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Development of Basic Physics-Virtual Laboratory Teaching Module Based on Science Literacy Maiyanti, Aziza Anggi; Nurlaili, Eva Alfi; Ridwan, Muhammad; Yusal, Yulianti
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 2 (2024): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v10i2.7765

This research aims to develop a basic physics teaching module with a virtual laboratory to improve students' science literacy in terms of attitudes. The results of PISA 2022 illustrate that the literacy skills possessed by students in Indonesia are still in a position that is not good enough, which means that the expectations of the competence of independent curriculum graduates are still far behind. Based on the results of research conducted by Hendri in 2019, data was obtained that out of 138 students at one of the universities in Indonesia, it is known that they have science literacy skills in the low category. Supported by the initial data obtained by researchers on Tadris Science students, a result of was also obtained in the low category. Science literacy ability can be seen through two aspects, namely attitude and cognitive attitudes. Based on the results of the validation test of the teaching module, a result of obtained with very valid criteria, which means that the basic physics teaching module developed is suitable for use for learning. The results of the implementation of the teaching module obtained the significance of the results of the pretest and posttest results of students' science literacy attitudes were obtained with a result that this basic physics teaching module is practically used to improve science literacy in terms of attitudes. This is in accordance with cognitive theory which states that students should be at the level of developing abstract thinking by enriching objects, phenomena and real experiences. This research reflects that technology has a huge influence on the learning process which has direct implications for learning outcomes in cognitive areas, scientific skills and attitude.

The Utilization of The Microsoft Power Point and Microsoft Word Program in Physics Learning in Class X Students of Senior High School Harnipa; Yusal, Yulianti
Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 2 (2022): July
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v1i2.624

This study aims to determine utilization of Microsoft Power point and Microsoft Word programs in learning physics in class X SMA Negeri 1 Ma’rang, Indonesia. This type of research is quasi-experimental with the research design used is Non Equivalent Control Group Design. The population in this study were 6 classes with a total of 182 students. Sampling was done by simple random sampling as many as 65 students, consisting of 33 students for the experimental class and 32 students for the control class. The instrument used is a test of physics learning outcomes as many as 30 test items. Based on the results of descriptive and inferential analysis shows that the physics learning outcomes of class X students of SMA Negeri 1 Ma'rang who take lessons using computer media through the Microsoft Power Point program obtained an average total score of 9.58. Meanwhile, for students who take part in learning using computer media through the Microsoft word program, an average total score of 8.21. The results of the inferential statistical analysis revealed that there was a significant difference between the attitudes of the students of SMA Negeri 1 Ma'rang who were taught using the Microsoft power point program and those taught with the Microsoft Word program. Thus, physics learning outcomes of students who are taught using the Microsoft power point program better than using with the Microsoft Word program.

The Transition from Implementing the K-13 Curriculum to the Merdeka Belajar Curriculum in Elementary Schools Ridwanulloh, M. Ubaidillah; Wulandari, Ayu Fransiska; Fitriana, Tina Nur; Muhammad, Agiel; Yusal, Yulianti; Lestari, Fitria
Journal of Islamic Education Students (JIES) Vol. 4 No. 1: May 2024
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v4i1.11887

his research aims to describe the curriculum management implementation process at the primary school level. The phenomenon of changing times is unavoidable, especially after the COVID-19 pandemic, which has necessitated rapid changes in all aspects of human life, including education. Therefore, there has been a curriculum change in the Republic of Indonesia with the emergence of the "Merdeka Belajar " (Freedom to Learn) Curriculum as an alternative solution to address this phenomenon.┬áThe research used a qualitative method with a case study approach. Data sources were obtained through direct observation, documentation, and interviews with the school principal, Grade I, II, IV, and VI class teachers at SDN 01 Gayam Kota Kediri. This study seeks to uncover the curriculum transition process from the K-13 curriculum to the "Merdeka Belajar " curriculum in primary education units.┬áThe research findings indicate that the implementation of the "Merdeka Belajar " curriculum management is going well. The process includes planning and preparation through training and workshops, implementing learning based on the "Merdeka Belajar " curriculum, and continuous evaluation of the achievement of learning outcomes (CP). The "Merdeka Belajar " Curriculum Management process is effective and efficient.┬á┬á

Analysis of Students' Argumentation Skills related Hydrostatic Pressure Fatkhulloh, Shoffan; H. Muhiddin, Nurhayani; Hasanuddin; Yusal, Yulianti; Sangkala, Nur Rahmah
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/d9eckw22

Keterampilan argumentasi adalah salah satu keterampilan yang dibutuhkan untuk menstimulus keterampilan berpikir kritis dalam menghadapi tantangan di abad 21. Oleh karena itu, keterampilan argumentasi mahasiswa perlu dianalisis untuk mengethaui sejau mana keterampilan argumentasi mahasiswa dan apa penyebabnya. Penelitian ini bertujuan untuk menganalisis kualitas keterampilan berargumen mahasiswa pada topik tekanan hidrostatik. Penelitian ini menggunakan desain survei cross-sectional dengan metode survei atau tes satu kali. Penelitian ini melibatkan 45 mahasiswa dari sebuah universitas negeri di Sulawesi Selatan yang telah menerima pengajaran materi tekanan hidrostatik. Pengumpulan data dilakukan menggunakan teknik sampling acak dengan instrumen tes berbasis esai. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif. Hasil menunjukkan bahwa kualitas keterampilan berargumen mahasiswa masih berada pada level 1 dan level 2. Persentase mahasiswa yang memiliki keterampilan berargumen pada level 1 adalah 26,66% dan pada level 2 adalah 73,33%, sementara persentase mahasiswa yang memiliki keterampilan berargumen pada level 4, level 5, dan level 6 adalah 0%. Secara keseluruhan, keterampilan berargumen mahasiswa di salah satu universitas negeri di Sulawesi Selatan masih dianggap rendah. Oleh karena itu, perlu direncanakan dan diterapkan suatu pembelajaran yang dapat melatihkan keterampilab argumentasi mahasiswa. Argumentation skills are one of the skills needed to stimulate critical thinking skills in facing challenges in the 21st century. Therefore, students' argumentation skills need to be analyzed to find out the extent of students' argumentation skills and what causes them. This study aims to analyze the quality of students' argumentation skills on the topic of hydrostatic pressure. The research adopts a cross-sectional survey design using a one-shot survey or test. The study involved 45 students from a public university in South Sulawesi who had received instruction on hydrostatic pressure material. Data collection was conducted using a random sampling technique with an essay-based test instrument. The data analysis technique used in this study is descriptive analysis. The results indicate that the quality of students' argumentation skills remains at level 1 and level 2. The percentage of students who have argumentation skills at level 1 is 26.66% and argumentation skills at level 2 is 73.33% while the percentage of students who have argumentation skills at level 4, level 5, and level 5 is 0%. Overall, students' argumentative skills at a state university in South Sulawesi are still considered low. Therefore, it is necessary to plan and implement learning that can train students' argumentative skills.

Analyzing Conceptual Understanding of Work and Energy: Insights for Improving Physics Instruction Sangkala, Nur Rahmah; Yusal, Yulianti; Annam, Syarful; Rahmadani, Amalia; Alfatih, Ainun Najib
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/enaz2g29

This study aimed to analyse university students’ conceptual understanding of Work and Energy. A qualitative descriptive approach was applied to 36 undergraduate students enrolled in the Fundamentals of Science course at Universitas Negeri Makassar during the 2025/2026 academic year. Data were collected through a written assessment consisting of eight multiple choice and one short-answer question targeting both basic and higher-order concepts. Results show that students demonstrated strong understanding of Work concepts, particularly the relationship between force, displacement, and work. However, their grasp of Energy – especially energy transformation and conservation – was limited. The average score was 75.61%, with moderate variability and a negatively skewed distribution. These findings indicate that while procedural understanding is well developed, conceptual integration remains weak. The study recommends the use of inquiry-based and representational learning strategies to strengthen students’ conceptual reasoning in Work and Energy.

The Influence of Project Based Learning (PjBL) on Student Learning Outcomes Related to Environmental Pollution: Pengaruh Project Based Learning (PjBL) terhadap Hasil Belajar Siswa terkait Pencemaran Lingkungan Zulfaida, Faiz; Yusal, Yulianti; Sangkala, Nur Rahmah
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 23 No. 2 (2025): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v23i2.833

Pembelajaran berbasis proyek (Project-based learning/PjBL) adalah bentuk pembelajaran yang berpusat pada siswa, ditandai dengan adanya kemandirian siswa, investigasi konstruktif, penetapan tujuan, kolaborasi, komunikasi, serta refleksi dalam praktik nyata. Penelitian ini bertujuan untuk mengetahui pengaruh Project Based Learning (PjBL) terhadap hasil belajar siswa terkait pencemaran lingkungan. Metode yang digunakan adalah pra-eksperimen dengan desain one group pretest-posttest. Subjek penelitian adalah siswa kelas V di salah satu sekolah dasar di Jawa Timur. Instrumen penelitian yang digunakan berupa tes hasil belajar ranah kognitif dalam bentuk 20 soal pilihan ganda. Hasil analisis normalized gain menunjukkan nilai sebesar 0,78 yang berarti hasil belajar siswa berada pada kategori tinggi. Hasil analisis Wilcoxon diperoleh nilai asymp.sig. (2-tailed) sebesar 0,000 yang lebih kecil dari 0,005, yang berarti terdapat perbedaan signifikan antara hasil belajar siswa sebelum dan sesudah perlakuan pembelajaran berbasis proyek terkait pencemaran lingkungan. Dengan demikian, terdapat pengaruh pembelajaran berbasis proyek terkait pencemaran lingkungan terhadap hasil belajar siswa.

The Influence of Project Based Learning (PjBL) on Student Learning Outcomes Related to Environmental Pollution: Pengaruh Project Based Learning (PjBL) terhadap Hasil Belajar Siswa terkait Pencemaran Lingkungan Zulfaida, Faiz; Yusal, Yulianti; Sangkala, Nur Rahmah
Realita: Jurnal Penelitian dan Kebudayaan Islam Vol. 23 No. 2 (2025): Jurnal Realita: Jurnal Penelitian dan Kebudayaan Islam
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/realita.v23i2.833

Pembelajaran berbasis proyek (Project-based learning/PjBL) adalah bentuk pembelajaran yang berpusat pada siswa, ditandai dengan adanya kemandirian siswa, investigasi konstruktif, penetapan tujuan, kolaborasi, komunikasi, serta refleksi dalam praktik nyata. Penelitian ini bertujuan untuk mengetahui pengaruh Project Based Learning (PjBL) terhadap hasil belajar siswa terkait pencemaran lingkungan. Metode yang digunakan adalah pra-eksperimen dengan desain one group pretest-posttest. Subjek penelitian adalah siswa kelas V di salah satu sekolah dasar di Jawa Timur. Instrumen penelitian yang digunakan berupa tes hasil belajar ranah kognitif dalam bentuk 20 soal pilihan ganda. Hasil analisis normalized gain menunjukkan nilai sebesar 0,78 yang berarti hasil belajar siswa berada pada kategori tinggi. Hasil analisis Wilcoxon diperoleh nilai asymp.sig. (2-tailed) sebesar 0,000 yang lebih kecil dari 0,005, yang berarti terdapat perbedaan signifikan antara hasil belajar siswa sebelum dan sesudah perlakuan pembelajaran berbasis proyek terkait pencemaran lingkungan. Dengan demikian, terdapat pengaruh pembelajaran berbasis proyek terkait pencemaran lingkungan terhadap hasil belajar siswa.

ABL CER Learning Improves Basic Physics Conceptual Understanding: Pembelajaran ABL CER Meningkatkan Pemahaman Konsep Fisika Dasar Yusal, Yulianti; Sangkala, Nur Rahmah; Alqadri, Zulqifli; Syakur, Akhmad; Daud, Dalla Haji
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2173

General Background: Higher education requires students to master conceptual knowledge alongside scientific reasoning through structured argumentation involving claims, evidence, and reasoning. Specific Background: However, students’ conceptual understanding in basic physics often remains weak due to unstructured learning practices that fail to reveal reasoning processes and support evidence-based explanations. Knowledge Gap: Although argumentation-based learning is recognized in science education, its structured implementation using Claim-Evidence-Reasoning (ABL-CER) in higher education physics contexts remains insufficiently examined. Aims: This study aims to determine the effect of ABL-CER on students’ conceptual understanding in Basic Physics. Results: Using a quasi-experimental posttest-only control group design with 71 students, the experimental group achieved a higher mean score (72.43) than the control group (64.50), with a significant difference (Sig. 0.001 < 0.05). Novelty: This study demonstrates that structured argumentation through CER explicitly supports conceptual reasoning by requiring students to formulate claims, select relevant evidence, and connect them through scientific reasoning. Implications: The findings suggest that ABL-CER provides a systematic and assessable framework for strengthening conceptual understanding, particularly in physics topics prone to misconceptions, and supports its application in higher education and teacher preparation contexts. Highlights • Experimental class achieved higher posttest scores than comparison group• Structured reasoning process supports deeper conceptual processing• Argumentation activities facilitate evaluation and revision of ideas KeywordsArgumentation-Based Learning; Claim Evidence Reasoning; Conceptual Understanding; Basic Physics; Higher Education

PEMBELAJARAN ISU SOSIOSAINTIFIK UNTUK MENINGKATKAN KETERAMPILAN PENGAMBILAN KEPUTUSAN: SYSTEMATIC LITERATURE REVIEW Rahmadani, Amalia; Yusal, Yulianti; Kisworo, Banu
Jurnal Kajian Pembelajaran dan Keilmuan Vol 10, No 1 (2026): APRIL 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jurnalkpk.v10i1.104638

This study aims to systematically examine the effect of socio-scientific issues-based learning on improving students’ decision-making skills in science learning. The research method used was a systematic literature review employing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. Article searching was conducted through the Google Scholar database with the inclusion criteria of articles published between 2020 and 2025, discussing socio-scientific issues and decision-making skills in the context of science education, and published in national journals. A total of 80 articles were identified at the initial stage, of which three articles met the inclusion and quality criteria and were analyzed further. The results of the analysis indicate that socio-scientific issues-based learning has the potential to enhance students’ decision-making skills, particularly through the use of SSI-based electronic modules and the implementation of innovative learning models such as RICOSRE and ReClif. SSI-based learning equips students to identify problems, collect and evaluate information, consider alternative solutions, and determine the most appropriate decision. This review shows that socio-scientific issues-based learning is a contextual approach to strengthening students’ decision-making skills in science learning, and that further development is needed focusing on the design and evaluation of decision-making skills.

Need Analysis of The E-Module Development for Endocrinology Courses in Bioloy Department Students Anggraini, Atika; Yusal, Yulianti
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 2 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v7i2.84518

Hasil belajar mahasiswa banyak yang rendah, oleh karen itu berdasarkan hasil observasi ditemukan bahwa mahasiswa membutuhkan sumber belajar yang meningkatkan hasil belajarnya. Penelitian yang dilakukan bertujuan untuk mengetahui kebutuhan mahasiswa berupa sumber belajar pada mata kuliah endokrinologi. Analisis kebutuhan dilakukan berdasarkan tahapan pertama dari model ADDIE yaitu Analisis. Metode penelitian yang digunakan adalah deskriptif kualitatif.Subjek penelitian ini adalah mahasiswa program studi Biologi. Sampel dipilih bagi yang pemintaan Kesehatan.Kuesioner diberikan kepada mahasiswa yang telah mengambil mata kuliah endokrinologi dan dosen endokrinologi. Hasil analisis angket dosen dan mahasiswa menunjukkan bahwa mahasiswa memerlukan bahan ajar tambahan berupa e-modul berbasis penelitian yang memuat contoh-contoh kontekstual. Hal ini, dapat disimpulkan bahwa mahasiswa Biologi belum memiliki bahan ajar e-modul berbasis penelitian yang memuat contoh konkrit/kontekstual, sehingga perlu dikembangkan sumber belajar berupa e-modul.

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