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All Journal Cakrawala Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Cakrawala: Jurnal Pendidikan Measurement In Educational Research Jurnal Pendidikan IPA Indonesia
Chokchai Yuenyong
Khon Kaen University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Enhancing grade eight students’ creative thinking in the water stem education learning unit Sukaya Sutaphan; Chokchai Yuenyong
Jurnal Cakrawala Pendidikan Vol 42, No 1 (2023): Cakrawala Pendidikan (February 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i1.36621

Abstract

Water issues, a commonly discussed issue in water STEM education, present students with a challenge to put their engineering design skills to the test in a STEM project. This study aimed to enhance and examine Grade 8 students’ creative thinking in the water STEM education learning unit. It involved purposively selected 45 eight-graders enrolled in a school situated in Khon Kaen, Thailand. The study was carried out in three weeks which equate to twelve hours of learning covered in six lesson plans. Applying the interpretive paradigm, this study adapted Barak and Doppelt (2000)’s Creative Thinking Scale (CTS) to assess students’ applying knowledge and creative thinking. The findings likely demonstrated that most of the portfolio elements may be interpreted for the attainment of creative thinking in layer of awareness, while some others could be viewed layers of observation, strategy, and reflection. This paper clarifies what and how students’ project could be interpreted in each layer of creative thinking. Further implications for setting up STEM education in school setting are proposed.
Efek summated rating scale pada instrumen Community of Inquiry dalam pembelajaran daring selama masa pandemi Mobinta Kusuma; Insih Wilujeng; Purwo Susongko; Farida Agus Setiawati; Chokchai Yuenyong
Measurement In Educational Research Vol 3, No 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v3i1.232

Abstract

Pandemi Covid 19 telah memberikan dampak yang signifikan terhadap revolusi dunia pendidikan. Perubahan yang massif terjadi pada dunia pendidikan dengan peralihan pembelajaran tatap muka ke dalam pembelajaran online sebagai upaya pencegahan penyebaran infeksi Covid 19. Penelitian ini bertujuan untuk melakukan analisis efek summated rating scale pada analisis faktor eksploratori instrumen Community of Inquiry (CoI). Penelitian ini merupakan penelitian expost facto dengan jenis deskriptif eksploratif kuantitatif. Data merupakan data sekunder dan diperoleh melalui laman http://data.mendeley.com. Kontributor data berasal dari Divisi Ilmu Pengetahuan, Teknik dan Studi Kesehatan, Sekolah Tinggi Profesi dan Berkelanjutan Pendidikan, Universitas Politeknik Hong Kong. Responden yang berpartisipasi dalam penelitian merupakan mahasiswa D3 Ilmu Teknik dan Bisnis sebanyak 212 orang. Analisis efek metode Summated Rating Scaling dengan transformasi data yang kemudian dilanjutkan analisis faktor eksploratori instrumen Community of Inquiry (CoI) pada data sebelum dan sesudah transformasi. Analisis data dilakukan dengan menggunakan program R. Hasil penelitian menunjukkan bahwa tidak terjadi perbedaan yang signifikan pada hasil EFA pada data Instrumen CoI sebelum dan sesudah transformasi dengan metode Summated Rating Scaling. Penelitian ini berkontribusi terhadap implementasi praktek penskalaan data kuantitatif dalam penelitian pengukuran. Effects of Summated Rating Scale on Community of Inquiry instrument in online learning during the pandemic Abstract: The Covid 19 pandemic has significantly impacted the revolution in education. Massive changes occur in the world of education with the transition of face-to-face learning to online learning as an effort to prevent the spread of Covid 19 infection. This study aims to analyze the effect of a summated rating scale on exploratory factor analysis of Community of Inquiry (CoI) instruments. This research is an ex-post facto research with quantitative explorative, descriptive type. Data is secondary data and obtained through the page http://data.mendeley.com. Data contributors came from the Division of Science, Engineering and Health Studies, College of Professional and Continuing Education, Hong Kong Polytechnic University. Respondents who participated in the study were 212 D3 Engineering and Business Science students. Analysis of the effects of the Summated Rating Scaling method with data transformation which is then followed by exploratory factor analysis of the Community of Inquiry (CoI) instrument on the data before and after transformation. Data analysis was carried out using the R program. The results showed that there was no significant difference in the EFA results on the CoI Instrument data before and after transformation with the Summated Rating Scaling method. This research contributes to the implementation of quantitative data scaling practices in measurement research.
Introducing Reflective Teaching Practice in Remote School: Teacher-Student Interaction Patterns Reni Marlina; Hadi Suwono; Chokchai Yuenyong; Ibrohim; Susriyati Mahanal; Hamdani
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.4599

Abstract

This study aimed to analyze classroom interactions in the reflective teaching practice based on learning objectives and types of interactions, types of student questions and answers, and gender and student achievement. Teacher-student interactions, particularly in reflective learning, have been discussed in depth in urban schools. However, few studies reported the interactions between teachers and students in remote areas. The data collected for this cross-sectional study are part of a broader longitudinal research project. The participants comprised 46 students and 4 teachers from 3 remote schools representing 3 districts in Indonesia. The results showed that most of the teacher-student interactions in reflective teaching practice contained feedback that focused on students' correct and incorrect answers yet rarely discussed how students got answers. Teacher reflection was evaluative by discussing matters related to learning objectives. While reflections have not yet been related to the teacher’s method. This study also reported that gender and achievement did not affect the reflective teaching practice.
Repositioning Scientific Reasoning in Education after COVID-19: A Bibliometric Review Yuni Arfiani; Dwi Yulianti; Masturi Masturi; Sunyoto Eko Nugroho; Chokchai Yuenyong
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v20i1.575

Abstract

This study aimed to examine how scientific reasoning has been repositioned in educational research in the post-COVID era through a bibliometric review. Bibliographic data were retrieved from the Scopus database, covering journal articles published between 2021 and 2025. A total of 161 articles were analyzed using Biblioshiny and VOSviewer to identify publication trends, country contributions, collaboration patterns, and thematic structures. The results showed a growing scholarly emphasis on scientific reasoning after COVID-19, particularly in relation to student-centered pedagogies, assessment practices, higher-order thinking skills, and technology-enhanced learning environments. Keyword network analysis revealed scientific reasoning as a central research theme interconnected with inquiry-based learning, problem-based learning, critical thinking, and digital learning contexts. Overlay visualization further indicated emerging research directions involving artificial intelligence and hybrid learning environments. Overall, the findings demonstrated a clear repositioning of scientific reasoning as a foundational competency in post-COVID educational research and provided insights to inform future studies and instructional innovations.
Embedding Analytical Thinking in Motion Kinematics: Arduino Timing Sensors in Predict-Observe-Explain Instruction Thidaporn Souysaart; Surapong Rattana; Chokchai Yuenyong; Pairoh Sohsomboon
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 3 (2026): September 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i3.47007

Abstract

Physics education in resource-limited contexts faces a persistent dual challenge, namely a shortage of affordable, high-precision laboratory equipment and an instructional culture that privileges rote memorization over genuine higher-order thinking. This gap is particularly acute in rural Thai schools, where students consistently underperform on national science assessments. This study investigates the impact of integrating affordable Arduino-based sensors with Predict-Observe-Explain (POE) instruction on the development of analytical thinking among ninety-four Grade 10 students from six rural schools in Nakhon Phanom, Thailand, and on their satisfaction with that instruction. The study employed a convergent mixed-methods design, combining a one-group pretest-posttest quasi-experimental structure with directed qualitative content analysis, implemented through a twelve-hour intervention across four motion kinematics concepts. Analytical thinking was assessed using the Mixed-Methods Analytical Thinking Test (MM-ATT), a validated 30-item instrument aligned with Marzano’s New Taxonomy and covering classification, categorization, error analysis, generalization, and specification, and satisfaction was measured with a 15-item questionnaire spanning learning process quality, innovation characteristics, and perceived learning outcomes. Quantitative results showed a statistically significant improvement in analytical thinking, with a very large effect size and a moderate normalized gain. Qualitative analysis of student artifacts documented a structural cognitive shift from rote memorization and tautological reasoning toward evidence-based diagnosis and mathematical modeling. Satisfaction ratings placed the experience at the highest level, with the clarity afforded by the Observation phase rated highest of all items. Embedding an affordable Arduino timing sensor within POE instruction therefore develops analytical thinking across all five dimensions and is well received by students, although the twelve-hour sequence proved insufficient for most to transfer kinematic principles to novel contexts. Affordable open-source technology embedded within a theoretically grounded constructivist framework offers a scalable model for physics education in resource-constrained settings.
Co-Authors Dwi Yulianti Farida Agus Setiawati Hadi Suwono Hamdani . Ibrohim Insih Wilujeng Masturi Masturi Mobinta Kusuma Pairoh Sohsomboon Purwo Susongko Sukaya Sutaphan Sunyoto Eko Nugroho Surapong Rattana Susriyati Mahanal Thidaporn Souysaart Yuni Arfiani