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All Journal Jurnal Dikdas Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Kreatif Tadulako Online Journal of Education and Learning (EduLearn) Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Biology, Medicine, & Natural Product Chemistry Jurnal Mirai Management Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Natural Science and Integration Jurnal Pendidikan Fisika dan Keilmuan (JPFK) JURNAL TARBIYAH Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Abdidas Ideguru: Jurnal Karya Ilmiah Guru Oryza : Jurnal Pendidikan Biologi Media Eksakta Asean Journal of Science and Engineering (AJSE) Jurnal Ilmiah Profesi Guru (JIPG) Jurnal Kreatif Online Jurnal Banua Oge Tadulako Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Equator Science Journal (ESJ) Jurnal Pendidikan MIPA JPFT (Jurnal Pendidikan Fisika Tadulako Online) Journal of Innovative Physics Education Research
Supriyatman, Supriyatman
Program Studi Pendidikan Fisika, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
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Pengembangan Lembar Kerja Peserta Didik (LKPD) Pemecahan Masalah Berbasis Laboratorium pada Materi Gas Ideal Amelia, Nurafni; Supriyatman, Supriyatman; Wahyono, Unggul; Gustina, Gustina; Jarnawi, Muhammad
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 13 No. 2 (2025): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v13i2.4281

Abstract

Penelitian ini bertujuan untuk menghasilkan LKPD pemecahan masalah berbasis laboratorium yang efektif. Jenis penelitian ini adalah penelitian dan pengembangan atau R & D (Reseaarch and Development), dengan desain penelitian menggunakan model 4-D yang dibagi menjadi empat tahapan, yakni tahap pendefinisian (Defination), tahap perancangan (Design), tahap pengembangan (Devolopment), dan tahap penyebaran (Disseminate). Subjek penelitian ini adalah siswa IPA kelas XI SMA Negeri 1 Kasimbar. Penelitian ini menggunakan angket sebagai instrumen pengumpulan data. Kualitas atau kelayakan LKPD yang dikembangkan berdasarkan validasi ahli menunjukkan skor rata-rata 3,53 dengan kategori sangat baik, hasil penilain guru menunjukkan skor rata-rata 3,70 dengan kategori sangat baik, dan hasil angket respon peserta didik. Uji coba tes kemampuan pemecahan masalah menggunakan 24 paserta didik dengan peolehan skor rata-rata pada soal pretest 32,00 dan postest 80,00. Hasil menunjukkan bahwa lembar kerja peserta didik (LKPD) pemecahan masalah berbasis laboratorium pada materi gas ideal yang telah dikembangkan layak untuk digunakan dalam pembelajaran.
Identifying Javanese Students' Conceptions on Fluid Pressure with Wright Map Analysis of Rasch Samsudin, Achmad; Aminudin, Adam Hadiana; Novia, Hera; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Yusup, Muhamad; Supriyatman, Supriyatman; Masrifah, Masrifah; Adimayuda, Rizal; Prahani, Binar Kurnia; Wibowo, Firmanul Catur; Faizin, Mohammad Noor; Costu, Bayram
Journal of Natural Science and Integration Vol 6, No 2 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i2.21822

Abstract

This research aims to identify the conception of Central Javanese students on fluid pressure. The survey was conducted in Central Java involving 515 participants (eight grade students about 14 years old) consisting of 177 males and 338 females. The instrument consists of six questions in a four-tier format about fluid pressure and is distributed via Microsoft Form. The analysis was carried out with Rasch analysis and percentages with six categories of conceptions: CU (Conceptual Understanding); PP (Partial Plus); PM (Partial Minus); NU (No Understanding); MC (Misconception); and NC (No Coding). The Rasch analysis shows the Cronbach alpha is 0.68 (Enough) and the distribution of students' conceptions of fluid pressure forms a normal curve. Meanwhile, bias was not found for gender problems in answering the questions. The percentage of the result are: CU (17%), PP (4%), PM (39%), NU (13%), MC (27%), and NC (0%). This indicates that students' conceptions are still dominated by PM and MC categories. Students in the PM category have good characteristics but lack self-confidence. While the MC category is an unexpected result because students are confident in their answers that are wrong or not in accordance with scientific conceptions. Thus, further action is needed to overcome students' misconceptions.Keywords: Students' Conceptions, Fluid Pressure, Rasch Analysis
A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher Badjeber, Rafiq; Supriyatman, Supriyatman; Afadil, Afadil; Hadi, Windia
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

A Review of Toulmin's Argumentation in Mathematics dan Science Learning: Implementation, Impact and the Role of the Teacher. Objective: This review study aims to analyze and provide a complete study of the role of Toulmin's argumentation model in math and science learning Methods: This study uses a systematic literature review by following the PRISMA form. We found 396 documents on the Toulmin’s argumentation model published in 2020-2024, which were collected through the Scopus database. After the screening process, 19 articles were selected for analysis using thematic analysis. Findings: The review findings show that Toulmin's argumentation model is flexible enough to be used in learning, either as an argumentation analysis tool or as part of an innovative learning design. The positive impact can be seen in improving students' critical thinking skills, conceptual understanding, reasoning, and justification abilities. In addition, teachers have a vital role in supporting students' argumentation. The teacher is a facilitator, guide, and feedback provider that helps students develop and effectively deliver arguments. Conclusion: This study confirms that Toulmin's argumentation is relevant to improving students' higher-order thinking skills. It highlights the need for professional development for teachers to optimally support argumentation-based learning and select the most appropriate ways of integrating scientific argumentation into learning practice.        Keywords: mathematics learning, role of teacher, science learning, student's skills, toulmin's argumentation.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1199-1213
A Review of Students' Critical Thinking Skills in Science Learning in Indonesia Arda, Arda; Supriyatman, Supriyatman; Afadil, Afadil
Jurnal Pendidikan MIPA Vol 25, No 4 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

A Review of Students' Critical Thinking Skills in Science Learning in Indonesia. Objective: This review study aims to analyse and describe the development of students' critical thinking skills in science learning. Methods: This study uses a systematic literature review by following the PRISMA form. We found 158 documents critical thinking skills in science learning in published in Scopus indexed journals from 2014 to 2024. After the screening process, 16 articles were selected for analysis using thematic analysis. Findings: The review findings show that the selection of learning media to enhance critical thinking skills in flexible science learning should be aligned with students' characteristics, the learning context and user-friendliness. The choice of learning models employed to improve critical thinking skills in science learning is highly variable and must be tailored to multiple criteria. Selecting the suitable model necessitates consideration of the students' attributes, the educational material, and the time constraints. Every learning model possesses distinct advantages in promoting critical thinking skills, necessitating the selection of the model that most effectively aligns with the particular requirements and educational situation. Conclusion: Critical thinking skills are among the most vital competencies that students should acquire. These skills are crucial in facilitating a deeper comprehension of scientific concepts among students. The literature study indicates that from 2014 to 2024, many media and learning approaches have been extensively utilized in science education. These media and educational approaches have demonstrated a beneficial effect, enhancing students' academic performance while also fostering the optimal development of their critical thinking skills.       Keywords: critical thinking skills, science learning, systematic literature review.DOI: http://dx.doi.org/10.23960/jpmipa/v25i4.pp1787-1798
Development of DIGaKiT: identifying students’ alternative conceptions by Rasch analysis model Samsudin, Achmad; Azizah, Nurul; Fratiwi, Nuzulira Janeusse; Suhandi, Andi; Irwandani, Irwandani; Nurtanto, Muhammad; Yusup, Muhamad; Supriyatman, Supriyatman; Masrifah, Masrifah; Aminudin, Adam Hadiana; Costu, Bayram
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.20970

Abstract

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students’ alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students’ alternative conceptions of the kinetic theory of gases material.
Pengembangan Konsep Biologi Berbasis Realitas Virtual Untuk Meningkatkan Keterampilan Berpikir Kritis Adawiyah, Siti Rabiatul; Supriyatman, Supriyatman; Afadil, Afadil
ORYZA: Jurnal Pendidikan Biologi Vol 14 No 2 (2025): ORYZA: Jurnal Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi STKIP Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/oz.v14i2.3360

Abstract

Kemampuan berpikir kritis merupakan keterampilan esensial dalam pembelajaran biologi, terutama dalam memahami konsep-konsep yang bersifat abstrak dan kompleks. Penelitian ini bertujuan untuk mengembangkan model pembelajaran biologi berbasis realitas virtual (VR) yang dapat meningkatkan keterampilan berpikir kritis mahasiswa. Metode yang digunakan adalah metode pengembangan dengan pendekatan Research and Development (R&D) yang diadaptasi dari model Borg & Gall. Subjek penelitian adalah mahasiswa Program Studi Tadris IPA Fakultas Tarbiyah dan Keguruan UIN Datokarama Palu, yang terbagi dalam dua kelas: kelas eksperimen yang menggunakan pembelajaran berbasis VR dan kelas kontrol yang menggunakan metode konvensional. Pengumpulan data dilakukan melalui observasi, tes berpikir kritis (pre-test dan post-test), serta survei persepsi mahasiswa. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis VR yang dikembangkan mampu meningkatkan keterampilan berpikir kritis secara signifikan. Hal ini ditunjukkan oleh peningkatan skor post-test yang lebih tinggi pada kelas eksperimen dibandingkan kelas kontrol, serta respons positif mahasiswa terhadap pengalaman belajar berbasis teknologi. Penelitian ini merekomendasikan penerapan pembelajaran berbasis realitas virtual sebagai strategi inovatif dalam pengembangan kualitas pendidikan biologi di pendidikan tinggi.
Kemampuan Literasi STEM pada Calon Pendidik Fisika: Analisis Komprehensif Menggunakan Teori Pengukuran Rasch Muhammad Zaky; Astija; Supriyatman; Muslimin; Mohammad Jamhari; Ratman
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.v10i12.8970

Abstract

This study aims to measure and analyze the level of STEM literacy among prospective physics educators using Rasch measurement theory. A quantitative approach with a descriptive design was employed. The research instrument consisted of a STEM literacy test comprising multiple-choice questions and essays, and the data were analyzed using Winstep software version 5.7.1 to assess the validity and reliability of the measurement instrument. The results reveal that only a small number of prospective physics educators exhibit very high STEM literacy, while the majority demonstrate moderate to low levels of competencies and attitudes toward STEM literacy. The measurement instrument was confirmed to be valid and reliable according to Rasch parameters. These findings highlight the need for targeted interventions to enhance digital literacy, multidisciplinary skills, technology integration, and scientific competence among aspiring educators. Educational institutions are thereby urged to better prepare future educators to teach and promote STEM literacy effectively among students.
Pengaruh Differentiated Instruction melalui Model Pembelajaran Berbasis Masalah terhadap Prestasi Belajar Siswa Sekolah Menengah Pertama Amalia Buntu; Supriyatman; Syech Zainal
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.9585

Abstract

Effective learning must accommodate the unique needs of each learner. The combination of differentiated learning with PBL has not been widely revealed. This study aims to see the effect of differentiated learning through the Problem-Based Learning (PBL) model on student learning achievement. The research method used was a quasi-experiment using control and experimental classes. Data was collected through pretest and post-test. The control class used conventional learning, while the experimental class used differentiated learning with the PBL model. The results showed that using differentiated learning through the PBL model affected student learning achievement, with a sig value of 0.001 on the Mann-Whitney test. The average Normalized Gain (N Gain) of the control class was 0.32, while in the experimental class, it was 0.45. Both are in the medium category. In the control class, the N-Gain scores of individual students in the low, medium, and high categories were 52%, 40%, and 8%, respectively. The experimental class was 12%, 76%, and 12%, respectively. The improvement in student learning achievement in the experimental class is better than in the control class. Differentiated instruction provides access for students to be facilitated with their different needs, while with PBL, students can learn through contextualized problem-solving steps. Overall, it can be concluded that differentiated learning through the PBL model influences student learning achievement.
Penalaran Abduktif melalui Literasi Informasi Ilmiah: Pemahaman Siswa tentang Perubahan Iklim di Media Sosial Nur Rahmah; Supriyatman; Raya Agni; Rahmita; Pahriadi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12918

Abstract

Students frequently encounter complex and sometimes misleading climate change information on social media, yet their ability to reason scientifically and evaluate sources remains limited. This study investigates how junior high school students engage in abductive reasoning to interpret such information through the lens of scientific information literacy. A qualitative case study involving eighth-grade students in Central Sulawesi, Indonesia, was conducted using think-aloud interviews, where students analyzed climate change–related social media posts. Thematic analysis mapped reasoning patterns across the exploration, examination, selection, and explanation stages. Findings show that students identified explicit scientific information, but their abductive reasoning was dominated by intuitive, experience-based responses rather than evidence-based reasoning. Their scientific information literacy was limited to basic access and personal verification, while skills in evaluating credibility and disseminating valid information were underdeveloped. The study proposes a conceptual model integrating five dimensions of information literacy with four stages of abductive reasoning to explain how students construct their understanding of climate change. Strengthening literacy can guide reasoning from intuitive to evidence-based explanations. Practically, the findings offer insights for educators and policymakers to design science learning strategies that integrate reasoning and literacy development in digital contexts.
Pengembangan e-modul fisika terintegrasi mitigasi bencana alam dengan pendekatan STEM pada materi gelombang Mangendre, Fazri; Supriyatman; Pasaribu, Marungkil
Jurnal Ilmiah Profesi Guru (JIPG) Vol 7 No 1 (2026): Volume 7. No 1 Februari 2026
Publisher : Program Studi Pendidikan Profesi Guru, Universitas Sarjanawiyata Tamansiswa Yogyakarta, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/jipg.vol7.no1.a18877

Abstract

Penelitian ini bertujuan untuk mengembangkan E-Modul Fisika terintegrasi mitigasi bencana alam dengan pendekatan STEM sehingga layak dan praktikalitas. Metede penelitian yang digunakan adalah penelitian pengembangan (Research and Development) dengan model ADDIE terdiri dari lima tahap yaitu analysis (menganalisis), design (perancangan), development (pengembangan), implementation (Implentasi) dan evaluation (evaluasi). Subjek peneltian ini adalah E-Modul Fisika tingkat SMA pada materi gelombang yang di integrasikan dengan mitigasi bencana alam melalui pendekatan STEM dan diujikan secara terbatas kepada siswa SMA Negeri 2 Luwuk. Kelayakan E-Modul melalui validasi oleh dosen yang terdiri dari 2 validator menunjukan tingkat kevalidan materi sebesar dan kevalidan media sebesar sehingga rata-rata validasi modul yaitu berkategori valid. Selanjutnya E-Modul di ujicobakan secara terbatas dan diukur kepraktikalitas melalui lembar angket yang diberikan kepada siswa sejumlah 13 responden dengan rata-rata presentase 88,50% dan kepada guru fisika memperoleh respon guru terhadap e-modul dengan rata-rata presentase 88,89% dengan kategori e-modul ini yaitu praktis untuk digunakan. Hasil dari penelitian ini menjelaskan bahwa E-Modul Fisika terintegrasi mitigasi bencana alam dengan pendekatan STEM valid dan praktis. Development of a Physics E-Module Integrated with Natural Disaster Mitigation Using a STEM Approach on Wave Topics This study aims to develop a Physics E-Module integrated with natural disaster mitigation using a STEM approach, ensuring its validity and practicality. The research employed the Research and Development (R&D) methodology utilizing the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The subject of this research was a high school-level Physics E-Module on wave topics, integrated with natural disaster mitigation using a STEM approach. The module was tested in a limited setting with students from SMA Negeri 2 Luwuk. The module’s validity was assessed through expert validation by two university lecturers, resulting in a material validity score and a media validity score, culminating in an average module validity categorized as valid. Subsequently, the E-Module was trialed on a limited scale, and its practicality was measured using questionnaires distributed to 13 student respondents, yielding an average percentage of 88.50%. Additionally, feedback from physics teachers indicated an average percentage of 88.89%, categorizing the E-Module as practical for use. The results of this study demonstrate that the Physics E-Module integrated with natural disaster mitigation using a STEM approach is both valid and practical.
Co-Authors A. Samsudin A. Suhandi A. Syukur, Muhammad Syarif Aan Febriawan Abd. Syukur, Muh. Syarif S. Abdul Kamaruddin Achmad Samsudin Adimayuda, Rizal Afadil Afadil Afadil Afriani, Rifka Ainun, Nurul Alfani Alfani Alfani, Alfani Amalia Buntu Amelia, Nurafni Aminudin, Adam Hadiana Amiruddin Hatibe Amiruddin Kade Andi mursyidin mubaraq Andriani Andriani Aprilia Ningsih, Andi Arda Ardiani, Ni Kadek Ariana, Sartika Ayu Astija Az’zahra, N. F. Azizah, Wafiq Bayram Coştu Binar Kurnia Prahani Citra Dewi Citra Dewi Costu, Bayram D. Rusdiana Darsikin Darsikin F. C. Wibowo Faizin, Mohammad Noor Febriawan, Aan Firmanul Catur Wibowo Fratiwi, Nuzulira Janeusse Gustina Gustina Hera Novia Herdiansyah Saputra Husain, Sadang I Gede Sumertadana I Wayan Darmadi Ielda Paramita Irawan Irawan Irmayanti Irmayanti, Irmayanti Irwandani Irwandani Ismail Ismail Jusman Mansyur Kade, Amirudin Kamaluddin Kamaluddin Ketut Alit Adi Untara Khair, Fathul Khairurraziq Khairurraziq Lole, Sri Wulandari M. Ali Mangendre, Fazri Mansyur, J. Marungkil Pasaribu Masrifah, Masrifah Masrifah, Masrifah Miftah Miftah Mirnawati Mirnawati Mohammad Jamhari Muh. Syarif Abd Syukur Muhamad Yusup Muhamad Yusup MUHAMMAD ALI Muhammad Jarnawi Muhammad Nurtanto Muhammad Zaky Muslimin Muslimin Muslimin N. Novia, N. Ni Putu Murniasih Ni Putu Murniasih Ni Putu Murniasih S Ni Wayan Diana Putri Niki Dian Permana P Nunuk Haryanti Nunuk Haryanti Nunuk Haryanti Nur Fadhilatu Rahmah, Nur Fadhilatu Nurasyah Dewi Napitupulu Nurjannah Nurjannah Nurjannah, Nurjannah NURLAELA NURLAELA NURUL AZIZAH Nurul Azmi, Nurul Nuzulira Janeusse Fratiwi Pahriadi Pahriadi Pahriadi Pahriadi Purnama Ningsih Putriyanti Putriyanti Putriyanti, Putriyanti Rafiq Badjeber Rahmawati, Besse Rahmita Rahmita Rahmita Ratman Ratnaningtyas, Delthawati Isti Raya Agni Rendra Zainal Maliki Retno Suko Wardaningsih Rewalino, Yulid Indriyani Rudi Santoso, Rudi S. Supriyadi, S. Saehana, S. Sahrul Saehana Samria Samria Saputra, Herdiansyah Sarintan Kaharu Sarintan Nurcahyati Kaharu Siti Rabiatul Adawiyah, Siti Rabiatul Suci Fathul Ismi Sumardi, Muh Ammar Supriyadi, Supriyadi Syamsu Syamsu Syamsu Syech Zainal Syech Zainal Unggul Wahyono Uyun, Uyun Wahyuni, Dewi Steri Wardaningsih, Retno Suko Windia Hadi, Windia Yuliana Sumbung, Dewi