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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 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, 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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Pengaruh PhET Interactive Simultions terhadap Pemahaman Konsep Siswa pada Materi Termodinamika Tanzillal, Muhammad Ikhfas; Hertanti, Erina; Suwarna, Iwan Permana
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.91208

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh PhET Interactive Simulations terhadap pemahaman konsep siswa pada materi termodinamika. Metode penelitian yang digunakan yaitu eksperimen semu dengan desain nonequivalent control group design pada kelas XI SMA Negeri di Tangerang Selatan. Instrumen utama berupa tes pemahaman konsep yang diberikan pada tahap pre-test dan post-test kepada dua kelompok, yaitu kelompok eksperimen menggunakan PhET Interactive Simulations dan kelompok kontrol yang menerima pembelajaran konvensional. Hasil analisis menunjukkan adanya peningkatan pemahaman konsep yang signifikan pada kelompok eksperimen dengan nilai n-Gain pada kategori tinggi, serta perbedaan yang juga signifikan antara dua kelompok berdasarkan uji t. Temuan tersebut menunjukkan bahwa penggunaan PhET mampu membantu siswa membangun pemahaman konseptual melalui visualisasi dan eksplorasi interaktif. Secara lebih luas, hasil penelitian ini mengimplikasikan bahwa integrasi media simulasi digital dapat mendukung pendidikan berkelanjutan melalui pembelajaran yang adaptif, efisien, dan berbasis teknologi.
Improving Science Literacy through Virtual Experiments in Inquiry-based Learning: A Quasi-Experimental Analysis on the Concept of Optical Instruments Citra Aulia Aswari; Iwan Permana Suwarna; Sifa Naulifar
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.
A Counterbalanced Quasi-Experiment Comparing Problem-Based Learning with Zep Quiz, Zep Quiz Alone, and Traditional Lecture on Critical Thinking in High School Mechanics Fikriyah Luthfiyani; Iwan Permana Suwarna
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.97460

Abstract

Developing critical thinking in physics is a priority in 21st-century education, yet evidence comparing the effectiveness of different instructional approaches—particularly those integrating problem-based learning (PBL) with digital quiz platforms—remains limited. This study compared the effects of three learning models—PBL assisted by Zep Quiz, Zep Quiz alone, and traditional lecture—on 11th-grade students' critical thinking skills in mechanics. A counterbalanced within-subject quasi-experimental design was employed with 102 students from SMAN 4 Tangerang Selatan. Each student experienced all three models across three topics (Newton's Laws, Momentum & Impulse, Rotational Motion) in a rotated order. Critical thinking was measured using a validated 18-item test based on Facione's six indicators (reliability: 0.78–0.79 for two topics, 0.45 for Rotational Motion). Data were analyzed using N-gain, repeated-measures ANOVA, and ANCOVA with pretest scores as covariate. All models improved critical thinking with moderate-to-high N-gain (0.73–0.78). Repeated-measures ANOVA showed significant differences between models (F(2,202)=4.920, p=.008, η²=.046). However, after controlling for pretest scores, ANCOVA revealed no statistically significant differences between models (F(2,202)=2.229, p=.109, η²=.015, small effect). Topic characteristics explained substantially more variance (η²=.642) than model variations (η²=.015). The largest gains occurred in Momentum & Impulse (N-gain=0.89), the lowest in Rotational Motion (N-gain=0.55). The three learning models are comparably effective in improving critical thinking in mechanics. Topic characteristics—particularly conceptual complexity—outweigh model variations in determining learning gains. Physics educators should prioritize alignment between instructional design and topic demands rather than focusing solely on model selection. Future research should extend to other physics topics and investigate longer-term retention.
Students’ System Thinking Skills through Project Based Learning with STEM Approach (PJBL-STEM): A Quasi-Experimental Study Maya Shinta Saqila; Windi Anggraini; Ahmad Suryadi; Iwan Permana Suwarna
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.
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 Dendy Siti Kamilah Fadlilah, Dina Rahma Farikhatul Mukharomah Fatimah Fatimah Fikriyah Luthfiyani 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 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 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