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All Journal Jurnal Penelitian dan Pembelajaran IPA REiD (Research and Evaluation in Education) Unnes Science Education Journal Jurnal Pendidikan IPA Indonesia
Saiful Ridlo
Universitas Negeri Semarang
Education

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Contextual Science Learning using Smartphone Audio Sensor Application (Phyphox) on Restitution Coefficient Measurement Wijayanti, Arfilia; Marwoto, Putut; Wiyanto, Wiyanto; Ridlo, Saiful; Parmin, Parmin
Jurnal Penelitian dan Pembelajaran IPA Vol 8, No 2 (2022): Available Online in November 2022 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v8i2.13400

Abstract

The cognitive development of elementary school student are at a concrete operational stage, so that prospective elementary school teachers must have knowledge and experience in managing contextual and meaningful learning. The obstacle to the implementation of practicum while online learning during the Covid-19 pandemic, so an alternative method is needed to carried out in a home experiment. In the daily life of the students, collision events are often encountered. Many kinds of playing ball (i.e., tennis balls, basketball, and ping-pong ball) are examples of collision events. This research aims are to develop material content elastic collision experiments of contextual science learning for prospective teachers using the Phyphox application. The Research and Development (R and D) through ADDIE design has been applied to achieve the objectives of this research. The stages of this research were carried out through the stages of Analysis, Design, Development, Implementation and Evaluation. This research has produced a material content elastic collision experiments of contextual science learning for prospective science teachers through using the Phyphox application. The average percentage of material expert validation results related to indicator of content quality, content compliance and content language is 93.33%. The experimental results show that the coefficient of restitution of the small basketball on the ceramic floor is 0.848; for tennis balls 0.716 and for ping-pong balls is 0.836. The collision for the three types of the balls with the floor are classified as partially elastic collisions. It can be concluded that the material content elastic collision experiments of contextual science learning for prospective science teachers using the Phyphox application are in very feasible criteria and valid to be implemented in basic science concept lectures. The implication of this research indicates that smartphone-based experiments using phyphox application motivate and makes various science experiments more accessible with simple methods to analyze experiment data. Home experiment activity using Phyphox application is recommended to help students to describe and determine the type of collision, determine the energy lost during a collision and the coefficient of restitution, draw a graph of the relationship between height and time in a contextual and meaningful way of science learning activity.
Systematic Review of Research Trends in Environmental Literacy in Primary and Secondary Education: A Bibliometric Analysis 2016-2025 Hanny Dwi Yonanda; Saiful Ridlo; Novi Ratna Dewi; Dyah Rini Indriyanti; Sri Ngabekti
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.36652

Abstract

The latest Programme for International Student Assessment assesses competencies in the context of environmental issues, making the strengthening of environmental education crucial for enhancing students' environmental literacy. This study aims to analyze the trends, implementation, and dominant topics of environmental literacy in primary to secondary education. A systematic literature review (SLR) was conducted following the PRISMA protocol. A primary data search was performed on the Scopus database using the keyword "environmental literacy" for the 2016-2025 period, which yielded 22 journal articles that met the inclusion criteria. The analysis results show that environmental literacy is measured through four domains: knowledge, skills, attitudes, and responsible behavior. The most dominant measurement method was questionnaires, while the learning approaches included educational games, environmental projects, and problem-based models. The collaboration of activities, surveys, models, and learning media can enable the measurement of environmental literacy to fulfill its domains. Environmental literacy is increasingly oriented towards environmental education and environmental issues, considering effectiveness, awareness, behavior, and learning models. Effective implementation must integrate problem-based learning models that connect local environmental issues with indigenous wisdom, alongside interactive media and educational projects. This study contributes by emphasizing the balance between assessment and authentic learning experience for environmental literacy aligned with Programme for International Student Assessment competencies.
Psychometric evaluation of a social-emotional competence assessment instrument for high school students: Evidence of construct validity and reliability Sri Rejeki Setiyorini; Wiwi Isnaeni; Saiful Ridlo
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.89685

Abstract

Social Emotional Competence (SEC) was one of the essential competencies in 21st-century education, playing a crucial role in students’ personal and social development. However, valid and reliable instruments for assessing SEC for high school students in Indonesia were still limited. The instrument used in this study was adapted from the CASEL framework, which encompassed five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The adaptation process involved contextual and linguistic adjustments to align with the characteristics of Indonesian students. This study aimed to examine the validity and reliability of the adapted SEC assessment instrument. The research subjects consisted of 220 high school students in Demak who responded to a questionnaire. This study was categorized as descriptive quantitative. Construct validity was tested using CFA, while reliability was estimated using Cronbach’s alpha. The construct validity test produced model feasibility indices with CFI = 0.928, TLI = 0.9109, SRMR = 0.0534, and RMSEA = 0.0601. These results indicated that the measurement model demonstrated good feasibility. Based on the CFA analysis, 25 items were declared valid. Of these, 22 items had loading factor values greater than 0.5, while three items had loading factor values below 0.5. Despite the lower factor loadings, these three items were retained because they represented essential indicators. However, the item statements were revised to improve clarity and better represent the intended construct. The internal consistency reliability test showed a Cronbach’s alpha coefficient of 0.942. Since the coefficient value exceeded 0.70, the instrument could be considered reliable.
Virtual Reality-Enhanced Higher Education for Inclusive, Innovative, and Sustainable Learning Saiful Ridlo; Sony Zulfikasari; Devi Ajeng Efrilianda; Rodiyah; Chau Kien Tsong
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.36673

Abstract

This study aims to develop and validate a Virtual Reality (VR)-based laboratory model and examine its effects on student engagement, confidence, perceived conceptual understanding, and short-term cognitive performance in undergraduate science learning. Using a design-based research and development approach with iterative cycles, the VR laboratory was designed following Outcome-Based Education (OBE) principles and validated through expert judgment and classroom implementation. Data were collected using questionnaires, observations, qualitative reflections, and pretest-posttest assessments. The results indicate that the VR laboratory model demonstrates high pedagogical feasibility and is associated with increased student engagement, learning motivation, operational confidence in using immersive technology, and short-term improvements in conceptual understanding. Qualitative findings highlight the benefits of safe simulation, enhanced spatial visualization, and contextualized experiential learning, while usability issues and learner comfort remain practical challenges that require further refinement. At the institutional level, the validated VR laboratory model is positioned as a pilot-ready digital learning infrastructure that has the potential to support inclusive and quality science education (Sustainable Development Goal 4) and foster educational innovation and digital infrastructure development (Sustainable Development Goal 9). However, the findings primarily reflect short-term, context-specific outcomes; therefore, further large-scale, longitudinal studies with controlled comparisons are required to substantiate claims about long-term learning retention, scalability, and systemic SDG impact.
Co-Authors Arfilia Wijayanti Chau Kien Tsong Devi Ajeng Efrilianda Dewi, Novi Ratna Dyah Rini Indriyanti Hanny Dwi Yonanda Marwoto, Putut Parmin, Parmin Rodiyah Sony Zulfikasari, Sony Sri Ngabekti Sri Rejeki Setiyorini Wiwi Isnaeni Wiyanto, Wiyanto