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All Journal RADIASI: Jurnal Berkala Pendidikan Fisika Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Fisika FKIP UM Metro Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Momentum: Physics Education Journal Kasuari: Physics Education Journal (KPEJ) JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Pendidikan Islam
Lia Yuliati, Lia
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Religion Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Exploration of computational thinking skills: A case study of islamic senior high school students Amrizaldi, Amrizaldi; Yuliati, Lia; Supriana, Edi; Diantoro, Markus; Halim, Lilia
Momentum: Physics Education Journal Vol. 8 No. 2 (2024)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v8i2.9575

Abstract

This study aims to identify madrasah students' Computational Thinking (CT) skills on temperature and heat material. This research was conducted using a qualitative descriptive method using 5 CT-test essay questions to 53 grade XI IPA one of the Islamic Senior High School in Probolinggo. Data analysis techniques in research consist of 3 stages: data reduction, data presentation, and conclusions. Data analysis showed indicators of students' CT skills on a scale of 5 consisting of decomposition 3.90, recognition pattern 3.63, abstraction 2.83, and algorithm 2.37. Based on the study’s results, it can be concluded that the CT skills of the Islamic Senior High School in Probolinggo at temperature and heat are included in the medium category. Several indicators of CT skills are still challenging for students, especially in developing algorithms and abstractions. Some students need help identifying the steps to solve complex problems in understanding abstraction concepts and algorithms. In this case, practice, intensive tutoring, and student collaboration can help improve students' skills to overcome these difficulties.
Development Mind Mapping-Based Pocket Book Learning Media to Improve Student Learning Outcomes Sakinah, Nurul Hidayati; Yuliati, Lia; Utama, Candra
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 16, No 1 (2023): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mad.v16i1.22429

Abstract

The aim of the study was to produce a pocket book based on mind mapping for grade IV elementary schools on the theme of always saving energy which was tested for a valid level in terms of expert validation, interesting in terms of student response questionnaires and effective in terms of pre-test and post-test. Experiments were carried out using non-equivalent control group design and using a research and development model with a 4D development model including Defining, Designing, Developing and Deploying. Data collection using the method of observation, questionnaires, interviews and documentation. The results of this research, it can be said that the category is very valid, very interesting and the post-test score is greater than the pre-test score. The use of pocket book learning media based on mind mapping can improve student learning outcomes grade IV.
Hybrid Learning Model: Its Impact on Mastery of Concepts and Self-Regulation in Newton's Second Law Material Sulman, Fauzan; Yuliati, Lia; Kusairi, Sentot; Hidayat, Arif
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.273

Abstract

This study examines the impact of the Hybrid Learning Model on concept mastery and self-regulation. The research method uses a 2x3 factorial design. After that, data collection used multiple-choice tests for concept mastery and questionnaires for self-regulation. Data analysis using two-way ANOVA with SPSS software. The study results indicate that there is an effect of mastery of concepts using Hybrid Learning and without Hybrid Learning, where the Hybrid Learning model is better than non-Hybrid learning. With students' concept mastery in Newton's Law II material, self-regulation ability is in line and mutually reinforcing. The high concept mastery ability is better than students in the medium and low self-regulation categories. The concept mastery ability in the medium concept mastery category is better than low self-regulation students in the medium concept mastery category. The results also show an influence between the Hybrid learning model and students' self-regulation abilities in the high, medium, and low categories on the ability to understand concepts.
Enhancing Students Concept Mastery through Integrative Active Learning Models of Momentum and Impulse Agustin, Maria Ulfa; Yuliati, Lia; Munfaridah, Nuril
Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v7i2.677

Abstract

Students' low concept mastery of Momentum and Impulse leads to difficulties applying these concepts in everyday life. Solutions are needed to address these challenges and enhance students' concept masteryof Momentum and Impulse. Integrating phenomena into active learning is crucial for improving students' concept mastery. This research aims to enhance students' understanding of Momentum and Impulse through an integrative active learning model. An experimental study with a one-group pretest-posttest design was conducted on 30 grade 11 students. The results showed that technology-based active-integrative learning effectively increased students' concept mastery of Momentum and Impulse concepts, particularly within the medium category. Students' understanding at higher levels (levels 2 and 3) also saw significant improvement. Therefore, adopting technology-based active-integrative learning is a vital step in this direction.
Enhancing Students’ Concepts Mastery in Kinetic Theory of Gases Through the STEM-Discovery Learning Model Susanti, Shinta Dewi; Yuliati, Lia; Purwaningsih, Endang; Putri, Febi Dwi
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 17 No. 2 (2024)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/radiasi.v17i2.5056

Abstract

Students' difficulties with gas kinetic theory material have led to low mastery of physics concepts. Improving mastery of the concept of the kinetic theory of gases can be supported by using learning models. There have been many studies that prove that discovery learning can influence physics learning outcomes. However, this study uses a STEM approach integrated into a discovery learning model that acts as part of the inquiry level in physics classes Merdeka curriculum. This research aims to improve students' mastery of concepts in the kinetic theory of gases material through the STEM-discovery learning model. This research used a one-group pretest and posttest design on 30 students of class XI Merdeka 4 at SMAN 1 Dolopo. The instruments used are the RPP and five questions describing the concept mastery test. The data obtained was then analyzed using the normality test, difference test, N-gain, and effect size, and categorizing the students' concept mastery level for each question. The results of this research reveal that STEM-discovery learning is able to increase students' mastery of concepts in kinetic gas theory material. Interestingly, this research also found that students' correct conceptions have not been able to be stored in memory very well, so it is necessary to link kinetic gas theory material to other physics material that is still relevant so that students are motivated to remember and retain concepts.
Scientific Explanation Skills in Dynamic Fluid through Problem-Based Learning Assisted by PhET Simulations Nailunada, Novaliza; Yuliati, Lia; Wisodo, Hari
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.v8i1.891

Abstract

This study aims to explore students' scientific explanation skills through the implementation of the Problem-Based Learning (PBL) model assisted by PhET simulations on the topic of dynamic fluids among high school students. The research employed a mixed-method approach with an explanatory model involving 58 eleventh-grade students. Data were collected through tests and interviews. Quantitative data were analyzed using a paired sample t-test, N-gain calculation, and effect size, while qualitative data were analyzed through data collection, reduction, coding, and drawing conclusions.The analysis results showed that the scientific explanation skills of students in the experimental class increased significantly compared to the control class. The paired sample t-test results indicated a significant difference between the experimental and control classes, and the N-gain score of 0.4096 indicated a moderate improvement. More students in the experimental class were categorized as fully supported, while the control class was dominated by students in the invalid category. The implementation of PBL assisted by PhET simulations proved effective in enhancing students' abilities to construct claims, provide evidence, and present logical scientific reasoning. In this study, the integration of PBL and interactive technology in science learning is suggested as a means to improve students' scientific explanation skills.
Optimizing Problem-Solving Skills in Pedagogical Content Knowledge for Prospective Madrasah Ibtidaiyah Teachers Faizah, Silviana Nur; Yuliati, Lia; Pristiani, Riska
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.189

Abstract

Problem-solving competence is crucial for prospective Madrasah Ibtidaiyah teachers in making instructional decisions. This study examined the influence of project-based learning on problem-solving skills within Pedagogical Content Knowledge (PCK) and identified supporting and inhibiting factors in a civic education instruction course. An embedded mixed-method design was applied to 46 prospective Madrasah Ibtidaiyah teachers at Universitas Islam Lamongan. Quantitative data were gathered through the Problem-Solving Inventory and problem-solving skills within the PCK test dimension. These data were analyzed using the Wilcoxon Signed Rank Test, effect size, and N-gain. Qualitative data from observations, interviews, and documentation were thematically analyzed. Results indicated that project-based learning significantly enhanced problem-solving skills (p = 0.000), with a medium effect size (0.697) on the Problem Solving Inventory and a large effect size (0.87) on PCK. However, the N-gain score was relatively low (0.27). Qualitative findings reinforced these results, highlighting contextual learning, collaboration, critical thinking, systematic planning, reflection, lecturer support, resource availability, and field experience as enablers. At the same time, group dynamics, coordination with school teachers, and students’ initial readiness acted as barriers. This study underscores the potential of project-based learning to bridge theory and practice while fostering problem-solving skills among prospective Madrasah Ibtidaiyah teachers. Its novelty lies in exploring project-based learning across planning, implementation, and reflection, which represent enacted PCK (ePCK) within the Refined Consensus Model, as well as integrating collective PCK (cPCK) as content knowledge. Future research should involve larger samples, design project-based pedagogical modules, and examine long-term effects on both ePCK and cPCK development.
Co-Authors Agustin, Maria Ulfa Amrizaldi, Amrizaldi Arif Hidayat Azizah, Nafilah Husnaul Azizah, Rismatul Candra Utama Endang Purwaningsih Eny Latifah, Eny Eny Susanawati Fauzan Sulman Hanim, Latifah Hari Wisodo, Hari Herawati Susilo Kantarinata, Dice Kusaeri, Sentot Lilia Halim, Lilia Markus Diantoro Nailunada, Novaliza Nandang Mufti Nuril Munfaridah, Nuril Parno Parno Prima Warta Santhalia Putri, Febi Dwi Riska Pristiani Sakinah, Nurul Hidayati Sentot Kusairi Silviana Nur Faizah Supriana, Edi Susanti, Shinta Dewi Wartono Wartono