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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) PAEDAGOGIA JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar JPF : JURNAL PENDIDIKAN FISIKA Jurnal Basicedu COMPTON: Jurnal Ilmiah Pendidikan Fisika 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 Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) 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 SPEKTRA: Jurnal Kajian Pendidikan Sains
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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Student Engagement in Physics Test: Administrating Time on Test-Item for Mechanical Physics Rizki Zakwandi; Alfiansah Sandion Prakoso; Duden Saepuzaman; Lina Aviyanti; Siti Nurhadianti Muhajir
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.22469

Abstract

Student engagement in physics assessment can be evaluated through both final outcomes and the fundamental problem-solving process. This study seeks to examine the correlation among item complexity, completion time, and student performance on a physics mechanic’s test. The research utilized a quantitative methodology through a cross-sectional survey design with 50 participants from the physics education program. Data were collected through a web-based, computer-administered assessment comprising 20 two-tiered items covering kinematics, dynamics, momentum and impulse, as well as work and energy topics. The complexity of the item was assessed according to the number of competencies engaged, encompassing conceptual, mathematical, graphical, data-related, and inter-variable relationships. The findings demonstrate that higher item complexity is associated with longer completion times, which may reflect greater cognitive effort or increased cognitive load. This increase in time did not correlate with enhanced performance; instead, it indicated a pattern toward decreasing scores, exhibiting a negative correlation of -0.32 between complexity and scores. Moreover, the correlation between completion time and performance fluctuates based on the subject matter and type of competency. Mathematical competencies demonstrate the most effective pattern, characterized by high scores and relatively brief completion times, while graphical competencies are associated with longer completion times and lower scores. The findings indicate that response time signifies both engagement and the difficulty level encountered by students.  Consequently, integrating response time with performance data provides a more comprehensive understanding of student engagement. This research underscores the necessity of enhancing representational competencies and employing process-based data to create more effective physics assessments.
The Impact of Game-Based Learning on Cognitive and Affective Outcomes in Science Education: A Systematic Review Ilham Ramdhani; Achmad Samsudin; Duden Saepuzaman; Risnatati Risnatati; Muhammad Musyadad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.11085

Abstract

The aim of this study is to examine the application of game-based learning (GBL) in general science (IPA) and physics learning at all levels of education and its influence on students' abilities and affective. Systematic Literature Review (SLR) was conducted by analyzing 45 articles published over the last five years, focusing on educational level, game type and subject matter and its impact on the learning process. The research found that found that GBL approach is effective in developing students' abilities such as problem-solving, conceptual understanding, retention, and improving academic achievement. In the affective domain, it can increase students' motivation, engagement, and self-efficacy. In addition, the author highlights the existence of research that combines GBL with local culture, namely in research, besides being effective in increasing students' abilities and affective (motivation and involvement), it also introduces and re-popularizes local cultural values. This study recommends that schools and educational policymakers seriously consider the integration of game-based learning (GBL) by ensuring that the learning environment, media, and pedagogical practices are designed to support interactive, student-centered learning and training is needed for teachers can design well-directed learning and achieve learning objectives, especially in science lessons
Penerapan Model Pembelajaran Berbasis Masalah dengan Pendekatan Deep Learning untuk Meningkatkan Penalaran Ilmiah Siswa pada Materi Suhu dan Kalor Vikamaenis; 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.v7i3.2278

Abstract

This quantitative study aims to determine the improvement and effectiveness of a Problem-Based Learning (PBL) model using a Deep Learning approach on students’ scientific reasoning regarding the topics of temperature and heat. A pre-experimental design with a one-group pretest-posttest approach was applied in this study. The sample consisted of 36 11th-grade MIPA students at a public high school in Bandung, selected using convenience sampling. Data were collected using a scientific reasoning test adapted from the Lawson Classroom Test of Scientific Reasoning (LCTSR), which had been tailored to the subject matter. The results showed a significant improvement in scientific reasoning, with the average pretest score increasing from 28.31 to 58.61 on the posttest, and achieving an average N-gain score of 0.43 (moderate category). The greatest improvement occurred in the correlational aspect (N-gain = 0.54), followed by proportional (0.49), hypothesis-deductive (0.44), probabilistic (0.42), conservation (0.36), and variable control (0.25). Furthermore, the Wilcoxon signed-rank test confirmed that this model is significantly effective (Z = -5.242, p < 0.001). These findings indicate that the Problem-Based Learning model with a Deep Learning approach enhances scientific reasoning by promoting active inquiry and reflective thinking. It was concluded that the implemented learning model effectively improves students’ scientific reasoning, particularly in analyzing relationships between variables in physics concepts.
IMPROVEMENT OF STUDENTS' SCIENCE PROCESS SKILLS IN SCAFFOLDING-BASED PROBLEM BASED LEARNING ON THE MATERIAL OF TRAVELLING WAVES AND STATIONARY WAVES Zahra Nadifa Elahi; Saeful Karim; Duden Saepuzaman
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 1 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i1.7812

Abstract

The following study aims to investigate the improvement of students' science process skills in problem-based learning based on scaffolding, especially in the material of traveling waves and stationary waves. Using a quantitative method, the study included 35 students in class XI IPA from a public high school in Sukabumi city, which was determined using purposive sampling. The data collection process used pretest and posttest administered through science process skill assessment instrument. The N-Gain test was used to analyze the data. The study showed that there was a significant difference between the pretest and posttest scores after treatment, indicating an increase in students' science process skills supported by the normalized N-Gain value which was included in the moderate category. The increase in science process skills for indicators of observing, communicating, and concluding is categorized as moderate. While the increase for indicators of classifying, measuring, and predicting is categorized as high.
Profile of Collaboration Skills in Learning Renewable Energy Materials Umi Kalsum Djano; Duden Saepuzaman; Achmad Samsudin; Lina Aviyanti; Muslim Muslim; Fitriani Fitriani
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.102143

Abstract

This study aims to determine students’ collaborative skills in renewable energy learning, an essential skill in 21st-century education. This study employs a descriptive approach using qualitative methods to detail the level of students’ collaborative skills. Data was collected using a Likert-scale collaborative skills questionnaire. The research subjects consisted of 30 high school students, and data was analyzed using the average percentage scores for each collaborative skill indicator. The results indicate that most students possess relatively high collaborative skills, with the majority scoring above 70%. The average score on the collaboration indicators was 80.33%, with Indicator 1 scoring 81, Indicator 2 scoring 78, and Indicator 3 scoring 82. The respondent with the highest collaboration score was R13, with a score of 97%, while the respondent with the lowest collaboration score was R17, with a score of 25%. The significant variation in scores, ranging from 25% to 97%, indicates substantial differences in student collaboration skills. Factors influencing these skills include ineffective communication, poorly managed differences of opinion, and low empathy toward group members’ contributions. The implications of this study emphasize the need for collaboration-enhancing strategies, such as interpersonal communication training, conflict management, and empathy development within groups. These strategies should be explicitly integrated into project-based learning designs, particularly regarding renewable energy, to enhance students’ overall collaboration effectiveness.
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