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Duden Saepuzaman, Duden
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN PENDEKATAN FLIPPED CLASSROOM TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN SELF EFFICACY SISWA Yaya, Ghia Syifa Maharani; Saepuzaman, Duden; Aviyanti, Lina
Jurnal Kumparan Fisika Vol. 8 No. 3: Desember 2025
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jkf.8.3.77-86

Abstract

ABSTRAK   Rendahnya kemampuan siswa dalam memecahkan masalah dan tingkat kepercayaan diri (self-efficacy) dalam pembelajaran fisika disebabkan oleh kurangnya keterlibatan aktif siswa dan ketidaksesuaian metode pembelajaran. Oleh karena itu, diperlukan pembelajaran yang efektif untuk meningkatkan kemampuan pemecahan masalah (KPM) dan self-efficacy. Penelitian ini menggunakan desain one group pretest posttest untuk mengeksplorasi penerapan model Problem Based Learning (PBL) dengan pendekatan flipped classroom dalam meningkatkan KPM dan self-efficacy siswa. Sampel penelitian terdiri dari 34 siswa kelas XI SMA di Kota Bandung yang diambil menggunakan teknik purposive sampling. Data dikumpulkan melalui tes kemampuan pemecahan masalah dalam bentuk esai yang terdiri dari 6 soal dan angket untuk mengukur self-efficacy yang di adaptasi dari physics learning Self Efficacy yang terdiri atas 30 pernyataan. Hasil analisis menunjukkan adanya peningkatan signifikan dalam kemampuan pemecahan masalah dan self-efficacy siswa setelah penerapan model tersebut, dengan nilai signifikansi 0,001 yang lebih kecil dari taraf signifikansi 0,05 berdasarkan uji paired sample t-test. Selain itu, analisis N-Gain menunjukkan rata-rata peningkatan kemampuan pemecahan masalah sebesar 0,77, yang termasuk dalam kategori tinggi, dan rata-rata N-Gain self-efficacy sebesar 0,56, yang berada dalam kategori sedang. Temuan ini menunjukkan bahwa penerapan model Problem Based Learning dengan pendekatan flipped classroom efektif dalam meningkatkan kemampuan pemecahan masalah dan self-efficacy siswa, sehingga dapat dijadikan acuan untuk inovasi dalam pembelajaran yang mendukung pengembangan keterampilan abad ke-21.   Kata  kunci : Problem based Learning, flipped classroom, kemampuan pemecahan masalah siswa, self efficacy     ABSTRACT   Students' low problem-solving skills and self-efficacy in physics learning are caused by a lack of active student involvement and inappropriate learning methods. Therefore, effective learning is needed to improve problem-solving skills and self-efficacy. This study uses a one-group pretest-posttest design to explore the application of the Problem-Based Learning (PBL) model with a flipped classroom approach in improving students' problem solving skilland self-efficacy. The research sample consists of 34 eleventh-grade high school students in Bandung City, selected using purposive sampling. Data were collected through a problem-solving ability test in the form of an essay consisting of 6 questions and a questionnaire to measure self-efficacy, adapted from the Physics Learning Self-Efficacy scale, which consists of 30 statements. The analysis results showed a significant increase in students' problem-solving ability and self-efficacy after the implementation of the model, with a significance value of 0.001, which is smaller than the significance level of 0.05 based on the paired sample t-test. Additionally, N-Gain analysis showed an average increase in problem-solving ability of 0.77, which falls into the high category, and an average N-Gain self-efficacy of 0.56, which falls into the moderate category. These findings indicate that the implementation of the Problem-Based Learning model with a flipped classroom approach is effective in enhancing students' problem-solving skills and self-efficacy, thereby serving as a reference for innovative learning approaches that support the development of 21st-century skills.   Keywords : Problem based Learning, flipped classroom, problem solving skills, self efficacy  
Assesing Critical Thinking Skills in Dynamic Fluids at Senior High School: Rasch Model Analysis Afandi, Achmad; Aviyanti, Lina; Saepuzaman, Duden; Setiawan , Andhy
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i2.27836

Abstract

This study aims to measure critical thinking skills in fluid dynamics using the Rasch Model analysis. Critical thinking skills are very important in science education, especially physics, which requires analytical and evaluative skills to understand real phenomena. This measurement tool is designed to measure students' understanding of critical thinking in fluid dynamics. The method used in this study is quantitative and descriptive. The measurement instrument consists of 15 multiple-choice questions on fluid dynamics material analyzed using Winsteps version 3.73. The sample consisted of 250 students from several high schools in Mojokerto, East Java. The results show that the overall validity of the items is acceptable. The items are valid and can be used as a whole; their reliability is good. Item difficulty analysis based on logit and Wright maps showed that no items were the most difficult. Items in the moderate category were 8, 7, 4, and 13. The ICC plot showed that all items were normally distributed, indicating they conformed in the Rasch model. In addition, the DIF graph showed that there was no gender bias in any of the items, so that neither male nor female students had an advantage.
The Application of The Condition Construction Development Simulation Reflection (CCDSR) Learning Model Assisted by A Combination of Real-Virtual Experiments on Students' Science Process Skills on Static Fluid Material Aas Aisyah; Duden Saepuzaman; Saeful Karim
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.6064

Abstract

The science process skills possessed by students are still in the low category. This is caused by a lack of learning activities that facilitate students to train and develop their existing science process skills in learning. This research aims to determine the improvement of science process skills through the application of the CCDSR learning model to static fluid material. The method used in this research is a quantitative method with a one group pretest posttest research design involving class XI MIPA students with a total of 31 participants. Data collection was carried out using scientific process skills test instruments and then analyzed using normality tests, homogeneity tests, hypothesis tests and N-Gain tests assisted by IBM SPSS version 29 software. Based on the results of data processing, the significance value of the normality test for the pretest was obtained at 0, 10 < 0.05, while for the posttest it was 0.086 > 0.05. Then, the homogeneity test has a significance value of 0.555 > 0.05, and the t test is <0.001. Meanwhile, the average increase in science process skills obtained from the N-Gain test was 0.62 in the medium category. Based on the results of the analysis, it can be concluded that applying the CCDSR learning model in learning can improve students' science process skills in static fluid material.
Misconception in Physics Learning: A Systematic Review of the Research Trend, Misconception Profile, Diagnosis, and Remediation Strategies Marjana, Reja; Achmad Samsudin; Duden Saepuzaman; Dadi Rusdiana
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/7wdrxx78

Abstract

Misconceptions in physics education continue to be a persistent challenge because they hinder meaningful learning, weaken conceptual understanding, and reduce students’ ability to accurately interpret physical phenomena. Although research on this topic has grown over the past decade, the literature remains fragmented across different educational levels, physics topics, diagnostic approaches, and remediation strategies. This study aimed to provide an updated and structured overview of influential research on misconceptions in physics by analyzing research trends, misconception profiles, diagnostic tools, and remediation techniques. A citation-based systematic mapping review was conducted using the Scopus database. The search was limited to English-language journal articles and conference proceedings published between 2015 and 2024, with the top 100 records ranked by citation count screened, resulting in 74 studies included in the final analysis. The results show that research on misconceptions in physics primarily focuses on university and high school students, with classical mechanics the most studied topic, followed by electricity, magnetism, and wave-related concepts. In terms of diagnosis, four-tier diagnostic tests were the most frequently used instruments, followed by established concept inventories such as the Force Concept Inventory. Concerning remediation, diagnostic-based interventions, conceptual change strategies, and cognitive conflict-based learning were the most prominent approaches. However, a significant number of studies did not explicitly identify the causes of misconceptions or report clear remediation strategies. The novelty of this review lies in its integrative mapping of influential studies across multiple analytical dimensions within a single physics-specific framework. This research contributes to physics education by offering a structured reference for future work on diagnostic development, causal analysis, and the design of more context-sensitive instructional interventions.
Analysis of Cognitive Ability Instruments Test Based on Marzano's Taxonomy on Temperature and Heat Material Using the Rasch Model Muslim; Duden Saepuzaman; Lina Aviyanti; Azizah, Hani Nur
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/063d8z95

Abstract

This study addresses the need for a valid and reliable instrument to assess students’ cognitive abilities in physics, particularly in the areas of temperature and heat, which are often associated with conceptual difficulties and misconceptions. The study aimed to evaluate the quality of a cognitive ability test instrument developed based on Marzano’s taxonomy by applying the Rasch measurement model. A quantitative design was employed, involving 138 high school students in grades XI and XII from one school in Bandung City, comprising 74 females and 64 males. The instrument comprised 25 multiple-choice items representing five cognitive aspects of Marzano’s taxonomy: retrieval, comprehension, analysis, knowledge utilization, and metacognition. Data were analyzed using Winsteps 3.73 to examine item fit, item difficulty, unidimensionality, reliability, person–item distribution, and Differential Item Functioning (DIF) based on gender. The results showed that the instrument generally met Rasch model expectations, with good internal consistency (Cronbach’s alpha = 0.76), very high item reliability (0.92), and fair person reliability (0.69). Most items fit the model, although several items showed overfit or unexpected response patterns and require refinement. The item difficulty distribution was dominated by difficult items; the raw variance explained by the measures was 20.3%, and the Wright map indicated that the instrument was reasonably aligned with students’ ability levels, though it was less optimal for very high-ability students. DIF analysis showed that most items were gender-neutral, while a small number indicated potential differential functioning. The novelty of this study lies in the systematic operationalization of Marzano’s taxonomy into item construction and its evaluation using Rasch analysis in the context of temperature and heat. Overall, the instrument is sufficiently valid for measuring cognitive ability and provides a useful contribution to physics education by offering a psychometrically informed framework for developing more rigorous and meaningful assessment instruments.  
Enhancing Students’ Scientific Literacy through Socio-Scientific Issues-Based Project-Based Learning in Physics Education Doni Nurdiansyah; Dadan Ramdany; Duden Saepuzaman
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/57rfvs81

Abstract

Students’ scientific literacy in physics remains a major concern because classroom instruction often emphasizes conceptual understanding and mathematical problem-solving without sufficiently connecting physics concepts to real-life socio-scientific contexts. This study aimed to examine the effectiveness of Socio-Scientific Issues-based Project-Based Learning (SSI-PjBL) in improving eleventh-grade students’ scientific literacy in physics education. A quantitative quasi-experimental method with a non-equivalent control group design was employed. The study involved 67 students from a private senior high school in Bandung, Indonesia, divided into an experimental group and a control group. The experimental group received SSI-PjBL instruction, while the control group received conventional instruction. Data were collected using a scientific literacy test developed based on three core competencies: explaining scientific phenomena, evaluating and designing scientific inquiry, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. The results showed that the experimental group achieved a greater improvement in scientific literacy than the control group. The experimental group obtained an N-Gain score of 0.61, categorized as moderate, whereas the control group obtained an N-Gain score of 0.33, categorized as low. The independent-samples t-test indicated a significant difference between the two groups (p < 0.05), with a large effect size (Cohen’s d = 0.92). Improvement was observed across all scientific literacy indicators, with the highest gain in explaining scientific phenomena. The novelty of this study lies in integrating socio-scientific issues with project-based learning as a contextual instructional strategy for physics education. The findings conclude that SSI-PjBL effectively enhances students’ scientific literacy by supporting the application of physics concepts to authentic problems. This study contributes to physics education by providing empirical evidence for a student-centered, contextual, and project-based approach aligned with 21st-century science learning goals.
PENERAPAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN WORDWALL TERHADAP KEMAMPUAN KOGNITIF PADA MATERI PEMANASAN GLOBAL Prila Mentari Sukmadewi; Duden Saepuzaman; Lina Aviyanti
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v13i2.60928

Abstract

Kemampuan kognitif berfokus pada kemampuan berpikir yang mencakup kemampuan intelektual. Hal menjadikan kemampuan kognitif sebagai aspek penting dalam pembelajaran, terutama dalam pembelajaran fisika pada materi pemanasan global. Namun, beberapa hasil penelitian menunjukkan bahwa kemampuan kognitif peserta didik di Indonesia masih rendah. Penelitian bertujuan untuk mengetahui hasil penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan Wordwall dalam meningkatkan kemampuan kognitif peserta didik. Subjek penelitian melibatkan 29 orang peserta didik kelas X salah satu SMA di Bandung. Kelas yang dijadikan sampel dipilih menggunakan teknik purposive sampling. Instrumen penelitian yang digunakan meliputi tes kemampuan kognitif dalam bentuk esai berjumlah 7 soal yang telah divalidasi oleh ahli secara empiris. Teknik analisis yang digunakan pada penelitian meliputi perhitungan N-Gain dan uji hipotesis. Berdasarkan hasil uji non parametrik pada tingkat kepercayaan 95% (a = 0,05) menunjukkan bahwa terdapat perbedaan signifikan dalam peningkatan kemampuan kognitif yaitu dengan skor <0,001. Disamping itu, skor N-Gain kemampuan kognitif peserta didik diperoleh sebesar 0,43 (kategori sedang). Menunjukkan bahwa peningkatan kemampuan kognitif peserta didik signifikan dan berada pada tingkat menengah. Model pembelajaran Teams Games Tournament berbantuan Wordwall dapat digunakan sebagai alternatif pembelajaran fisika dalam meningkatkan kemampuan kognitif peserta didik.
Analisis Korelasi antara Kemampuan Pemecahan Masalah dan Miskonsepsi pada Materi Fluida Statis Aurriel Magita Arsha Dittya; Nur Endah Susilowati; Duden Saepuzaman; Erni Ernawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2165

Abstract

Misconceptions in physics learning can hinder students conceptual understanding and affect their ability to solve problems effectively. Therefore, investigating the relationship between misconceptions and problem-solving ability is important to provide information for improving physics learning, particularly in static fluid concepts. This study aims to analyze the correlation between students’ problem-solving ability and misconceptions in static fluid material. The study employed a quantitative correlational design involving 31 students of class XI MIPA at a senior high school in Bandung. The sampling technique used was total sampling. Data were collected using a misconception test consisting of 10 two-tier multiple-choice questions and a problem-solving ability test consisting of 10 essay questions. Data analysis was conducted using the Kolmogorov-Smirnov normality test and Spearman’s rho correlation test. The normality test results indicated that both misconception and problem-solving ability data were not normally distributed (p < 0.05). Therefore, the Spearman correlation test was employed. The results showed a correlation coefficient of 0.291 with a significance value of 0.090 (p > 0.05). These findings indicate that there is a positive but statistically insignificant correlation between misconceptions and problem-solving ability. The correlation level is categorized as weak. Therefore, misconceptions do not significantly affect students’ problem-solving ability in static fluid material.
Penerapan Model Pembelajaran Berbasis Masalah dengan Pendekatan Deep Learning untuk Meningkatkan Kemampuan Pemecahan Masalah pada Materi Termodinamika Tsurayya Muthmainnah; Muslim; Duden Saepuzaman
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2176

Abstract

Problem-solving skills (PSS) are one of the key competencies students need to meet the demands of the 21st century; however, field observations indicate that students’ PSS remain low, particularly in thermodynamics. This study aims to improve students’ PSS through the application of the Problem-Based Learning (PBL) model with a Deep Learning approach. The method used is quantitative with a quasi-experimental design, specifically a Non-Equivalent Control Group Design, involving 59 11th-grade science students at a public high school in Subang Regency, divided into an experimental class (PBL with Deep Learning) and a control class (PBL only). The instrument consisted of 22 PBL essay test questions based on five aspects according to Heller, namely focus on the problem, describe the physics, plan a solution, execute the plan, and evaluate the answer. The results showed that both classes experienced an increase in PBL skills, with an N-Gain of 0.47 for the experimental class and 0.35 for the control class (both in the moderate category). The Mann-Whitney U test showed an Asymp. Sig (2-tailed) < 0.001, indicating a significant difference between the two classes. These results prove that PBM with a Deep Learning approach is more effective in addressing students’ low KPM in thermodynamics material compared to PBM alone.
Hubungan Keterampilan Berpikir Kritis dan Kemampuan Pemecahan Masalah Siswa pada Materi Fluida Statis Mandaliya Zahra; Nur Endah Susilowati; Duden Saepuzaman; Erni Ernawati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2358

Abstract

Critical thinking and problem-solving skills are two core competencies required in 21st-century physics learning, yet student learning outcomes in abstract topics such as static fluids remain relatively low. It is not yet known empirically to what extent critical thinking skills contribute to students' problem-solving abilities, so the relationship between the two needs further investigation. This study aims to analyze the correlation between critical thinking skills and problem-solving abilities of 11th-grade students on the topic of static fluids. A quantitative correlational approach was employed, involving 32 students in Bandung selected through purposive sampling. The instrument used was a two-tier test to measure both variables simultaneously while revealing the reasoning behind students' answers. Data were analyzed using Spearman correlation due to non-normal data distribution. The results showed a positive and significant but weak correlation (ρ = 0.335; p = 0.049), with critical thinking contributing only 11.2% to problem-solving ability. The remaining 88.8% was influenced by other factors such as conceptual mastery and mathematical ability. This finding indicates that critical thinking alone is insufficient to predict success in physics problem-solving. The implication is that instruction needs to be designed in an integrated manner, and further research is recommended to expand the sample and include additional predictor variables.
Co-Authors . Haryanto A. Suhandi Aas Aisyah Achmad Afandi, Achmad Achmad Samsudin Agus Fany Chandra Aisyah, Aas Aldi Zulfikar Alfiansah Sandion Prakoso Alyamuari, Arum Amsor Amsor Amsor, Amsor Anggi Hanif Setyadin Ardi Rizkia Ferahenki Arman Arman Asep Sutiadi Atmaja, Devi Yulianty Surya Aurriel Magita Arsha Dittya Ayub, Made Rai Shanti Azizah, Hani Nur Cahyo Puji Asmoro Dadan Ramdany Dhina, Meiry Akmara Doni Nurdiansyah Edi Istiyono Eka Cahya Prima Elsa Anggiya Nurinsani Endi Suhendi Erni Ernawati Fitri Nurul Sholihat Fitriani Fitriani Ghinatri, Nurma Gustiani, Wina Tika Hana Susanti Harun Imansyah Haryanto Haryanto Hera Novia Heri Retnawati Heru Kuswanto Hutnal Bashori Ida Rachmawati Iis Nawati Ika Mustika Sari Ika Mustika Sari Ika Mustika Sari Ika Mustika Sari Ilham Ramdhani Iman Nurzaman, Iman Insih Wilujeng Intan Asriningsi Intan Asriningsih Ismiandini, Rifa Judhistira Aria Utama Judhistira Arya Utama Juliani, Rini Kartika Hajar Kirana Lina Aviyanti Lina Aviyanti Mandaliya Zahra Marjana, Reja Mat Daud, Anis Nazihah Muh. Asriadi AM Muhamad Gina Nugraha Muhammad Musyadad Muhammad Shidiq Permana Muslim Muslim Muslim Muslim Mutia Hariza Lubis Nanang Dwi Ardi Nirmala Utami Nur Endah Susilowati Nurwulan Fitriyanti Parlindungan Sinaga Prila Mentari Sukmadewi Purwoko Haryadi Santoso Rachman, Anisyah Raden Giovanni Rahadiani Nurul Qonita Rahmat*, Anggi Datiatur Rini Juliani Risnatati Risnatati S. P. Sriyansyah Saeful Karim Saeful Karim Selly Feranie Selly Ferranie Selly Ferranie Selly Ferranie Setiawan , Andhy Setiya Utari Setiya Utari Setiya Utari Setiya Utari Setiya Utari Setya Utari Siti Nurhadianti Muhajir Sözbilir, Mustafa Sriyansyah, Syakti Perdana Suci Ramayanti Sukmadewi, Prila Mentari Suparman Suparman Taryono Taryono Taufik Ramlan Taufik Ramlan amalis Tsurayya Muthmainnah Umi Kalsum Djano Utami, Dea Annisa Vikamaenis Wati, Erma Widi Ilhami Novili Widi Ilhami Novili Widia Linta Nurjanah Widihastuti Winny Liliawati Wipsar Sunu Brams Dwandaru Yaya, Ghia Syifa Maharani Yesi Martianingsih Yusron, Eri Yustiandi - Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi Yustiandi, Yustiandi Yustiandid, Yustiandi Zahra Nadifa Elahi Zahra Raudi Maulidia Zakwandi, Rizki