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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EDUSAINS TARBIYA : Journal Education in Muslim Society 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 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, FITK, Syarif Hidayatullah State Islamic University, 15412 Jakarta, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Students’ System Thinking Skills through Project Based Learning with STEM Approach (PJBL-STEM): A Quasi-Experimental Study Maya Shinta Saqila; Anggraini, Windi; Suryadi, Ahmad; Suwarna, Iwan Permana
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i1.66526

Abstract

Students have difficulty understanding physics concepts because they cannot connect them with everyday life. As a result, they study concepts separately and do not understand the relationships between concepts, especially on the topic of renewable energy, which are interconnected and play an important role in future life. This study aims to analyze the influence of the STEM-based Project-Based Learning model on students' system thinking abilities. A quantitative approach was used with a quasi-experimental design in the form of a Nonequivalent Control Group Design. The sample consisted of 62 tenth-grade students divided into experimental and control classes. The experimental class received the PJBL-STEM treatment, while the control class used the Problem Based Learning model. The highest improvement was observed in the coherent indicator, while the lowest improvement was in the intermediate indicator. These findings indicate that PJBL-STEM is effective in enhancing students' system thinking abilities, with an N-Gain value of 0.76 in the high category. This research is beneficial as an alternative learning strategy that can develop students' thinking skills and contribute to designing learning that is relevant to students' real-life contexts.
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.
Development of a Science Literacy Test for Junior High School Students Based on the PISA 2025 Framework Valio, Farah Amara; Safira, Ledya; Aulliyah, Uunwanah Agustin; Suwarna, Iwan Permana
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1377-1405

Abstract

This study aims to develop a valid, reliable, and practical science literacy test instrument based on the PISA 2025 framework as a tool for assessing the science literacy abilities of junior high school students in a contextual and in-depth manner. The issue of low science literacy in Indonesia, where 53.60% of students are in the very low category, highlights the urgency of providing an evaluation instrument that can comprehensively represent scientific thinking abilities. This achievement is closely related to the lack of student training using international assessment-based testing instruments such as PISA during the learning process. The research method used was Research and Development (R&D) with a 4-D development model (Define, Design, Development, Dissemination). The instrument was developed based on four dimensions of science literacy (competence, context, knowledge, and cognitive level) within the PISA 2025 framework and covers topics in the science subject, namely electricity, waves, and magnetism. Content validation was conducted by content, instrument, and language experts, while empirical testing was carried out to evaluate the quality of the test items. The research results showed that the instrument had high content validity (CVI = 0.93; CVR = 0.8–1). The average validity of each item reached 0.60. The instrument showed good consistency in terms of reliability, as indicated by the Omega McDonald coefficient of 0.79 for the combination of essay and complex multiple-choice questions, and the Cronbach’s Alpha value of 0.68 for multiple-choice questions analysed separately. Most items were categorized as moderately difficult (72.73%) and had good discriminative power (63.63%). Additionally, the practicality value of 78.85% indicates that the instrument is easy to use in an educational context. Therefore, this instrument is suitable for use as a science literacy assessment tool aligned with the PISA 2025 framework and supports the development of higher-order thinking skills in national assessments.    Keywords: science literacy, instruments, assessment, PISA.
DigitalWIV-S: Enhancing Students’ Inquiry Skills and Digital Literacy in PCR and Electrophoresis for Sustainable Education Zulfiani, Zulfiani; Suwarna, Iwan Permana; Fadlilah, Dina Rahma; Sari , Indah Juwita; El Islami, R. Ahmad Zaky; Mnguni, Lindelani
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.21384

Abstract

Digital-based learning can mediate technical barriers and create a support system that enhances the effectiveness of education. This study aims to develop biology learning media, DigitalWIV-S, to enhance the inquiry skills and digital literacy of prospective science teachers. The development method follows Hannafin & Peck's model, which includes the phases of Needs Assessment, Design, Development, Implementation, and Evaluation. The research findings indicate that DigitalWIV-S, as a biology learning media, is deemed appropriate and received positive feedback from students. The evaluation of digital literacy is excellent across cognitive, affective, and conative aspects. Students' inquiry skills are very good in problem orientation and data collection; however, abilities in problem formulation, hypothesis structuring, data analysis, and summarizing are categorized as moderate among the students. The developed media for the PCR and Electrophoresis concepts help students understand these topics better, thereby enhancing their inquiry skills and digital literacy. Additionally, the media addresses the limitations of equipment and materials in modern biotechnology practicums.
Pengembangan Digi4t-HB: Four-tier Test Digital untuk Identifikasi Miskonsepsi pada Tekanan Hidrostatis dan Gaya Apung Kamilah, Dendy Siti; Aviyanti , Lina; Samsudin, Achmad; Suwarna, Iwan Permana
PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP) Vol. 3 (2025): Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP) 2025
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Latar Belakang: Miskonsepsi siswa pada tekanan hidrostatis dan gaya apung menghambat pemahaman fisika. Meski guru mengidentifikasi miskonsepsi melalui tanya jawab, metode ini kurang efektif. Hasil angket menunjukkan kendala identifikasi miskonsepsi karena waktu dan pemahaman guru terhadap instrumen diagnostik. Penelitian ini bertujuan mengembangkan instrumen four-tier test digital (Digi4T-HB) untuk mengidentifikasi miskonsepsi siswa pada materi tekanan hisdrostatis dan gaya apung. Subjek dan Metode: Jenis penelitian ini adalah Design and Development Research (DDR). Validitas instrumen diuji dengan menggunakan analisis Rasch Model. Instrumen diujicobakan kepada 51 siswa kelas XI di Tasikmalaya dengan teknik cluster random sampling. Hasil: Hasil validasi konten berdasarkan penilaian ahli yang diolah multifaset menunjukkan semua soal lolos validasi ahli, namun perlu revisi sesuai saran, terutama aspek keterbacaan.validitas konstruk menunjukkan bahwa instrumen memenuhi kriteria unidimensionalitas dengan nilai varians mentah sebesar 34,2% dan nilai Eigen value sebesar 2,2303. Analisis butir soal menghasilkan 12 dari 14 butir soal yang sesuai berdasarkan statistik kecocokan. Tingkat kesulitan pertanyaan bervariasi dengan rentang logit -0,37 hingga +0,50. Uji reliabilitas menunjukkan koefisien alpha Cronbach sebesar 0,82 (kategori sangat baik), reliabilitas orang sebesar 0,72 dan reliabilitas butir soal sebesar 0,71 (keduanya kategori sedang). Hasil dari tahap evaluasi menghasilkan 12 soal DIGI4T-HB yang valid dan reliabel untuk mengidentifikasi miskonsepsi siswa secara digital. Kesimpulan: Instrumen Digi4T-HB terbukti valid dan reliabel untuk mengidentifikasi miskonsepsi siswa pada topik tekanan hidrostatis dan gaya apung. Penggunaan tes digital meningkatkan efisiensi identifikasi miskonsepsi dan memudahkan guru dalam menganalisis pemahaman siswa. Digi4T-HB dapat digunakan untuk mendukung proses remediasi siswa yang mengalami miskonsepsi.
Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Peningkatan Keterampilan Proses Sains Siswa pada Materi Fluida Dinamis Safna, Thasyara; Suwarna, Iwan Permana; Al Farizi, Taufiq
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.v13i2.89973

Abstract

Penelitian ini bertujuan menganalisis pengaruh model pembelajaran inkuiri terbimbing terhadap peningkatan Keterampilan Proses Sains (KPS) pada materi fluida dinamis di salah satu SMA Negeri Jakarta Barat tahun ajaran 2025/2026. Metode yang digunakan quasi-experimental dengan desain penelitian nonequivalent control group melibatkan dua kelompok (n = 60; 30 eksperimen, 30 kontrol), menggunakan instrumen KPS tervalidasi tinggi (CVI ≥ 0,95; Cronbach’s Alpha = 0,850) dengan 14 butir pilihan ganda pada skor maksimum 98. Hasil analisis menunjukkan bahwa nilai rata-rata post-test kelompok eksperimen (76) lebih tinggi dibandingkan dengan kelompok kontrol (56), perbedaan ini signifikan secara statistik (p = 0,000), dengan n-gain kategori sedang (0,59) dan effect size Cohen’s d = 1,36 (efek sangat besar). Hasil penelitian menunjukkan terdapat pengaruh model inkuiri terbimbing terhadap peningkatan KPS. Namun penerapan memerlukan dukungan ketersediaan alat dan bahan eksperimen secara luas selaras dengan mendukung pencapaian tujuan SDGs, khususnya pendidikan berkualitas, melalui pendekatan berbasis inkuiri terbimbing untuk membantu meningkatkan KPS.
PENGARUH PROBLEM BASED LEARNING TERHADAP LITERASI SAINS PADA PEMBELAJARAN FISIKA: META-ANALISIS Nur Fadilah, Afifah; Suwarna, Iwan Permana; Hertanti, Erina
Journal of Teaching and Learning Physics Vol. 10 No. 2 (2025): Journal of Teaching and Learning Physics (August 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i2.44558

Abstract

This meta-analysis aims to analyze the impact of Problem-Based Learning (PBL) on students’ science literacy in physics education. The study uses a descriptive quantitative method with a meta-analysis approach on 16 national journal articles that meet inclusion and exclusion criteria. Results indicate a significant average effect size of 1.72 (large category), with senior high school (effect size 1.95) having the most critical impact. In contrast, junior high and elementary schools have effect sizes of 0.77 and 0.48, respectively. Problem-based learning significantly impacts the Solar System, Heat & Temperature, and Global Warming. Furthermore, the implementation factor with the most significant and consistent impact is PBL combined with learning media, especially edugames and interactive simulations, with an average effect size of 1.76 (large category). These results suggest that PBL in physics education can significantly improve students’ science literacy, especially in higher education levels and with appropriate learning media.
Improving Science Literacy through Virtual Experiments in Inquiry-based Learning: A Quasi-Experimental Analysis on the Concept of Optical Instruments Aswari, Citra Aulia; Suwarna, Iwan Permana; Naulifar, Sifa
EDUSAINS Vol. 16 No. 1 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i1.39449

Abstract

In PISA 2022, it was shown that Indonesian students' scores declined from 396 in 2018 to 383. This was evident in the 2022 National Assessment, where the science literacy ability at the high school level dropped by 4.59%. The low ability is mainly in optics, particularly optical instruments, indicating that students can only recognize the concept if they understand it. This study aims to determine the effect of inquiry-based learning on science literacy skills and Improvement in science literacy aspects. The research method used quasi-experimental with a nonequivalent control group design. The research population consisted of 199 students of grade XI at SMA Negeri 4 South Tangerang City, with a sample of 70 students: 35 students in class XI IPA 3 (experimental group) and 35 students in class XI IPA 4 (control group). The Mann-Whitney test results (Asymp Sig. 2-tailed < 0.05) showed a significant difference in science literacy skills between the experimental and control groups. The N-gain score indicated increased science literacy skills in the experimental group by 0.3 (medium category), while the control group was 0.10 (low category). Improvement occurred in the competence aspect by 0.33 and the knowledge aspect by 0.33 for the experimental group, while the control group in the competence aspect was 0.10 and the knowledge aspect was 0.13. Inquiry-based learning in this study has an effect and can improve students' science literacy skills.
Video-Based Laboratories in Physics: A Quasi-Experimental Study on Rotational Dynamics and Critical Thinking Enhancement Romadhon, Dzikri Rahmat; Muslim, M Adam Buchori; Suwarna, Iwan Permana
Jurnal Pijar Mipa Vol. 19 No. 4 (2024): July 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i4.7266

Abstract

This study aimed to evaluate the effectiveness of Video-Based Laboratories (VBL) in enhancing critical thinking skills among state Islamic senior high school (Madrasah Aliyah Negeri) students in Hulu Sungai Tengah, Kalimantan Selatan, specifically in the context of rotational dynamics. Using a quasi-experimental design, we compared the performance of an experimental group that utilized VBL with a control group that followed traditional teaching methods. Data were collected through pretest and posttest assessments on critical thinking skills, and various statistical analyses were performed, including the paired samples t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. The findings indicated significant improvements in critical thinking skills for both groups; however, the experimental group demonstrated substantially greater gains. This suggested that VBL, through interactive and hands-on learning methods, effectively enhanced critical thinking skills in physics education. The results underscored the potential of integrating VBL into physics curricula to foster deeper understanding and reflective reasoning. Future research should explore the long-term impacts of VBL and its application in diverse educational settings.
Co-Authors Abdul Muin ABDUL MUIN Achmad Samsudin Agustin Aulliyah, Uunwanah Ahmad Suryadi, Ahmad Amara Valio, Farah Anditha, Salma Anggraini, Windi Aswari, Citra Aulia Aulliyah, Uunwanah Agustin Aviyanti , Lina Dendy Siti Kamilah Fadlilah, Dina Rahma Farikhatul Mukharomah Fatimah Fatimah Hertanti, Erina Hulwah Habibah Kamilah, Dendy Siti Langgeng Nitya Mazidah Maya Shinta Saqila Mazidah, Langgeng Nitya Melati, Bunga Chinta Mnguni, Lindelani Muslim, M Adam Buchori Nala Lidya Naulifar, Sifa Nur Fadilah, Afifah Nurfadillah, Syahriani Pramudita, Finna R. Ahmad Zaky El Islami Rahman , Muhammad Arif Rahman, Muhammad Arif Rahmat Romadhon, Dzikri Ramadhan, Purwo Harris Safira, Ledya Safna, Thasyara Salma Anditha Saqila, Maya Shinta Sari , Indah Juwita Sari Eka Putri Shinta Dewi Sucy Lindriani Syamila, Hilwa Syarifah Zahra Tamala, Lastri Dewi Tanzillal, Muhammad Ikhfas Taufiq Al Farizi Valio, Farah Amara Yulianto, Riski Zulfiani Zulfiani