Article Per Year (5 Year)
p-Index From 2021 - 2026
1.665
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jurnal Pengabdian kepada Masyarakat Tsaqila Jurnal Pendidikan dan Teknologi Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Equator Science Journal (ESJ) PESARE: Jurnal Pengabdian dan Rekayasa
Mawarni Saputri
Universitas Syiah Kuala
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
The Effectiveness of ICARE Learning Model in Improving Students’ Critical Thinking Skills and Collaboration Skills Mawarni Saputri; Elisa Elisa; Siska Nurlianti
Jurnal Penelitian Pendidikan IPA Vol 8 No 3 (2022): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i3.1360

Abstract

The aim of this study was to know the effectiveness of the ICARE learning model in improving students' critical thinking skills and collaboration skills. The type of research conducted in this research was classroom action research. In this study, there were three stages of data collection namely planning, implementation and data analysis which were analyzed using descriptive statistics. The research instrument used was a critical thinking skill test in essay form, an observation sheet for teacher and student activities in learning, a teacher ability observation sheet, a student response sheet and an observation sheet for students’ collaboration skills. The result showed that ICARE learning model was effective in improving students' critical thinking skills and collaboration skills. The result of students' responses to the ICARE learning model were also very positive. This positive response showed that students were very enthusiastic about the learning presented and make it easier for students to understand the material.
UTILIZING GOOGLE FORM TO FACILITATE EVALUATION PROCESS OF THE ONLINE LEARNING Mawarni Saputri; Nurulwati
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 11: April 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v1i11.1442

Abstract

This study aims to describe the effectiveness of using Google Forms to facilitate the process of evaluating student learning outcomes in online learning. The research method used is descriptive analytical method with data collection techniques in the form of questionnaires and documentation studies. The subjects of this study were physics and science teachers in the city of Sabang. The procedure for developing evaluations in the learning process using Google Form starts from the stages of planning, creating, publishing and providing instructions for use. The results showed that the understanding, skills and attitudes of teachers after receiving training related to the use of google form as a whole were in the good category. The teacher's response to the use of Google Forms as an alternative evaluation tool in the learning process shows a good response, namely providing good benefits for teachers and students, especially during the COVID-19 pandemic where learning cannot be done face-to-face but online.
The Implementation of Guided Inquiry Learning Model to Improve Students’ Creative Thinking Skills in Physics Mawarni Saputri; Nurulwati Nurulwati; Musdar Musdar
Jurnal Penelitian Pendidikan IPA Vol 9 No 3 (2023): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i3.3186

Abstract

The aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills tests in essay form and also questionnaire to evaluate students’ response to the learning activities. An expert validation test was first was first run before the instrument test was tested on the students. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills where the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physics
Analisis Kesulitan Guru Fisika dalam Menyusun dan Melaksanakan Penelitian Tindakan Kelas Mawarni Saputri; Nurulwati; Susanna; Musdar
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 11 No 1 (2023)
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jpf.v11i1.35689

Abstract

Classroom Action Research (CAR) aims to improve the quality of the implementation of learning in the classroom. CAR has an important and strategic role in efforts to improve the quality of learning. Therefore, it is very important for teachers to carry out CAR and make scientific research reports on CAR. However, the reality on the ground is that there are still many physics teachers at SMA Aceh Tamiang who have difficulty compiling Classroom Action Research (CAR). The purpose of this study was to find out the difficulties faced by teachers in implementing and compiling Classroom Action Research (CAR) reports. The results obtained that teachers' perceptions of CAR increased after participating in CAR training. Aspects of knowledge and skills are classified as good and the teacher's attitude towards CAR is classified as very good. The results of the difficulty analysis showed that respondents (physics teachers) found it very difficult to report the results of CAR, and overall it can be concluded that respondents still find it difficult to implement and prepare CAR.
Bahasa Indonesia Bahasa Indonesia Mawarni Saputri; Qory Oktaria; Alnia Junaidi; M. Agis Ardiansyah
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3856

Abstract

The aim of this study was to determine the effect of the intensity of the yellow LED light and the sound intensity of religious music (Asmaul Husna) on the growth of various types of chili plants in indoor system. The research method uses experimental research. This research was conducted in Baitussalam District, Aceh Province. This research was conducted for a month. Based on the results and discussion, it can be concluded that exposure to LED lights and religious music (Asmaul Husna) has a fairly good effect on the growth of stem height, number of leaves and leaf width of the three types of chili plants tested. This is because the addition of light in the form of LEDs and sound can help the plant photosynthesis process to be more productive and accelerate the growth of the third type of chili. From the three types of chili, the most significant effect is in terms of plant height, leaf width and number of leaves found in chili peppers compared to the results obtained on cayenne pepper and green chili.
Analysis of the mechanical properties of banana stem fibers and coconut fibers through tensile strength measurement based on Hooke’s Law Kurniatillah Kurniatillah; Mawarni Saputri; Elisa Elisa
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 12, No 1 (2026): May
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v12i1.39050

Abstract

The utilization of natural fibers such as banana stem fiber and coconut fiber is still not widespread even though both have good mechanical properties. This study aims to compare the tensile strength of the two types of fibers using the hanging load test method. The study was conducted experimentally at the Physics Education Laboratory of Syiah Kuala University using four specimen groups with 20 samplesin each group (n = 20). The process includes drying the fibers indoors, cutting samples with a size of 20 cm for single fibers and 15 cm for bundles, measuring the diameter using a screw micrometer, and applying a load gradually until the fiber breaks. A total of 80 specimens were tasted using a purposive sampling technique, consisting of sigle banana fibers, sigle coconut fibers, banana fiber bundles, and coconut fiber bundles with relatively similar physical characteristics and diameters. The data obtained were analyzed descriptively using average values of stress, strain, and elastic modulus. The results showed that single coconut fiber had the highest stress of 4.49×10⁶ Pa, an elastic modulus of 2.30×10⁸ Pa, and a strain of 0.0210. Meanwhile, single banana fiber had a stress of 4.34×10⁶ Pa, a modulus of 3.57×10⁸ Pa, and a strain of 0.0017. Coconut fiber bundles showed a stress of 1.76×10⁶ Pa, a modulus of 1.29×10⁸ Pa, and a strain of 0.0145, while banana fiber bundles produced a stress of 1.77 × 10⁶ Pa, a modulus of 6.91 × 10⁸ Pa, and a strain of 0.0033. Coconut fiber was more elastic and less prone to breaking during testing, while banana fiber was stiffer and more prone to breaking. The results of this study concluded that coconut fiber is better suited for applications requiring flexibility, while banana fiber is better suited for applications requiring high stiffness. 
Differences in Students’ Critical Thinking and Collaboration Skills between Problem-Based Learning and Discovery Learning in Physics Mawarni Saputri; Saminan Saminan; Ziaun Nisa
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.372

Abstract

Critical thinking and collaboration are essential 21st-century competencies. However, recent PISA results indicate that students’ critical thinking skills remain low, a condition also found at SMA 15 Adidarma Banda Aceh. Therefore, this study aimed to examine the effect of the Problem-Based Learning (PBL) model on students’ critical thinking and collaboration skills in physics learning on the topic of Heat and Temperature. This study employed a quantitative approach with a non-equivalent control group design. The participants were two Grade XI classes. The experimental group was taught using the PBL model, while the control group received instruction through the Discovery Learning model. Data were collected through pretest and posttest essay tests to measure critical thinking skills, while collaboration skills were assessed using observation sheets. Critical thinking data were analyzed using an independent samples t-test, whereas collaboration data were analyzed descriptively using percentage analysis. The results showed a significant difference in critical thinking skills between the experimental and control groups , with the experimental group achieving better results. In addition, students’ collaboration skills in the PBL class were categorized as very good. It can be concluded that the PBL model has a significant positive effect on improving students’ critical thinking and collaboration skills. Therefore, PBL is recommended as an effective instructional alternative for physics teachers to promote higher-order thinking and collaborative learning competencies.
Peningkatan Kemampuan Literasi Digital Guru Melalui Pelatihan Aplikasi Assemblr Edu di SD Negeri Rumpet maulida maulida; Hafnati Rahmatan; Mawarni Saputri; Fitrah Asma Ulhusna
PESARE: Jurnal Pengabdian Sains dan Rekayasa Vol. 4 No. 2: Juni 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/pesare.v4i2.2176

Abstract

Abstract: Digital literacy skills are one of the skills that must be possessed by a teacher. The development of technology and also various artificial intelligence applications are a challenge for the pedagogical skills of teachers, where teachers are required to be able to master these various applications. The Ministry of Education and Culture has also supported the improvement of technology application skills for teachers by providing premium applications through teacher affiliate email accounts. This community service activity aims to provide training to teachers related to the Assemblr Edu application at Rumpet Public Elementary School. Method: This community service activity will use 5 stages of activities, namely Socialization, Training, Technology Application, Mentoring, and Evaluation. The sample in this community service activity is 12 teachers. To assess improvements in teachers' digital literacy skills, data will be collected on teachers' initial and final abilities. Results: The improvement of teachers' digital literacy skills at Rumpet Public Elementary School has increased, as seen from the initial ability of teachers before the activity by 58% and after the activity to 86%, from a total of 12 teachers. The Esemblr Edu application training provides additional digital literacy knowledge for teachers at Rumpet Public Elementary School.
Effectiveness of the PISA-DigiPjBL Model in Enhancing Scientific Literacy, Critical Thinking Skills, and Deep Learning of Physics Education Students Mawarni Saputri; Musdar Musdar; Fadiya Haya
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18990

Abstract

This study examines the effectiveness of the PISA-DigiPjBL learning design in enhancing scientific literacy, critical thinking skills, and deep learning among undergraduate Physics Education students. A quasi-experimental study with a non-equivalent control group design was conducted involving 69 students enrolled in a Static Fluids course at Universitas Syiah Kuala, consisting of an experimental group (35 students) and a control group (34 students). The experimental group engaged in PISA-oriented digital project-based learning supported by a virtual laboratory, while the control group implemented conventional project-based learning supported by physical laboratory activities without digital integration. Accordingly, the findings are interpreted as the effect of an integrated PISA-oriented digital project-based learning environment rather than a single instructional component. Scientific literacy and critical thinking skills were measured using validated essay-based tests, while deep learning was assessed through a structured observation sheet capturing students’ learning behaviors during instructional activities. Content validity for all instruments was established through expert judgment, and reliability analyses indicated high internal consistency for the tests and excellent inter-rater agreement for the observation instrument. Data were analyzed using normality and homogeneity tests followed by independent sample t-tests. The results show that the experimental group achieved significantly higher gains in scientific literacy and critical thinking skills than the control group (α = 0.05), with large effect sizes (Cohen’s d = 1.30 for scientific literacy and 1.17 for critical thinking). Observational data further indicate that students in the experimental group demonstrated very high levels of deep learning behaviors, characterized by active engagement and collaboration, critical problem solving, creativity and innovation, and real-world application of physics concepts. These findings suggest that the PISA-DigiPjBL learning design is effective in promoting meaningful and deep learning in physics education at the higher education level when PISA-oriented project-based learning is integrated with digital learning environments.
Enhancing High School Students’ Collaboration Skills and Learning Outcomes through PhET Simulation Based E-Worksheets in Sound Wave Topic Mawarni Saputri; Nurulwati; Asmaul Husna
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.619

Abstract

This study was motivated by the low level of students' collaboration skills and physics learning outcomes and by the limited use of digital learning media that simultaneously promote both competencies. Therefore, this study aimed to examine the effect of PhET Simulation-based E-Worksheets on the collaboration skills and physics learning outcomes of eleventh-grade students at SMA Negeri 8 Banda Aceh. A quantitative approach employing a quasi-experimental pretest-posttest control group design was used. Two purposively selected classes participated as the experimental and control groups. Data were collected using pretest-posttest achievement tests, collaboration skills observation sheets, and student response questionnaires. The data were analyzed using descriptive statistics and an independent samples t-test. The results showed that students in the experimental class demonstrated higher collaboration skills than those in the control class. In addition, the experimental class achieved a higher mean physics learning outcome score (M = 76.66) than the control class (M = 65.00). The independent samples t-test indicated a significant difference between the two groups (t_count = 2.37 > t_table = 1.99), confirming that the use of PhET Simulation-based E-Worksheets significantly improved students' physics learning outcomes. These findings provide empirical evidence that integrating PhET Simulation with E-Worksheets not only enhances students' conceptual understanding of physics but also supports the development of collaboration skills, thereby offering an effective instructional strategy for twenty-first-century physics learning.  
Co-Authors Alnia Junaidi Asmaul Husna Elisa Elisa Elisa Elisa Fadiya Haya Fitrah Asma Ulhusna Hafnati Rahmatan Kurniatillah Kurniatillah M. Agis Ardiansyah Maulida Maulida Musdar Musdar Musdar Musdar Musdar Nurulwati Nurulwati Nurulwati Nurulwati Qory Oktaria Saminan, Saminan Siska Nurlianti Susanna Ziaun Nisa