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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) JURNAL PENELITIAN ILMU PENDIDIKAN EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan Fisika Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Ilmiah Pendidikan Fisika COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan Lingkungan dan Pembangunan Berkelanjutan Kasuari: Physics Education Journal (KPEJ) PAKAR Pendidikan Navigation Physics : Journal of Physics Education Ideguru: Jurnal Karya Ilmiah Guru JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pijar MIPA Jurnal Kesehatan dan Pengelolaan Lingkungan Research and Development in Education (RaDEn) Prosiding Seminar Nasional Pascasarjana Jurnal Pendidikan IPA Indonesia SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA Jurnal Pendidikan MIPA Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP)
Iwan Permana Suwarna
Physics Education Study Program, Faculty Of Educational Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Effect of Creative Problem-Solving Model to Enhance Scientific Creativity: Study in Static Fluid Physics Learning Shinta Dewi; Iwan Permana Suwarna; Ahmad Suryadi
Berkala Ilmiah Pendidikan Fisika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v12i1.17668

Abstract

The purpose of this study is to ascertain how applying the Creative Problem-Solving model in physics classes affects students' scientific creativity when studying static fluids and how applying the model can improve students' scientific creativity. This study employed a quasi-experimental method, with the population of focus being 11th-grade science students at SMAN 4 South Tangerang, totaling 200 students. The sample in this study involves 78 students selected through the purposive sampling technique and divided into two groups (experimental and control), each comprising 39 students. Both groups were assessed for their skills through pretests and post-tests. The instruments used in this research consisted of 5 structured essay questions referring to three indicators of scientific creativity dimensions developed by Hu and Adey. The result of this study shows that the data generated, based on the Mann-Whitney U test, indicates a significant difference between the post-test scores of the two groups, with a Sig. Value of 0.000, which is below 0.05. The N-gain results also showed a gain of 0.56 in the experimental group and 0.43 in the control group. In conclusion, the Creative Problem-Solving model influenced students' scientific creativity, and it effectively improved students' scientific creativity. The research implications suggest that teachers should implement this teaching method to improve students' scientific creativity skills, enabling them to actively and skillfully address various complex problems in everyday life.
Systematic Review Literature: Implementasi Model Pembelajaran Contextual Teaching and Learning terhadap Kemampuan Literasi Sains pada Mata Pelajaran Fisika (2018-2023) Langgeng Nitya Mazidah; Iwan Permana Suwarna
SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) Vol 3, No 1 (2024): Tantangan dan Peluang dalam Menghadapi Revolusi Digital Dunia Pendidikan: Perspe
Publisher : SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA)

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Abstract

Kemampuan literasi sains di abad ke-21 menjadi faktor penting untuk membantu meningkatkan kualitas setiap individu terhadap mengatasi masalah di era yang semakin berkembang. Kualitas penduuduk Indonesia dalam literasi sains dalam kategori tingkatan rendah. PISA 2022 mengungkapkan bahwa indonesia memperoleh skor literasi sains 383. Hal ini menjadi masalah yang harus diatasi dalam dunia pendidikan. Penelitian ini dilakukan untuk menganalisis literatur dengan topik model pembelajaran contextual teaching and learning terhadap kemampuan literasi sains pada pembelajaran fisika. Metode penelitian ini adalah menggunaan metode systematic literature review (SLR) dengan langkah-langkah mulai dari Identification, screening, eligibility, dan included. Penelitian analisis literatur yang telah dilakukan penyeleksian secara bertahap melalui prosedur sistematis. Hasil menunjukan terdapat 8 dari 217 literatur yang layak untuk dianalisis sesuai dengan inklusi dan ekslusi yang telah ditetapkan. Analisis dari 8 literatur menunjukan bahwa adanya pengaruh positif dari pembelajaran dengan model CTL terhadap kemampuan literasi sains pada pembelajaran fisika.
Systematic Literature Review: Pengembangan E-Modul IPA Berbasis Problem Based Learning Untuk Meningkatkan Literasi Sains Siswa Salma Anditha; Iwan Permana Suwarna
SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA) Vol 3, No 1 (2024): Tantangan dan Peluang dalam Menghadapi Revolusi Digital Dunia Pendidikan: Perspe
Publisher : SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA (SENASSDRA)

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Abstract

Penelitian ini dilakukan untuk menganalisis literatur yang berhubungan pada topik pengembangan e-modul IPA berbasis problem based learning dalam tingkatkan literasi sains siswa. Penelitian ini menggunakan metode Systematic Literature Review (SLR) pada pedoman PRISMA melalui sampel berupa data sekunder dari artikel yang ditelusuri pada Crossef dan Google Scholar. Artikel yang ditemukan diseleksi dengan kriteria inklusi dan ekslusi yang telah ditetapkan kemudian dianalisis secara deskriptif. Berdasarkan hasil dari metode systematic literature review (SLR) yang sudah dilaksanakan peneliti, terdapat 5 dari 298 literatur yang layak untuk dianalisis. Hasil artikel yang layak menunjukan bahwa pengembangan e-modul IPA berbasis problem based learning untuk meningkatkan literasi sains siswa dapat meningkatkan literasi sains siswa secara signifikan. Penelitian ini diharapkan dapat mendukung peneliti lain dalam memperoleh literatur terkait pengembangan e-modul IPA berbasis problem based learning untuk meningkatkan literasi sains siswa
Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context Zulfiani, Zulfiani; Suwarna, Iwan Permana; Muin, Abdul
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 1 2021
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i1.22120

Abstract

AbstractThe development of competency assessments that measure 21st century competencies is critical for improving the quality of education. The purpose of this research is to describe a framework and prototype for assessing Math and Science or Math-Sci competency skills in the twenty-first century. The method of development research employed in this study is based on the Akker framework, which entails preliminary research, prototyping, design, and development in a paper and pencil test format. The equipment of the investigation included observation sheets, questionnaires, and tests. This study results in a conceptual framework for the instrument and a verified prototype of the Math-Sci competence evaluation. The Math-Sci competence evaluation is conceptualized around thematic, interdisciplinary questions that integrate three (three) subjects, namely Science (Biology-Physics) and Mathematics, in an Islamic context. Math-Sci, using the ladder analogy (monodisciplinary, interdisciplinary 1, and interdisciplinary 2) to rank students' competency, relates to the thought process of Bloom's taxonomy, the context, and the complexity of the topic. The instrument created was deemed valid and practicable based on the results of expert validation. The development of the Math-Sci competence assessment instrument was the first step toward strengthening assessment for learning and assisting in the improvement of learning through the presentation of integrated contextual problems. AbstrakPengembangan asesmen kompetensi yang membekalkan kecakapan abad 21 sangat urgent untuk memperbaiki proses pembelajaran di sekolah. Tulisan ini bertujuan mendeskripsikan framework dan prototype asesmen kompetensi Math-Sci untuk mengukur keterampilan abad 21. Metode penelitian pengembangan yang digunakan dalam penelitian ini mengacu pada framework Akker yang meliputi penelitian pendahuluan, prototipe yang meliputi desain, dan pengembangan dalam format paper and pencil test. Instrumen penelitian berupa lembar observasi, angket, dan tes. Hasil penelitian diperoleh kerangka konseptual instrumen dan prototipe asesmen kompetensi Math-Sci yang telah divalidasi melalui expert judgment. Kerangka konseptual asesmen kompetensi Math-Sci berupa soal-soal tematik, interdisipliner yang memadukan 3 (tiga) disiplin ilmu yakni IPA (Biologi-Fisika) dan Matematika pada konteks keIslaman. Math-Sci dengan analogi titian anak tangga (monodisiplin, interdisiplin 1, dan  interdisiplin 2) yang mengukur kompetensi peserta didik secara hierarki mengacu pada proses berpikir taksonomi Bloom, konteks dan kompleksitas masalah. Hasil validasi pakar diperoleh instrumen soal yang dikembangkan valid dan layak. Pengembangan instrumen asesmen kompetensi Math-Sci merupakan langkah awal upaya menguatkan asesmen for learning, membantu memperbaiki pembelajaran, bersifat inovatif dengan menghadirkan permasalahan kontekstual integratif.  How to Cite: Zulfiani, Suwarna, I.P., Suwarna, Muin, A. (2021). Framework and Prototype Development of Mathsci Instruments for Measuring 21st Century Skills in Islamic Context. TARBIYA: Journal of Education in Muslim Society, 8(1), 96-107. doi:10.15408/tjems.v8i1.22120.
Meta Analisis Pengaruh Media Pembelajaran Fisika Terhadap Literasi Sains Siswa Anditha, Salma; Suwarna, Iwan Permana; Farizi, Taufiq Al
Navigation Physics : Journal of Physics Education Vol 6, No 2 (2024): Navigation Physics : Journal of Physics Education Vol. 6 No. 2 Tahun 2024
Publisher : UNIVERSITAS INDRAPRASTA PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/npjpe.v6i2.3279

Abstract

Peningkatan literasi sains siswa merupakan salah satu tantangan utama dalam pendidikan, terutama pada pembelajaran fisika yang sering dianggap sulit oleh peserta didik. Media pembelajaran menjadi salah satu solusi strategis untuk mengatasi tantangan ini karena mampu membantu siswa memahami konsep fisika secara lebih efektif. Penelitian ini bertujuan untuk menentukan effect size pengaruh media pembelajaran fisika terhadap literasi sains siswa melalui metode meta-analisis. Metode ini dilakukan dengan acuan PRISMA dengan empat tahapan yaitu identification, screening, eligibility, include untuk menyeleksi dan menganalisis artikel yang relevan, ditemukan 18 artikel memenuhi kriteria yang ditetapkan. Hasil penelitian ini mengungkapkan bahwa terdapat pengaruh effect size yang besar dalam penerapan media pembelajaran fisika sebesar 2,63 yang mengindikasi tingkat efektivitas yang besar dalam meningkatkan kemampuan literasi sains siswa. Implikasi praktis dari penelitian ini adalah perlunya integrasi media pembelajaran inovatif ke dalam proses pembelajaran fisika, seperti penggunaan media digital interaktif dan penyediaan media visual cetak yang mendukung. Rekomendasi bagi pendidik adalah memilih media yang relevan dengan kebutuhan siswa dan materi pembelajaran untuk memaksimalkan dampaknya terhadap literasi sains.
Analisis kelembaban udara dan tingkat kenyamanan lingkungan kos-kosan di area sekitar kampus UIN Jakarta Suwarna , Iwan Permana; Pramudita, Finna; Yulianto, Riski; Tamala, Lastri Dewi; Syamila, Hilwa; Nurfadillah, Syahriani; Ramadhan, Purwo Harris
Jurnal Kesehatan dan Pengelolaan Lingkungan Vol. 6 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jkpl.v6i1.12413

Abstract

This study aims to analyze the humidity levels and their impact on the comfort ofboarding house residents around UIN Syarif Hidayatullah Jakarta campus. Boardinghouses, as temporary residences for students, play a vital role in supportingacademic success, where environmental quality, especially thermal comfort, iscrucial. This research employs a quantitative approach with descriptive andcorrelational methods. Data collection was conducted by measuring humidity levelsusing a digital psychrometer in several boarding houses around Campus 1, Campus2, and Campus 3 of UIN Jakarta. The variables examined include humidity (%RH) asthe independent variable, and the comfort level of residents as the dependentvariable. Data were analyzed using descriptive statistics to describe the humiditylevels and compare them with Indonesia's thermal comfort standards, whichcategorize comfort based on temperature and humidity. The results showed that thehumidity levels in most boarding houses fell into the "almost comfortable" or"uncomfortable" categories, potentially affecting residents' comfort, learningconcentration, as well as their physical and mental health. This study is expected toprovide valuable information for boarding house managers and students in creatinga more comfortable and supportive living environment.
Development of a Direct Current Electric Circuit Teaching Aid to Improve Students’ Science Process Skills Pramudita, Finna; Suryadi, Ahmad; Suwarna, Iwan Permana
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.909

Abstract

The low level of students' understanding of the abstract concept of direct current electricity, as indicated by daily test scores falling below the Minimum Completeness Criteria, along with their underdeveloped science process skills, forms the background of this study. The main objective of this research is to develop a direct current electric circuit teaching aid to enhance students’ science process skills. The research employed a development model consisting of four stages: (1) preliminary research, (2) prototype development, (3) summative evaluation, and (4) systematic reflection and documentation. This study was conducted at SMA Negeri 87 Jakarta. The results indicate that the teaching aid meets the criteria of feasibility, effectiveness, and practicality in improving students’ science process skills. Based on validation by media experts and subject matter experts, the teaching aid obtained percentage scores of 97% and 98%, respectively, with an average score of 98%, which falls into the very feasible category. A teacher questionnaire assessing the practicality and effectiveness of the teaching aid showed a practicality score of 80% (categorized as practical) and an effectiveness score of 95% (categorized as very effective). Therefore, this direct current electric circuit teaching aid has proven effective in helping students understand direct current electricity concepts and in enhancing their science process skills.
Peningkatan Kemampuan Berpikir Kritis Peserta Didik pada Materi Energi Terbarukan melalui PjBL-STEM dengan Design Thinking Anggraini, Windi; Saqila, Maya Shinta; Suryadi, Ahmad; Suwarna, Iwan Permana
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.87690

Abstract

Kemampuan berpikir kritis di Indonesia khususnya dalam pembelajaran fisika masih tergolong rendah. Salah satu alternatif yang dinilai efektif untuk mengatasi permasalahan ini adalah model PjBL-STEM dengan Design Thinking (DT). Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Project based Learning (PjBL)-STEM yang dipadukan dengan DT terhadap kemampuan berpikir kritis peserta didik pada materi energi terbarukan. Metode yang digunakan adalah quasi-experimental dengan desain penelitian nonequivalent control group design. Sampel terdiri dari 69 peserta didik kelas X dari salah satu SMA swasta di Tangerang Selatan yang dipilih secara teknik purposive sampling. Hasil post-test menunjukkan bahwa nilai rata-rata kelompok eksperimen (M = 59,98) lebih tinggi dibandingkan kelompok kontrol (M = 51,56), dengan nilai signifikansi 0,03 effect size Cohen’s d sedang (r = 0,5) dan skor N-Gain kategori sedang (0,49). Meski terlihat adanya peningkatan, kemampuan berpikir kritis peserta didik secara umum masih tergolong rendah. Temuan ini menunjukkan bahwa penerapan design thinking dalam PjBL STEM dapat membantu meningkatkan kemampuan berpikir kritis peserta didik, terutama pada topik seperti energi terbarukan.
Evaluation of physical science literacy assessment instrument based on PISA 2025: a secondary school needs analysis Safira, Ledya; Agustin Aulliyah, Uunwanah; Amara Valio, Farah; Permana Suwarna, Iwan
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 11 No 1 (2024): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v11i2.20167

Abstract

Science literacy is an important competency in facing global challenges, as emphasized by international assessments such as PISA. Current physics assessment instruments used in schools are not aligned with the PISA 2025 framework, especially in measuring higher-order thinking skills. This study aims to identify gaps in the use of physics test instruments that refer to science literacy at the school level based on the PISA 2025 framework. This study uses a mixed-methods explanatory sequential design method, analyzing 923 questions: daily tests, textbooks, practice questions, 2013 curriculum teaching materials, and independent curriculum modules. The questionnaire was given to 85 students and four teachers in 4 schools, namely Jakarta and South Tangerang. The results showed that only 6.9% of the questions measured the identification of scientific information, while those measuring higher-order skills, such as analysis, were 2.9% and evaluation of evidence was 1.9%. Interestingly, 83.3% of the questions were irrelevant to the PISA science literacy criteria. This study reveals the mismatch of assessment in schools with international standards and recommends the development of contextual and PISA 2025. These findings provide an important foundation for educators and policymakers in improving the quality of science learning
Comparative Study of Students' Conceptual Understanding in Two Different Curricula on the Light and Electromagnetic Waves Materials Melati, Bunga Chinta; Permana Suwarna, Iwan; Hertanti, Erina
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.87915

Abstract

Conceptual understanding involves a deep comprehension of a concept, including the ability to explain, illustrate, and apply it in various contexts. This study aims to compare students’ levels of conceptual understanding under the Kurikulum Merdeka and the Cambridge Curriculum. A comparative descriptive method with a mixed-methods approach was used, employing a six-tier diagnostic test, interviews, and classroom observations. The sample consisted of 60 students selected through purposive sampling. The results showed that students following the Kurikulum Merdeka had a higher percentage of scientific understanding (43.4%) compared to those in the Cambridge Curriculum (20.3%). These findings indicate that the effectiveness of instruction is influenced not only by the curriculum strategy but also by factors such as the timing between instruction and assessment, students’ confidence in their responses, and language barriers. Therefore, instructional approaches should be aligned with students’ cognitive readiness and contextual conditions to optimize conceptual understanding.
Co-Authors ABDUL MUIN Abdul Muin Achmad Samsudin Agustin Aulliyah, Uunwanah Ahmad Suryadi Ahmad Suryadi, Ahmad Amara Valio, Farah Anditha, Salma Anggraini, Windi Aulliyah, Uunwanah Agustin Aviyanti , Lina Citra Aulia Aswari Damayanti, Febriana Eka Dendy Siti Kamilah Fadlilah, Dina Rahma Farikhatul Mukharomah Fatimah Fatimah Fikriyah Luthfiyani Haura Ratu Adzra Hertanti, Erina Hulwah Habibah Indah Juwita Sari Kamilah, Dendy Siti Langgeng Nitya Mazidah Langgeng Nitya Mazidah Maya Shinta Saqila Melati, Bunga Chinta Mnguni, Lindelani Muhammad Arif Rahman Muslim, M Adam Buchori Nala Lidya Nur Fadilah, Afifah Nurfadillah, Syahriani Pramudita, Finna R. Ahmad Zaky El Islami Rahman, Muhammad Arif Rahmat Romadhon, Dzikri Ramadhan, Purwo Harris Safira, Ledya Safna, Thasyara Salma Anditha Saqila, Maya Shinta Sari Eka Putri Shinta Dewi Sifa Naulifar Sucy Lindriani Syamila, Hilwa Syarifah Zahra Tamala, Lastri Dewi Tanzillal, Muhammad Ikhfas Taufiq Al Farizi Valio, Farah Amara Windi Anggraini Yulianto, Riski Zulfiani Zulfiani