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Exploring the Argumentation Level in Inquiry Learning of Force and Motion Dyah Permata Sari; Madlazim Madlazim
Jurnal Inovasi Pendidikan Sains (JIPS) Vol. 3 No. 2 (2022)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/jips.v3i2.2264

One of the learning methods that is proven to be able to develop and improve students' critical thinking skills is to apply an argumentation strategy with ADI (Argumentation-Driven-Inquiry). This study aims to investigate the level of student argumentation on the subject of motion and force. This study focused on identifying the level of student argumentation after the ADI model was applied. The research population was students of Physics Education, Surabaya State University, whose year class is 2020. The sample selection used a random sampling cluster technique. The used instrument consisted of a multiple-choice test with 10 questions and 2 essays to determine the level of student argumentation. The results showed that the students' arguments were at level 3, namely the ability to analyse problems related to motion and force. Based on the results of the study, it can be concluded that the argumentation abilities of students who do not contribute to give argumentation or who are at level 1, are not able to answer analytical questions about motion and force phenomena properly. Meanwhile, students who are at level 2 are still fixated on one concept or method, and still have difficulty when trying to apply other methods to solve problems. Students whose argumentation are at level 3, 4, and 5 have been able to fulfil all the characteristics of critical thinking, but some still have weaknesses, namely the ability to analyse motion and force problems.

E-Book Development of Static Fluid Contents to Improve Students' Numeracy Literacy Competence Muhammad Ziyyauddin Purwo Kartiko; Wahono Widodo; Madlazim Madlazim
Studies in Philosophy of Science and Education Vol. 3 No. 3 (2022): November
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v3i3.304

This study aims to develop an E-Book on Static Fluid Content in Tutoring as an educational partner to improve students' numeracy literacy competence. E-Book development is carried out using the 4-D development model which consists of defining, designing, developing, and disseminating stages. The research instruments used were E-Book validation sheets and questions that were tested on material expert lecturers and media expert lecturers from Surabaya State University. The validation results show that the E-Book developed has a very valid quality, with a validity percentage of 97%. Aspects of presentation feasibility, content feasibility and linguistic feasibility in the E-Book as a whole meet the criteria of "Very Valid" (85-100%) based on the validity interpretation table. In addition, the validity of the pre-test and post-test questions in the E-Book also proved high with a validity percentage of 89%. The questions measure students' ability to identify facts, formulate mathematical problems, use mathematical concepts, facts, procedures, and reasoning in the context of static fluids, carry out calculations based on certain rules or formulas, and interpret numeracy to solve problems. With the results of a high percentage of validity, this Static Fluid E-Book is reliable and feasible to use as teaching material media in improving students' numeracy literacy competencies. Interactive features in the E-Book, such as "Go Watch", "Mind Map", "Go Information", "Go Concept", "Problem Drilling", and "Reflection", provide interesting and diverse learning experiences for students in understanding static fluid concepts.

Glocal Wisdom in Earthquake Mitigation and Education for Sustainable Development Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.106

Objective: This study systematically analyses how glocal wisdom — the integration of local and global knowledge — supports earthquake mitigation and education for sustainable development (ESD). It identifies research patterns, key themes, and gaps in the linkage between cultural wisdom and disaster risk reduction and sustainability education. Method: A Systematic Literature Review (SLR) based on the PRISMA protocol was conducted using the Scopus database. From an initial 66,648 records (2015–2025), 15 peer-reviewed articles were selected through multi-stage filtering based on year, subject area, document type, language, and open-access criteria. Data were analysed using bibliometric mapping and thematic content analysis. Results: Four dominant themes emerged: (1) local knowledge in structural mitigation, (2) glocal wisdom in community-based education, (3) ESD integration models, and (4) policy and implementation gaps. The increase in studies from 2020 to 2023 reflects growing global interest in integrating indigenous knowledge into modern disaster education systems. Novelty: This research redefines glocal wisdom as a core epistemological foundation for sustainable and disaster-resilient education. By combining bibliometric and qualitative analyses, this study proposes a new integrative framework that links traditional knowledge, scientific innovation, and pedagogy to advance ESD and disaster literacy.

Glocal Wisdom in Earthquake Mitigation and Education for Sustainable Development Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.106

Objective: This study systematically analyses how glocal wisdom — the integration of local and global knowledge — supports earthquake mitigation and education for sustainable development (ESD). It identifies research patterns, key themes, and gaps in the linkage between cultural wisdom and disaster risk reduction and sustainability education. Method: A Systematic Literature Review (SLR) based on the PRISMA protocol was conducted using the Scopus database. From an initial 66,648 records (2015–2025), 15 peer-reviewed articles were selected through multi-stage filtering based on year, subject area, document type, language, and open-access criteria. Data were analysed using bibliometric mapping and thematic content analysis. Results: Four dominant themes emerged: (1) local knowledge in structural mitigation, (2) glocal wisdom in community-based education, (3) ESD integration models, and (4) policy and implementation gaps. The increase in studies from 2020 to 2023 reflects growing global interest in integrating indigenous knowledge into modern disaster education systems. Novelty: This research redefines glocal wisdom as a core epistemological foundation for sustainable and disaster-resilient education. By combining bibliometric and qualitative analyses, this study proposes a new integrative framework that links traditional knowledge, scientific innovation, and pedagogy to advance ESD and disaster literacy.

Inquiry-Based Digital Physics Learning Integrated with Glocal Wisdom for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.105

Objective: This study aims to analyse the integration of inquiry-based learning, digital technology, Education for Sustainable Development (ESD), and glocal wisdom in physics education through a systematic literature review. The goal is to map trends, patterns, and research gaps connecting these dimensions to improve conceptual understanding, critical thinking, and sustainability-oriented learning. Method: A Systematic Literature Review (SLR) was conducted based on PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, SpringerLink, and ScienceDirect, covering studies published from 2015 to 2025. Of the 1,428 identified articles, 54 met the inclusion criteria. Data were analysed using thematic analysis with NVivo 14 to identify key research themes and directions. Results: Four major themes emerged: (1) effectiveness of inquiry-based digital learning in enhancing reasoning and conceptual mastery; (2) integration of digitalisation and ESD to foster ecological literacy; (3) application of glocal wisdom as a cultural context to enhance relevance and inclusivity; and (4) ethical and equity challenges in technology implementation. These findings indicate a paradigm shift from content-based physics learning to contextual and sustainability-driven education. Novelty: This study offers an integrative synthesis that combines inquiry, digitalisation, ESD, and cultural wisdom within a single framework. Its novelty lies in presenting a holistic model of physics education that promotes scientific literacy, environmental awareness, and cultural identity toward sustainable learning.

Simulation Technologies in Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.107

Objective: This study aims to systematically analyse how simulation technologies are integrated into physics education to support Education for Sustainable Development (ESD). The objective is to identify publication trends, thematic focuses, and pedagogical implications of simulation-based learning in fostering sustainability competencies and scientific literacy. Method: A Systematic Literature Review (SLR) approach was employed using data from Scopus and ScienceDirect databases covering the years 2007-2025. Thirty-five selected articles were analysed using bibliometric mapping in VOSviewer and thematic content analysis to identify research patterns related to the use of simulation in ESD-oriented physics learning. Results: The findings reveal that simulation technologies enhance students' conceptual understanding, digital competence, and sustainability awareness. Four main themes emerged: (1) simulation for conceptual understanding, (2) sustainability competency development, (3) teacher digital competence, and (4) equity in virtual learning. Publication trends show a steady increase since 2019, with the highest research output in 2023. Most contributions originated from countries with strong digital infrastructures, such as the USA, Indonesia, and Switzerland. Novelty: This study provides an integrated view of simulation-based physics education as a driver of sustainability competencies, highlighting its dual cognitive and affective impact. Unlike previous reviews, this work explicitly connects simulation technology with ESD frameworks, offering insights for future pedagogical models and sustainable digital learning practices.

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