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All Journal Jurnal Pengajaran MIPA JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Edukasi Matematika dan Sains Jurnal Pendidikan Informatika dan Sains Jurnal Pendidikan (Teori dan Praktik) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Pada Masyarakat Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Jurnal Basicedu VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Surya Abdimas JETL (Journal Of Education, Teaching and Learning) JURNAL PENDIDIKAN SAINS DAN APLIKASINYA GERVASI: Jurnal Pengabdian kepada Masyarakat Kappa Journal Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Journal On Teacher Education (Jote) Akrab Juara : Jurnal Ilmu-ilmu Sosial PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Pengabdian Masyarakat Bangsa Journal of Educational Studies International Journal of Educational Narratives
Nurussaniah
Universitas PGRI Pontianak
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Design Thinking Sebagai Metode Inovatif dalam Perancangan Aplikasi M-Physics Nurussaniah Nurussaniah; Maurish Sofie Rahmi Batita; Saida Ulfa; Henry Praherdhiono; Ira Nofita Sari
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.610

Abstract

In the ever-evolving digital era, learning applications have become indispensable tools in the educational process. This research delves into the utilization of Design Thinking as an innovative methodology for crafting M-Physics applications. The study delineates the steps involved in Design Thinking, which encompass empathy, definition, ideation, and prototyping. The findings demonstrate that Design Thinking aids researchers in gaining a deeper understanding of user needs, articulating problems more precisely, generating creative ideas, and ultimately, devising more innovative solutions. The foundation of the M-Physics prototype design lies in presenting material in a manner that is both succinct and detailed, aligning with the principles of generative learning. M-Physics aims to assist learners, particularly students, in comprehending physics material. Future research should endeavor to complete the Design Thinking process through to the testing stage, ensuring the production of a comprehensive product that truly meets user needs. The insights gleaned from this research are anticipated to be of value to other educational application developers seeking to incorporate a Design Thinking approach into their design processes.
Pembelajaran Inkuiri untuk Meningkatkan Keterampilan Proses Sains Calon Guru Fisika Nurussaniah, Nurussaniah; Trisianawati, Eka; Sari, Ira Nofita
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1891

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan peningkatan keterampilan proses sains calon guru fisika setelah diterapkan pembelajaran inkuiri dan konvensional. Penelitian ini menggunakan metode eksperimen dengan bentuk quasi eksperimen dan rancangan non-equivalent control group design. Hasil penelitian menunjukkan bahwa peningkatan keterampilan proses sains pada kelas yang diterapkan pembelajaran inkuiri adalah 38,09 sedangkan pada kelas yang diterapkan pembelajaran konvensional adalah 17,86. Hasil uji t independent sampel menunjukkan angka signifikansi yaitu 0,004 lebih kecil dari 0,05. Hal ini menandakan bahwa H0 ditolak dan Ha diterima sehingga terdapat perbedaan peningkatan keterampilan proses sains calon guru fisika di kelas yang diterapkan pembelajaran inkuiri dan konvensional. N-Gain (g) pada kelas eksperimen adalah 0,65 dengan interpretasi sedang dan pada kelas kontrol adalah 0,27 dengan interpretasi rendah. Perbedaan tersebut menunjukkan bahwa pembelajaran inkuiri mampu meningkatkan keterampilan proses sains guru fisika.Inquiry Learning to Improve The Science Process Skills of The Pre-Service Physics TeachersThis study aims to determine the difference in the improvement of science process skills of physics teacher candidates after applied inquiry and conventional learning. This research uses the experimental method with quasi-experimental design and non-equivalent control group design. The results showed science process skills’ gain in the classroom applied inquiry learning is 38.09 while in the classroom applied conventional learning is 17.86. The result of the independent sample t-test shows that the significance is 0.004 less than 0.05. This indicates that H0 rejected and Ha accepted, so there is a difference in the improvement of science process skills of physics teachers in the classroom which is applied inquiry and conventional learning. N-Gain (g) in the experimental class is 0.65 with moderate interpretation and in the control class is 0.27 with low interpretation. The existence of such differences indicates that inquiry learning can improve the science physics teacher process skills.
Inovasi Asesmen Berbasis Deep Learning: Upaya Peningkatan Profesionalisme Guru Fisika di Kota Pontianak Nurussaniah, Nurussaniah; Sari, Ira Nofita; Angraeni, Lia; Sukadi, Eti; Boisandi, Boisandi; Assegaf, Syarif Lukman Hakim; Saputri, Dwi Fajar; Matsun, Matsun
Jurnal Pengabdian Masyarakat Bangsa Vol. 3 No. 7 (2025): September
Publisher : Amirul Bangun Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59837/jpmba.v3i7.2978

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan profesionalisme guru fisika di Kota Pontianak melalui inovasi asesmen pembelajaran berbasis deep learning. Latar belakang kegiatan ini didasarkan pada tantangan guru dalam mengembangkan asesmen yang relevan dengan keterampilan abad ke-21, di mana asesmen tradisional masih dominan dan kurang mampu mengukur keterampilan berpikir tingkat tinggi. Metode pelaksanaan dilakukan melalui tahapan persiapan, workshop, praktik penyusunan instrumen asesmen, pendampingan, dan evaluasi. Sasaran kegiatan adalah guru fisika SMA/SMK yang tergabung dalam MGMP Fisika Kota Pontianak. Hasil pelatihan menunjukkan adanya peningkatan signifikan pada pemahaman guru terhadap konsep asesmen berbasis deep learning, yang ditunjukkan oleh kenaikan skor pretest dan posttest. Selain itu, keterampilan guru dalam menyusun instrumen asesmen juga meningkat dengan rata-rata kategori “baik”, meskipun aspek autentisitas asesmen masih perlu diperkuat. Temuan ini menegaskan bahwa pelatihan asesmen berbasis deep learning efektif dalam meningkatkan pemahaman konseptual sekaligus keterampilan praktis guru fisika, sehingga dapat berkontribusi terhadap peningkatan mutu pembelajaran sains di era digital.
Design Thinking Sebagai Metode Inovatif dalam Perancangan Aplikasi M-Physics Nurussaniah, Nurussaniah; Batita, Maurish Sofie Rahmi; Ulfa, Saida; Praherdhiono, Henry; Sari, Ira Nofita
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.610

Abstract

In the ever-evolving digital era, learning applications have become indispensable tools in the educational process. This research delves into the utilization of Design Thinking as an innovative methodology for crafting M-Physics applications. The study delineates the steps involved in Design Thinking, which encompass empathy, definition, ideation, and prototyping. The findings demonstrate that Design Thinking aids researchers in gaining a deeper understanding of user needs, articulating problems more precisely, generating creative ideas, and ultimately, devising more innovative solutions. The foundation of the M-Physics prototype design lies in presenting material in a manner that is both succinct and detailed, aligning with the principles of generative learning. M-Physics aims to assist learners, particularly students, in comprehending physics material. Future research should endeavor to complete the Design Thinking process through to the testing stage, ensuring the production of a comprehensive product that truly meets user needs. The insights gleaned from this research are anticipated to be of value to other educational application developers seeking to incorporate a Design Thinking approach into their design processes.
Eksplorasi Dimensi Efikasi Diri Guru Fisika di Kalimantan Barat Sari, Ira Nofita; Nurussaniah, Nurussaniah
Kappa Journal Vol 7 No 3 (2023): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v7i3.23730

Abstract

Physics teachers need to pay more attention to each student's unique way of thinking, strive to recognize and correct misunderstandings, and apply cognitive learning methods such as assimilation and accommodation. The use of cognitive dissonance can be used as a tool to change students' way of thinking. Additionally, it is important to simplify experiments and provide practical exercises that can deepen students' understanding. Teachers must also be able to relate lesson material to real life and understand the role of emotions in the teaching and learning process. Therefore, it is necessary to have teacher self-confidence through self-efficacy. This study aims to provide a comprehensive understanding of the condition of educators' self-efficacy in West Kalimantan and its impact on learning. This research is a descriptive research. The population of this research is all physics teachers in West Kalimantan. The sample was selected using probability sampling technique. The number of samples in this study were 100 physics teachers from 13 cities/districts in West Kalimantan. Data collection technique is indirect communication. Data analysis used descriptive statistics, followed by a description of the physics teacher's level of self-efficacy. Based on the research results it was concluded that the average self-efficacy level of physics teachers in West Kalimantan was quite high. The factors measured, namely the efficacy in learning strategies, classroom management, and student involvement all show a good level of self-efficacy. Physics teachers in West Kalimantan demonstrated high efficacy in developing learning strategies and managing classrooms, and had sufficient confidence in engaging students in the learning process.
Blog Academic Assisted Inquiry Strategy for Conceptual Understanding of Physics Learning through 21st Century Learning Attitudes Ira Nofita Sari; Lia Angraeni; Nurussaniah
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6460

Abstract

This research aims to determine the impact of learning using inquiry strategies assisted by academic blogs on the 21st century skills of students in the Physics Education Study Program at IKIP PGRI Pontianak. This research is a pre-experimental design research with a One group pretest-posttest design. The sample used was all 18 fifth semester students. The data collection technique is to determine conceptual abilities using tests, while to determine 21st century skills, namely 4C skills (Critical Thinking, Communication, Collaboration and Creativity) using observation techniques. The data collection tools used were test questions and observation sheets. Based on data analysis, it is known that there is a significant increase in students' understanding of concepts before and after learning in the high category. Students master 21st century skills, namely critical thinking, communication, collaboration, and creativity in the high category in every lesson. The academic blog-based inquiry learning model is innovative in improving the quality of physics learning in the 21st century educational era.
Digital Learning Ecosystems and Their Role in Advancing Literacy and Conceptual Understanding in Physics Lia Angraeni; Lukman Hakim Assegaf; Ira Novita Sari; Nurussaniah Nurussaniah; Khaerus Syahidi
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.3062

Abstract

Background of study: The rapid integration of digital technologies into education offers opportunities to address the persistent challenges of abstract physics learning, while the simultaneous development of digital literacy and conceptual understanding remains underexplored. Aims: This study aimed to investigate the impact of holistic digital learning on students’ digital literacy and conceptual understanding in physics, and to explore the relationship between these two constructs. Methods: A quasi-experimental non-equivalent control group design was applied with 67 senior high school students in Pontianak, Indonesia. The experimental group (n = 35) received instruction via a Moodle-based learning management system integrating blogs, digital worksheets, and interactive videos, while the control group (n = 32) engaged in conventional non-digital learning. Data were collected through pretest and posttest assessments based on Bloom’s taxonomy and the UNESCO digital literacy framework. Result: Welch’s ANOVA showed no significant pretest differences, but posttest results revealed significant gains in the experimental group for both digital literacy and conceptual understanding (p < .001). A strong positive correlation was also found between the two constructs (r = .843, p < .001). Implication: The findings demonstrate that holistic digital learning significantly enhances both digital competencies and conceptual mastery in physics, underscoring the importance of integrated digital ecosystems in meeting the dual demands of 21st-century education
Effectiveness of Guided Inquiry-Based Worksheets in Improving Science Process Skills on Vibrations and Waves Material Ira Nofita Sari; Lia Angraeni; Dedeh Kurniasih; Nurussaniah Nurussaniah
Kappa Journal Vol 8 No 3 (2024): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v8i3.28525

Abstract

Science education is a key factor in developing students' science process skills and understanding of scientific concepts. Mastery of science process skills is one of the important ways to gain knowledge. By implementing Student Worksheets based on guided inquiry, science process skills and understanding of scientific concepts can be improved. This study examines the effect of guided inquiry-based worksheets on science process skills. This study used a quasi-experimental design with a one-group pretest-posttest model to examine the effectiveness of guided inquiry-based worksheets in improving students' science process skills on vibration and wave material. The research participants consisted of students enrolled in vibration and wave courses in the third semester of the Physics Education Study Program, Universitas PGRI Pontianak, who were selected using saturated sampling techniques. The instruments used in this study were science process skills tests in the form of pretests and posttests and science process skills observation sheets during learning which included observing, classifying, measuring, interpreting data, making hypotheses, designing experiments, conducting experiments, communicating, results, concluding, identifying variables, and using tools and materials. The data obtained were analyzed using paired t-test and N-Gain analysis. Based on the data obtained, both from pretest, posttest, and observation, it can be concluded that the use of guided inquiry-based worksheets is effective in improving students' science process skills in vibration and wave material. This increase is clearly seen in the pretest and posttest scores, as well as in the observation of skills that show positive developments in all indicators of science process skills.
Ethnoscience in vernacular architecture of Dayak traditional houses: A study of local knowledge as contextual science learning resources. Nurussaniah Nurussaniah
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.10909

Abstract

Science learning in Indonesia is frequently delivered in an abstract manner that is detached from the cultural environment of learners, a condition that contributes to weak scientific literacy and limited appreciation of local wisdom. This study aims to identify the indigenous science embedded in the vernacular architecture of Dayak traditional houses and to reconstruct it into scientific concepts that can serve as contextual science learning resources. The study applied a qualitative descriptive design using an ethnoscience reconstruction approach. Data were gathered through literature study and documentation analysis of architectural features of the Dayak longhouse, namely the rumah betang and rumah radakng of Kalimantan, and were analysed through the stages of identifying indigenous knowledge, reconstructing it into scientific knowledge, and mapping it to the science curriculum. The findings reveal that core architectural elements carry rich scientific content. The elevated stilt structure encodes concepts of pressure, fluid statics, flood hydrology, and structural equilibrium. The use of ironwood relates to material density, mechanical strength, and biological decay resistance. The steep gable roof, the wooden peg joinery, the cross-ventilated and slatted floor, and the natural pigments respectively embody concepts of inclined-plane forces, elasticity and energy dissipation, convective heat transfer and the stack effect, and the chemistry of pigments. These reconstructed concepts align with topics in physics, chemistry, biology, and earth science across the secondary curriculum, and they fit project-based and inquiry learning that strengthens scientific literacy, cultural literacy, and the values of the Pancasila Student Profile. The study concludes that Dayak vernacular architecture is a strong and underused contextual learning resource that connects scientific reasoning with cultural identity and conservation values.
The effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts Nurussaniah Nurussaniah; Hendra Sulistiawan
Jurnal Pendidikan Informatika dan Sains Vol. 13 No. 2 (2024): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v13i2.10910

Abstract

Ethnoscience-based learning integrates local cultural knowledge into science education, providing students with contextually meaningful learning experiences. This study investigates the effect of ethnoscience-based physics learning on students' analytical skills in cultural contexts. A quasi-experimental design with a non-equivalent control group was employed, involving 72 high school students in West Kalimantan, Indonesia. The experimental group received ethnoscience-based physics instruction incorporating Malay cultural practices and traditional knowledge systems, while the control group received conventional physics instruction. Analytical skills were measured using a validated instrument comprising 25 items aligned with Bloom's taxonomy (analysis level). Results revealed that students in the experimental group demonstrated significantly higher analytical skills compared to the control group (t = 4.87, p < 0.001, d = 1.12). Qualitative analysis of student reflections indicated that cultural contexts enhanced students' motivation to analyze physical phenomena. These findings suggest that ethnoscience-based physics learning is a promising pedagogical approach for developing analytical skills while preserving cultural heritage. Implications for curriculum development and teacher training are discussed.
Co-Authors - Anita, - Adi Pramuda Adi Pramuda Afina Afina Agus Supriyanto Anita Anita Ardian Arifin Ardian Arifin Aunurrahman Badaun, Maryland Batita, Maurish Sofie Rahmi Batita, Maurish Sofie Rahmi Boisandi Cari, Cari Chandra Lesmana Dedeh Kurniasih Dedi Irwan Dewi Liesnoor Setyowati Dwi Fajar Saputri Eka Trisianawati Eti Sukadi Fahrul Jatannur Handi Darmawan Handy Ferdiansyah Hartin, Alvionica Hendra Sulistiawan Henry Praherdhiono Ira Nofita Sari Ira Novita Sari Khaerus Syahidi Lia Angraeni Lukman Hakim Lukman Hakim Assegaf Magdalena Simanjuntak margaretha kurniati pati Maryland Badaun Matsun Misbah Misbah Muhammad Iqbal Ripo Putra Nabila Alhilma Nindy Debbytha Adystifanny Novi Sri Hidayati Nurhayati Pingkan, Laura Vera Pusaka, Semerdanta Reo Ramandha Risa Suryana Saida Ulfa Sarah Ashari Siswahyudianto Siti Umaya Sari Sofyan Soka Hadiati Sulaiman Sulaiman Syarif Lukman Hakim Alsagaf Syarifah Fadilah Tomo Djudin Wahyudi Wahyudi Yohanes Kurniawan