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All Journal Jurnal Pendidikan Matematika dan IPA Journal of Education and Learning (EduLearn) Jurnal Inspirasi Pendidikan JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Indonesian Journal of Science and Technology Al Ishlah Jurnal Pendidikan SEJ (Science Education Journal) PAEDAGOGIA Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Jurnal Bidang Pendidikan Dasar JPM (Jurnal Pemberdayaan Masyarakat) Indonesian Journal of Science and Mathematics Education Psychology, Evaluation, and Technology in Educational Research Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Kappa Journal Kumawula: Jurnal Pengabdian Kepada Masyarakat DIFFRACTION: Journal for Physics Education and Applied Physics Masyarakat Berdaya dan Inovasi Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Pedagogi dan Pembelajaran Jurnal Riset Pendidikan Fisika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pengabdian kepada Masyarakat Rainstek : Jurnal Terapan Sains dan Teknologi Experiment: Journal of Science Education Sepakbola Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Coaching and Sports Science International Journal of Research and Community Empowerment Teaching, Learning, and Development IJIS Edu : Indonesian Journal of Integrated Science Education
Muhammad Nur Hudha
Universitas PGRI Kanjuruhan Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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Inkuiri Terbimbing dengan Pendekatan Saintifik (Scientific Approach) untuk Meningkatkan Berpikir Kritis Aji, Sudi Dul; Bernadino, Agustinus; Hudha, Muhammad Nur
Momentum: Physics Education Journal Vol 1 No 2 (2017)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (50.488 KB) | DOI: 10.21067/mpej.v1i2.2148

Abstract

The purpose of this study is to describe the quality of learning Inkuiri model Guided by Scientific Approach (scientific approach) and know the improvement of critical thinking skills of SMK students on the topic Fluid Static. This research uses qualitative approach and the type of research used is Classroom Action Research (PTK), carried out through a process of gradual assessment consisting of 4 stages of planning, implementation, observation, and reflection. Based on the analysis of Learning Outcomes in the first cycle is 73.45% and on the second cycle 81.77%. The students' critical thinking ability in the first cycle of the average of 71.67 students who meet the KKM is 17 students or 56.66% and on the second cycle 80.16 that meet the KKM is 23 students or 76.66%. Based on this research can be concluded that Inkuiri model Guided by Scientific Approach (Scientific Approach) can increase critical thinking of student Tujuan penelitian ini yaitu mendeskripsikan kualitas pembelajaran model Inkuiri Terbimbing dengan Pendekatan Saintifik (scientific approach) dan mengetahui peningkatan kemampuan berpikir kritis siswa SMK pada topik Fluida Statis. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dilaksanakan melalui proses pengkajian bertahap yang terdiri dari 4 tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Berdasarkan analisis hasil Keterlaksanaan Pembelajaran pada siklus I adalah 73,45% dan pada siklus II 81,77%. Kemampuan berpikir kritis siswa pada siklus I rata-rata siswa 71,67 yang memenuhi KKM adalah 17 siswa atau 56,66% dan pada siklus II 80,16 yang memenuhi KKM adalah 23 siswa atau 76,66%. Berdasarkan penelitian ini dapat disimpulkan bahwa model Inkuiri Terbimbing dengan Pendekatan Saintifik (Scientific Approach) dapat meningkatkan berpikir kritis siswa.
Pengembangan bahan ajar media pembelajaran fisika dengan pendekatan multi representasi untuk meningkatkan kemampuan pembuatan alat-alat praktikum calon guru fisika Sundaygara, Chandra; Pratiwi, Hestiningtyas Yuli; Hudha, Muhammad Nur
Momentum: Physics Education Journal Vol 2 No 2 (2018)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (811.7 KB) | DOI: 10.21067/mpej.v2i2.2709

Abstract

Tujuan penelitian ini adalah untuk memperoleh bahan ajar media pembelajaran fisika berbasis multi representasi untuk mengembangkan kemampuan membuat dan merangkai alat-alat percobaan fisika dan mengetahui kelayakan serta respon siswa terhadap bahan ajar ini pada materi listrik dan magnet. Metode penelitian ini adalah penelitian dan pengembangan (R&D). Desain penelitian menggunakan desain Four-D yaitu Define, Desain, Develop, Disseminate oleh Thiagarajan, dkk., 1974. Instrumen penelitian adalah angket. Data penelitian terdiri dari data uji kelayakan oleh validator dan data ujicoba terbatas yang diberikan kepada mahasiswa yang diperoleh melalui pemberian angket. Hasil penelitian menunjukkan bahwa: (1) Uji kelayakan yang didasarkan validasi ahli media dan ahli materi diperoleh nilai rata-rata uji kelayakan sebesar 3,51 yang dikategorikan baik/valid sehingga bahan ajar layak digunakan, (2) Respon siswa terhadap bahan ajar media pembelajaran fisika berbasis multi representasi melalui ujicoba terbatas diperoleh nilai rata-rata ujicoba terbatas sebesar 3,58 yang dikategorikan baik/valid Kata Kunci: Bahan Ajar, Multi Representasi, Media pembelajaran Fisika
The Impact of Guided Inquiry Model Integrated with Peer Instruction towards Science Process Skill and Physics Learning Achievement Pratiwi, Hestingtyas Yuli; Hudha, Muhammad Nur; Asri, Mathilda; Ahmad, Nur Jahan
Momentum: Physics Education Journal Vol 3 No 2 (2019)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (302.243 KB) | DOI: 10.21067/mpej.v3i2.2768

Abstract

The aim of the research is to find out the difference in science process skill and learning achievement between students who are taught using guided inquiry model integrated with peer instruction and conventional method in VII students in one of the junior high schools in Malang. The method used is quasy-experimental with only post-test group design. The sample was selected using purposive sampling technique, from the 10 population of VII grade students; the researchers selected two classes which were considered to have the same initial skill with total 32 students in each class to be the experimental class and the control class. Instruments used were the observation sheets to measure the science process skill and the test of multiple choices to measure the learning achievement. The researchers gained average score of 81 for science process skill in experimental class and 58 in control class, while the average score of 77.8 for learning achievement in experimental class and 71.3 in control class as the result of the data analysis. The hypothesis test used T-test, that was the independent sample T-test on Microsoft excel by looking up the score of Ttable on the rate of sig 0.05 for the science process skill and it gained Tcount > Ttable (18.846 > 1.669), while the learning process gained Tcount > Ttable (8.465 > 1.669). It was concluded that the guided inquiry model integrated with peer instruction can improve student’s science process skill and learning achievement compared to conventional method
The effect of culturally responsive transformative teaching (CRTT) model in science learning on the environmental literacy ofseventh grade students Wijayanti, Septi Reggina Anggita; Probosari, Riezky Maya; Wati, Icha Kurnia; Hudha, Muhammad Nur; Gunawan, Kadek Dwi Hendratma; Mahardiani, Lina; Indriyanti, Nurma Yunita
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.950

Abstract

Background: Environmental damage in Indonesia is worsening, as shown by the low Environmental Performance Index and limited public awareness, which reflect low student environmental literacy. The Culturally Responsive Transformative Teaching (CRTT) model provides a contextual approach by integrating cultural values to enhance knowledge, attitudes, and pro-environmental behaviors.Aims and scope of paper: This study aims to determine the effect of the Culturally Responsive Transformative Teaching (CRTT) model on science learning on the environmental literacy of 7th grade students.Methods: This study used a quasi-experimental method with a pretest-posttest control group design. The sampling technique was selected using cluster random sampling. The research instrument was the MSELS instrument adapted from Mc.Beth and Volk (2009) in the form of multiple-choice tests and questionnaires tailored to the 7th grade science material on ecology and biodiversity. The research sample used class 7 H as the control class with a discovery learning model consisting of 32 students and class 7I as the experimental class with a CRTT model consisting of 31 students.Result: The results showed that the CRTT model in science learning had an effect on the environmental literacy of 7th grade students with a significance value of 0.000 (0.000< 0.05).Conclusion: The study concludes that the CRTT model effectively enhances students’ environmental literacy in science learning, highlighting the need for cultural integration and further research across diverse contexts.
Validity Analysis of VR-Based Particle Dynamics Module Development Using the Rasch Model Supurwoko, Supurwoko; Gunawan, Kadek Dwi Hendratma; Hudha, Muhammad Nur
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.803

Abstract

Physics education often encounters challenges in fostering students’ conceptual understanding of particle dynamics, largely due to the abstract nature of the content and its reliance on symbolic mathematical representations, which can impede meaningful interpretation of physical phenomena. To address this issue, this study developed PADYVIR (Particle Dynamics Virtual Reality), a virtual reality–assisted learning module, and examined its validity, reliability, and practicality for use in higher education settings. The development process followed the ADDIE instructional design model, after which the module underwent expert appraisal and psychometric evaluation using the Rasch measurement model. Expert assessments involved physics education specialists and instructional design experts, who evaluated the content, construct clarity, and pedagogical appropriateness of PADYVIR and its supporting learning instruments. The research instruments used in this study were adapted from previously validated tools reported in the literature, thereby ensuring the validity of baseline measurements. Rasch analysis indicated strong psychometric properties, including high person and item reliability indices, acceptable fit statistics, and evidence of unidimensionality. A limited trial with undergraduate students further demonstrated the high practicality of the system in terms of usability, attractiveness, and comprehensibility. These findings confirm that PADYVIR is a psychometrically robust and user-friendly instructional resource capable of supporting the visualisation and conceptual learning of particle dynamics. Methodologically, the study contributes to the field by integrating rigorous measurement theory with immersive educational technology, offering a replicable framework for the development and evaluation of virtual reality–based learning media. Implications for instructional design and educational technology research are discussed, and directions for future effectiveness studies are proposed
Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Aji, Sudi Dul; Ain, Nurul; Zaini, Akhmad; Pratiwi, Hestiningtyas Yuli; Gunawan, Kadek Dwi Hendratma; Nisa’, Salsabila Kholifahtun; Hudha, Muhammad Nur
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

Abstract

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.
Gunung Kawi: Olahan Ketela Ungu Memberdayakan Masyarakat Kumala, Farida Nur; Hudha, Muhammad Nur; Aji, Sudi Dul
Jurnal Pemberdayaan Masyarakat Vol 5 No 1 (2020): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (728.264 KB) | DOI: 10.21067/jpm.v5i1.3679

Abstract

Purple sweet potato Gunung Kawi is only sold raw, the price is very cheap. This causes the farmers to suffer losses. On the other hand, quite a lot of Wonosari Gunung Kawi residents become female migrant worker, because there are not enough producers in the village to meet the residents' needs. Based on that, the processing of purple sweet potato Gunung Kawi is needed to be developed into an effort that can absorb labor. The purpose of this service is to produce a purple sweet potato product business for residents of Wonosari Gunung Kawi. The service method used is through three stages, the first stage is preparation for coordination and outreach activities to partners. The second stage is implementation phase of training carried out training on the processing of purple sweet potato Gunung Kawi into several products such as sticks, bakpia and brownies from purple sweet potato of Gunung Kawi. The third stage is evaluation and assistance. The instruments in this service were interview sheets and activity observations. The results of the service show that the community has been able to produce and package products that are ready for sale and according to health standards.
The Effectiveness of STEM-PBL Learning Innovation in Climate Awareness Material to Improve Critical Thinking and Sustainability Consciousness of High School Students: Literature Review Lestari, Nurita Apridiana; Mufida, Rosyidatul; Bayuputri, Daniya Nabila; Hudha, Muhammad Nur
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 9 No. 2 (2025): JPPMS Vol. 9 No. 2 (2025)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v9n2.p76-86

Abstract

The climate crisis demands that secondary education systems not only improve factual knowledge, but also foster awareness and sustainable action among students. One relevant approach is Science, Technology, Engineering, and Mathematics Problem Based Learning (STEM-PBL), which integrates contextual problem solving, collaboration, and evidence-based inquiry. This article aims to examine the trends and effectiveness of STEM-PBL implementation in climate awareness material in high schools, with a focus on improving critical thinking skills and sustainability consciousness. The research uses the Systematic Literature Review (SLR) method with a narrative approach, following the PRISMA 2020 guidelines. Articles were obtained through a Google Scholar search for the period 2020–2025 with the criteria of STEM-PBL intervention in climate awareness material in high schools and the use of critical thinking and sustainability consciousness measurement instruments. Of the 100 initial articles, 46 passed the eligibility stage, and after quality assessment, 10 articles were selected for synthesis. The results of the study show that STEM-PBL consistently improves high school students' data-based analysis, evaluation, inference, and argumentation skills. In addition, sustainability awareness increases through students' authentic experiences in investigating local climate issues, designing engineering solutions, and reflecting on the socio-environmental impacts of their choices. Several studies confirm that critical thinking serves as a cognitive link that translates scientific understanding into sustainable values and actions. The conclusion of this study is that the integration of STEM-PBL not only strengthens 21st-century competencies through critical thinking but also shapes pro-environmental dispositions that support the achievement of the SDGs, particularly goal 13. Limitations identified include limited sample coverage, heterogeneity of designs, and the use of non-standardized instruments, making further longitudinal and cross-context research essential. Keywords: STEM-PBL, critical thinking, sustainability consciousness, climate awareness.
Co-Authors Ade Gafar Abdullah, Ade Gafar Adi, Delisma Wisnu Adimudra, Dyah Ayu Saraswati Ahmad, Nur Jahan Ahmat Mustakim Ajeng Intan Nur Rahmawati Akhmad Jufriadi Akhmad Zaini, Akhmad Alfiana, Rinda Alfianda, Faurisha Vega Anatolia Gurtin Anna Permanasari Arief Rahman Hakim Arisanti, Aini Asri, Mathilda Astri Rismawati Batlolona, John Rafafy Bayuputri, Daniya Nabila Bernadino, Agustinus Binar Kurnia Prahani Bramastia, Bramastia Budi Utami Chandra Sundaygara Cholisina Anik Perwita Daniar Pangastiningasih Etikamurni Dwi agus setiawan Eko Pramudya Laksana Endah Vennita Rahayu Putri Eni Sri Wahyuni Etikamurni, Daniar Pangastiningasih Fajriyah, Mujtahidatul Ilmi Farida Nur Kumala Fatma, Ayun Faidah Grusche, Sascha Gunawan, Kadek Dwi Hendratma Hena Dian Ayu Heri Santoso Hestiningtyas Yuli Pratiwi Husni Mubarok Ida Hamidah Ida Hamidah Imam Ariffudin Indriyani Rachman Intan Permatasari Ayunda Rasuli Intan Prameswari IRWANTO Isma Aziz Fakhrudin Jayanti, Y. M. Jayanti, Y. M. Johannis Takaria Karvita Firdayani Khasanah, Annisa Nur Klarisa Megaria Novita Kristanti Diana Malo Kristiyaningsih, Else Kurriawan Budi Pranata, Kurriawan Budi Kurtulus, Muhammed Akif Laila, Luthfiyaul Latief, Gifran Rihla Gifarka Leniana Ajul Lestari, Nurita Apridiana Lia Yuliati Lina Mahardiani Mahesti Zuli Alfianita Man Un, Visensius Marianus Mega Putri Kurniawati Mila Dwi Agustina Mufida, Rosyidatul Mujtahidatul Ilmi Fajriyah Nada Damai Azka Nadi Suprapto Nanang Winarno Nisa', Salsabila Kholifahtun Nisa, Nabillah Zuhrotun Nisa’, Salsabila Kholifahtun Nur Shabrina Safitri Nurilyasari, Dita Fitrin Nurma Yunita Indriyanti Nurul Ain Nurul Ain, Nurul Perwita, Cholisina Anik Prameswari, Intan Prastiyan, Rahmad Pratiwi, Hestingtyas Yuli Pujayanto Pujayanto Putri, Amelia Nurdevianti Rahmad Prastiyan Rahmaningsih, Adiar Ramawati, Dian Sinta Khusnul Rasuli, Intan Permatasari Ayunda Ridhani, Jovita Riezky Maya Probosari Rinda Alfiana Rismawati, Astri Yuni Rosyidah, Firda Ulya Nur SABRINA, FITRIATUS Safitri, Nur Shabrina Sasmi, Rinda Rahmanisa Setyo Admoko Sholikhan Sholikhan Solihah, Hilwa Mar’atus Sriyono Sriyono Suciati Suciati Sudi Aji Sudi Dul Aji Sujito Sujito Sulistyo Lestari Sulur Sunardi Sunardi Sundaygara, Chandra Supurwoko Sutopo Sutopo Syarief Fajaruddin Takaria, Johannis Takaria, Johannis Tri Andi, Tri Utama Alan Deta Uulaa, Rizki Fitri Rahima Wahyuningtyas, Astri Wartono Wartono Wartono Wartono Wati, Icha Kurnia Wijayanti, Septi Reggina Anggita Wulandari, Elvina Tri Y. M. Jayanti Yasa, Arnelia Dwi Yohana Susana Wolla Baga Yokbet Badelwaer Yulianti Yulianti Zuhannisa’, Shofitri