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All Journal Jurnal Pembelajaran Fisika Berkala Ilmiah Pendidikan Fisika JURNAL EKSAKTA PENDIDIKAN (JEP) Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Carmin: Journal of Community Service Jurnal Pendidikan Fisika UPEJ : Unnes Physics Education Journal
Isnaini Agus Setiono
Department Of Physics Education, Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Mathematics Physics Social Sciences Other

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Characteristics of Students’ Cognitive Ability on the Hyperopia Concept: Rasch Analysis Isnaini Agus Setiono; Anggraining Widiningtyas
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.15492

Abstract

Knowing the characteristics of students' cognitive abilities is very useful for designing appropriate learning so that students can achieve holistic cognitive abilities. This study aimed to analyze the characteristics of students' cognitive abilities on the hyperopia concept. Rasch analysis includes person and item analysis, which is used to analyze the characteristics of students' cognitive abilities. The research subjects were 64 K-10 students consisting of 38 female students and 26 male students at a public high school in West Bandung Regency. The instrument used to identify students' cognitive abilities on the hyperopia concept is an essay test consisting of 6 items from levels C1-C6 according to the revised Bloom's taxonomy. The results show that the student's cognitive abilities at the level of remembering (100%), understanding (94%), and applying (91%) are in the very good category. Meanwhile, the cognitive abilities at the analyzing, evaluating, and creating levels were below the average cognitive abilities of the students (logit value 0.79). The cognitive ability of female students at the analyzing level is significantly higher than that of male students. The results of this study can be used as an assessment to develop learning activities.
THE DEVELOPMENT OF LEARNING EQUIPMENT BASED ON NUMBERED HEAD TOGETHER COOPERATIVE LEARNING MODEL TO INCREASE MOTIVATION AND PHYSICS LEARNING RESULT OF SENIOR HIGH SCHOOL STUDENTS Isnaini Agus Setiono , Yusman Wiyatmo
Jurnal Pendidikan Fisika Vol 7, No 2 (2018): Jurusan Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

Abstrak Penelitian ini bertujuan untuk: 1) menghasilkan perangkat pembelajaran berbasis model pembelajaran kooperatif tipe Numbered Head Together (NHT) yang layak untuk meningkatkan motivasi dan hasil belajar fisika peserta didik SMA aspek kognitif, 2) mengetahui peningkatan motivasi belajar fisika peserta didik SMA yang mengikuti pembelajaran dengan model pembelajaran kooperatif tipe NHT, dan 3) mengetahui peningkatan hasil belajar materi pokok fluida statis peserta didik SMA pada aspek kognitif yang mengikuti pembelajaran dengan model pembelajaran kooperatif tipe NHT. Penelitian ini merupakan penelitian pengembangan (RD) dengan model 4D (Define, Design, Develop, dan Disseminate). Tahap define dilakukan untuk mendefinisikan permasalahan. Tahap design dilakukan untuk mengembangkan instrumen penelitian dan rancangan awal perangkat pembelajaran. Tahap develop dilakukan untuk menghasilkan perangkatb pembelajaran yang sudah direvisi berdasarkan komentar dan saran dari validator ahli dan validator praktisi, uji lapangan terbatas, serta uji lapangan luas. Tahap disseminate dilakukan untuk penyebaran perangkat pembelajaran berbasis model pembelajaran kooperatif tipe NHT dalam skala yang lebih luas. Dari penelitian ini dapat dihasilkan: 1) perangkat pembelajaran kooperatif materi pokok fluida statis berupa RPP, LDPD, dan instrumen penilaian hasil belajar aspek kognitif dengan kategori sangat baik dan layak digunakan untuk meningkatkan motivasi belajar dan hasil belajar peserta didik, 2) peningkatan motivasi belajar peserta didik berdasarkan nilai standard gain pada uji lapangan terbatas sebesar 0,03 (rendah) serta pada uji lapangan luas sebesar 0,002 (rendah), dan 3) peningkatan hasil belajar peserta didik pada aspek kognitif berdasarkan nilai standard gain pada uji lapangan terbatas sebesar 0,56 (sedang) serta pada uji lapangan luas sebesar 0,51 (sedang). Kata kunci: perangkat pembelajaran, Numbered Head Together (NHT), hasil belajar, motivasi belajar Abstract This research is aimed to: 1) produce learning equipment based on Numbered Head Together (NHT) cooperative learning model which valid to increase motivation and physics learning result in cognitive aspect of senior high school students, 2) know the increase of physics learning motivation of senior high school students who used learning equipment based on NHT cooperative learning model, and 3) know the increase of static fluid learning result in cognitive aspect of senior high school students who used learning equipment based on NHT cooperative learning model. This research is development research (RD) with 4D (define, design, develop, and disseminate) models. The design phase was done to define the problems. Design phase was done to develope research instruments and initial design of learning equipments. The develop phase was done to produce learning equipment which were revised based on comments and suggestions from an expert validator dan practitioner validator, limited field test, and extensive field test. The disseminate phase was done to distribute of learning equipment based on NHT cooperative learning model in wider scale. From this research can be produced: 1) static fluid cooperative learning equipment in form of RPP, LDPD, and cognitive assessment instrument with very good criteria and suitable to increase learning motivation and student learning result in cognitive aspect, 2) the increasing of students learning motivation based on standard gain in a limited field test is 0,03 (low) and in extensive field test is 0,002 (low), and 3) the increasing of learning result in cognitive aspect of students based on standard gain in limited field test is 0,56 (medium) and in extensive field test is 0,51 (medium). Keywords: learning equipment, Numbered Head Together (NHT), learning result, learning motivation
DEVELOPMENT OF AN E-MODULE BASED ON AUTHENTIC LEARNING IN THE CONTEXT OF WETLANDS FOR ARCHIMEDES’ PRINCIPLE MATERIAL Lasiani, Lasiani; syahmani, syahmani; Salam, Abdul; Mahtari, Saiyidah; Setiono, Isnaini Agus
PILLAR OF PHYSICS EDUCATION Vol 18, No 1 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/17206171074

Abstract

Physics is often considered an abstract subject, posing challenges for students to fully comprehend its concepts. The integration of advancing technology as a learning medium can facilitate students’ understanding, particularly when combined with authentic learning approaches that present concrete situations. This allows students to observe, analyze, perform, and even experience concepts firsthand. An e-module based on authentic learning within the context of wetlands can serve as an effective learning medium. This study aims to develop a valid and practical e-module based on authentic learning in the context of wetlands for teaching Archimedes’ principle. The validity of the e-module was assessed through expert validation involving three specialists, while practicality and readability were evaluated using student response questionnaires. The research follows the Research and Development (R&D) methodology using the ADDIE model, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The study was conducted in the Physics Education program at Lambung Mangkurat University (ULM) in Banjarmasin. The validation results indicated that the material expert assessment achieved a score of 100%, the language expert assessment scored 93.75%, and the media expert assessment scored 91.67%, with an overall average validation score of 95.14%. The readability test yielded an average score of 91.38%, while student response assessments resulted in an average score of 93.89%. Based on these findings, it can be concluded that the developed e-module is highly feasible, valid, fully readable, and practical for use in learning.
Model Mental dalam Pembelajaran Fisika: Systematic Literature Review Setiono, Isnaini Agus; Lasiani, Lasiani; Wati, Mustika; Dewantara, Dewi
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 9 No 1 (2025): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol9-iss1/1000

Abstract

A mental model is one of the important indicators of the success of physics learning. However, proper physics learning is still tricky in facilitating students to construct scientific mental models. This study aims to investigate physics learning activities that can construct students' mental models. A literature-based study was conducted using the Scopus database on 234 articles from 2015-2025, then systematically selected 15 articles that are relevant to the topic. This study reveals that using various visual media in physics learning can build students' mental models. Mechanics, electronics, temperature and heat, and modern physics are the physics learning topics with the most potential for constructing students' mental models. Several articles are not directly related to each other, such as mental models, visual representations, and real-world life, especially at the high school level. This is a potential opportunity to be explored further in further research. The findings of this study contribute significantly to discussing effective physics learning innovations to build students' mental models.
Efektivitas Penggunaan E-Modul Berbasis Authentic Learning Konteks Lahan Basah pada Materi Hukum Archimedes Lasiani; Isnaini Agus Setiono
Unnes Physics Education Journal Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i2.27869

Abstract

Fisika sering dianggap sebagai subjek yang abstrak, sehingga memerlukan media pembelajaran inovatif yang dapat mengkonkretkan konsep dengan lingkungan sekitar mahasiswa. E-modul berbasis authentic learning konteks lahan basah merupakan salah satu media inovatif yang valid untuk digunakan namun perlu diuji efektivitasnya. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan e-modul berbasis authentic learning dengan konteks lahan basah pada materi Hukum Archimedes terhadap hasil belajar mahasiswa. Metode yang digunakan pada penelitian ini adalah pra-eksperimental dengan desain One Group Pretest-Posttest dengan subjek penelitian sebanyak 32 mahasiswa pada Program Studi Pendidikan Fisika, Universitas Lambung Mangkurat. Instrumen yang digunakan untuk mengumpulkan data pemahaman konsep adalah tes esai (pretest dan posttest), serta angket respons mahasiswa untuk mengetahui tanggapan mereka terhadap e-modul. E-modul yang digunakan dikembangkan sendiri oleh peneliti dan telah divalidasi. Teknik analisis data untuk mengukur peningkatan hasil belajar adalah uji N-Gain. Penelitian ini menunjukkan bahwa terdapat peningkatan hasil belajar ditunjukkan oleh nilai rata-rata N-Gain sebesar 0,75 yang tergolong dalam kategori “tinggi”. Selain itu, hasil angket respons mahasiswa menunjukkan tanggapan yang sangat positif, dengan rata-rata persentase sebesar 86% mahasiswa menyatakan bahwa e-modul menarik, mudah digunakan, dan konteks lahan basah sangat membantu dalam memahami konsep Hukum Archimedes. Berdasarkan hasil tersebut, dapat disimpulkan bahwa e-modul berbasis authentic learning konteks lahan basah efektif digunakan dalam perkuliahan untuk meningkatkan hasil belajar mahasiswa pada materi Hukum Archimedes.
Analysis of Understanding Concepts and Misconceptions in Physics Learning: SLR (Systematic Literature Review) Sukmawati, Sukmawati; Wati, Mustika; Dewantara, Dewi; Setiono, Isnaini Agus
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

An educator often faces the challenge of ensuring that students truly understand the concepts taught or not, especially in physics learning. As one of the branches of science, physics aims for students to be competent in mastering the principles and concepts of physics. Misunderstanding of concepts will certainly hinder learning objectives so concrete steps are needed to overcome misconceptions. If misconceptions can be overcome, this will have a positive impact on students' conceptual understanding. This study aims to analyze conceptual understanding and misconceptions in physics learning. The method used is the Systematic Literature Review (SLR) through the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. This study analyzed 24 national articles accredited by sinta 1, sinta 2, and scopus that discussed students' conceptual understanding and misconceptions in physics learning. The results showed that using innovative learning models such as the Learning Cycle (LC) 7E, generative learning, and guided inquiry significantly improved students' conceptual understanding. In addition, the development of modules based on Science, Environment, Technology, and Society (SETS) and the use of technology such as E-LKPD based on the Physics Toolbox Sensor Suite proved effective in strengthening the understanding of physics concepts. On the other hand, misconceptions are still widely found in the basic concepts of physics, which are identified through the Three-Tier Test and Four-Tier Diagnostic Test. Therefore, the selection of the right learning model and the use of technology in teaching are key factors to reduce misconceptions and improve students' understanding of physics.Keywords: Misconceptions, physics learning, tiered diagnostic tests, understanding concepts. DOI: http://dx.doi.org/10.23960/jpf.v12.n2.202403
SETS-Based Physics Learning Workshop: Strengthening Teachers’ Role in Fostering Students’ Scientific Literacy Abdul Salam M; Mustika Wati; Sri Hartini; Sarah Miriam; Dewi Dewantara; Surya Haryandi; Isnaini Agus Setiono; Siti Marlina; Rahmah Andriani
Carmin: Journal of Community Service Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/carmin.v5i2.224

Abstract

The Physics Learning Workshop based on Science, Environment, Technology, and Society (SETS) was carried out to enhance the ability of physics teachers in the MGMP of Hulu Sungai Selatan Regency to foster students’ scientific literacy. The background of this activity is the low achievement of Indonesian students’ scientific literacy as reported by PISA, as well as the tendency of physics learning in schools to focus heavily on memorizing formulas and practicing problems, which makes it less relevant to real-life contexts. Partner teachers also experienced difficulties in designing contextual teaching materials, making an assistance program through an applied workshop necessary. The workshop was conducted in five stages: socialization, training, technology implementation, mentoring and evaluation, and program sustainability. The training materials included strengthening the concept of scientific literacy, introducing the SETS approach, and practicing the development of contextual SETS-based physics teaching modules. Teachers not only received material but were also guided in designing teaching tools that engage students in linking physics concepts with real phenomena in their environment, including local issues such as annual floods and wetland utilization. The evaluation results showed an improvement in teachers’ skills in designing and implementing SETS-based learning that encourages students to be more active, critical, and reflective in understanding physics concepts. More than 80% of teachers expressed satisfaction with the activity, while the implementation of learning practices reached the “good” category. This workshop successfully strengthened the role of teachers as facilitators who are able to cultivate students’ scientific literacy through contextual, innovative, and relevant physics learning in daily life.
Research Trends of Gamification in Science Learning Over the Decade and the Impact in Physics Isnaini Agus Setiono; Lasiani
Unnes Physics Education Journal Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v15i1.43570

Abstract

The physics learning environment often causes cognitive load on students. Designing a physics learning environment that is friendly to students’ cognitive load is a challenge for teachers. This study aims to analyze research topics on gamification in science learning and its impact on physics over the past decade. This research was conducted through bibliometric analysis, combined with a literature review. Data obtained from Scopus publications. The research trend on gamification in science learning increased over the decade, from 2016 to 2025. The United States is the country with the most publications on this topic. The 125 publications in conference papers represent the largest number of publications on this topic. The most frequently used keywords, based on network analysis, include gamification, computer science education, science education, STEM education, augmented reality, and computer-aided instruction. Gamification in science learning has a positive impact on physics. Gamification has an impact on increasing student engagement and creativity, motivation and interest in learning, in-depth understanding of concepts, and self-efficacy. The results of this study provide insight into the need for further research on gamification innovations in physics concepts and on the design of digital technologies for gamification-based physics learning. 
Co-Authors Abdul Salam M Anggraining Widiningtyas Dewi Dewantara Dewi Dewantara, Dewi Lasiani Lasiani Lasiani, Lasiani Mustika Wati Mustika Wati, Mustika Rahmah Andriani Saiyidah Mahtari Sarah Miriam Siti Marlina Sri Hartini Sukmawati Sukmawati Surya Haryandi Syahmani Syahmani