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All Journal Journal of Education and Learning (EduLearn) Jurnal Infinity KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Indonesian Journal of Science and Mathematics Education Kasuari: Physics Education Journal (KPEJ) BIOCHEPHY: Journal of Science Education Indonesian Journal of Research and Educational Review (IJRER) Jurnal Pendidikan IPA Indonesia
Rahma Diani, Rahma
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Religion Arts Humanities Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Enhancing mathematical reasoning: role of the search, solve, create, and share learning Putra, Fredi Ganda; Saregar, Antomi; Diani, Rahma; Misbah, Misbah; Widyawati, Santi; Imama, Khoirunnisa
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21399

Abstract

The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyze how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. o measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal.
Bibliometric Analysis of Problem-Based Learning Model with STEM Approach: Critical Thinking Skills of Elementary School Students Azhari, Rafa Adilla; Hidayah, Nurul; Diani, Rahma; Kalifah, Diah Rizki Nur
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4069

Abstract

Elementary schools must creatively develop critical thinking abilities to equip students with 21st-century competencies. Analyzing previous research on integrating learning models for this purpose is necessary. This study will bibliometrically analyze the research on integrating the Problem-Based Learning (PBL) model with the Science, Technology, Engineering, and Mathematics (STEM) approach to improve elementary school critical thinking. VOSviewer software was used to conduct a systematic literature review and bibliometric analysis of 52 Scopus-indexed articles from 2020–2024. Publish or Perish (PoP), linked to Scopus, collected publication data using "problem-based learning," "STEM," "critical thinking," and "elementary school." The literature review found that the STEM-integrated PBL model in elementary schools improves critical thinking and student learning by providing real-world problems to solve. Indonesia contributed 30 articles, followed by the US (5 articles) and Hong Kong (3 articles). The study's five-year collaboration network includes 69 researchers. Bibliometric analysis indicated a high association between "STEM" and "critical thinking" and "learning model," showing that STEM influences critical thinking skills. The association between "problem-based learning," "learning model," and "critical thinking" showed that PBL strongly impacts these skills. But network visualization revealed a research gap in the weak and narrow connections between "STEM," "Problem-Based Learning," and "Elementary School." The first co-occurrence analysis showed "critical thinking," followed by "problem-based learning" and "STEM." The rise of "bibliometric analysis" and "elementary school" suggests elementary education research is digitizing. In conclusion, STEM-integrated PBL has worked, but further research is needed to apply it to elementary school pupils.
Psychometric analysis of the critical thinking skills instrument in physics learning using the Rasch model Noperi, Hendri; Diani, Rahma; Irwandani, Irwandani; Suryani, Yani; Sodikin, Sodikin; Saputro, Trimo
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i3.28770

Abstract

Critical thinking is a core competency in physics learning, yet measuring it is constrained by a lack of psychometrically validated instruments. This study aims to develop and analyze a critical thinking assessment instrument on "Work and Simple Machines" for junior high school students. Using a Research and Development (R and D) approach, a 10-item essay instrument was trialed with 175 eighth-grade students and analyzed using the Rasch Model via WINSTEPS. Results indicate construct validity through unidimensionality (variance explained = 39.3%), item fit, and effective rating scale functioning. Reliability was good (student = 0.79; item = 0.84), with adequate separation values. The instrument is considered feasible, valid, and reliable as a diagnostic tool. This research provides educators with an objective tool to map students' weaknesses, enabling targeted pedagogical interventions and effective physics learning strategies.
The PRISMA-E’xi Learning Model in Practice: Insights from a Limited Trial in Senior High School Physics Learning Diani, Rahma; Viyanti, Viyanti; Jalmo, Tri; Lengkana, Dewi
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.v10i1.28169

Abstract

The PRISMA-E’xi learning model integrates multiple-representation approaches, the engineering design process (STEM), and strategies designed to enhance students’ creative problem-solving skills. This study aimed to evaluate the model’s practicality through an initial implementation in senior high school physics instruction. A quantitative descriptive design was employed at the developmental research limited-trial stage, involving one tenth-grade class at SMA Gajah Mada Bandar Lampung across six instructional sessions. Data were collected through validated observation sheets assessing model implementation, teacher performance, and student activities, as well as questionnaires measuring teacher and student responses. The findings demonstrated high practicality, with implementation scoring 91.17%, teacher performance 92.31%, and student activity 88.33%, all categorized as “Excellent.” Teacher and student responses were overwhelmingly positive, with agreement levels of 98.00% and 98.95%, respectively. Although minor technical refinements were suggested, the core structure of the model remained intact and ready for broader deployment. Overall, the results indicate that PRISMA-E’xi is highly implementable, well-received, and holds strong potential to enhance student engagement and higher-order thinking in physics learning while providing teachers with a structured framework that supports 21st-century skills development.
An Electronic Wave Laboratory Worksheet Integrating Virtual Simulation and Performance Assessment Latifah, Sri; Diani, Rahma; Yuberti, Yuberti; Rifai, M.
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 15 No 1 (2026): 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.v15i1.27227

Abstract

Virtual laboratory technologies have expanded opportunities for interactive physics practicum learning; however, existing electronic laboratory worksheets rarely combine simulation-based experimentation, structured laboratory guidance, and authentic performance assessment within a unified instructional resource. This study developed and evaluated an electronic wave laboratory worksheet that integrates virtual simulation with embedded performance assessment to support higher education physics practicum. A research and development approach based on the ADDIE model was employed, encompassing analysis, design, development, implementation, and evaluation. The worksheet was designed using Crocodile Physics to facilitate concept visualization, guided experimentation, and systematic practicum activities. Product quality was examined through expert review, while its practicality was evaluated through feedback from university students and physics educators at two higher education institutions. The findings indicate that the worksheet demonstrated high validity and was perceived as practical, engaging, and suitable for supporting simulation-based laboratory learning. By integrating interactive simulation, structured experimental guidance, and authentic performance assessment, the worksheet enables students to visualize wave phenomena, conduct virtual investigations, and demonstrate practical competencies within a coherent learning environment. This study contributes an integrated instructional framework for technology-enhanced physics laboratory learning and offers practical guidance for designing simulation-supported practicum resources that promote authentic assessment in higher education.
Human-in-the-loop scientific argumentation in AI-supported online physics learning to enhance critical and computational thinking Asyhari, Ardian; Diani, Rahma; Rahman, Nor Farahwahidah Abdul
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.32564

Abstract

AI-supported online physics learning can expand access to explanations, but it may also increase cognitive offloading and uncritical reliance on generated answers. This study examined whether human-in-the-loop (HITL) AI-supported scientific argumentation improves critical thinking, scientific reasoning, computational thinking, and physics problem solving. A quasi-experimental pretest-posttest non-equivalent control group design involved 180 undergraduate students from Universitas Islam Negeri Raden Intan Lampung assigned to online argumentation without AI, AI-only learning, or HITL-AI argumentation. Primary empirical data were analyzed using normalized gain, one-way ANOVA, pairwise t-tests, Cohen's d, and Pearson correlations. The HITL-AI group obtained the highest posttest performance and medium normalized gains across outcomes (g = .38–.55). Group differences were significant for all N-gain variables (p < .001), with large effect sizes (η² = .54–.75). HITL-AI also showed higher argumentation quality, metacognitive monitoring, and germane load, alongside lower AI overreliance and cognitive offloading than AI-only learning. AI integration in physics learning should be structured through instructor-mediated argumentation protocols to preserve epistemic agency and strengthen higher-order thinking.
Co-Authors Adyt Anugrah Agus Susanti Alfiani, Puput Alimin, Masnaini Anggraeni, Yanda Meilya Anggun, Tarisa Anisa, Nava Annisa Shabrina Antomi Saregar Ardian Asyhari Azhari, Rafa Adilla Daniel Happy Putra Diah Rizki Nur Kalifah Fajriani, Indah Fredi Ganda Putra Fujiani, Dwi Hendri Noperi Hery Widijanto Imama, Khoirunnisa Irwandani Irwandani Julia, Orin Neta Lengkana, Dewi M. Rifai Malik, Safira Lusiana Marinda Misbah Misbah Muhammad Ridho Syarlisjiswan Nur Anisa Nurhanurawati Nurhanurawati NURUL HIDAYAH Oktaviani, Eva Putri, Lia Pebriana Rahayu, Murih Rahman, Nor Farahwahidah Abdul Rofiqul Umam Romlah Santi Widyawati Shella Syafitri, Shella Sri Latifah Sugeng Sutiarso Suparman Suparman Tri Jalmo Trimo Saputro Umi Hijriyah Viyanti Viyanti Widiarni, Anggi Widiawati, Nanda Yani Suryani Yessy Velina Yuberti