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All Journal Jurnal Dikdas 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 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
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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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.
Analysis of Senior High School Students’ Multi-Representation Skills on Newton’s Laws Sri Wulandari Lole; Supriyatman Supriyatman; Syamsu Syamsu; Ketut Alit Adi Untara
Journal of Innovative Physics Education Research Vol. 1 No. 2 (2025): Journal of Innovative Physics Education Research (October)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/jiper.v1i2.321

Abstract

Physics learning is often considered difficult by students because it requires the ability to understand concepts verbally, mathematically, graphically, and diagrammatically. One of the subjects that demands these skills is Newton's Law. This study aims to analyze the level of students' multi-representation al skills in understanding Newton's Law in high schools in Palu City. This study uses a descriptive method with a quantitative and qualitative approach. Data were collected through a multi-representation skill essay test consisting of 5 questions and interviews. The research subjects were 12th grade students at four public high schools in Palu City (SMAN 1, SMAN 3, SMAN 4, and SMAN 7). The results showed that, in general, students' multi-representation skills were in the moderate category. A small number of students were in the high category, able to use various forms of representation consistently, while others were still in the low category, especially in graphical and mathematical representations. The conclusion of this study is that the multi-representation skills of high school students in Palu City regarding Newton's Laws are not yet uniform, with a tendency to be in the moderate category. This indicates the need for learning strategies that emphasize the use of multi-representation to strengthen the understanding of physics concepts.
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.
MENGEMBANGKAN MINAT PESERTA DIDIK DALAM PEMBELAJARAN IPAS MELALUI MODEL INQUIRY PADA SD INPRES BUMI SAGU KOTA PALU. Andi mursyidin mubaraq; Supriyatman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8141

Abstract

This research was motivated by the low learning interest of students in Science and Social Studies (IPAS) at grade V of SD Inpres Bumi Sagu, Palu. Observations revealed that most students showed a lack of interest in the subject, were passive during discussions, and rarely asked questions. The aim of this study was to improve students' learning interest through the implementation of the inquiry learning model. The research employed a Classroom Action Research (CAR) method conducted in two cycles. The subjects were 16 students, with the researcher also acting as the classroom teacher. Data collection techniques included observation, learning interest questionnaires, and documentation. The results showed that the application of the inquiry model significantly increased students’ learning interest. In the first cycle, most students were categorized as having moderate interest, while in the second cycle, the majority (87.5%) demonstrated a high level of learning interest. The inquiry model effectively promoted student engagement, fostered curiosity, and created a more meaningful learning environment. Therefore, inquiry is considered an effective alternative learning model to enhance students' interest in learning at the elementary level.
STEM Learning for Enhancing Self-Efficacy and Control of Variables in Prospective Elementary Teachers: A Systematic Review for Quality Science Education S, Ni Putu Murniasih; Supriyatman; Afadil; Dewi, Citra; Kaharu, Sarintan; Haryanti, Nunuk
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13879

Abstract

The objective of this study is to investigate how STEM (Science, Technology, Engineering, and Mathematics) education contributes to enhancing self-efficacy and control-of-variables strategy (CVS) skills among prospective elementary school teachers, using a Systematic Literature Review (SLR) methodology. This research examined 15 well-regarded international articles that were published between 2020 and 2025 and are indexed by Scopus. To guarantee a systematic, transparent, and responsible review process, the identification, selection, and inclusion of literature were carried out in accordance with PRISMA guidelines. The findings concerning STEM learning models, instructional strategies, and their effects on the psychological and cognitive aspects of prospective teachers were synthesized using thematic analysis. Studies show that STEM approaches based on inquiry, project-based learning, and engineering design consistently improve prospective teachers' self-efficacy in science teaching and strengthen their ability to regularly control variables in experiments. Furthermore, the implementation of the Flipped Classroom model and the integration of digital technology contributes to meaningful learning experiences (mastery experiences), enhanced collaboration, and the development of analytical thinking and problem-solving skills. However, several challenges remain, such as the gap between theory and practice, differences in program duration, and limitations in the development of computational literacy. Overall, STEM learning contributes to preparing prospective elementary school teachers who are confident, reflective, and competent in designing inquiry and technology based science lessons to support the creation of quality science education.
Co-Authors A. Samsudin A. Suhandi A. Syukur, Muhammad Syarif Abdul Kamaruddin Achmad Samsudin Adimayuda, Rizal 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 Arda Ardiani, Ni Kadek Ariana, Sartika Ayu Astija Az’zahra, N. F. Azizah, Wafiq Badjeber, Rafiq Bayram Coştu Binar Kurnia Prahani 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 M. Ali Mangendre, Fazri Mansyur, J. Marungkil Pasaribu Masrifah, Masrifah Masrifah, Masrifah Miftah Miftah, Miftah Mirnawati Mirnawati Mohammad Jamhari Muhamad Yusup Muhamad Yusup MUHAMMAD ALI Muhammad Jarnawi Muhammad Nurtanto Muhammad Zaky Muslimin Muslimin Muslimin N. Novia, N. Ni Wayan Diana Putri Niki Dian Permana P Nunuk Haryanti Nur Fadhilatu Rahmah, Nur Fadhilatu Nurasyah Dewi Napitupulu Nurjannah Nurjannah NURLAELA NURLAELA NURUL AZIZAH Nuzulira Janeusse Fratiwi Pahriadi Pahriadi Purnama Ningsih Putriyanti Putriyanti Putriyanti, Putriyanti Rahmawati, Besse Rahmita Rahmita Rahmita Ratman Ratnaningtyas, Delthawati Isti Raya Agni Retno Suko Wardaningsih Rewalino, Yulid Indriyani Rudi Santoso, Rudi S, Ni Putu Murniasih S. Supriyadi, S. Saehana, S. Sahrul Saehana Samria Samria Saputra, Herdiansyah Sarintan Nurcahyati Kaharu Siti Rabiatul Adawiyah, Siti Rabiatul Sri Wulandari Lole Suci Fathul Ismi Supriyadi Supriyadi Supriyadi Syamsu Syamsu Syamsu Syech Zainal Syukur, Muh. Syarif Abd Unggul Wahyono Uyun, Uyun Wahyuni, Dewi Steri Wardaningsih, Retno Suko Windia Hadi, Windia Yuliana Sumbung, Dewi