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Senior High School Students’ Literacy Profile on Energy Conversion Process Nugraha, Abdurrohman Khotim; Rochman, Chaerul; Nasrudin, Dindin
Jurnal Riset Pendidikan Fisika Vol 7, No 1 (2022): Mei
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um058v7i1p29-33

One of the factors supporting the success of the energy transition program is community literacy. The purpose of this study is to provide an overview of the energy literacy profile of students in the energy conversion process. This study used a survey method by distributing energy literacy questionnaires to students of class XII MIPA at the State Senior High School in West Java, Indonesia. The results showed that the majority of student literacy was in a low category (41.9%). The percentage of students who answered correctly on the knowledge aspect of energy conversion was 62.6%, knowledge of physics concepts in energy conversion was 37.4%, knowledge of aspects of energy conversion benefits was 40.0%, and the best attitude related to hydropower by 50.3%. This study concludes that the students’ energy literacy level, primarily in energy conversion, is still in the low category. Therefore, energy education to improve students’ energy literacy is still very much needed.Keywords: energy conversion, energy literacy, energy education, renewable energy AbstrakSalah satu faktor pendukung keberhasilan program konversi energi adalah literasi masyarakat. Tujuan dari penelitian ini adalah untuk memberikan gambaran tentang profil literasi energi peserta didik dalam proses konversi energi. Penelitian ini menggunakan metode survei dengan menyebarkan instrumen literasi energi melalui angket kepada 31 siswa kelas XII MIPA SMA Negeri di Jawa Barat. Hasil penelitian menunjukkan bahwa sebagian besar literasi peserta didik menunjukkan kategori rendah (41,9%). Persentase siswa yang menjawab benar pada aspek pengetahuan konversi energi sebesar 62,6%, pengetahuan konsep fisika dalam konversi energi sebesar 37,4%, pengetahuan aspek manfaat konversi energi sebesar 40,0%, dan sikap terbaik terkait PLTA sebesar 50,3%. Penelitian ini menyimpulkan bahwa tingkat literasi energi peserta didik dalam konversi energi masih dalam kategori rendah. Oleh karena itu, pendidikan energi untuk meningkatkan literasi energi peserta didik masih sangat dibutuhkan.Kata Kunci: konversi energi, literasi energi, pendidikan energi, energi terbarukan

Mapping Research Trends In Teaching And Learning Trajectories In Science Learning Nugraha, Abdurrohman Khotim; Rochman, Chaerul
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.1.21216

One of the success factors of science learning is determined by the teacher's role in designing learning. A good learning design at least contains three aspects that are mutually sustainable, namely teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment. This study aims to map research trends related to teaching and learning trajectory and authentic assessment in science learning. The method used was bibliometric analysis. The sample of articles used amounted to 662 Scopus indexed articles within the last five years. The results of the analysis were then mapped using VOSviewer to show the connections, patterns, correlations and density of research on the topics studied. The mapping results show that not much research has been conducted on teaching and learning trajectories and authentic assessment in science learning over the past five years. Thus, the results of this study are expected to provide a comprehensive picture of the development of research on teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment and its implications for educators and or future researchers in designing more effective and innovative science learning designs in the future.

PENGGUNAAN SISTEM INFORMASI GEOGRAFIS (SIG) UNTUK MEMETAKAN DAERAH RAWAN LONGSOR DI KABUPATEN SUMEDANG Nugraha, Abdurrohman Khotim; Yulianto, Agus; Aji, Mahardika Prasetya
Proceeding Seminar Nasional IPA 2025
Publisher : LPPM UNNES

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

Kabupaten Sumedang merupakan salah satu kabupaten di Jawa Barat dengan jumlah bencana longsor yang tinggi. Hal ini menjadi indikator perlunya pemetaan daerah rawan longsor sebagai bentuk mitigasi bencana. Tujuan penelitian ini adalah untuk memetakan daerah rawan longsor di Kabupaten Sumedang berdasarkan pedoman PVMBG 2015. Metode yang digunakan adalah metode weighted overlay. Data yang digunakan adalah data spasial dari 2 parameter utama pemicu longsor yaitu curah hujan dan kemiringan lereng. Berdasarkan penelitian yang telah dilakukan menunjukkan bahwa Kabupaten Sumedang memiliki curah hujan tahunan tinggi (2.000 – 3.000 mm) dan kemiringan lereng curam (30-50%). Hasil pemetaan didapatkan bahwa Kabupaten Sumedang memiliki tingkat kerawanan longsor rendah sampai sedang.

Mapping Research Trends In Teaching And Learning Trajectories In Science Learning Nugraha, Abdurrohman Khotim; Rochman, Chaerul
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.1.21216

One of the success factors of science learning is determined by the teacher's role in designing learning. A good learning design at least contains three aspects that are mutually sustainable, namely teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment. This study aims to map research trends related to teaching and learning trajectory and authentic assessment in science learning. The method used was bibliometric analysis. The sample of articles used amounted to 662 Scopus indexed articles within the last five years. The results of the analysis were then mapped using VOSviewer to show the connections, patterns, correlations and density of research on the topics studied. The mapping results show that not much research has been conducted on teaching and learning trajectories and authentic assessment in science learning over the past five years. Thus, the results of this study are expected to provide a comprehensive picture of the development of research on teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment and its implications for educators and or future researchers in designing more effective and innovative science learning designs in the future.

Measuring Changes in Students’ Science Literacy through E-Module-Based Physics Learning Using Rasch Analysis Nugraha, Abdurrohman Khotim; Rochman, Chaerul; Nasrudin, Dindin; Mileniati, Fajriati Ramadhini Nur; Ali, Siti Rahaimah; Patahuddin, Sitti Maesuri; Hossain, Mosaddek; Noor, Dato Norsabrina Mohd
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39096

This study aims to measure changes in students' scientific literacy in physics learning through e-modules focused on momentum and impulse, using the stacking and racking Rasch model techniques. The study used a one-group pretest-posttest design involving 30 10th-grade students at a high school in Bandung. Data were analyzed using the stacking and racking Rasch model techniques to identify changes in students' scientific literacy and in item difficulty levels on the logit scale. Stacking analysis results showed that e-module-based learning could increase students' scientific literacy by 1.90 logits, while racking results indicated a decrease in item difficulty levels by -1.90 logits, suggesting that the improvement in scientific literacy directly affects how students respond to the measurement instruments. These findings indicate that integrating stacking and racking techniques provides a comprehensive view of the effectiveness of e-module-based physics learning, both in terms of changes in students' abilities and the functioning of test items. This study confirms that the Rasch model is a relevant approach for examining changes in science literacy in physics learning. Keywords: e-module, physics, Rasch model, scientific literacy, science education

Beyond Technology: Exploring Religious Beliefs and Systems Thinking as Foundations for Renewable Energy Education Nasrudin, Dindin; Rochman, Chaerul; Nugraha, Abdurrohman Khotim; Rahayu, Yayu Nurhayati; Muhammadi, Sani Insan
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.111460

The global shift towards renewable energy demands an educational approach that transcends mere technical knowledge. This study posits that religious beliefs and systems thinking skills are crucial, yet often overlooked, foundations for effective renewable energy education. A cross-sectional survey was conducted among 200 Indonesian university students from diverse academic disciplines to explore this paradigm. Data were collected using a 9-item questionnaire focusing on two domains: religious beliefs (4 items) and systems thinking (5 items). The instrument’s content was validated by experts in physics education and environmental science, yielding high internal consistency with Cronbach’s alpha values of 0.92 for religious beliefs and 0.86 for systems thinking. Descriptive statistics were used to analyze the data. The results reveal that students possess a strong perceived moral alignment between religious values and environmental stewardship (M = 3.52) and a high readiness for systems thinking (M = 3.37). However, this study is limited by its reliance on self-reported data, which measures perceived readiness rather than actual performance. These findings suggest that integrating ethical drivers and analytical frameworks can foster a more holistic "Beyond Technology" pedagogical model. This study advocates for a culturally grounded approach to Education for Sustainable Development (ESD) by leveraging spiritual and cognitive assets to support the energy transition.

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