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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 Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Bahana Pendidikan: Jurnal Pendidikan Sains Jurnal Pendidikan MIPA Kahayan : Jurnal Pengabdian Kepada Masyarakat
Theo Jhoni Hartanto, Theo Jhoni
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science 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.
Improving Prospective Physics Teachers’ Conceptual Understanding of Moon Phases Through an Integrated Observational and Virtual Simulation Learning Hartanto, Theo Jhoni; Mustika, Maya; Budi, Gunarjo Suryanto
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.16338

Abstract

Although the moon's phases are directly observable phenomena, students at all levels of education consistently have misconceptions about their causes. This indicates a cognitive gap between observational experience and the scientific models that are supposed to explain it. This study aims to improve prospective physics teachers’ conceptual understanding of moon phases through an integrated observational and virtual simulation learning. Employing a pre-experimental method with a one-group pretest-posttest design, the study involved a total sample of 19 students from the Department of Physics Education. The research instrument was a conceptual understanding test adapted from the Moon Phases Concept Inventory (MPCI), consisting of 11 items and accompanied by a Certainty of Response Index (CRI). The results revealed a substantial increase in students’ understanding, as indicated by the mean pretest score of 2.68 (SD = 1.108; SE = 0.254) and the mean posttest score of 9.47 (SD = 1.744; SE = 0.400). The Shapiro-Wilk normality test showed that the pretest data were normally distributed (Sig. = 0.130), while the posttest data were not (Sig. = 0.001). Consequently, the Wilcoxon signed-rank test was used and confirmed a statistically significant difference between the pretest and posttest scores (Asymp. Sig. 2-tailed = 0.000). These findings indicate that combining direct observation and virtual simulation contributes meaningfully to the improvement of prospective physics students’ conceptual understanding of Moon phases. These findings also illustrate the value of integrating real-world experiences and simulation technology into the physics teacher education curriculum to strengthen conceptual competencies, spatial skills, and pedagogical readiness while supporting deep learning.
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
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.
A Virtual Lab Activity Combined with a Prediction-Observation-Explanation Model to Improve Students Learning Outcomes in Direct Current Circuit Zega, Adifeti; Hartanto, Theo Jhoni; Budi, Gunarjo Suryanto
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Laboratory activities are very important in the process of teaching and learning physics in schools. Limited laboratory facilities in schools are enough to hinder direct laboratory activities. The combination of predict-observe-explain (POE) learning with virtual laboratory activities can be an alternative to developing a more active, interesting, and meaningful physics learning process and overcome the limitations of equipment in the laboratory. This study aims to describe virtual lab activities with POE learning on student cognitive learning outcomes in direct current circuit topics. Participants were taken from senior high school students in the 12th grade in Palangka Raya, Indonesia. It includes 30 students who have not yet studied direct current circuits. A pre-experimental research method with a one-group pre and post-test design was used. The finding indicates that students cognitive learning outcomes were increased with a medium category (N-Gain score 0.69). Specifically, the increase was found in the subtopics electric current and potential difference (N-Gain score 0.66), simple direct current circuits (N-Gain score 0.68), electrical circuits series and parallel (N-Gain score 0.73), and Ohm's Law (N-Gain score 0.70). Based on this research, virtual-lab activity with POE learning could be considered an alternative to conducting a meaningful learning activity, especially in physics learning.Keywords: crocodile physics, direct current, physics, POE learning model, virtual lab.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp309-320
A Study of Fluid Convective Flow in a Room: A Research-Based Learning on Heat Transfer Topics Budi, Gunarjo Suryanto; Hartanto, Theo Jhoni; Farcis, Fenno; Putri, Umi Amanda; Siloam, Kristanoval
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: This study is motivated by the importance of developing learning patterns that emphasize the formation and understanding of students through active learning. One form of learning that can support this goal is research-based learning. Research-based learning promotes student-centeredness and integrates research into a meaningful learning process. In this work, the students are actively involved in real research related to fluid convective flow topics. This research aims to describe the impact of research-based learning on students' understanding of convective fluid flow topics. A pre-experimental research method with a one-group pre-test and post-test design was used. Participants were taken from students in the Physics Education Study Program at the University of Palangka Raya taking thermodynamics courses. The number of participants was 20 students. The test instrument is in the form of essay questions consisting of five questions related to fluid convective flow material. The finding indicates that prospective teacher students' understanding was significantly increased with a high category (N-Gain score of 0.74). Based on this study, research-based learning activities could be considered an alternative to conducting meaningful learning activities, especially in fluid convective flow topics.         Keywords: fluid flow, physics learning, research-based learning.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp53-65
The Effect of Flipped Classroom Learning Assisted by Computer Simulation on Students' Comprehension of Simple Harmonic Motion Hartanto, Theo Jhoni; Suhartono; Santoso, Budi; Frianto, Zen
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.4842

Abstract

Innovation in science learning is highly recommended by various studies and education experts. Through this learning innovation, teachers create learning that facilitates students' curiosity by getting them involved in learning, which ultimately helps them understand science in depth. However, the current trend is that science classes "fail" to create innovative learning that can foster students' interest in science, so that many students do not understand science well. This research aims to determine the impact of flipped classroom learning on simple harmonic motion material assisted by computer simulations on students' conceptual understanding. A pre-experiment with a one-group pretest-posttest design was used in this research. Class X of the MIPA program was chosen as the experimental object in this research, and 30 students were used as samples. The test given is a multiple-choice test with explanations. The results showed that the average post-test score was better than the pre-test. The N-gain score is 0.79, which indicates that there is an increase in students' understanding in the high category. This shows that flipped classroom learning assisted by computer simulations can increase students' understanding of the concept of simple harmonic motion. By implementing computer simulation activities that are integrated into flipped classroom learning, learning alternatives can be enriched to help students understand science.
Pengembangan Media Pembelajaran Video Online dengan Menggunakan Powtoon Pada Materi Usaha dan Energi Kelas X SMA Krisdianti, Eva Arista; Hartanto, Theo Jhoni; Dinata, Pri Ariadi Cahya
Bahana Pendidikan: Jurnal Pendidikan Sains Vol. 5 No. 2 (2023): Bahana Pendidikan: Jurnal Pendidikan Sains
Publisher : Pendidikan Fisika FKIP UPR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/bpjps.v5i2.7791

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hasil validasi ahli media dan materi, serta respon guru fisika terhadap media pembelajaran video online dengan menggunakan Powtoon pada materi usaha dan energi di kelas X SMA Negeri 4 Palangka Raya. Jenis penelitian adalah penelitian pengembangan dengan model pengembangan 4-D. Model 4-D memiliki empat tahapan yaitu tahap pendefinisian, perancangan, pengembangan, dan penyebaran. Tahap penyebaran pada penelitian ini tidak dilakukan, karena penelitian hanya dilaksanakan di satu sekolah saja. Sasaran produk dalam penelitian ini adalah seluruh guru fisika SMA Negeri 4 Palangka Raya. Teknik pengumpulan data yang digunakan adalah menggunakan penilaian validasi ahli media dan materi, serta pemberian angket respon guru. Hasil analisis penilaian validasi ahli media dan materi menunjukkan nilai rata-rata 0,87 untuk pertemuan ke-1, untuk pertemuan ke-2 dan ke-3 menunjukkan nilai rata-rata 0,86 dengan kriteria sangat valid sehingga media pembelajaran video online dengan menggunakan Powtoon untuk setiap pertemuan dapat digunakan sebagai media pembelajaran. Hasil analisis penilaian respon guru menunjukkan nilai rata-rata 0,93 untuk pertemuan ke-1, untuk pertemuan ke-2 dan ke-3 menunjukkan nilai rata-rata 0,92 dengan kriteria sangat valid sehingga media pembelajaran video online dengan menggunakan Powtoon untuk setiap pertemuan sangat baik untuk digunakan sebagai media pembelajaran di sekolah.
Co-Authors Bayu Setiaji Budi, Gunarjo Suryanto Cahaya, Sri Dewi Dewantara, Dewi Dwi Budi Santoso Farcis, Fenno Frianto, Zen Hutahaean, Saulim DT Hutahaean, Saulim DT. Indah Sari Khalifatus Sakdiyah Krisdianti, Eva Arista Lukas, Rensi Luqman Hakim Marcelina, Susi Ma’ruf, Muhammad Fajar Muhammad Nawir Mustika Wati, Mustika Mustika, Maya Normala Panjika, Yunus Praja Piter Joko Nugroho Pri Ariadi Cahya Dinata, Pri Ariadi Cahya Putra, Kharisma Nugraha Putri, Umi Amanda Rahman Rahman Safitri, Anggi Sapetrus, Frency Sari, Desy Kumala Siloam, Kristanoval Simatupang, Rosmaida Suhartono Suhartono Sumarno, Salsabla Maulani Triana, Yulia Triwati, Elis W.W, Soegimin Wasis Wasis Winaryo, Slamet Yulinae Zega, Adifeti