver materials, give instructions, and build teacher-student interaction. In terms of assessment, WhatsApp was used to distribute questions, collect assignments in the form of photos or documents, provide feedback, and conduct affective assessment through observation of student activity in class groups. However, several obstacles were found, such as limited internet quota, signal disruption, lack of face-to-face interaction, and the potential for academic dishonesty in completing assignments. The study concludes that WhatsApp is an accessible and effective alternative medium for distance learning, but requires appropriate pedagogical strategies and assessment management to maintain the quality of learning.
Transisi Menuju Blended Learning Pasca-Pandemi: Evaluasi Efektivitas dan Kesiapan Infrastruktur Pendidikan Lovy Herayanti; Gunawan Gunawan; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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The COVID-19 pandemic triggered a massive disruption in global education, compelling a rapid shift from conventional instruction to emergency remote teaching. As the educational landscape stabilizes, the transition toward a structured blended learning model has emerged as a strategic priority. This narrative review evaluates the effectiveness of blended learning and assesses the readiness of educational infrastructure in the post-pandemic era. By synthesizing 18 selected academic publications, this study identifies three critical themes: the conceptual shift from emergency remote teaching, the effectiveness of various digital platforms, and the interplay between infrastructure readiness, teacher competence, and stakeholder involvement. The findings reveal that while diverse digital platforms have successfully maintained learning continuity, the efficacy of blended learning is deeply contingent upon digital literacy, sound pedagogical design, and systemic technical support. Furthermore, the study highlights that psychological well-being and active parental engagement are essential components for sustainable implementation. It is concluded that the successful integration of blended learning requires a holistic approach, prioritizing equitable infrastructure investment, continuous professional development for educators, and flexible policy frameworks. These measures are vital to ensure an inclusive and resilient educational ecosystem capable of navigating future challenges.
Perkembangan dan Implikasi Teknologi Informasi dan Komunikasi dalam Pembelajaran di Sekolah Dasar: Tinjauan Naratif Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Lovy Herayanti; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 2 (2021): Edisi Juni 2021
Publisher : Indonesian Publication Center

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The integration of Information and Communication Technology (ICT) has profoundly transformed the landscape of primary education. This study aims to present a comprehensive narrative review mapping the developments and implications of ICT integration in primary schools based on national scientific literature published up to 2020. Employing a narrative review methodology, a total of 22 national journal articles were selected through systematic screening based on predefined inclusion and exclusion criteria. Data were analyzed using qualitative content analysis to synthesize major thematic trends. The findings reveal a significant evolutionary shift in educational media, moving from basic computer-assisted instruction to advanced interactive multimedia, digital platforms (such as Kahoot and Google Earth), and immersive technologies like Augmented Reality (AR). These innovations have demonstrated positive implications for enhancing student engagement, visual-spatial awareness, and abstract concept comprehension across various primary school subjects. However, macro-level implementation remains hindered by chronic infrastructure disparities and uneven teacher digital competence. The urgency of these challenges culminated in late 2020, when the COVID-19 pandemic forced a rapid transition to emergency remote learning. In conclusion, while ICT offers substantial pedagogical benefits, its sustainable success in primary education requires equitable infrastructure distribution and continuous professional development for teachers.
Pengembangan Media Pembelajaran Fisika Berbantuan Sosial Media Instagram Berorientasi Pada Kemampuan Pemecahan Masalah Peserta Didik Yulianti Yulianti; Fahmi Yahya; Andi Haris
Indonesian Journal of Teacher Education Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Penelitian ini dilatarbelakangi oleh perkembangan Teknologi Informasi dan Komunikasi yang saat ini seharusnya bisa dimanfaatkan secara optimal dalam bidang pendidikan sebagai sarana pembelajaran dan mempermudah proses belajar mandiri peserta didik. Salah satunya adalah pemanfaatan media sosial instagram sebagai sumber pembelajaran fisika. Penelitian ini bertujuan untuk mengetahui: 1) kelayakan media pembelajaran fisika berbantuan sosial media instagram; 2) respon peserta didik terhadap media pembelajaran fisika berbantuan sosial media instagram. Penelitian ini menggunakan metode research and developent (R & D) dengan model 4-D Thiagarajan yang sudah di modifikasi. Penelitian ini dilakukan dalam tiga tahap yaitu pendefinisian, perancangan, dan pengembangan yang dibatasi sampai uji coba terbatas. Sampel dalam penelitian ini berjumlah 10 orang peserta didik kelas XII MIPA SMA Negeri 1 Plampang yang diambil secara purposive sampling. Hasil penelitian menunjukkan bahwa kelayakan media pembelajaran fisika berbantuan sosial media instagram berada pada kategori sangat layak. Dan respon peserta didik terhadap media instagram terkategori sangat baik.
Co-Authors Agil Karwi Wadila Vanianingrum Agustina Agustina Ajeng Cyntia Azahra Ana Merdekawati Ana Merdekawaty Ana Widya Ilahi Andi Haris Arif Juliansyah Baiq Nabila Saufika Zainuri Dedi Syafikri Deri Rahmatullah Dwi Mardhia Erma Suryani Eryuni Ramdhayani Fajar Arianto Fatmawati Fatmawati G. Gunawan Gustina Dara Enis Hairunnisyah Sahidu Hermansyah Hermansyah I Gusti Made Sulindra I Made Sentaya Indah Dwi Lestari jalaluddin Jalaluddin Lovy Herayanti Lutfiyanti Fitriah, Lutfiyanti Malinda Malinda Masniah Masniah Megawati Megawati Muhamad Iqbal Muhammad Akhsan Arif Muhammad Erfan MUHAMMAD IRHAM Muhammad Irham Musahrain Musahrain N Nurhairunnisah Nelfitri Nelfitri Nining Andriyani Norsyifa Hasanah Ory Auliah Qothrunnada Qothrunnada Reni Eka Zafitri Riadi Suhendra Rini Qurratul Aini Rini Wulan Sari Risda Rokhmania Nur Hikma Romi Aprianto Satri Asriyanti Siti Jubaidah Sri Nurul Walidain Suharli, Suharli Suji Ardianti Supriadin Supriadin Syafruddin Syafruddin Syarif Fitrianto Syarif Fitriyanto Tarihoran, Irfan Hamonangan Tursina Ratu Wahyu Indah Widya Astuti Weni Wendari Yulianti Yulianti