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All Journal Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Studi Guru dan Pembelajaran Integrated Science Education Journal Jurnal Pengabdian kepada Masyarakat Bina Darma Journal of Mathematics Science and Computer Education Jurnal Kreatif Online Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Syamsuriwal, Syamsuriwal
Program Studi Pendidikan Fisika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Metakognisi dan Gaya Berpikir: Membuka Potensi Pemecahan Masalah Fisika Haeruddin; I Komang Werdhina; Muhammad Jarnawi; Syamsuriwal; Zuhdan Kun Prasetyo; Supahar
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6151

Abstract

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.
Assessing Student Performance Designing Props and Experiments Physics In Learning Team Base Project For Subject Instrumentation I Komang Werdhiana; Haeruddin; Muhammad Jarnawi; Syamsuriwal
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.10126

Abstract

Performance assessment is an important part of learning that applies the team-based project method. This study aims to describe student performance in designing physics teaching aids and experiments in terms of active participation, understanding of the material, presentation skills and products. This study uses a descriptive method. Data were obtained through observation sheets and rubrics and assessment sheets. Data analysis for active participation, understanding of the material, and presentation skills was carried out by determining the number of students who obtained scores according to each category (very good, good, quite good, and less good) then expressed as a percentage. Data analysis for product assessment was carried out by determining the average score of each product and converting it to a score of 100. There were 29 students who were the sample of the study. The results of the study showed that students who participated actively were predominantly in the sufficient and less active categories. The percentage of students who understood the material was predominantly in the understand and understand enough categories. Students' presentation skills were predominantly in the good category. All the results of the teaching aid designs were in the very good category. There were three experimental design results in the very good category and three others in the good category. Based on the research results, it can be concluded that students are able to design physics demonstration tools and experiments in terms of active participation, understanding of the material, presentation and product skills, through team-based project learning.
Mapping the Intellectual Structure of Item Response Theory and Rasch Model Applications in Physics Education Assessment: A Scopus-Based Bibliometric Analysis Haeruddin Haeruddin; Delthawati Isti Ratnaningtyas; Muhammad Jarnawi; Syamsuriwal Syamsuriwal; Rudi Santoso
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18491

Abstract

Assessment in physics education requires valid and reliable measurement instruments capable of accurately representing students’ cognitive abilities, including conceptual understanding, scientific reasoning, and problem-solving skills. Over the past decades, instrument validation has shifted from Classical Test Theory to modern probabilistic measurement models, particularly Item Response Theory (IRT) and the Rasch model. Despite the growing application of these models in physics education research, the expanding literature remains thematically and methodologically fragmented, limiting a comprehensive understanding of the field’s intellectual development. Therefore, this study aims to map the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment. This study employed a bibliometric research design using 243 Scopus-indexed publications published between 2001 and 2026. Bibliographic metadata were retrieved using Publish or Perish and analyzed using the Bibliometrix package in RStudio and VOSviewer to examine publication trends, influential sources, collaboration networks, and keyword co-occurrence patterns. The results reveal substantial growth in publications, increasing by more than 1,150% over the past two decades. Five major thematic clusters were identified: measurement frameworks, psychometric modeling, validity and fairness, instrument development and technology, and learning progression. Emerging themes such as computational thinking, digital instrument development, and multidimensional assessment indicate a shift toward competency-based and technology-supported assessment practices. Overall, the findings reveal the intellectual structure and research trends of IRT and Rasch model applications in physics education assessment, demonstrating their growing role as central methodological frameworks in contemporary assessment research. These findings also provide directions for future research, particularly in developing multidimensional Rasch-based instruments and technology-enhanced assessment systems in physics education
Co-Authors Abd. Syukur, Muh. Syarif. S Alfito, Alfito Amiruddin Kade Ananda, Falwa Aprianto Malotong Bayu Setiaji Chatarina Umbul Wahyuni Damayanti, Andini Rizki Delthawati Isti Ratnaningtyas Farida Agus Setiawati Firda, Nyoman Gustina Gustina Gustina Gustina Haeruddin Haeruddin Haeruddin Haeruddin Haeruddin I Komang Werdhiana I Komang Werdhina I Wayan Darmadi Ielda Paramita Ijirana Jumria Jumria Kamaluddin Kamaluddin Kamaluddin Kamaluddin Ketut Alit Adi Untara Lisdawati Lisdawati Marungkil Pasaribu Misnah Misnah Mu'aziyah, Siti Eneng Sururiyatul Muh. Syarif MUHAMMAD ALI Muhammad Jarnawi Muhammad Zaky Mutahharah Hasyim, Mutahharah Mutmainna, Mutmainna Mu’aziyah, Siti Eneng Sururiyatul N. Laratu, Wahyuni Ni Made Wiwik Astuti Ni Made Wiwik Astuti Nurgan Tadeko Nurjannah Nurjannah Paramitha, Ielda Punnari, Nurfadilah Putriana Putriana Ratnaningtyas, Delthawati Isti Rizki Ilmianih Rudi Santoso Rudi Santoso, Rudi Sahrul Saehana Sani, Nurul Kami Satrianti, Satrianti Sri Mulyani Sabang Supahar Tang, Indo Unggul Wahyono Zuhdan Kun Prasetyo