Article Per Year (5 Year)
p-Index From 2021 - 2026
1.642
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Matematika dan IPA Journal of Educational Science and Technology Abjadia, International Journal of Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Kasuari: Physics Education Journal (KPEJ) Makara Journal of Science JIPI (Jurnal IPA dan Pembelajaran IPA) Unnes Science Education Journal
Kurdiati, Lintang Auliya
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
Transformation of Sustainability Science Education: PISA 2025 Science Framework and ESD on E-Worksheets Science in the Context of the Role of Peatland in Global Warming Phenomenon Kurdiati, Lintang Auliya; Apriana, Rosalina; Saparini, Saparini
Kasuari: Physics Education Journal (KPEJ) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v7i2.761

Abstract

Global warming remains a critical global challenge that affects multiple dimensions of life and demands immediate, coordinated action. Peatlands, which have a dual capacity to either mitigate or exacerbate global warming, are increasingly subject to degradation. Addressing this issue requires a transformative approach to science education, emphasizing sustainability. This transformation can be achieved through the development of e-worksheets that integrate the PISA 2025 Science Framework and Education for Sustainable Development (ESD). This study aims to design e-worksheets for science education that incorporate these frameworks, with a focus on elucidating the role of peatlands in the global warming phenomenon. The research adopts a development research methodology based on the Rowntree model, involving 12 tenth-grade students from a state high school in South Sumatra during the 2023/2024 academic year as participants in the product evaluation phase. The evaluation method is driven by Tessmer's formative evaluation paradigm, which includes self-evaluation, expert review, one-to-one evaluation, and small group evaluation. Interviews, walkthroughs, and questionnaires are among the data collection methods used. The analysis results show that the expert review phase produced an average validation score of 94.2%, which is classified as extremely valid. Furthermore, the one-to-one and small group evaluation stages yielded average practicality values of 86.25% and 97.5%, respectively, classifying them as extremely practical. These findings suggest that the produced e-worksheets, which are geared toward the PISA 2025 Science Framework and ESD, are both valid and practicable for classroom use, particularly in terms of improving students' understanding of the essential role of peatlands in the global warming catastrophe.
Synthesis of Activated Carbon from Coconut Shell and Recycled Styrofoam Nanofiber for Water Filtration Dani, Rahma; Ismet, Ismet; Marlina, Leni; Alisya, Rona; Aldi, Muhamad Abel Kirana; Ludiansyah, Anggi; Kurdiati, Lintang Auliya; Idjan, Meutia Kamilatun Nuha AP; Mataram, Agung; Almafie, Muhammad Rama; Sriyanti, Ida
Makara Journal of Science Vol. 28, No. 4
Publisher : UI Scholars Hub

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

Abstract

Water pollution affects life sustainability; hence, several efforts have been exerted to overcome this problem. For ex-ample, nanofiber membrane technology is introduced to retain solutes while allowing only water molecules to pass through the system. Therefore, this study aimed to maximize the technology for water filtration using the electrospin-ning method by combining Styrofoam waste-based polymer with activated carbon from coconut shell waste (ACCS). The nanofiber diameter produced ranged from 590 nm to 610 nm with porous characteristics and without beads. The carbon content varied from 68.04% to 69.84%, according to the energy dispersive X-ray measurement, demonstrating the composite’s effectiveness. The Fourier transform infrared spectroscopy results also indicated carbonization and activation, along with water removal, associated with O-H stretching vibrations of alcohol and phenol, as well as N-H stretching vibrations of amino bonds. Moreover, the mechanical properties were measured using a single-fiber tensile test on X-ray diffractometry (XRD) analysis, and Young’s modulus was successfully maintained at 3,209.15 ± 632.877 and 1,839.12 ± 212.637 kPa due to the material amorphous nature. The contact angles were 126.5° and 131°, demon-strating ultra-hydrophobic properties. The addition of ACCS has led to a superior porosity structure for waste filtration. The clean water permeability test also showed that the membrane can withstand a 1–4 bar pressure for 15–60 seconds, demonstrating its strength in resisting water resistance. The trend shows the capacity of the material to potentially func-tion as a superior candidate for water filtration.
Exploring Next Generations for a Sustainable Future: A Systematic Literature Review on Sustainability Awareness among High School Students in Indonesia Kurdiati, Lintang Auliya; Fathurohman*, Apit
Jurnal IPA & Pembelajaran IPA Vol 8, No 2 (2024): JUNE 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v8i2.39013

Abstract

Environmental damage is increasingly evident, from rising global average temperatures and melting polar ice caps to the increasing frequency of extreme weather. This study aims to conduct a literature review related to sustainability awareness among students at the high school level in Indonesia. The research method chosen in this study is a systematic literature review. Data collection is done by documenting all articles that have similar research in this research report. The articles used in this study were 11 articles published in the 20202024 period and then used as a reference for review. Based on this literature review research, several important findings were found, namely: (1) sustainability awareness can be identified in various aspects, such as instruments with the distribution of seven articles, gender differences with one article, and the existence of a sustainability awareness category covered in three articles from the total articles reviewed; (2) there are fluctuating trends in sustainability awareness research among high school students in Indonesia; and (3) the distribution of research on sustainability awareness has not been evenly distributed in all provinces in Indonesia, and so far it is still dominated by research conducted in West Java Province. These findings point to the need for equitable distribution of research in different regions to get a more comprehensive picture of the level of sustainability awareness across Indonesia.
GLOBAL WARMING PHENOMENON IN PIAAC FRAMEWORK-BASED E-MODULE: SUSTAINABLE SCIENCE LEARNING TOOL FOR SENIOR HIGH SCHOOL STUDENTS IN PALEMBANG Alshah, Putri Herdiyanti; Saparini, Saparini; Kurdiati, Lintang Auliya; Andriani, Nely
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.91872

Abstract

This study aims to develop a valid and practical PIAAC Framework-based Learning E-Module on global warming material for senior high school. This E-Module is designed not only to convey knowledge about global warming, but also to train literacy, numeracy, and problem solving which are very important in the 21st century. This study used the development research approach by following the flow of the Rowntree Development model and using Tessmer's formative evaluation stages, namely self-evaluation, expert review, one-to-one evaluation, and small group evaluation. The evaluation results show that the E-Module obtained a validity score of 97.96% from the expert, which is included in the very valid category. In addition, the results of one-to-one evaluation and small group evaluation showed a score of 91% and 90.77%, which is included in the very practical category. This research is expected to make a positive contribution in learning about global warming and increasing students' awareness of environmental issues, as well as providing flexible learning alternatives that can be accessed through digital devices.
New Technology for Teaching and Learning Science for Educators and Students as Support for the Independent Curriculum: Systematic Literature Review Fathurohman, Apit; Kurdiati, Lintang Auliya; Syarifuddin; Susiloningsih, Esti; Putri, Rani Mega
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6136

Abstract

This research aims to determine new technology used in science teaching and learning to support the implementation of the independent curriculum. The research method used is systematic literature review (SLR), namely researchers reviewing various journal articles that have been published from 2020-2023 via Google Scholar. From the research results, by following established research procedures, 7 journal articles were reviewed. From the results of the review, it was found that the technology that can be utilized in science teaching and learning is multimedia/video assisted learning; Learning with the help of digital games; Learning assisted by computer simulation; Comic-assisted learning; Learning using the Google Classroom platform; and Learning using Web 2.0. Meanwhile, the appropriate devices used in science teaching and learning to achieve predetermined learning objectives are Cell Phones/Android, PDAs, Tablets, Laptops, e-books, and iPods. To optimize the use of technology in science classes, teachers should use collaborative learning approaches, inquiry learning, project-based learning, problem-based learning, game-based learning, and flipped classroom learning. For game-assisted learning, teachers must create good learning scenarios and choose the right games according to learning objectives.
Developing Mobile Learning of Physics (MOBLEP) with android-based problem-based learning approach to improve students’ learning independence Fathurohman, Apit; Murniati, Murniati; Sukemi, Sukemi; Susiloningsih, Esti; Erni, Erni; Kurdiati, Lintang Auliya; Samsuryadi, Samsuryadi
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.7980

Abstract

This development research aims to produce Mobile Learning of Physics (Moblep) by applying Android-based Problem Based Learning Approach to Increase Student Learning Independence which is valid and practical. The development model used is the Rowntree model modified with Tessmer's formative evaluation method. The tessmer's formative evaluation stages in this study include self-evaluation, expert review, one-to-one, and small group. At the expert review stage, data were collected through interviews, expert tests, and questionnaires using nine material experts, nine design experts, and eleven language experts. The one-to-one stage and the small group stage were carried out at SMA Negeri 1 Suak Tapeh. The results showed that the Mobile Learning of Physics (Moblep) with the Android-based Problem-Based Learning Approach that was developed, based on the results of the expert review, obtained a total percentage score of 94.73% from the validator and was included in the "very valid" category. Based on the results of the student response questionnaire at the one-to-one evaluation stage, the average percentage was 83.5%, and at the small group stage, the average percentage was 95.2%, so this Moblep was included in the "very practical" category.The implication of this research is that the results of this study can be applied as reference material and considered as additional references for further research.
Expert Review and Rasch Modelling of a Sustainability Awareness Instrument in the Context of Peatland Climate Realities under Global Warming Pressures Kurdiati, Lintang Auliya; Fathurohman, Apit
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.23264

Abstract

Sustainability awareness among students is crucial for fostering environmentally responsible behaviors, particularly concerning peatlands’ role in global warming. However, a valid and reliable measurement tool is needed to assess students’ awareness effectively. This study aims to examine the validity and reliability of a questionnaire designed to measure secondary school students’ sustainability awareness in this context. A descriptive survey design was employed, involving 40 participants eight expert validators and 32 students. Data were collected through expert validation and questionnaire distribution. Content validity was assessed by four content experts and four readability experts, while item validity and reliability were analyzed using the Rasch model. Results indicated a high content validity score (91%), confirming the questionnaire’s effectiveness in measuring students’ knowledge, attitudes, and behaviors. The item validity test showed all statement items were valid, and reliability analysis yielded strong internal consistency (Cronbach’s Alpha: 0.84 for person reliability and 0.85 for item reliability). These findings suggest that the questionnaire is a reliable instrument for assessing sustainability awareness. The study contributes to environmental education by providing a scientifically validated tool for measuring students’ understanding of sustainability, which can inform future curriculum development and policy-making efforts to enhance environmental awareness among students.
Mapping Indigenous Knowledge in Science Education: A Systematic Literature Network and Bibliometric Analysis Kurdiati, Lintang Auliya; Susiloningsih, Esti; Fathurohman, Apit
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.82309

Abstract

This study aims to map and synthesize research on the integration of indigenous knowledge in science education published between 2015 and 2025. A systematic literature network analysis (SLNA) was employed by combining PRISMA-guided screening with bibliometric and science mapping techniques. Data were retrieved from the Scopus database, yielding 667 initial records that were refined through duplicate removal, title and abstract screening, and full-text eligibility assessment based on predefined criteria. This process resulted in a final corpus of 56 core articles. Biblioshiny and VOSviewer were used to analyze publication trends, citation relationships, thematic structures, and bibliographic coupling patterns. The findings indicate a consistent growth in research output, largely concentrated in Anglophone countries, with emerging cross-regional collaboration. Three dominant research streams were identified: curriculum contextualization, environmental sustainability, and culturally sustaining pedagogies. Bibliographic coupling further reveals a distinction between established theoretical frameworks and emerging pedagogical and epistemological approaches. The study concludes that indigenous knowledge integration in science education represents a rapidly evolving research field and provides a systematic conceptual mapping to support more inclusive, context-sensitive, and epistemically plural science learning.
Collaborative Integration of Indigenous Knowledge and Pedagogical Approaches in Science Education: A Systematic Review of Epistemological Perspectives (2020–2025) Kurdiati, Lintang Auliya
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40284

Abstract

Equipping learners to address contemporary environmental, technological, and societal challenges is a central objective of science education. However, curricula frequently prioritize Western scientific paradigms, resulting in the marginalization of indigenous knowledge systems that offer culturally meaningful and locally grounded insights. This systematic review synthesizes 11 empirical studies published between 2020 and 2025 that investigate the collaborative integration of indigenous knowledge and pedagogical approaches in science education, focusing on epistemological perspectives and educational implications. A comprehensive search was conducted across major academic databases, and relevant studies were screened using explicit inclusion and exclusion criteria to ensure rigor. The final corpus was analyzed to identify research characteristics, models of collaboration, epistemological lenses, and practical mechanisms. Findings indicate that collaborative integration strategies, including co-designed STEAM/STEM curricula and culturally responsive pedagogical approaches, enhance learner engagement, promote epistemic pluralism, and support contextually grounded learning experiences. Epistemological frameworks such as contextual constructivism, relational knowledge, and ethnoscience underpin effective integration, guiding curriculum design and instructional practice. The review concludes that embedding indigenous knowledge collaboratively with pedagogical strategies is critical for culturally responsive science education and offers actionable insights for educators, curriculum developers, and policymakers seeking pluralistic, context-sensitive, and ethically informed learning environments.
Co-Authors Agung Mataram Aldi, Muhamad Abel Kirana Alisya, Rona Almafie, Muhammad Rama Alshah, Putri Herdiyanti Apit Fathurohman Apriana, Rosalina Dani, Rahma Erni Erni Esti Susiloningsih Fathurohman*, Apit Ida Sriyanti Idjan, Meutia Kamilatun Nuha Ap Ismet Ismet, Ismet Leni Marlina Ludiansyah, Anggi Murniati . Nely Andriani, Nely Rani Mega Putri Samsuryadi Samsuryadi Saparini Saparini Sukemi Sukemi Syarifuddin