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All Journal Adaara: Jurnal Manajemen Pendidikan Islam MIMBAR INTEGRITAS Physics and Science Education Journal (PSEJ)
Susy Pransiska
UIN Sulthan Thaha Saifuddin Jambi
Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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Analisis Motivasi Kerja Dan Kompetensi Guru Boby Yasman; Susy Pransiska; Muhammad Rafii
Adaara: Jurnal Manajemen Pendidikan Islam Vol 12, No 2 (2022): Adaara: Jurnal Manajemen Pendidikan Islam
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v12i2.2778

Abstract

Work motivation and teacher competence in an educational institution are interrelated and contribute to an institutional mission. SMA S Nurul Yaqin which is under a certain foundation has interesting dynamics to observe, analyze and explain regarding the motivation of teachers to work and their competencies. This research was conducted with the aim of analyzing work motivation and its relationship with teacher competence as educators. The type of approach in this research is qualitative. By determining the research subject using purposive sampling technique. Data were collected through interviews, observation and documentation from various primary and secondary data sources. Then the data were analyzed by data reduction techniques, data presentation, and drawing conclusions. This study obtained the results that each teacher has different motivations and main competencies. However, almost all of the informants realized that work motivation and teacher competence were positively, significantly, and correlatively related. Because after all, the motivation and competence of teachers and performance in general are intertwined. This study recommends that schools institutionally facilitate various programs to support the main competencies of each teacher, such as professionalism, individual and social. However, teachers are also required to take the initiative as individuals in accessing information
Pemanfaatan Artificial Inteligence (AI) dalam Mendesain Asesmen Adaptif dan Inklusif bagi Guru Sekolah Luar Biasa Kota Jambi Anzu Elvia Zahara; Hedia Rizki; Susy Pransiska; Meirisa Sahanata; Fitri Kumala Dewi
MIMBAR INTEGRITAS : Jurnal Pengabdian Vol 5 No 2 (2026): Februari - Agustus
Publisher : Biro Administrasi dan Akademik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/mimbarintegritas.v5i2.8295

Abstract

Perkembangan Artificial Intelligence (AI) membuka peluang untuk meningkatkan kualitas asesmen dalam pendidikan khusus. Namun, guru Sekolah Luar Biasa (SLB) masih menghadapi kendala dalam merancang asesmen yang adaptif dan inklusif. Berdasarkan survei awal, 56,5% responden menyatakan bahwa asesmen konvensional membutuhkan waktu yang lama, 34,8% menyebutkan soal kurang sesuai dengan kemampuan siswa, serta masing-masing 26,1% responden mengalami kesulitan dalam memberikan variasi media dan melakukan koreksi serta pemberian umpan balik secara cepat. Program Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk memberdayakan guru SLB melalui pemanfaatan AI dalam mendesain asesmen adaptif dan inklusif. Kegiatan dilaksanakan melalui workshop, pelatihan praktik, dan pendampingan penggunaan perangkat berbasis AI untuk pengembangan instrumen asesmen bagi 15 guru dari enam SLB di Kota Jambi. Hasil evaluasi menunjukkan bahwa 92,9% peserta menyatakan materi pelatihan sesuai dengan kebutuhan, 100% menilai materi disampaikan secara sistematis dan mudah dipahami, serta 86,7% menyatakan materi relevan dengan kebutuhan pembelajaran di SLB. Selain itu, 70% peserta berkomitmen untuk menerapkan asesmen berbasis AI dalam pembelajaran, baik segera maupun dalam 1–2 bulan ke depan. Program ini menunjukkan bahwa pemanfaatan AI efektif dalam meningkatkan kompetensi profesional guru serta mendukung pengembangan praktik asesmen inklusif di pendidikan khusus.
Pengaruh Model Pembelajaran Guided Inquiry Terhadap Peningkatan Pemahaman Konsep Fisika Siswa Kelas VIII Delia Sapitri; Nova Kafrita Kafrita; Susy Pransiska
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 3, December 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ew9egr71

Abstract

Effective learning in physics requires not only memorization but also deep conceptual understanding. Guided inquiry is an active learning approach that encourages students to explore, question, and construct knowledge through structured investigations. This study aimed to investigate the effect of the guided inquiry learning model on eighth-grade students’ conceptual understanding of physics, specifically on vibrations and waves. A quasi-experimental design with a pretest-posttest control group was employed at SMPN 5 Merangin. The study involved 50 students, with 25 in the experimental group and 25 in the control group. Data were collected using a fifteen-item descriptive test designed to measure conceptual understanding. The collected data were analyzed using SPSS Statistics 20, including normality and homogeneity tests, independent and paired t-tests, N-Gain scores, and effect size calculations. The experimental group achieved an N-Gain of 0.66, compared to 0.51 in the control group. Independent t-test results indicated a statistically significant difference between groups (p < 0.05). The effect size was 1.88, suggesting a strong and substantial impact of guided inquiry on students’ understanding. The guided inquiry learning model significantly enhances students’ conceptual comprehension of vibrations and waves, highlighting its effectiveness as an active, student-centered pedagogical strategy in physics education and its potential to improve learning outcomes.
DEVELOPMENT OF AUGMENTED REALITY ON NEWTON’S LAWS TO REMEDIATE MISCONCEPTIONS AMONG PRE-SERVICE PHYSICS TEACHERS Arif Wiratama; Susy Pransiska
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Number 3, December 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/6fxy1m03

Abstract

Physics learning often faces challenges, particularly in helping students visualize and relate abstract concepts to real-world phenomena. To address this issue, this study investigates the theoretical validity, practical feasibility, and effectiveness of Augmented Reality (AR)-based learning media in remediating students’ misconceptions of Newton’s Laws. The study employed a research and development (R&D) design using the ADDIE model. Participants consisted of fifth-semester students enrolled in a Physics Education program. Data were collected through expert validation instruments, lecturer and student response questionnaires, and three-tier multiple-choice diagnostic tests. Qualitative data were analyzed to examine feedback and suggestions from experts, lecturers, and students, while quantitative data were analyzed to determine validity, user responses, and learning effectiveness. The results of expert validation indicate that the developed AR-based learning media meets the criteria of validity and feasibility for instructional use. Lecturer and student responses were classified as very good, with percentages of 86.72% and 89%, respectively. Furthermore, analysis of diagnostic test results shows a notable reduction in students’ misconceptions from pretest to posttest, with misconception levels decreasing to 71.3% at Tier 1, 45% at the combined Tier 1 and Tier 3, and 27.73% across all tiers. The effectiveness analysis further reveals that only 1–3 students (12.5%) continued to exhibit misconceptions after the intervention. These findings suggest that AR-based learning media can serve as an effective instructional tool for reducing students’ misconceptions of Newton’s Laws.
Co-Authors Anzu Elvia Zahara Arif Wiratama Boby Yasman Delia Sapitri FITRI KUMALA DEWI Hedia Rizki Meirisa Sahanata Nova Kafrita Kafrita Rafii, Muhammad