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All Journal Momentum: Physics Education Journal Online Learning in Educational Research JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) aladzka
Abdurrahman Abdurrahman
Universitas Lampung, Indonesia
Religion Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Creative Thinking Skills in Science Education: A Prisma-based Systematic Literature Review Laila Puspita; Abdurrahman Abdurrahman; Tri Jalmo; Dina Maulina; Komarudin Komarudin; Suherman Suherman; Nurrana Fitria Luthfi
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.822

Abstract

Creative thinking skills are widely discussed in science education research, yet their conceptualization, pedagogical treatment, and measurement still show methodological diversity. This study systematically synthesizes recent studies on creative thinking skills in science education, focusing on learning strategies, learning media, and assessment instruments. A systematic literature review (SLR) using the PRISMA framework was conducted on 23 Scopus-indexed publications from 2019–2022. The results indicate that most studies position creative thinking skills as a learning outcome embedded in instructional innovation rather than as an independent construct. STEM-oriented learning, technology-assisted learning, problem-based learning, and inquiry-based learning are the most frequently explored contexts. However, the literature is dominated by qualitative and descriptive research, with limited comparative or experimental evidence. Variation in definitions and measurements also persists, often overlapping with related constructs such as critical thinking. Overall, this review reveals rich pedagogical innovation but limited methodological consistency and analytical rigor. The findings highlight the need for clearer construct boundaries, more robust research designs, and better alignment between learning strategies and validated instruments. This review contributes to mapping research patterns and identifying gaps for future empirical studies in creative thinking skills in science education
The learning program validity of using the ExPRession model to stimulate students’ systems thinking and numeracy skills Septina Sri Haryanti; Kartini Herlina; Abdurrahman Abdurrahman
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.8096

Abstract

This study aims to describe a learning program using the ExPRession model which is valid in stimulating students' systems thinking and numeracy skills on the topic of light interference. The design of this research is Design and Development Research (DDR). The data from this study were in the form of validity test results which were analyzed using mixed methods (quantitative and qualitative). The results of the data analysis showed that the learning program developed obtained a score percentage of 91.1% with very valid criteria. Based on the results of data analysis, it can be concluded that the learning program with the Expression model is very valid to stimulate students' systems thinking and numeracy skills. This is because the content validity shows that the learning program using the Expression model can be applied in learning Physics in Senior High School Class XI in the even semester on the topic of Optics (Light Interference) to stimulate students' systems thinking and numeracy skills. Furthermore, in terms of media and design validity, the teaching materials in this learning program are very interactive or multimedia-based. Therefore, they can be innovations to attract interest and motivate students to learn.
Pemberdayaan Creative pedagogic Guru Fisika dalam Mengimplementasikan Prinsip Deep Learning di Tulang Bawang Barat Abdurrahman Abdurrahman; Kartini Herlina; Undang Rosidin; B. Anggit Wicaksono; Ike Festiana; Tharissa Anita Putri; Kharisma Dwi Cahyani; Lita Maylanindia Nela; Cahyani Viska Marliyenti
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 2 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 2 (Oktober 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7i2.4738

Abstract

Proses pembelajaran fisika di tingkat menengah umumnya masih didominasi oleh metode konvensional satu arah dan pengujian kognitif tingkat rendah, sehingga menghambat pemahaman konseptual mendalam serta keterampilan berpikir kritis dan kreatif peserta didik. Program pengabdian masyarakat berbasis penelitian aksi ini bertujuan untuk menguatkan keterampilan guru fisika di Kabupaten Tulang Bawang Barat dalam merancang Creative pedagogic berbasis prinsip Deep Learning. Mengadaptasi kerangka Teacher Professional Development (TPD) berkelanjutan, intervensi dilaksanakan melalui pendekatan Participatory Action Research (PAR) yang meliputi empat siklus: perencanaan (plan), tindakan (act), observasi/pendampingan (observe), dan refleksi (reflect). Subjek penelitian terdiri atas 19 guru fisika anggota MGMP Kabupaten Tulang Bawang Barat yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui angket evaluasi terstruktur pascapelatihan skala Likert 1-4, observasi keterlaksanaan pembelajaran, serta lembar validasi produk perangkat ajar. Hasil analisis statistik deskriptif menunjukkan bahwa program ini sangat efektif meningkatkan kompetensi profesional dan pedagogik guru. Dimensi kualitas materi dan penjelasan narasumber masing-masing memperoleh rerata skor 3,75 (93,7%) dan 3,80 (95,0%) dalam kategori Sangat Baik. Peningkatan pemahaman konsep Deep Learning dan keterampilan merancang Creative pedagogic guru mencapai rerata 3,63 (90,8%), serta pemahaman wawasan profesional mencapai skor tertinggi 3,89 (97,25%). Sebanyak 100% peserta berhasil menyusun modul ajar, LKPD berbasis fenomena kontekstual, dan instrumen asesmen HOTS yang valid. Pembentukan komunitas praktik di forum MGMP menjamin keberlanjutan penerapan Deep Learning secara mandiri.
Elementary Teachers’ Perceptions, Readiness, and Challenges in Using Interactive Deep Learning–STEM-PBL Modules Winda Oktaviana; Abdurrahman Abdurrahman; Dwi Yulianti
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18009

Abstract

This study examines elementary school teachers’ perceptions, readiness, and challenges in using and developing interactive teaching modules based on pedagogical deep learning integrated with Problem-Based Learning (STEM-PBL) to support scientific literacy and communication. This study adopted an exploratory cross-sectional design, collecting data from 100 elementary teachers in Lampung Province, Indonesia, through online questionnaires, document analysis, and in-depth interviews. The findings indicate that while most teachers demonstrate positive perceptions toward interactive Deep Learning–STEM-PBL modules, their readiness to implement such approaches varies and is constrained by limited pedagogical competence, instructional design skills, and professional development opportunities. Document analysis further reveals a clear perception–practice gap, as most teaching modules do not yet explicitly integrate deep learning principles and STEM-PBL stages. Key challenges include insufficient training, time constraints, limited instructional references, and inadequate institutional support. Based on these findings, this study proposes a Teacher Readiness Framework for Deep Learning–STEM-PBL, which conceptualizes readiness as the interaction between teachers’ perceptions, multidimensional pedagogical capacities, and structural–institutional conditions that influence instructional practice outcomes.
Co-Authors B. Anggit Wicaksono Cahyani Viska Marliyenti Dina Maulina Dwi Yulianti Herlina, Kartini Ike Festiana Kharisma Dwi Cahyani KOMARUDIN Laila Puspita Lita Maylanindia Nela Nurrana Fitria Luthfi Septina Sri Haryanti Suherman Suherman Tharissa Anita Putri Tri Jalmo Undang Rosidin Winda Oktaviana