Articles
<![CDATA[Analysis of Teacher Interpretation of the Depth and Breadth of Middle School Level Global Warming Material using "Content Representation" (CoRe) ]]>
<![CDATA[Meili Yanti]]>;
<![CDATA[Aulia Rahmadhani]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 4: October 2023 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/j-ps.v11i4.8964
<![CDATA[Global warming is a material presented at the VII grade junior high school level. This material is very complex so it causes different interpretations by everyone when teaching it. Therefore, this research aims to analyze teachers' interpretations of the depth and breadth of global warming material contained in KD 3.9 of the 2013 Curriculum. This research was conducted descriptively using the Content Representation instrument to obtain information about teachers' interpretations. Participants in this study were junior high school 11 science teachers who are members of the MGMP community in Majene Regency, West Sulawesi. The results of this study indicate that teachers interpret KD 3.9 quite completely. This was obtained from the CoRe instrument where teachers fill in essential concepts to teach global warming material. The results show that teachers with more than 10 years of teaching experience have a greater variety of teaching methods and assessments in teaching global warming material. In addition, global warming materials were also obtained based on their depth and breadth.]]>
<![CDATA[Korelasi antara Kemampuan Matematika dan Kemampuan Fisika Dasar pada Mahasiswa Program Studi Pendidikan Ilmu Pengetahuan Alam ]]>
<![CDATA[Aulia Rahmadhani]]>;
<![CDATA[Meili Yanti]]>
<![CDATA[ PendIPA Journal of Science Education Vol 8 No 2 (2024): June ]]>
Publisher : <![CDATA[UNIB Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33369/pendipa.8.2.146-150
<![CDATA[This study aimed to find out the correlation between mathematics and basic physics ability of Natural Science Education Program students. This study was a correlational study that describes the extent to which two or more quantitative variables are interrelated. The study involved 38 students of the Natural Science Education Program, the Faculty of Science and Education, University of West Sulawesi, who programmed compulsory courses in basic physics and mathematics for the odd semester of the academic year 2023/2024. The results of the study were obtained from the physics ability test and the mathematics ability test, which was then, analyzed using the Spearman correlation test. Before the correlations test, the results were tested for normality first using the Shapiro Wilk test. As for the results of the study, the correlation between the mathematics abilities and the basic physics abilities of the students was rs = 0.7675 which is in the category of strong correlations and positive direction. This suggests that when students' mathematics abilities are high then students' basic physics abilities will be high anyway, just as when students’ mathematics abilities are low then students’ basic physics abilities will be low too.]]>
<![CDATA[Analysis of the Implementation of Science Learning based on Teachers' Technological Pedagogical and Content Knowledge (TPACK) Capabilities ]]>
<![CDATA[Yanti, M.]]>;
<![CDATA[Rahayu, D. P.]]>;
<![CDATA[Rabbani, A.]]>
<![CDATA[ Journal of Science Education Research Vol 8, No 1 (2024): J. Sc. Edu. Research ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/jser.v8i1.70762
<![CDATA[Teachers play a crucial role in facilitating students' understanding and making science material more accessible. To achieve this, educators must possess the capability to use technology, select appropriate learning models, and possess sufficient knowledge of the material - collectively termed as Technological Pedagogical Content Knowledge (TPACK). Therefore, this research aimed to analyze the implementation of science learning based on the teacher's TPACK ability level. The qualitative descriptive research method was employed, involving three science teachers selected through convenience sampling and identified as Teacher A, Teacher B, and Teacher C. TPACK ability data was obtained using a TPACK measurement questionnaire developed by Shmidt et al., (2009) with a total of 54 statement items with three general dimensions. They are Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). The analysis involved observing each teacher during science lessons evaluating the alignment of planning and implementation through an observation sheet. The results of the analysis show that teachers with high TPACK abilities also have more complex science learning in terms of material, method, and technology selection. The results of this research can be used as a reference for teachers in designing and applying learning, especially in terms of integrating technology into science learning.]]>
<![CDATA[Identifikasi Materi Fisika pada Asesmen Literasi Sains Internasional ]]>
<![CDATA[Citra Amalia]]>;
<![CDATA[Niken Yuni Astiti]]>;
<![CDATA[Meili Yanti]]>
<![CDATA[ Saqbe: Jurnal Sains dan Pembelajarannya Vol 1 No 1 (2024): Saqbe : Sains dan Pembelalajarannya (Maret 2024) ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Artikel ini bertujuan untuk memetakan soal – soal PISA 2015. PISA adalah sebuah program berkelanjutan jangka panjang yang mengarah pada sekumpulan informasi untuk memantau tren pengetahuan dan keterampilan siswa diberbagai negara. Penilaian dari PISA fokus pada beberapa mata pelajaran inti seperti sains, membaca dan matematika. Pengumpulan informasi pada artikel ini menggunakan teknik kajian studi pustaka, dimana sumber inti yang digunakan adalah draft soal PISA tahun 2015. Setelah dikaji, konten materi fisika terdiri dari enam tema yaitu (1) Bahan bakar, (2) Erupsi vulkanik, (3) Air tanah dan gempa bumi, (4) Pembangkit listrik (5) Adjustable glasses dan (6) energi efisien. Keenam materi tersebut dianalisis dengan menggunakan silabus SMP kurikulum 2013. Sebagai kesimpulan, dalam pembuatan soal PISA menggabungkan beberapa kompetensi dasar dan bersifat lebih aplikatif.]]>
<![CDATA[Analysis of Pedagogical Content Knowledge (PCK) Capabilities of Preservice Elementary School Teachers through Science Learning Planning ]]>
<![CDATA[Yanti, Meili]]>;
<![CDATA[S, Muhammad Ilham]]>;
<![CDATA[Astiti, Niken Yuni]]>
<![CDATA[ Journal of Elementary Educational Research Vol 4 No 2 (2024): 2024 Volume 4 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan IAIN Manado ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30984/jeer.v4i2.915
<![CDATA[Science material is often abstract, making it difficult for elementary school students to understand. Therefore, teachers need special abilities in designing their learning. So this is a problem for most elementary school teachers. The ability to design science learning in this research is referred to as Pedagogical Content Knowledge (PCK). PCK helps teachers combine in-depth knowledge of subject matter with effective teaching strategies. This allows teachers to deliver material in a way that suits the cognitive development and learning needs of elementary school students. Therefore, this research aims to provide an overview of the PCK abilities of prospective elementary school teachers in designing science lessons. This research is descriptive research which is in line with the research objective, namely to provide an overview of the PCK abilities of prospective elementary school teachers in designing science learning. Participants in this research were 14 students in the fourth semester of the Primary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), West Sulawesi University. Data was obtained through a learning design assessment sheet that was oriented towards PCK abilities. Data collection is carried out by asking students to create a learning plan, then the design is assessed using an assessment sheet. The PCK abilities of prospective elementary school teachers are considered varied, where the ability to choose methods is quite good but in terms of mastery and development of teaching materials is still lacking. This is due to the lack of experience of prospective teachers in teaching and the acquisition of science content material only obtained in one course. The implications of this research can be used as a reference for educational curriculum development, especially in elementary school teacher education study programs.]]>
<![CDATA[“STATUS QUO” CHATGPT DALAM PENGAJARAN DAN PEMBELAJARAN FISIKA: SYSTEMATIC LITERATURE REVIEW ]]>
<![CDATA[Qudratuddarsi, Hilman]]>;
<![CDATA[A, Fauziah]]>;
<![CDATA[Agung, Afiq]]>;
<![CDATA[Yanti, Meili]]>
<![CDATA[ PHYDAGOGIC : Jurnal Fisika dan Pembelajarannya ACEPLAY99: SITUS SLOT ONLINE TERBARU YANG LAGI GACOR ]]>
Publisher : <![CDATA[PHYDAGOGIC : Jurnal Fisika dan Pembelajarannya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31605/phy.v7i2.4645
<![CDATA[Revolusi teknologi telah membawa Artificial Intelligence (AI) khususnya ChatGPT menjadi alat potensial dalam pendidikan termasuk Fisika meski penggunaannya masih baru. ChatGPT dapat membantu menjelaskan konsep sulit, namun akurasi informasinya masih dipertanyakan. Kajian literatur diperlukan untuk mengetahui sejauh mana ChatGPT telah berkontribusi dalam pengajaran dan pembelajaran Fisika. Penelitian ini bertujuan untuk mengetahui distribusi jurnal, asal negara penulis, dan tema penelitian terkait ChatGPT dalam pengajaran dan pembelajaran Fisika. Penelitian ini menggunakan PRISMA framework yang memiliki tahapan 1) identifikasi, 2) penyaringan dengan memperhatikan kriteria inklusi dan ekslusi, dan 3) analisis data untuk menentukan tema penelitian. Distribusi jurnal menunjukkan dominasi Physical Review Physics Education Research (41,67%), dengan penulis mayoritas berasal dari Eropa (66,67%). ChatGPT memiliki banyak manfaat dalam pengajaran dan pembelajaran fisika antara lain dalam persiapan pengajaran, proses pembelajaran, asesmen pembelajaran, dan dalam praktikum. Hasil penelitian juga menunjukkan kemampuan ChatGPT dalam menyelesaikan berbagai soal fisika secara teoritis dan konseptual. Penelitian ini menyajikan informasi penting bagi penelitian pendidikan fisika dan pelaksanaan pengajaran fisika.]]>
<![CDATA[Analysis of Science Teachers' Difficulties in Developing Learning Objectives Flow in Phase D ]]>
<![CDATA[Aulia Rahmadhani]]>;
<![CDATA[Meili Yanti]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.1270
<![CDATA[In the implementation of the Merdeka Curriculum, particularly in phase D, the Learning Objectives Flow is expected to assist educational units and educators in developing steps or learning pathways based on the established learning outcomes. This research investigates the factors contributing to the difficulties faced by science teachers in developing Learning Objectives Flow in phase D. The study combined the collection of quantitative and qualitative data through a sequential explanatory design. Data was collected through questionnaires and interviews with 18 science teachers from junior high schools in Majene Regency, West Sulawesi Province. According to the findings, the average score of science teachers' ability to develop Learning Objectives Flow in phase D is 73.79, which falls into the moderate category based on quantitative data analysis. Based on the qualitative data analysis from interviews, it was found that science teachers face difficulties in developing Learning Objectives Flow for science based on the following aspects: (1) understanding of learning outcomes for science; (2) ability to formulate learning objectives for science; (3) ability to systematically and logically structure the learning objectives flow for science; (4) ability to map the number of lesson hours; and (5) ability to explore the potential/characteristics of the school that support the implementation of learning. For future research, it is hoped to explore efforts that science teachers can make to overcome the difficulties of implementing the Merdeka Curriculum, especially in overcoming difficulties in preparing the Learning Objectives Flow for science in phase D.]]>
<![CDATA[Analysis of Science Teachers' Content Knowledge on the Concept of Global Warming ]]>
<![CDATA[Meili Yanti]]>;
<![CDATA[Haryanti Putri Rizal]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58230/27454312.1290
<![CDATA[The ability of teachers to interpret the curriculum is essential in the preparation stage of teaching. This ability includes how teachers sequentially organize content from simple to more complex material. Teachers are also expected to master the subject matter, meaning they have broad and deep understanding of the material. Therefore, the aim of the research is to explore teachers' understanding of the material taught. This research was conducted using a descriptive method by applying an instrument for understanding the concept of global warming. The participants in this study were 19 Science teachers who are members of the Science Teachers Working Group (MGMP) in Majene Regency, West Sulawesi. The results showed that, in general, Science teachers have fairly good CK, evidenced by the percentage of teachers with moderate and high CK being 55% and 15%, respectively. Teachers understand the topic being discussed. However, not in depth or not mastered well. This is evidenced by the lack of depth of teachers' answers related to a problem, in other words, teachers cannot elaborate on the answers with things that can be accepted by students.]]>
<![CDATA[The impact of chatgpt-assisted problem-based learning on students physics achievement and their chatgpt acceptance ]]>
<![CDATA[Saddia, Andi]]>;
<![CDATA[Yanti, Meili]]>;
<![CDATA[Qudratuddarsi, Hilman]]>
<![CDATA[ COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 1 (2025): Compton: Jurnal Ilmiah Pendidikan Fisika ]]>
Publisher : <![CDATA[Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30738/cjipf.v12i1.19852
<![CDATA[As a new technology, ChatGPT has been integrated into teaching and learning, but there is still a lack of studies on ChatGPT-assisted problem-based learning in physics. Therefore, this study investigates its integration in relation to students’ academic achievement and ChatGPT acceptance. This study used a quasi-experimental design with 65 students who divided into an experimental class and a control class. Data were collected via pre- and post-tests and analyzed using Rasch analysis, ANCOVA, t-test, and DIF, supported by validated instruments and expert review. The study found that students in the experimental group, who used ChatGPT-assisted Problem-Based Learning (PBL), showed significantly higher post-test scores in physics compared to the control group. Wright Map and DIF analyses revealed stronger performance on higher-order conceptual items among the experimental group. ANCOVA confirmed a large effect size (η² = 0.715) for the intervention. Rasch analysis of ChatGPT acceptance showed that the experimental group had higher agreement with most items, and independent t-tests indicated significantly greater acceptance across variables like attitude, habit, and behavioral intention. These findings support ChatGPT-assisted PBL as effective for both learning outcomes and technology acceptance.]]>
<![CDATA[Teaching Materials for Earth and Space Sciences Courses to Improve students Problem Solving ]]>
<![CDATA[Ruslan]]>;
<![CDATA[Yanti, Meili]]>;
<![CDATA[M, Irmawati]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 4 (2024): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jet.v8i4.85685
<![CDATA[The current problem is that students' problem-solving abilities are still in the low category because students do not understand the problems given. Based on this, this study aims to develop teaching materials in the form of E-modules for Earth and Space Science courses. This research type uses the ADDIE learning design model (Analyze, Design, Develop, Implement, and Evaluate). The subjects of the study were two experts, namely media experts and material experts. The subjects of the trial were science education students, especially in semester III, totaling 34 students. Data collection methods used observation, interviews, and questionnaires. Data collection instruments used questionnaire sheets. The techniques used in analyzing data were qualitative and quantitative descriptive analysis. The results of the study showed that the validation results showed that the module was declared very valid in terms of content and media. The results of small-scale and group trials also showed that the developed E-module was practical. The results of the N-gain test showed a score of 77, which was categorized as high, indicating the effectiveness of the intervention. It is concluded that the E-module is validated and effective in developing teaching materials using the ADDIE model, with potential improvements identified for future literacy. This study implies that the E-module developed represents a significant step forward in preparing students with important problem-solving skills to prepare them for the challenges of the 21st century.]]>
