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All Journal Jurnal Penelitian dan Evaluasi Pendidikan RADIASI: Jurnal Berkala Pendidikan Fisika WAPFI (Wahana Pendidikan Fisika) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Pendidikan Fisika Jurnal Penelitian dan Pembelajaran IPA Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Edumatsains Journal of Teaching and Learning Physics Jurnal Penelitian Pembelajaran Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Momentum: Physics Education Journal JPF : JURNAL PENDIDIKAN FISIKA Jurnal Basicedu Jurnal Pendidikan Fisika dan Teknologi Jurnal Kumparan Fisika Jurnal Eduscience (JES) Ideas: Jurnal Pendidikan, Sosial dan Budaya KARST : Jurnal Pendidikan Fisika dan Terapannya Jurnal Penelitian Pendidikan Matematika dan Sains Optika : Jurnal Pendidikan Fisika Jurnal Riset Pendidikan Fisika Didaktika: Jurnal Kependidikan PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Basicedu INPAFI (Inovasi Pembelajaran Fisika) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan MIPA Jurnal Medika Mengabdi Jurnal Penelitian Pembelajaran Fisika
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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Development Worksheet Integrated PhET Simulation to Improve Critical Thinking Skills in Junior High School Rahmat*, Anggi Datiatur; Wilujeng, Insih; Kuswanto, Heru; Mat Daud, Anis Nazihah; Saepuzaman, Duden
Jurnal Pendidikan Sains Indonesia Vol 12, No 1 (2024): JANUARY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i1.34742

Abstract

Integrating technology has a positive impact on science learning. Technology multiplatform can be used as a didactic tool is physics education technology (PhET). This study aims to develop worksheet integrated PhET simulations. The development adopted the 4D model. The designed activity aims to engage students in critical thinking. The instrument for measuring critical thinking consists of 5 questions based on the critical thinking aspect: interpretation, analysis, evaluation, inference, and explanation. Content and media experts and two practitioners validated the media. The validation result shows a V index between 0.80 - 1.00 for all aspects with very high categories. The readability test was administered to 20 students and gained very good results. The effectiveness test was conducted on two different classes. The experiment class uses a worksheet integrated PhET, while the control class uses a worksheet without PhET. Students in the experiment class had higher critical thinking skills scores than those in class control. It can be interpreted that using worksheet-integrated PhET affected students' critical-thinking skills. The results of this study can be used as a reference for integrating technology into science learning
Gender-Based Analysis of Creative Thinking Skills in Grade X Students on Work, Energy, and Alternative Energy (WE-ALT) Concepts Atmaja, Devi Yulianty Surya; Samsudin, Achmad; Saepuzaman, Duden
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26284

Abstract

This study aims to examine the level of creative thinking skills and the distribution of its aspects based on gender and material. The study is motivated by the critical role of creative thinking in addressing the global challenges of the 21st century, particularly in relation to alternative energy as a sustainable solution. The research employs a quantitative descriptive method. Creative thinking in this study is conceptualized based on Torrance’s framework, which includes four main aspects: fluency, flexibility, originality, and elaboration. The study involved 72 Grade X students from Sumedang Regency, who completed an essay test consisting of six questions covering Work, Energy, and Alternative Energy (WE-ALT) topics. The test instrument, adopted from previous research, was empirically validated and confirmed to be reliable based on item statistics, including misfit order and reliability analysis results, ensuring its suitability for this study. Data were processed and analyzed using Microsoft Excel and the Rasch Model with Winstep version 4.7.0.0 to map students' abilities. The results show that students scored highest on the Work material, with an average score of 64, followed by the Energy material with a moderate score of 58, and the lowest score on Alternative Energy material with 36. Overall, Alternative Energy was the topic with the lowest average score for creative thinking skills, and female students outperformed male students, particularly in the fluency aspect. These findings suggest that innovative, technology-integrated, and interactive learning strategies are needed to enhance students' creative thinking skills.
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.
Co-Authors . Haryanto A. Suhandi Aas Aisyah Achmad Afandi, Achmad Achmad Samsudin Agus Fany Chandra Aisyah, Aas Aldi Zulfikar Alyamuari, Arum Amsor Amsor Amsor, Amsor Anggi Hanif Setyadin Ardi Rizkia Ferahenki Arman Arman Asep Sutiadi Atmaja, Devi Yulianty Surya Ayub, Made Rai Shanti Cahyo Puji Asmoro Dhina, Meiry Akmara Edi Istiyono Eka Cahya Prima Elsa Anggiya Nurinsani Endi Suhendi Fitri Nurul Sholihat 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 Iman Nurzaman, Iman Insih Wilujeng Intan Asriningsi Intan Asriningsih Ismiandini, Rifa Judhistira Aria Utama Judhistira Arya Utama Juliani, Rini Kartika Hajar Kirana Lina Aviyanti Marjana, Reja Mat Daud, Anis Nazihah Muh. Asriadi AM Muhamad Gina Nugraha Muhammad Shidiq Permana Mutia Hariza Lubis Nanang Dwi Ardi Nirmala Utami Nurjanah, Widia Linta Nurwulan Fitriyanti Parlindungan Sinaga Purwoko Haryadi Santoso Rachman, Anisyah Raden Giovanni Rahadiani Nurul Qonita Rahmat*, Anggi Datiatur Rini Juliani S. P. Sriyansyah Saeful Karim Selly Feranie Selly Ferranie Selly Ferranie Selly Ferranie Setiawan , Andhy Setiya Utari Setiya Utari Setiya Utari Setiya Utari Setiya Utari Setya Utari Sözbilir, Mustafa Sriyansyah, Syakti Perdana Suci Ramayanti Sukmadewi, Prila Mentari Suparman Suparman Taryono Taryono Taufik Ramlan Taufik Ramlan amalis Utami, Dea Annisa 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 Raudi Maulidia Zakwandi, Rizki