Article Per Year (5 Year)
p-Index From 2021 - 2026
4.078
P-Index
This Author published in this journals
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 JINOP (Jurnal Inovasi Pembelajaran) JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Kasuari: Physics Education Journal (KPEJ) Optika : Jurnal Pendidikan Fisika BIOCHEPHY: Journal of Science Education Indonesian Journal of Research and Educational Review (IJRER) Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research Jurnal Pendidikan Indonesia (Japendi) Jurnal Pendidikan IPA Indonesia Social Sciences and Humanities Reviews
Rahma Diani, Rahma
Unknown Affiliation
Religion Arts Humanities Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 37 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 37 Documents
Search

 1   2   3   4 
Innovative Integrated Disaster Education in Physics Learning: An Effort to Enhance Students’ Disaster Literacy Skills Saregar, Antomi; Putra, Fredi Ganda; Diani, Rahma; Anugrah, Adyt; Misbah, Misbah; Umam, Rofiqul
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.23959

Abstract

Disaster-prone regions require an education system that equips students with both scientific understanding and disaster preparedness. However, integration of disaster mitigation content into subject-specific learning, particularly physics, remains limited. This study aims to develop and evaluate the effectiveness of physics teaching materials integrated with disaster mitigation education to enhance students’ disaster literacy skills. A mixed-method approach with an exploratory sequential design was employed. The development process followed the 4D model (Define, Design, Develop, and Disseminate) to systematically design and implement teaching materials. The study was conducted in two high schools in South Lampung Regency, Lampung, Indonesia involving four classes (two experimental and two control groups) with a total of 128 students, consisting of 63 students in the experimental groups and 65 in the control groups. The T-test results show that the use of disaster mitigation-based teaching materials had a statistically significant effect on students' disaster literacy abilities, with a significance value of 0.000 (p < 0.05).  Furthermore, the results of the effect size analysis (Cohen’s d = 0.62 and 0.66) fall within the moderate category, confirming that this intervention had a significant impact on enhancing students’ disaster literacy skills related to disaster mitigation. The implementation of this teaching material not only enhances students’ understanding of physics concepts but also increases their awareness and preparedness for disasters, particularly around disaster literacy, making it a strategic innovation in disaster education. This research contributes significantly to the development of disaster education curricula in Indonesia, particularly within the context of physics education.
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.
Enhancing Collaboration and Problem-Solving Skills: The Role of Blended Project-Based Learning Intan, Anisa Nur; Diani, Rahma; Suryani, Yani
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i2.15373

Abstract

The ability to collaborate and solve problems is essential for students facing 21st-century learning challenges. However, these skills are often underdeveloped in conventional classroom settings. This study aims to investigate the effect of blended project-based learning (BPjBL) on students’ collaboration and problem-solving skills. A quasi-experimental method was used. The research was conducted at SMA Negeri 1 Sungkai Utara, North Lampung Regency, during the 2023/2024 academic year. The population comprised five science classes (XI IPA 1–XI IPA 5), with a total sample of 55 students selected through cluster random sampling. Class XI IPA 2 (28 students) served as the experimental group, while class XI IPA 3 (27 students) served as the control group. Data were collected using a problem-solving ability test, collaboration skill observation sheets, and learning implementation instruments. The results showed that the BPjBL model had a significant effect on students’ collaboration skills (p = 0.005 < 0.05) and problem-solving abilities (p = 0.007 < 0.05). These findings indicate that integrating blended and project-based approaches can meaningfully enhance key 21st-century competencies. This study contributes to the growing body of evidence supporting active learning models and suggests that BPjBL can be effectively implemented in senior high school. These results suggest that BPjBL can be a useful teaching method for promoting critical 21st-century skills and should be considered in curriculum development for science education.
Interpersonal Communication of Students and Lecturers in Thesis Guidance Mailani, Desi; Edison, Edison; Diani, Rahma
Social Sciences and Humanities Reviews Vol. 1 No. 2 (2025): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v1i2.58

Abstract

Background: The thesis guidance process requires effective interpersonal communication between students and supervisors so that the final project can be completed properly. However, in practice, obstacles are often found that interfere with the smooth flow of communication. Aims: This study aims to determine the dynamics of interpersonal communication between Communication Science students and supervisors in the process of making a thesis at UIN Suska Riau, as well as identify obstacles and solutions that occur during guidance. Methods: This study uses a qualitative method with a phenomenological approach. Data were collected through in-depth interviews with 7 students and 4 supervisors, then analyzed using Colaizzi's phenomenological analysis technique. Results: Results show that interpersonal communication takes many forms, especially through digital media such as WhatsApp and Zoom. Obstacles found include delayed responses, lack of openness, and miscommunication. Aspects of openness, empathy, support, positive attitudes, and equality influence the success of mentorship. Conclusion: Effective interpersonal communication contributes significantly to the smooth preparation of thesis. Therefore, both lecturers and students need to build relationships that are open, supportive, and respectful of each other.
Co-Authors Adyt Anugrah Agus Susanti Ajo Dian Yusandika Alfiani, Puput Alimin, Masnaini Andini, Nisa Anggraeni, Yanda Meilya Anggun, Tarisa Anisa, Nava Annisa Shabrina Antomi Saregar Ardian Asyhari Azhari, Rafa Adilla Bambang Sri Anggoro Daniel Happy Putra Diah Rizki Nur Kalifah Edison Edison Erliana, Intan Fajriani, Indah Fitri, Megawati Ridwan Fredi Ganda Putra Fujiani, Dwi Hadap, Arti Happy Komikesari Hendri Noperi Hery Widijanto Ida Fiteriani Imama, Khoirunnisa Intan, Anisa Nur Irwandani Irwandani Julia, Orin Neta Kurnia, Adek Erni Lengkana, Dewi Lestari, Yunita Mailani, Desi Malik, Safira Lusiana Marinda Marhayati, Rica Marlena Marlena Mertikadian, Putri Misbah Misbah Muhammad Ridho Syarlisjiswan Nur Anisa Nurhanurawati Nurhanurawati NURUL HIDAYAH Oktaviani, Eva Putri, Lia Pebriana Rahayu, Murih Rahmawati, Nur Indah Rofiqul Umam Romlah Rudianto Rudianto Santi Widyawati Shella Syafitri, Shella Sodikin Sodikin Sri Latifah Subandi Subandi Sugeng Sutiarso Suparman Suparman Suryani, Eny Retno Tri Jalmo Trimo Saputro Umi Hijriyah Viyanti Viyanti Widiarni, Anggi Widiawati, Nanda Yani Suryani Yessy Velina Yuberti Yunita Yunita