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All Journal Kappa Journal Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Unisia Experimental Student Experiences Education Specialist
Mutia Rosiana Nita Putri
Institut Studi Islam Sunan Doe
Religion Arts Humanities Astronomy Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory Irfan Luthfi; Fatni Mufit; Mutia Rosiana Nita Putri
PILLAR OF PHYSICS EDUCATION Vol 14, No 1 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (679.409 KB) | DOI: 10.24036/10771171074

Abstract

Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education
The Influence of Gross Enrollment Ratio (GER) on the Literacy and Inclusion Index: A Case Study of Islamic Finance in Indonesia Zulfikar Hasan; Ahmad Azam Sulaiman; Mutia Rosiana Nita Putri
Unisia Vol. 39 No. 1 (2021)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/unisia.vol39.iss1.art7

Abstract

The inclusion and literacy of Islamic finance is an index that can use as a guide in assessing whether people living in a country know about Islamic finance. Multiple variables can conclude whether a nation knows Islamic banking. The Financial Services Authority does a review that can use as additional analysis on the knowledge of the Indonesian personalities about Islamic Banking. Overall, the Third National Financial Literacy Survey (SNLIK) accompanied by the Financial Services Authority (OJK) this year revealed that the financial literacy index equaled 38.03%, including the financial inclusion index of 76.19%. Based on geographical levels, during urban financial literacy index equaled 41.41% and economic inclusion of urban ranges amounted to 83.60%. OJK will use the results of the 2019 financial literacy survey to improve the national financial literacy developing policy that is further practical and targeted. In comparison, the literacy index and financial inclusion of rural communities were 34.53% and 68.49%. This pattern developed compared to the results of the 2016 OJK survey, precisely the financial literacy index 29.7% and the financial inclusion index 67.8%. The questionnaire effects further designated that based on gender literacy index and economic inclusion of men were 39.94% and 77.24%, comparatively higher than women at 36.13% and 75.15%. 
Opportunities and Challenges of Kurikulum Merdeka Implementation at Sekolah Alam Bukittinggi Mugni Bustari; Mutia Rosiana Nita Putri
Experimental Student Experiences Vol. 3 No. 2 (2024): June
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/ese.v1i6.263

Abstract

The author focuses on observational studies at the Sekolah Alam Bukittinggi with a descriptive qualitative approach using literature study research methods. Opportunities found related to the implementation of the Kurikulum Merdeka at Sekolah Alam Bukittinggi are first, the participation of teachers (facilitators) in their Curriculum Workshop activities. Second, the relevance of the era between the Merdeka Curriculum and the Sekolah Alam Bukittinggi’s Special Curriculum, as well as the role of the school principal and the curriculum team in motivating teachers (facilitators) regarding the implementation of the Merdeka Curriculum. Meanwhile, the challenge faced by Sekolah Alam Bukittinggi in implementing the Kurikulum Merdeka is the complexity of the understanding of educational actors in interpreting the implementation of the Kurikulum Merdeka; competence and creativity of teachers (facilitators) in implementing the Kurikulum Merdeka, as well as supervising the implementation of such curriculum. It is hoped that findings regarding the opportunities and challenges of implementing the Kurikulum Merdeka in Sekolah Alam or Nature Schools will become a consideration for schools, teachers, and the government in making appropriate policies so that the objectives of the Kurikulum Merdeka can be achieved effectively. This discovery is also expected to be useful as additional knowledge in further educational research.
A Study of Grouping of Earthquake Damage from Magnitude Scale in Lombok Using K-Means Modeling Kertanah; Alissa Chintyana; Chandrawati; Basirun; Mutia Rosiana Nita Putri; Nasibatul Mahmudah
Kappa Journal Vol 8 No 3 (2024): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v8i3.27563

Abstract

This study aims to group earthquake damage from its magnitude scale and visualize it on a geographical map. The magnitude of the earthquake was grouped using the K-means model. It is one of the most popular and effective clustering models in grouping data, such as earthquake data. The dataset used in this study is earthquake data for the last ten years on Lombok Island. The optimal number of clusters was used which is 2 in this case, based on the highest Silhouette score of 0.930. The highest Silhouette score shows the optimal number of clusters. The cluster on the geographical map shows most earthquakes' distribution in Northen Lombok Island with cluster 1 consisting of 145 earthquakes, while cluster 2 consists of 3 earthquakes. In addition, the earthquake's damage based on its magnitude scale, there were four different kinds of earthquake damage: slight, limited, minor, and severe damage that have occurred for the last ten years in Lombok Island. Minor and Slight damages were dominant, respectively. However, severe damage occurred in the northern part of Lombok Island due to an earthquake in 2018.
Revisiting Curriculum 2013: Challenge the Potential Obstacles, Efficacy, and Effectiveness of Former Curriculum in Indonesia Mutia Rosiana Nita Putri
Education Specialist Vol. 1 No. 2 (2023): July-December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v1i2.126

Abstract

Curriculum changes invariably spark debate, often with proponents and opponents. Before the implementation of the Merdeka Curriculum, the initial deployment of Curriculum 2013 in Indonesia raised concerns among many school teachers nationwide. Revisiting the former curriculum tends to offer benefits in predicting new curriculum implementation in Indonesia. This study employs a narrative review style to examine various relevant academic publications and data from the Programme for International Student Assessment (PISA). The data analysis process, including data selection, presentation, and findings, is conducted using the Miles and Huberman methodology. In conclusion, I argue that Curriculum 2013, as a response to a series of weaknesses in Indonesia's education system, has the potential to enhance learning outcomes. However, it necessitates significant reforms in a complex socio-demographic country like Indonesia, particularly in terms of assessment, pedagogy, and the readiness of students, teachers, and schools. Concerning potential obstacles to implementing such a curriculum, challenges arise from teacher readiness, student readiness, and school preparedness, including material provision such as books, as well as difficulties in assessing and implementing pedagogy
Co-Authors Ahmad Azam Sulaiman Alissa Chintyana Basirun Chandrawati Fatni Mufit Irfan Luthfi Kertanah Mugni Bustari Nasibatul Mahmudah Zulfikar Hasan