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Development of Computer-Based Assessment Instruments Nuclear Physics Introduction Course as An Effort to Grade Authentically Murniati; Sofia; Sudirman; Dwi Purnomo Aji
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4416

Abstract

The introductory course of nuclear physics in the physics education study program is carried out online, hybrid, and offline by providing teaching materials in the form of digital handouts equipped with videos to add explanations. The use of technology has been used as a learning evaluation tool, both to evaluate practice questions or official ones such as Quizizz, web-based, google form and form facade. This research is about the development of the Visscher-Voerman procedure which consists of Nature of analysis activities, Design (The shaping of the solution, Design (Media Selection), Design (Starting from target group instead of subject of matter), Evaluation (The use of formative evaluation) and Implementation and formative evaluation using Tessmer's evaluation stages:  self-evaluation, expert review, one-to-one evaluation, small group evaluation and field test. The result of this research is a product in the form of a computer-based assessment instrument on nuclear physics introduction course that have met the validity criteria, reliable and practical, so that it can be used as a learning evaluation tool. The validity of the instrument was obtained from three lecturer reviewers in the content, construction, language and application sections with the respective results of 4.73 (very valid), 4.80 (very valid), 4.78 (very valid) and 4.58 (valid). Reliability of the instrument was tested with the help of SPSS version 22.0 for windows, by carried out simultaneously on all item items by looking at the Cronbach's alpha value for the midterm and final semester exams. The reliability results respectively are 0.82 with 25 items and 0.85 with 35 items included. It’s mean that they are in the reliable categories. Product practicality test was carried out on October 14 -15 2022 and continued on May 5 2023. The respondents are FKIP Physics UNSRI’s student class of 2019-2020, with one-to-one (3 students) trials, small group trials (10 students), and wide trials (36 students). The results are respectively 3.81, 3.89 and 3.72 with a very practical category.  
Development of Flashcard Media Based on Augmented Reality on Dynamic Fluid Material to Train Critical Thinking Skills of High School Students Mutiara Putri; Irvan Nur Rizki; Leni Marlina; Sudirman; Murniati
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9778

Abstract

Based on challenges in physics education, complex and abstract fluid dynamics, improving critical thinking skills is crucial for 21st-century learning. Needs analysis of 59 XI SMA Negeri 2 Plus Banyuasin III students revealed 90% had never used AR-based flashcards and showed high interest. The study aimed to develop valid, practical, and effective augmented reality-based flashcards using Research and Development (R&D) methodology with the Rowntree model and Tessmer formative evaluation. The research process involved planning, development, and evaluation stages. Results demonstrated high validity across components: media (93.33%), material (93.32%), critical thinking skills (96.66%), language (97.77%), and design (100%). Practicality assessments showed 95.18% in one-to-one and 95.73% in small group evaluations. The media effectively enhanced critical thinking skills with an N-Gain of 0.71, indicating high potential for dynamic fluids learning in grade XI. Conclusively, the augmented reality-based flashcards proved valid, practical, and effective for physics education.
Efektivitas Modul STEM Inklusif Berbasis SDGs terhadap Keterampilan Proses Sains Siswa Slow Learner di Kawasan Lahan Gambut Kistiono; Muhammad Yusup; Sudirman; Kiki Ayu Winarni; Putri Angelina
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13430

Abstract

This study aims to evaluate the effectiveness of an inclusive STEM module based on the Sustainable Development Goals (SDGs) in improving science process skills (SPS) among slow learner students in a peatland region. A quasi-experimental pretest-posttest control group design was employed with 78 Grade 8 slow learners from SMP Negeri 1 Pemulutan Barat, South Sumatra. The module, developed using the ADDIE model, focused on water filtration and peatland water quality within the context of SDG 6 (Clean Water and Sanitation). The core science topics covered included pH measurement, mechanical filtration, separation of mixtures, and colloidal properties of peat water. It was validated by experts in content, pedagogy, and inclusivity. Data were analyzed quantitatively using independent t-tests, normalized gain (N-Gain), and effect size (Cohen’s d), as well as qualitatively through classroom observations and semi-structured interviews. Results revealed that the experimental group achieved a mean N-Gain of 0.79 (high category), compared to 0.42 (medium category) for the control group. Statistical analysis indicated a significant difference between the groups (t = 5.68; p < 0.001; Cohen’s d = 1.28). Qualitative findings further demonstrated that students reported increased confidence and motivation, attributing these improvements to the module’s use of visual illustrations, locally relevant contexts, and scaffolded instructions. These findings suggest that an inclusive, SDG-based STEM module is effective in improving SPS among slow learner students. This study contributes to the growing body of literature on inclusive STEM education by illustrating how integrating the SDGs within a local ecological context can foster equitable and meaningful science learning.