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All Journal Techno: Jurnal Penelitian SAINTIFIK@ : Jurnal Pendidikan MIPA Jurnal Ilmiah Ecosystem Gravitasi: Jurnal Pendidikan Fisika dan Sains Optika : Jurnal Pendidikan Fisika EduLine: Journal of Education and Learning Innovation Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Jurnal Masyarakat Mengabdi Nusantara Faedah: Jurnal Hasil Kegiatan Pengabdian Masyarakat Indonesia Jurnal Penelitian Pendidikan Indonesia
Usman Sambiri
Universitas Khairun
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Exploring Ethnophysics in Javanese Gamelan: Bridging Cultural Heritage and STEAM-Based Physics Learning Saputra, Aji; Sambiri, Usman; Fajrhi, Nur
SAINTIFIK@: Jurnal Pendidikan MIPA Vol 10, No 2 (2025): SAINTIFIK@: Jurnal Pendidikan MIPA EDISI OKTOBER 2025
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/saintifik.v10i2.11018

Abstract

This study aims to explore the ethnophysics characteristics of Javanese gamelan and to analyze how these characteristics can be integrated into STEAM-based physics learning. Specifically, the research seeks to identify the ethnophysics phenomena embedded in gamelan instruments, examine their cultural meanings, and formulate pedagogical implications for culturally responsive science education. Using a qualitative ethnographic design, data were collected through interviews, observations, and documentation involving gamelan craftsmen, pengrawit, and cultural experts. The findings show that instruments such as saron, demung, peking, kenong, gong, and kendang embody fundamental physics principles, including vibration, resonance, frequency, amplitude, and damping, which arise naturally from their material composition, construction processes, and performance techniques. At the same time, these instruments carry symbolic values rooted in Javanese philosophy, representing harmony, balance, collectivism, and spiritual interconnectedness. The combination of scientific and cultural dimensions demonstrates that gamelan can serve as an authentic learning medium that bridges traditional knowledge with modern physics concepts. Pedagogically, integrating ethnophysics into STEAM supports interdisciplinary learning that blends scientific investigation, engineering design, mathematical reasoning, technological tools, and artistic expression. This approach enhances contextual understanding, creativity, inclusivity, and cultural identity. The study proposes the Ethno-STEAM model as an innovative framework for decolonizing science education by positioning cultural heritage as a legitimate source of scientific insight. Overall, the ethnophysics of Javanese gamelan offers a transformative pathway for physics learning that is both scientifically rigorous and culturally grounded.
The implementation of gamification with video media variations to improve students’ concept mastery in science learning Oskar Erens Tumewu; Saprudin Saprudin; Usman Sambiri; Rahim Achmad; Mardia Hi Rahman; Fatma Hamid
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256620

Abstract

This study examines the effectiveness of ICT-based gamification combined with different video presentation types in improving students’ concept mastery of earthquakes and disaster mitigation. A quasi-experimental design was employed involving 50 eighth-grade students from a junior high school in West Halmahera Regency, North Maluku, who were divided into three groups: gamification with dialogue video, gamification with monologue video, and conventional learning. Students’ concept mastery was measured using a validated 25-item multiple-choice test administered before and after instruction. Data were analyzed using normalized gain scores and inferential statistics. The results indicate that students who learned through gamification supported by video media showed significantly higher concept mastery compared to those in conventional learning. Although the dialogue video group demonstrated higher gains than the monologue video group, the difference was not statistically significant. These findings suggest that gamification supported by video media is an effective instructional strategy, while highlighting the importance of interactivity in video design to support meaningful concept learning in science education.
EFEKTIVITAS PEMBELAJARAN GAMIFIKASI BERBASIS VIDEO PRESENTASI DAN GAMIFIKASI BERBASIS VIDEO ANIMASI CANVA TERHADAP HASIL BELAJAR FISIKA SISWA SMP Zilfa Devi Sabban; Saprudin Saprudin; Usman Sambiri; Nurdin Abdul Rahman; Rahim Achmad; Oskar Tumewu
OPTIKA: Jurnal Pendidikan Fisika Vol. 10 No. 1 (2026): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v10i1.7731

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pembelajaran gamifikasi berbantuan video presentasi dan video animasi Canva pada siswa sekolah menengah pertama. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-eksperimen berupa Pretest–Posttest Nonequivalent Group Design. Sampel terdiri dari dua kelas, yaitu kelas A Sekolah Menengah Pertama Negeri 2 Halmahera Barat (19 siswa) dan kelas B MTsN 1 Kota Ternate (25 siswa). Instrumen penelitian berupa soal pilihan ganda yang telah divalidasi dan dianalisis butirnya. Analisis data meliputi statistik deskriptif (pretest, posttest, dan N-gain), uji normalitas, uji homogenitas, serta uji hipotesis menggunakan independent sample t-test. Hasil analisis data menunjukkan bahwa kemampuan awal kedua kelas relatif sama (rata-rata pretest kelas ). Setelah perlakuan, terjadi peningkatan hasil belajar dengan rata-rata posttest kelas A sebesar 82,95 dan kelas B sebesar 81,24. Nilai N-gain menunjukkan peningkatan yang cukup efektif pada kedua kelas, yaitu  (kelas A) dan  (kelas B). Uji normalitas dan homogenitas menunjukkan data berdistribusi normal dan homogen. Hasil uji independent sample t-test menunjukkan nilai signifikansi  yang berarti tidak terdapat perbedaan yang signifikan antara kedua kelas. Dengan demikian, dapat disimpulkan bahwa pembelajaran gamifikasi berbantuan video presentasi dan video animasi Canva sama efektif dalam meningkatkan hasil belajar siswa.
Co-Authors Abdu Mas’ud Abi Suar Aji Saputra Aji Saputra, Aji Aji, Krishna Andy Hermawan Astuti Salim Chumidach Roini Darmawati Hady Dewi Amiroh Dewi Amiroh Fatma Hamid Fitriningsih P. Mahmud Haerul Haerul Halleyna Widyasari Hamid, Fatma Hijrasil Hijrasil Hutri Handayani Isra Indry Widyasti Anwar Ismi Musdalifah Darsan Jainudin Abdullah Limatahu, Iqbal Mardia Hi Rahman, Mardia Hi Masrifah, Masrifah Mukarramah, Sitti Mukhtar Yusuf Nasrun Balulu Nur Fajrhi Nurdin Abdul Rahman Nurdin Abdul Rahman Nurul Ainun Tangge Oskar Erens Tumewu Oskar Tumewu Rahim Achmad Saprudin, Saprudin Sartika Putri Sailuddin Sumarni Sahjat, Sumarni Suyitno Suyitno Syahrial Maulana Taib, Suryani Yetti Yetti Yusmar Yusuf Zandy Pratama Zain Zilfa Devi Sabban