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All Journal WAPFI (Wahana Pendidikan Fisika) Journal of Education and Learning (EduLearn) Jurnal Penelitian Pendidikan IPA (JPPIPA) International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Kappa Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Smart Society: Community Service and Empowerment Journal Journal of Coaching and Sports Science Physics and Science Education Journal (PSEJ) Women, Education, and Social Welfare
N Nurdini
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The effectiveness of physics e-book that contains balance of scientific literacy aspects in increasing scientific literacy skills : A case study to 32 students in one of public senior high school in Bandung N Nurdini; I M Sari; I Suyana
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.53 KB)

Abstract

Physics e-book with balance of science literacy aspects on static fluids based on 3D Flip book had been designed and developed. The e-book has been implemented to 32 students to investigate the effectiveness of the e-book. One shot case study design has been chosen as a research design. Scientific literacy skills of the students have been measured after the students were treated in learning aided physics e-book. The research data obtained results test of students’ science literacy skills students related with result of students’ responses on the ebook’s usage. The result showed that the implementation of e-book was effective for use in physics learning, especially in improving of students’ science literacy skills, with an average score of 86.0%. Furthermore, Students provide positive responses on the usage of the developed e-book.
ANALISIS BUKU AJAR FISIKA SMA KELAS XI SEMESTER 1 DI KOTA BANDUNG BERDASARKAN KESEIMBANGAN ASPEK LITERASI SAINS Nurdini Nurdini; Ika Mustika Sari; Iyon Suryana
WaPFi (Wahana Pendidikan Fisika) Vol 3, No 1 (2018): WaPFi (Wahana Pendidikan Fisika) 2018
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (255.117 KB) | DOI: 10.17509/wapfi.v3i1.10948

Abstract

ABSTRAK Tujuan dari penelitian ini adalah untuk memperoleh informasi terkait keseimbangan aspek literasi sains pada isi buku ajar fisika SMA kelas XI yang digunakan oleh siswa SMA di Kota Bandung. Buku ajar memiliki peranan yang sangat penting dalam proses pembelajaran, karena berkaitan langsung dengan siswa maupun guru sebagai salah satu sumber pembelajaran. Maka kualitas buku ajar dijadikan salah satu acuan untuk mencapai tujuan pembelajaran. Buku ajar yang disusun dan dikembangkan sesuai kurikulum yang berlaku akan sangat membantu guru dalam meningkatkan aspek literasi sains siswa. Mengingat pentingnya literasi sains sebagai bekal siswa untuk menghadapi tatangan perkembangan abad 21 dan buku ajar maka melatarbelakangi penelitian ini, khususnya pada pembelajaran fisika. Instrumen yang digunakan untuk menganalisis buku ajar fisika ini adalah lembar aspek literasi sains yang diadopsi dari John Wilkinson yang sebelumnya telah dikembangkan oleh Chiappetta, Fillman, dan Sethna. Aspek literasi sains yang digunakan pada penelitian ini adalah: pengetahuan sains; sains sebagai cara untuk menyelidiki; sains sebagai cara berpikir; serta interaksi antara sains, teknologi, dan masyarakat. Buku ajar yang di analisis sebanyak 3 buku dengan menggunakan kurikulum 2013 revisi 2016. Hasil penelitian ini menunjukkan bahwa ruang lingkup literasi sains pada ke tiga buku ajar yang dianalisis lebih menekankan kepada aspek sains pengetahuan sains dengan rata-rata persentase sebesar 73,2% dan persentase aspek literasi sains yang paling rendah adalah aspek sains interaksi antara sains, teknologi dan masyarakat, sebesar 0,7%. Berdasarkan data tersebut memberikan gambaran bahwa buku ajar fisika yang beredar mempunyai aspek literasi sains yang tidak seimbang. Kata Kunci:  literasi sains; buku ajar AbstractThe purpose of this study was to obtain information about the balance of aspects scientific literacy on the content of textbooks physics high school for XI grade used student in Bandung. The textbooks have a very important role in the learning process, because that have direct contact related with students and teachers as one source of learning. So, the quality of the textbooks become one of the options to achive learning object. The textbooks are arranged and developed in accordance with the applicable curriculum will greatly assist teachers in improving aspects of students science literacy. Given the importance that as a stock of students to deal with the challenges of the development of the 21st century and textbooks, then this is the background of this research, especially on learning physics. The instrument used to analyze ths physics textbooks was scientific literacy sheet categories adopted from John Wilkinson previously developed by Chiappetta, Fillman, and Sethna. The scientific literacy aspect used in this research: the knowledge of science; the investigative nature of science; science as a way of thinking, and interaction of science, technology, and society. The textbooks  analyzed are  total of three books using  the 2013 revision curriculum  2016. The result of this study indicate the scope of science literacy in the three textbooks are analyzed more emphasis on aspect of science knowledge with average percentage of 73.2% and percentage  the lowest aspect of science literacy is aspect of interaction of science, technology and society, 0.7%. Based on these data provide illustrates the outstanding physics textbook generally has aspects of science literacy is not balanced. Keywords:  scientific literacy; textbooks
Analytical Thinking Abilities in Physics Education Students: A Rasch-Based Diagnostic Study Amsor Amsor; M Reza Dwi Saputra; Nurdini Nurdini; Filzah Nabila Asri; Siti Almaidah
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13444

Abstract

Analytical thinking is essential for physics education students, yet comprehensive assessment remains challenging. This study investigates the distribution and characteristics of analytical thinking abilities using Rasch model analysis, examining gender differences and performance patterns. A cross-sectional study was conducted with 35 physics education students (20 females, 15 males) using a 20-item multiple-choice assessment covering four domains: identifying problems, recognizing relational patterns, identifying reasoning errors, and summarizing main ideas. Data were analyzed using Winsteps software to examine person abilities and group comparisons. Results revealed highly variable analytical thinking abilities (range = 8.84 logits, M = -0.15, SD = 1.79). Males outperformed females by 0.46 logits (males: M = 0.15; females: M = -0.31), though not statistically significant (p > 0.05). Three performance levels emerged: high achievers (25.7%, n = 9), average achievers (48.6%, n = 17), and low achievers (25.7%, n = 9). The findings reveal significant heterogeneity in analytical thinking abilities with observable gender-based differences. Results suggest the need for differentiated instructional approaches tailored to varying ability levels and targeted interventions to support struggling students. This study demonstrates the utility of Rasch analysis in identifying areas for instructional improvement and optimizing analytical thinking development in physics education contexts
Empowering Physics Teachers in Indonesia through DELIVER: A Community-Based Approach to Reduce Student Misconceptions Achmad Samsudin; Nur Habib Muhammad Iqbal; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Nanang Dwi Ardi; Andi Suhandi
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsociety.v5i2.843

Abstract

Student misconceptions in physics remain a persistent barrier to meaningful learning, often overlooked due to limited teacher training in diagnosis and conceptual remediation. This community service program aimed to enhance the pedagogical capacity of physics teachers in addressing student misconceptions through the DELIVER (Deep Learning-Integrated Verbal Refutation) approach. Implemented using a Community-Based Participatory Research (CBPR) framework, the program involved 237 teachers from various regions in Indonesia, with 69 completing both pre- and post-tests. The training covered deep learning concepts, identification of misconceptions, and practical development of refutation texts. Results indicated significant improvement with normalized gain scores exceeding 0.7 in all concept categories. In addition to cognitive gains, teachers demonstrated reflective shifts in pedagogical awareness regarding the role of misconceptions in learning. A total of 94.12% of participants reported enhanced understanding, and 82.35% expressed readiness to implement the DELIVER approach. In conclusion, the DELIVER approach effectively empowers physics teachers in Indonesia to identify and address student misconceptions, offering a scalable model for professional development in physics and science education. This program contributes to the field by offering a scalable and research-informed model for teacher professional development focused on conceptual change in science education.
Physics in Badminton: How Prospective Coaches Perceive and Apply Torque Concepts Tian Kurniawan; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Herdiansyah Agus; Nur Habib Muhammad Iqbal; Reza Ruhbani Amarulloh; Achmad Samsudin
Journal of Coaching and Sports Science Vol. 4 No. 1 (2025): Journal of Coaching and Sports Science
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jcss.v4i1.564

Abstract

Background: Training methodologies in badminton often focus on technique and endurance, yet the integration of scientific principles, such as torque, remains underutilized. As a critical factor influencing shot power, speed, and accuracy, a deeper understanding of torque can optimize training effectiveness and systematically enhance athlete performance.Aims: This research aims to analyze prospective badminton coaches’ understanding and application of physics concepts, particularly torque, in training methodologies.Methods: This research employed the qualitative descriptive method involving 24 prospective badminton coaches (17 males and 7 females, aged 18-22) in Bandung, Indonesia. A survey was conducted to assess their understanding of physics and its application in training. Data collected through the questionnaire was analyzed using NVivo software, which facilitated thematic analysis and coding of qualitative responses.Results: The findings indicate that, while most of the respondents are familiar with physics terms, only a few recognize torque as a relevant concept in the badminton context. A deeper understanding of torque can help coaches optimize playing techniques by improving racket rotation efficiency, thereby enhancing hitting power with minimal energy expenditure.Conclusion: This research demonstrates that integrating physics concepts, particularly torque on the racket, into badminton training provides a valuable perspective for improving training quality. The findings suggest that badminton coach training programs should integrate physics concepts to enhance training effectiveness and efficiency while systematically improving athlete performance based on scientific evidence.
Enhancing High School Students’ Problem-Solving Skills in Rotational Dynamics through SPARK Model Nurdini Nurdini; Nur Habib Muhammad Iqbal; Nuzulira Janeusse Fratiwi; Asep Irvan Irvani; Reza Ruhbani Amarulloh
Kappa Journal Vol 9 No 1 (2025): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v9i1.30542

Abstract

The purpose of this study was to enhance high school students’ problem-solving skills in rotational dynamics through the STEM-Project Approach for Real-World Knowledge (SPARK) model. The study employed a quasi-experimental design with a one-group pre-test and post-test approach to measure the progress of 30 first-year students (15 males and 15 females) from a high school in Bandung, Indonesia. Validated twenty-four essay questions was used to assess students' problem-solving abilities before and after the intervention. The results demonstrated moderate improvements in problem-solving skills, with significant advancements in problem identification (N-Gain: 0.59) and the application of scientific concepts (N-Gain: 0.53), while less improvement was observed in suggesting alternative solutions (N-Gain: 0.23) and designing tools (N-Gain: 0.16). The study, analyzed through portfolios and normalized gain values, indicated medium-category increases in some aspects of problem-solving skills. It can be concluded that the SPARK model is effective in enhancing high school students' problem-solving skills in rotational dynamics, particularly in improving the identification of problems and their relation to physics concepts. However, the model was less effective in improving the design aspect, indicating the need for further development in this area. Future research should focus on creating worksheets that better align with these problem-solving indicators.
Spatial Segregation and Gender-Based Resource Inequality in Urban Areas: Case Study of Elite Neighborhoods and Surrounding Communities in Indonesia Riskha Tri Budiarti; Irani Diansah; Nurdini Nurdini
Women, Education, and Social Welfare Vol. 1 No. 1 (2024): June 2024 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i1.84

Abstract

This study explores the impact of spatial segregation on gender-based resource inequality in urban areas of Indonesia. Through interviews, observations, and image analysis in three elite residential areas Bintaro, Kota Baru Parahyangan, and Citra Grand City, the research highlights significant inequalities in income, education, health, and access to basic services between residents of these elite areas and those in surrounding communities. The findings show that men in elite areas have better access to economic resources and job opportunities, while women in nearby communities are often disadvantaged in terms of employment and education. This gender-based inequality is worsened by the privatization of basic services like water and sanitation. The study also notes some benefits of elite area development for surrounding communities, such as improved road access. Overall, the research underscores the need to address spatial segregation and gender inequalities to achieve more inclusive urban development. Policy recommendations focus on reducing inequalities and creating a more equitable urban environment.
THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: TEACHERS’ PERSPECTIVES ON DIGITAL MEDIA USE AND ITS IMPLICATIONS FOR SCIENCE EDUCATION Nurdini Nurdini; Solehkun Kodir; Nuzulira Janeusse Fratiwi; Hera Novia; Nur Habib Muhammad Iqbal
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 2, August 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/9qmgga55

Abstract

This study aims to explore junior secondary school teachers’ perspectives on the use of digital media and its implications for the transformation of science education in the digital era. This study employed a survey research design. Data were collected from 1,622 teachers across 38 provinces in Indonesia using a structured questionnaire encompassing five key domains: the intensity and types of digital media use, challenges in implementation, expected forms of support, and the impact on the learning process. The instrument underwent expert validation by three specialists in educational technology and science education. The content validity results indicated an S-CVI score of 0.95 for content relevance, 0.93 for clarity of wording, and 0.93 for alignment with the research objectives. Data were analyzed using descriptive statistics to summarize the trends in teacher responses. The results show that 87.8% of teachers were accustomed to using digital technology in learning, with the highest frequency of use falling under several times per week (64.8%). The main barriers identified were limited device access (67.7%), unstable internet connectivity (60.7%), and insufficient training (56.6%). Most teachers emphasized the need for sustainable and subject-relevant digital competency training. The findings highlight that the transformation of science education in the digital era depends not only on infrastructure availability but also on the pedagogical capacity of teachers to utilize digital media in contextual, exploratory, and, scientific ways.
Analisis Kualitas Instrumen Kemampuan Pemecahan Masalah Siswa SMA pada Materi Suhu dan Kalor Menggunakan Model Rasch Silvi Lutfiah Padilah; Lina Aviyanti; Nurdini Nurdini
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2895

Abstract

Problem-solving ability is an essential competency in physics learning; therefore, a high-quality assessment instrument is required to measure students' abilities accurately. This study aimed to analyze the quality of a physics problem-solving ability instrument on the topic of temperature and heat using the Rasch Model. This research employed a quantitative approach with a descriptive research design involving 54 senior high school students (26 males and 28 females). The instrument consisted of five essay questions comprising 25 scored sub-items based on Heller's problem-solving indicators. Data were analyzed using Ministep version 5.10.3 software by examining item validity, reliability, item discrimination, item difficulty, Differential Item Functioning (DIF), and the Wright Map. The results showed that 21 sub-items met all item fit criteria, while four sub-items met two of the three criteria. The instrument demonstrated good psychometric quality with a Cronbach's Alpha of 0.89, Person Reliability of 0.88, and Item Reliability of 0.96. Item discrimination was generally good, only four sub-items were identified with DIF, and the Wright Map indicated good targeting between students' abilities and item difficulty. Therefore, the instrument is valid, reliable, fair, and suitable for measuring students' problem-solving ability. It can also serve as an alternative assessment tool for teachers and researchers in physics education.
Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis Mohd Zaidi Amiruddin; Andi Suhandi; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Achmad Samsudin; Bayram Costu
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23710

Abstract

This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.
Co-Authors A. Suhandi Achmad Samsudin Amarulloh, Reza Ruhbani Amsor Amsor Asep Irvan Irvani Bayram Coştu Filzah Nabila Asri Hera Novia Herdiansyah Agus I M Sari I Suyana Ika Mustika Sari Irani Diansah Iyon Suryana Lina Aviyanti M Reza Dwi Saputra Mohd Zaidi Amiruddin Nanang Dwi Ardi Nur Habib Muhammad Iqbal Nuzulira Janeusse Fratiwi Riskha Tri Budiarti Silvi Lutfiah Padilah Siti Almaidah Solehkun Kodir Tian Kurniawan