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All Journal Journal of Tropical Life Science : International Journal of Theoretical, Experimental, and Applied Life Sciences Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) LENSA (Lentera Sains): Jurnal Pendidikan IPA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Abdi Masyarakat Indonesia Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Inovasi Pendidikan Fisika Online Learning in Educational Research Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Jurnal Abdimas Terapan Kohesi: Jurnal Sains dan Teknologi JIPI (Jurnal IPA dan Pembelajaran IPA) Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam MERDEKA: Jurnal Ilmiah Multidisiplin Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Jurnal Pendidikan IPA Indonesia Sasambo: Jurnal Abdimas (Journal of Community Service) JURNAL SAINS GEOGRAFI Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Ahmad Fauzi Hendratmoko
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Think-Aloud Protocol as a Method for Exploring and Understanding the Argumentation Skills of Pre-Service Science Teachers Ahmad Fauzi Hendratmoko; Sapti Puspitarini; Mohammad Budiyanto; Nanang Rahman; Kiki Septaria; Siti Marpuah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15214

Abstract

Argumentation is a core component of critical thinking, one of the essential 21st-century skills. However, exploring this skill remains a challenge, often due to limitations in the available assessment methods. This study aims to offer a solution by utilizing the think-aloud protocol to explore and better understand the argumentation skills of Pre-Service Science Teachers (PSTs). A total of 30 PSTs from a state university in Indonesia participated in the research. Data collection and analysis through the think-aloud protocol were conducted in several stages: procedural briefing, implementation, coding and video analysis, and data interpretation. The findings revealed that the think-aloud protocol was effective in providing deeper insights into argumentation skills and yielded more detailed and accurate data across five key components: claims, evidence, reasoning, counterarguments, and rebuttals. On average, the PSTs demonstrated beginner-level argumentation skills, with the strongest performance in the claim component and weaker results in supporting aspects. Specifically, 5 participants were categorized as proficient, 9 as advanced, 6 as intermediate, and 10 as beginners. These results highlight the need for more effective learning strategies that provide PSTs with greater opportunities to practice constructing and critiquing arguments.
Advancing SDG 4 through TPACK-Driven Development of Technological Knowledge and Competence in Pre-Service Science Teachers Dyah Astriani; An Nuril Maulida Fauziah; Ahmad Fauzi Hendratmoko; Laily Rosdiana; Martini Martini; Nur Hayati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.256

Abstract

Objective: The increasing complexity of 21st-century education requires pre-service science teachers to develop integrated knowledge of technology, pedagogy, and content. This study aims to examine the relationships among Content Knowledge (CK), Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) in shaping pre-service science teachers’ competence to integrate technology into science instruction. Method: A quantitative approach with a cross-sectional survey design was employed. Data were collected using a valid and reliable TPACK questionnaire and analyzed through Structural Equation Modeling using SmartPLS. Result: The findings revealed that CK significantly contributed to both TK and TCK, indicating that strong content mastery supports the development of technology-related knowledge. TK also made a substantial contribution to TCK and a moderate direct contribution to TPACK. Among all examined relationships, TCK provided the strongest contribution to TPACK. These results suggest that the development of TPACK is not determined by CK alone, but is strengthened through the integration of technological and content knowledge. Novelty: The novelty of this study lies in highlighting TCK as a key mediating domain that bridges CK and TK in developing pre-service science teachers’ TPACK, thereby offering empirical evidence for designing teacher education programs that support technology-integrated science learning and contribute to quality education aligned with SDG 4.
Advancing SDG 4 through TPACK-Driven Development of Technological Knowledge and Competence in Pre-Service Science Teachers Dyah Astriani; An Nuril Maulida Fauziah; Ahmad Fauzi Hendratmoko; Laily Rosdiana; Martini Martini; Nur Hayati
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.256

Abstract

Objective: The increasing complexity of 21st-century education requires pre-service science teachers to develop integrated knowledge of technology, pedagogy, and content. This study aims to examine the relationships among Content Knowledge (CK), Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) in shaping pre-service science teachers’ competence to integrate technology into science instruction. Method: A quantitative approach with a cross-sectional survey design was employed. Data were collected using a valid and reliable TPACK questionnaire and analyzed through Structural Equation Modeling using SmartPLS. Result: The findings revealed that CK significantly contributed to both TK and TCK, indicating that strong content mastery supports the development of technology-related knowledge. TK also made a substantial contribution to TCK and a moderate direct contribution to TPACK. Among all examined relationships, TCK provided the strongest contribution to TPACK. These results suggest that the development of TPACK is not determined by CK alone, but is strengthened through the integration of technological and content knowledge. Novelty: The novelty of this study lies in highlighting TCK as a key mediating domain that bridges CK and TK in developing pre-service science teachers’ TPACK, thereby offering empirical evidence for designing teacher education programs that support technology-integrated science learning and contribute to quality education aligned with SDG 4.
Efektivitas Pembelajaran Inkuiri Terbimbing dengan Media Virtual Reality dalam Meningkatkan Literasi Sains pada Materi Ekosistem Avina Putri Syahida; Ahmad Fauzi Hendratmoko
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 6 No. 1 (2026): Januari - Juni 2026
Publisher : Pustaka Digital Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54065/pelita.6.1.2026.1390

Abstract

Literasi sains merupakan salah satu keterampilan abad ke-21 yang dibutuhkan setiap murid. Namun, skor rata-rata keterampilan literasi sains Indonesia setiap tahunnya masih berada di bawah rata-rata internasional PISA. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran inkuiri terbimbing berbantuan media virtual reality (VR) dalam meningkatkan literasi sains murid pada materi ekosistem. Media VR dipilih karena materi ekosistem memerlukan pengamatan terhadap hubungan antara komponen biotik dan abiotik yang tidak selalu dapat diamati secara langsung di lingkungan sekolah. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis pre-experimental design dan desain one-group pretest-posttest design. Penelitian dilaksanakan di SMP Negeri 32 Surabaya dengan subjek sebanyak 27 murid kelas VII-B. Teknik pengumpulan data meliputi tes, observasi, dan angket. Data dianalisis menggunakan N-gain, uji-t berpasangan, effect size, analisis keterlaksanaan pembelajaran, dan respons murid. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest dengan nilai signifikansi sebesar 0,00. Rata-rata N-gain sebesar 0,28 berada pada kategori rendah, sedangkan effect size sebesar 0,96 berada pada kategori tinggi. Keterlaksanaan pembelajaran berada pada kategori sangat baik, dan respons murid menunjukkan respons positif terhadap pembelajaran. Berdasarkan hasil tersebut, pembelajaran inkuiri terbimbing berbantuan media VR dapat memberikan pengaruh positif dan signifikan terhadap peningkatan literasi sains murid, meskipun peningkatan berdasarkan nilai N-gain masih tergolong rendah sehingga efektivitasnya perlu dimaknai secara hati-hati.
IMPLEMENTASI PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK Mayang Chris Mahajeng; Ahmad Fauzi Hendratmoko
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10004

Abstract

The advancement of 21st century technology has a substantial influence on various aspects of life, critical thinking skills are one of the important skills that students must have in the advancement of 21st century technology. The purpose of this study is to describe students' critical thinking skills. This type of research uses a pre-experimental design using a one-group pretest-posttest design. The research sample was 27 students of class VII-B of SMP Labschool UNESA 1 Surabaya, sampling using purposive sampling. The instruments used in this study were pretest and posttest sheets, with data collection techniques through tests. The improvement of students' critical thinking skills obtained a normality value of 0.097 then a Paired t-Test was conducted with a significance value of <0.001 meaning that there was a difference between the pretest and posttest scores in the implementation of PBL to improve students' critical thinking skills. The improvement of students' critical thinking skills was also analyzed using N-gain which obtained a medium to high category on each indicator used and, analyzed using an effect size which was in the high category with a value of 5.63. Thus, based on these results, it can be concluded that implementing the PBL model can improve students' critical thinking skills.
IMPLEMENTASI MODEL KOOPERATIF TGT MELALUI GAME KNOWLEDGE DOMINION UNTUK MELATIH KETERAMPILAN KOLABORASI PESERTA DIDIK Alzena Agatha Araminta; Ahmad Fauzi Hendratmoko
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9710

Abstract

Collaborative skills are an important 21st-century competency that needs to be developed in science education. However, the collaborative skills of junior high school students are still relatively low, as indicated by a lack of active participation, group responsibility, and mutual respect. Therefore, innovative learning methods that can actively engage students in collaboration are needed. This study aims to describe students' collaboration skills after implementing the Knowledge Dominion Game based on the TGT cooperative learning model, the implementation of learning, and students' responses to the implementation of this learning. This study used a pre-experimental one-shot case study involving 28 seventh-grade students. This study collected data using collaboration skill observation techniques, learning implementation observation sheets, and student response questionnaires. Collaboration skills were analyzed based on four indicators, namely working productively, showing respect, compromising in a team, and sharing responsibilities. The results of the study show that (1) TGT cooperative learning obtained a mode of 4 and was classified as very good (2) student collaboration skills were in the good to very good category after the implementation of the TGT cooperative model-based Game Knowledge Dominion, and (3) students responded positively. ABSTRAK Keterampilan kolaborasi merupakan kompetensi penting abad ke-21 yang perlu dikembangkan dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Namun, keterampilan kolaborasi peserta didik SMP masih tergolong rendah, ditandai dengan kurangnya partisipasi aktif, tanggung jawab kelompok, serta sikap saling menghargai. Oleh karena itu, diperlukan inovasi pembelajaran yang mampu melibatkan peserta didik secara aktif dan kolaboratif. Penelitian ini bertujuan untuk mendeskripsikan keterampilan kolaborasi peserta didik setelah diterapkan Game Knowledge Dominion berbasis model pembelajaran kooperatif TGT, keterlaksanaan pembelajaran, serta respons peserta didik terhadap penerapan pembelajaran tersebut. Penelitian ini menggunakan pre-experimental dengan one shot case study dengan melibatkan 28 peserta didik kelas VII. Penelitian ini mengumpulkan data menggunakan teknik  bservasi keterampilan kolaborasi, lembar observasi keterlaksanaan pembelajaran, dan angket respons peserta didik. Keterampilan kolaborasi dianalisis berdasarkan empat indikator, yaitu bekerja secara produktif, menunjukkan rasa hormat, berkompromi dalam tim, dan berbagi tanggung jawab. Hasil penelitian menunjukkan bahwa (1) pembelajaran Kooperatif TGT mendapatkan modus sebanyak 4 dan tergolong dalam kategori sangat baik (2) terdapat bahwa keterampilan kolaborasi peserta didik berada pada kategori baik hingga sangat baik setelah penerapan Game Knowledge Dominion berbasis model kooperatif TGT, dan (3) peserta didik merespons positif terhadap pembelajaran Kooperatif TGT dengan persentase 88,39% yang termasuk dalam kriteria sangat tinggi. Hasil studi menunjukkan bahwa penerapan Game Knowledge Dominion berbasis model pembelajaran kooperatif TGT efektif untuk melatih keterampilan kolaborasi peserta didik pada pembelajaran IPA.  
Mobile-Assisted Case-Based Learning to Promote Creative Cognitive Flexibility and Deep Understanding in Physics Tutut Nurita; Lia Yuliati; Arif Hidayat; An Nuril Maulida Fauziah; Muhamad Arif Mahdiannur; Ahmad Fauzi Hendratmoko
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1200

Abstract

Developing creative thinking in physics requires instructional approaches that encourage students to apply multiple problem-solving strategies and representations in authentic contexts. However, evidence on how mobile-assisted case-based learning promotes creative cognitive flexibility remains limited. This study investigated the contribution of mobile-assisted case-based learning to students’ creative cognitive flexibility as an indicator of deep conceptual understanding of ideal gas concepts. An explanatory sequential mixed-methods design was employed involving 70 undergraduate students who participated in a mobile-supported case-based learning intervention delivered through smartphones and a learning management system. Quantitative data were collected using pretest–posttest assessments of cognitive flexibility, while qualitative evidence was derived from students’ written responses to examine shifts in reasoning strategies and representational use. The findings indicate meaningful improvements in students’ creative cognitive flexibility following the intervention, accompanied by predominantly positive learning interest. Qualitative analyses further revealed that students became more capable of employing multiple solution pathways, integrating mathematical, graphical, and conceptual representations, and critically reflecting on the assumptions underlying ideal gas models. These findings suggest that mobile-assisted case-based learning provides an effective learning environment for fostering adaptive reasoning, strengthening deep conceptual understanding, and promoting creative thinking in undergraduate physics education. The study contributes empirical evidence supporting the integration of mobile technologies with authentic case-based pedagogy to advance higher-order thinking in digital science learning.
DAMPAK PROJECT-BASED LEARNING (PJBL) BERBASIS ETNO-STEM TERHADAP KETERAMPILAN BERPIKIR KREATIF MURID Nanda Nur Kumairoh, Diah; Fauzi Hendratmoko, Ahmad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50440

Abstract

The low creative thinking skills of students in science learning encourages innovation in teaching. Learning with the Ethno-STEM based PjBL model has the potential to improve creative thinking skills through the application of Ethno-STEM based PjBL. This study used a one group pre-test post-test design, involving 32 eighth-grade students at SMP Sunan Giri Menganti. The research instrument was a pre-test post-test question sheet. The data were analyzed quantitatively using paired sample t-test, N-gain, and effect size to measure the improvement of creative thinking skills. The results of the study showed an increase in scores between the pre-test and post-test. With an average N-gain of 0.60, which falls into the moderate category, and an effect size of 3.76, indicating a large effect. The conclusion of this study is that the application of the Ethno-STEM based PjBL model is effective in improving students' creative thinking skills.
Co-Authors ., BINAR AYU DEWANTI Abdul Aziz Khoiri Abdul Kholiq Agustine, Laila Rizky Agustin Ahmad Qosyim Alzena Agatha Araminta Alzena Agatha Araminta Amaturahman Zulfa AN NURIL MAULIDA FAUZIAH AN NURIL MAULIDA FAUZIAH An Nuril Maulida Fauziah An Nuril Maulida Fauziah An Nuril Maulida Fauziah Anis Rahma Cahyani Araminta, Alzena Agatha Arif Hidayat Arnita Yulia Sari Astrid Dwika Anggraini Atika Fatharani Avina Putri Syahida Avina Putri Syahida Az-zahro, Adhelia Carissa Azhar Azhar Desyana Auralia Azizah Dinar Mahdalena Leksana Dliyauddin, Moh DYAH ASTRIANI Dyah Astriani Dyah Permata Sari Eliza Kristiana Dewi ELOK SUDIBYO Endang Susantini Erika Avenda Putri Khaznah Erman Erman Erna Hayati Ernita Vika Aulia Fahritsa Salsabila Fasih Bintang Ilhami Fasih Bintang Ilhami, Fasih Bintang Fikky Dian Roqobih Griyanora, Griyanora Hermanto, Feri Eko inayatillah, fafi Intan Permatasari Juliana Putri Ghassani Kamila, Nina Najwa KIKI SEPTARIA Kumalasari, Devi LAILY ROSDIANA Laily Rosdiana Laudia, Stefanie Marla Lia Yuliati liswijaya, liswijaya Luluk Nur Azizah Lutfiyanti, Rosa Azzahro Martini Martini Martini Martini Mashwani, Hazrat Usman Mayang Chris Mahajeng Miftahus Sholihin Mochammad Zumar Firdaus Ermawan Moh. Rosidi Zamroni MOHAMMAD BUDIYANTO Muhamad Arif Mahdiannur Muhammad Hafizh Abdullah Nafila, Faradifa Nagy, Emese K. Nanda Nur Kumairoh, Diah Nilna Najwa Kamila Noly Shofiyah Norma Yunita Firdaus Nur Faidatul Jannah Nur Hayati Nur Safiqoh Arbaatin Nurinnadiyah Rahadatul 'Aisy Nurinnadiyah Rahadatul ’Aisy Obra Jr, Mario R Pramudya Aulia Fadila Puspitarini , Sapti Rahman*, Nanang Rahman, Nanang Rahmawati, Dewi Syamsia Reiza Noor Azizi Rizky Putra Santosa Rohim, Abd Sa'idah, Zhahirah Indana Safitri Yosita Ratri Salsabila, Putri Avianita Salsabilla Abidah Alfina Sapti Puspitarini Siti Marpuah Siti Marpuah, Siti Siti Nurul Hidayati Susiyawati, Enny Suwandi, E. Tirta Rohmatain Solikah Titania Zewelya Ray Prameswara Kuswantoro Tutut Nurita TUTUT NURITA Umatullaila Istiqfarin Ummah, Syifa’ul Vinda Novela Pramudya Wafiq Maula Azizah Wahono Widodo Wahono Widodo WASIS Wasis Wasis Wasis Wiwik Wulandari Zahirah Indana Sa’idah Zahrani Purnita Sari