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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENDIDIKAN TAMBUSAI Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jounal of Education and Teaching (JET) Phydagogic : Jurnal Fisika dan Pembelajarannya INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Nautical: Jurnal Ilmiah Multidisiplin Indonesia Jurnal Pembelajaran Fisika Journal of Health, Education, Economics, Science, and Technology (J-HEST) Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Nusantara Journal of Multidisciplinary Science Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Ernasari Ernasari
Pendidikan Fisika , Fakultas Keguruan Dan Ilmu Pendidikan Universitas Jember
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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FILSAFAT SAINS SEBAGAI PERSPEKTIF TERHADAP PEMBELAJARAN FISIKA Nabilah Az Zahra; Shafa Dwi Kamilah; Ulvia Khoirunisa Bisanti; I Ketut Mahardika; Ernasari; Sri Handono
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 5 (2023): Volume 09 No. 05 Desember 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i5.2055

Abstract

This article explores the relationship between philosophy of science and physics learning. In line with the times, human life is experiencing very fast dynamics, so science is also experiencing development. The progress of time and technology is none other than due to the existence of science and the influence of scientific philosophy in human life. The history of physics and the philosophy of science are interdependent, meaning that philosophy can be truly understood if the reflection on the history of science has been previously understood. The aim of this research is to find out the philosophy of science as a perspective on physics learning as well as the relationship between the history of the philosophy of science. By teaching the history of physics, educators can provide information about how a physics concept was discovered. This type of research includes library research, namely research carried out in libraries and using reading materials in the form of books, journals and magazines. Revising thephilosophy of science based on ontology, epistemology and axiology as a basis for developing physics education can make a positive contribution to physics education. In addition, understanding the philosophy of science can encourage students' social interaction to solve problems.
Studi Literatur: Nilai-Nilai dan Keterbatasan Sains Ditinjau Dari Pembelajaran Fisika Berbasis Perkembangan Teknologi Dewi, Kartika Sari; Hapsari, Annita Dwi; Dzulhaq, Adefia Larasati; Mahardika, I Ketut; Handono, Sri; Ernasari, Ernasari
Journal of Health, Education, Economics, Science, and Technology (J-HEST) Vol. 6 No. 2 (2024): Journal of Health, Education, Economics, Science, and Technology
Publisher : Journal of Health, Education, Economics, Science, and Technology (J-HEST)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36339/

Abstract

Penelitian ini mengkaji nilai-nilai dan keterbatasan ilmu pengetahuan dalam pembelajaran berbasis fisika serta perkembangan teknologi. Nilai-nilai ini membentuk fondasi yang tak tergantikan dalam ilmu pengetahuan dan teknologi. Objektivitas memastikan bahwa inovasi teknologi didasarkan pada bukti ilmiah yang kuat, sementara metode ilmiah menyediakan pendekatan sistematis yang diperlukan dalam pengembangan teknologi. Metode yang digunakan dalam penelitian ini adalah metode tinjauan pustaka. Integritas dan etika ilmiah menjadi landasan untuk menjaga kualitas penelitian dan teknologi. Selain itu, tanggung jawab sosial dan lingkungan menekankan bahwa teknologi harus digunakan untuk kesejahteraan manusia dan keberlanjutan lingkungan. Penelitian ini menyoroti bahwa nilai-nilai ilmiah bukan hanya aspek teknis dalam penelitian dan teknologi; nilai-nilai tersebut juga mencerminkan sudut pandang etis dan tanggung jawab sosial yang sangat penting. Dalam dunia yang terus berkembang, pemahaman terhadap nilai-nilai ini sangat penting dalam merancang teknologi yang memberikan manfaat maksimal bagi masyarakat dan lingkungan. Dengan mematuhi dan menerapkan nilai-nilai ilmiah ini, kita dapat menciptakan masa depan yang lebih baik yang didukung oleh teknologi yang etis dan berkelanjutan.
PERAN PEMBELAJARAN FISIKA DALAM TRANSFORMASI SAINS DAN TEKNOLOGI Nisa, Putri Kholifatun; Makida, Zilfiyatul; Liana, Nur; Ernasari, Ernasari; Mahardika, I Ketut; Handono, Sri
PHYDAGOGIC : Jurnal Fisika dan Pembelajarannya Vol 7 No 1 (2024): Phydagogic : Jurnal Fisika dan Pembelajarannya
Publisher : PHYDAGOGIC : Jurnal Fisika dan Pembelajarannya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/phy.v7i1.3410

Abstract

Fisika adalah cabang ilmu pengetahuan penting yang membantu kita memahami prinsip-prinsip dasar dunia fisik. Dengan mempelajari fisika, individu dapat mengembangkan dasar pengetahuan yang kuat tentang dunia di sekitar mereka, termasuk topik-topik seperti mekanika, termodinamika, dan elektromagnetisme. Pemahaman tentang alam sangat penting bagi perkembangan teknologi yang maju dan modern, hal ini dikarenakan ilmu fisika dapat menjadi landasan bagi banyak inovasi teknologi. Oleh karena itu, sangat penting untuk memiliki landasan yang kuat dalam bidang fisika untuk berkontribusi terhadap perkembangan ilmu pengetahuan dan teknologi.
How Do Physics Teachers Implement the Merdeka Curriculum in Learning Activities? Nila Mutia Dewi; Sutarto Sutarto; Ernasari Ernasari; Rangga Alif Faresta
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.530

Abstract

The implementation of the Merdeka Curriculum in Indonesia since 2022 has encountered various challenges, particularly in physics learning. This study aims to identify and address these challenges by examining how physics teachers implement the Merdeka Curriculum. Using a qualitative case study approach, data were collected over four months from 14 physics teachers in five high schools in Jember Regency. The study employed interviews, observations, and documentation, analyzed through the Miles and Huberman model: data reduction, data presentation, and conclusion drawing. The findings reveal three key stages in the learning process: introduction, core, and closing. While teachers present objectives and problem orientation in the introductory phase, motivation and initial assessments are lacking. Core activities involve discussions and practicums but are mainly lecture-based, with minimal application of differentiated learning. The closing stage includes reflection, summary, and assignments. However, inconsistencies between observations and interviews indicate the suboptimal implementation of differentiated learning. To enhance curriculum effectiveness, teacher training in lesson planning and formative assessments is essential. This study's limitation is its small participant pool, suggesting future research should expand the sample size for broader validation.
Pelatihan pembelajaran berdiferensiasi bagi guru guru SMP Negeri 4 Sukowono Nila Mutia Dewi; Albertus Djoko Lesmono; Ernasari Ernasari
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 3 (2024): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i3.25514

Abstract

Abstrak Masalah yang dihadapi para guru ini adalah merancang pembelajaran yang mampu memenuhi kebutuhan karakterisik belajar siswa yang beragam, baik yang regular maupun anak berkebutuhan khusus. Salah satu strategi yang bisa dilakukan untuk mengupayakan hal tersebut di era Merdeka Belajar ini adalah dengan Pembelajaran Differensiasi. Pelaksanaan pembelajaran berdiferesnsiasi melibatkan unsur yang menjadi fokus pembelajaran abad 21. Tujuan kegiatan pelatihan ini untuk meningkatkan pengetahuan mengenai pembelajaran berdiferensiasi sehingga kualitas pembelajaran sesuai tuntutan abad 21 dapat terpenuhi dalam era merdeka belajar ini. Metode pelaksanaan meliputi pemberian materi oleh narasumber, diskusi serta tanya jawab antara peserta dengan narasumber, pendampingan, dan evaluasi. Pelatihan dilakukan pada 9 guru SMP Negeri 4 Sukowono pada Mei , Juni dan Juli 2024. Pada akhir pelatihan, peserta melakukan posttest  dan mengisi survei melalui angket respon yang hasilnya diukur menggunakan Skala Likert, dan diperoleh nilai rata-rata 80 dan skor 87% untuk komponen pengetahuan peserta. Berdasarkan data yang diperoleh dari isian posttest dan angket respon menunjukkan bahwa terjadi peningkatan pengetahuan peserta pelatihan mengenai pembelajaran berdiferensiasi. Antusiasme peserta terlihat dari keaktifan mengikuti keseluruhan kegiatan pelatihan. Kata kunci: pelatihan; guru; pembelajaran diferensiasi. Abstract The problem faced by these teachers is designing learning that is able to meet the needs of the diverse learning characteristics of students, both regular and children with special needs. One strategy that can be used to achieve this in this era of Independent Learning is Differentiated Learning. The implementation of differentiated learning involves elements that are the focus of 21st century learning. The aim of this training activity is to increase knowledge about differentiated learning so that the quality of learning according to the demands of the 21st century can be met in this era of independent learning. Implementation methods include providing material by resource persons, discussions and questions and answers between participants and resource persons, mentoring and evaluation. The training was conducted on 9 teachers at SMP Negeri 4 Sukowono in May and June 2024. At the end of the training, participants took a posttest and filled out a survey via a response questionnaire, the results of which were measured using a Likert Scale, and obtained an average score of 80 and a score of 87% for the participants' knowledge component. Based on data obtained from the posttest and response questionnaire, it shows that there has been an increase in the training participants' knowledge regarding differentiated learning. The enthusiasm of the participants can be seen from their active participation in all training activities. Keywords: training; teachers; differentiated learning.
Development of an Assessment Instrument for Understanding Physics Concepts and Nationalism Attitudes of Learners on Newton's Laws Material Ernasari; Nila Mutia Dewi; Ike Lusi Meilina; Rangga Alif Faresta
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.v11i11.12735

Abstract

This study aimed to develop and validate an assessment instrument to measure students’ understanding of Newton’s laws and their nationalism attitudes. The instrument consisted of 15 essay questions on Newton’s laws and a 30-item Likert-scale questionnaire on nationalism attitudes. Content validity was evaluated by eight experts (lecturers, teachers, and peers) using Aiken’s V index, showing high validity. Empirical validation was conducted with 275 students from public senior high schools in Bima Regency, West Nusa Tenggara. Data were analyzed using Item Response Theory with the Partial Credit Model (PCM) via QUEST. Results indicated that all concept understanding items fit the PCM criteria, with acceptable reliability values ranging from 0.72 to 0.98. For the nationalism instrument, 29 items met the fit criteria, while one item was rejected. Overall, the developed instruments demonstrated strong validity and reliability, and are suitable for assessing both cognitive understanding of Newton’s laws and students’ nationalism attitudes.
Co-Authors Adinda Citra Badarsila Agung Supriyono Agustin Putri Mardiawan Albertus Djoko Lesmono Ash-Shaba, Qanita Hukma Aura Amelia Natasha Eka Putri Dzulhaq, Adefia Larasati Fadlaailurrahman Fadlaailurrahman Firdaus, Muhammad Muhiyidin FITRIYAH Hapsari, Annita Dwi I Ketut Mahardika I Ketut Mahardika I Ketut Mahardika Ike Lusi Meilina Istiqomah, Alya Noorun Kartika Sari Dewi Liana Shafa K Liana, Nur Makida, Zilfiyatul Maulidia Riska Sugiyanti Mellya Syafiratul H Miftakhun Nikmah Royani Nabilah Az Zahra Nila Mutia Dewi Nisa, Putri Kholifatun Oktari, Kiki Dinda Prastowo, Sri Handono Budi Pratami, Attica Putri Nurus Putri, Mah Citra Yunia Artika Rangga Alif Faresta Rangga Alif Faresta Rina Dwi Rahayu Rojabita Dwirgahayu Nurhidayat Shafa Dwi Kamilah Sifa Fauziyah Sintia Lestari Sri Handono Sri Handono Sri Handono Sutarto Sutarto Syaira Puja Rahmadani Trapsilo Prihandono Ulvia Khoirunisa Bisanti Utami, Jovica Surya Vivian Muzayyadah Wicaksono, Haikal Oke Wulansari, Rania