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All Journal Vidya Karya Jurnal Manajemen & Supervisi Pendidikan JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education Risalah Fisika Jurnal Eduscience (JES) Jurnal Ilmiah Kanderang Tingang JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Banua Science Education Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan MIPA
Theo Jhoni Hartanto, Theo Jhoni
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Persepsi Mahasiswa Terhadap Pelaksanaan Pembelajaran Berbasis Riset Pada Materi Perpindahan Kalor Budi, Gunarjo Suryanto; Farcis, Fenno; Hartanto, Theo Jhoni; Siloam, Kristanoval; Putri, Umi Amanda
Jurnal Ilmiah Kanderang Tingang Vol 16 No 1 (2025): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v16i1.340

Abstract

Physics is one of the subjects that plays a role in developing analytical, critical, inductive, and deductive skills in problem-solving through a scientific approach. However, various studies reveal that this subject is less popular because many students perceive it as abstract, difficult to understand, and less relevant to everyday life, resulting in a low understanding of physics concepts. This study aims to explore students' perceptions of the implementation of research-based learning in the heat transfer material. The research subjects were 20 students enrolled in the Thermodynamics course of the Physics Education Study Program at FKIP, University of Palangka Raya. The instrument used was a perception questionnaire. The results showed that students had a positive perception of their learning experience using a research-based approach. Based on these findings, research-based learning can be considered an alternative strategy for more meaningful learning, especially in physics education.
Validitas Perangkat Pembelajaran Predict Observe Explain (POE) Berbasis Multirepresentasi untuk Mendukung Pemahaman Konsep Optika Dinata, Pri Ariadi Cahya; Hartanto, Theo Jhoni; Hakim, Luqman
Journal of Banua Science Education Vol. 5 No. 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jbse.v5i1.311

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran predict-observe-explain (POE) berbasis multirepresentasi yang valid untuk mendukung pemahaman konsep optika geometri, yang merupakan salah satu konsep fundamental dalam memahami fenomena Cahaya dan sifatnya. Penelitian ini menggunakan model pengembangan ADDIE, dengan fokus pada tiga tahap awal: analisis, desain, dan pengembangan, karena ketiga tahap ini dianggap cukup dalam menghasilkan perangkat pembelajaran yang valid sebelum diuji coba lebih lanjut. Validasi dilakukan oleh lima validator menggunakan instrumen berbasis skala likert yang mencakup aspek konstruksi, konten, dan bahasa. Hasil validasi menunjukkan bahwa skor rata-rata skenario pembelajaran sebesar 4,84 dan lembar kerja mahasiswa sebesar 4,80, yang mana berada dalam kategori "sangat baik" pada semua aspek. Perangkat pembelajaran model POE berorientasi multirepresentasi berpotensi untuk memfasilitasi dekonstruksi miskonsepsi dan meningkatkan pemahaman konsep optika geometri mahasiswa, sebagaimana didukung oleh studi sebelumnya yang menunjukkan efektivitas pendekatan POE dalam merangsang keterlibatan kognitif dan mengurangi miskonsepsi pada topik fisika. Konstruksi dan karakteristik perangkat dapat menjadi rujukan bagi peneliti lain dalam penerapan pembelajaran POE dengan pendekatan multirepresentasi. Penelitian lebih lanjut diperlukan untuk menguji efektivitas perangkat pembelajaran melalui penerapannya di kelas nyata, khususnya dalam meningkatkan pemahaman konsep mahasiswa dan keterlibatan aktif mereka selam proses pembelajaran.
Can Concreteness Fading and Multi-Representational Learning Enhance Students’ Understanding of Geometrical Optics? Hartanto, Theo Jhoni; Dinata, Pri Ariadi Cahya; Hakim, Luqman; Suhartono, Suhartono
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1086-1106

Abstract

This study aims to analyze the effect of learning based on concreteness fading and multi-representation on prospective teacher students' understanding of geometric optics concepts. The research sample consisted of 40 prospective physics teacher students, selected using the total sampling technique, with 20 students in each experimental and control group. The experimental group received learning with concreteness fading and multi-representation approaches, while the control group received conventional learning. The research instrument was a concept understanding test in the form of descriptions, which was tested for content validity and reliability using the inter-rater reliability method, yielding a Cohen's Kappa coefficient of 0.68. Data analysis techniques included independent samples t-test, ANCOVA, and N-gain. The results of the independent samples t-test showed that, in the posttest, there was a significant difference (p = 0.008 < 0.05) with the average score of the experimental group (M = 21.55) being higher than that of the control group (M = 19.10). ANCOVA test results showed that learning with concreteness fading-multi representation significantly affected students' concept understanding after controlling for the pretest score (p = 0.009 < 0.05). Additionally, the N-Gain test results indicated increased concept understanding in the experimental class (0.75, high category) and the control class (0.56, medium category). Initially, many students struggled and relied solely on one form of representation to explain geometric optics problems. However, after learning, they began to utilize various interrelated representations, including diagrams, texts, and mathematical equations. The findings in this study confirm that learning with concreteness fading and multi-representation approaches is effective in improving understanding of geometric optics concepts.      Keywords: conceptual understanding, concreteness fading, geometric optics, multi-representation, physics learning.
SCIENTIFIC REASONING ABILITY OF HIGH SCHOOL STUDENTS IN PALANGKA RAYA IN PHYSICS LEARNING Dinata, Pri Ariadi Cahya; Lukas, Rensi; Hartanto, Theo Jhoni; Sari, Desy Kumala
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.6623

Abstract

Purpose-Scientific reasoning is an essential ability in learning science, including physics. This study aims to assess the scientific reasoning abilities of high school students in Palangka Raya City, focusing on six indicators: conservation reasoning, proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and hypothetical-deductive reasoning.Methodology-To achieve the goals, descriptive research consisted of 187 samples from six schools in two districts using the multistage stratified random sampling method. The instrument used in this study is Lawson's Classroom Test of Scientific Reasoning (LCTSR), containing twelve multiple-choice items. The data were analyzed using the Kruskal-Wallis test to determine the differences in average scores between schools, and descriptive statistics were used to describe students' general scientific reasoning skills. The analysis results show a p-value of 0.001, indicating that the test detected a statistically significant difference in the average score of scientific reasoning ability among high school students in the sample schools in Palangka Raya City.Findings-The descriptive analysis results showed that the conservation reasoning indicator had the highest percentage of correctness, while hypothetical-deductive reasoning was the least mastered by students. Additionally, most students are in the concrete operational thinking phase, despite having theoretically reached the formal operational phase in terms of cognitive development.Contribution-This finding has implications for educators in designing physics learning strategies that encourage the development of students' scientific reasoning as they progress toward the formal operational phase.
Investigating the Impact of Research-Based Learning on Conceptual Understanding in Thermal Conduction Budi, Gunarjo Suryanto; Hartanto, Theo Jhoni; Farcis, Fenno; Triwati, Elis; Ma’ruf, Muhammad Fajar
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September: In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12467

Abstract

This study investigates the impact of research-based learning on students’ conceptual understanding of thermal conduction. The research employed a one-group pretest-posttest design involving 20 pre-service physics teachers enrolled in a thermodynamics course. The research instrument used was a conceptual understanding test administered before and after implementing research-based learning. The Shapiro-Wilk normality test indicated that both pre-test and post-test data were normally distributed (p > 0.05). A paired samples t-test revealed a significant difference between pre-test and post-test scores (Sig. (2-tailed) = 0.000 < 0.05), suggesting that research-based learning effectively enhanced students’ conceptual understanding. Furthermore, the N-Gain analysis resulted in a score of 0.71, categorized as high, indicating a substantial improvement in students’ conceptual mastery. These findings suggest that research-based learning is an effective instructional approach in teaching thermal conduction, fostering deeper conceptual comprehension among students.
Co-Authors Bayu Setiaji Budi, Gunarjo Suryanto Cahaya, Sri Dewi Dewantara, Dewi Farcis, Fenno Lukas, Rensi Luqman Hakim Marcelina, Susi Ma’ruf, Muhammad Fajar Muhammad Nawir Mustika Wati, Mustika Mustika, Maya Normala Piter Joko Nugroho Pri Ariadi Cahya Dinata, Pri Ariadi Cahya Putri, Umi Amanda Sapetrus, Frency Sari, Desy Kumala Siloam, Kristanoval Simatupang, Rosmaida Suhartono Sumarno, Salsabla Maulani Triana, Yulia Triwati, Elis W.W, Soegimin Wasis Wasis Winaryo, Slamet Yulinae