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All Journal COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) U-Teach: Journal of Young Physics Education Teacher Women, Education, and Social Welfare
Raden Giovanni Ariantara
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Energy Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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Efektivitas Simulasi Virtual PhET dalam Pembelajaran Fisika Zat Padat untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika Heni Rusnayati; Raden Giovanni Ariantara
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 1 (2024): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i1.841

Abstract

One of the challenges in learning solid-state physics is that phenomena are microscopic and therefore difficult for students to understand. This study aims to evaluate the effectiveness of using PhET virtual simulations in solid-state physics learning in improving conceptual understanding among prospective physics teachers. The research method used was a quasi-experiment with a one-group pretest-posttest design. The sample consisted of 30 prospective physics teachers from the Universitas Pendidikan Indonesia in Bandung. Concept understanding is measured through a description test. Data were analyzed using the Wilcoxon test and normalized gain to assess the effectiveness of virtual simulation and increase understanding of concepts. The results of the analysis show the positive potential of PhET virtual simulations in increasing the understanding of solid-state physics concepts for prospective physics teachers. Further research is needed regarding factors that can optimize the use of PhET virtual simulations in learning
Keterampilan Komunikasi Ilmiah Siswa pada Materi Kalor dan Perpindahan Kalor: Analisis Spektor-Levy pada SMA di Kota Bandung Angelica Apriliana; Achmad Samsudin; Raden Giovanni Ariantara
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1953

Abstract

A US-based Partnership for 21st Century Skills (P21) identifies 21st-century competencies through the 4Cs: critical thinking, collaboration, communication, and creativity. Communication is an essential competency in physics learning, particularly scientific communication, because students are required to express concepts, interpret data, and present scientific ideas systematically. This study aims to describe students’ scientific communication skills on heat and heat transfer using the Spector-Levy analysis at senior high schools in Bandung City. This study employed a survey method involving 34 students. The instrument was an essay test covering four aspects: scientific reading, scientific writing, listening and observing, and information representation. The data were analyzed based on mean scores and skill categories, supported by Rasch analysis to examine item quality and the relationship between students’ abilities and item difficulty. The results show that students’ scientific communication skills were generally in the moderate category, with different achievements across aspects. Information representation achieved the highest score, while listening and observing achieved the lowest. These findings indicate that students are relatively able to present information visually, but still have difficulty interpreting observations and connecting data with heat concepts. Therefore, problem-solving-based physics learning is needed to train students to analyze problems, justify explanations, and communicate scientific findings effectively.
Developing a Pedagogical Electricity and Magnetism Online Concept Test for Pre-service Physics Teachers Iyon Suyana; Raden Giovanni Ariantara; Feri Apryandi
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.22734

Abstract

Pedagogical content knowledge (PCK) is a crucial competency for prospective physics teachers. This study aims to develop an online test to assess pedagogical electricity and magnetism concepts in higher education. Participants included 33 prospective physics teachers from a public university in Bandung, four university lecturers, and three physics teachers. A sequential mixed-methods approach was employed, following the Exploratory Design: Instrument Development Model. Qualitative data were collected through questionnaires and literature reviews, while quantitative data were obtained from logical validation using the Learning Object Review Instrument 2.0 and empirical validation. Qualitative data were analyzed using source triangulation, then Many Facet Rasch Measurement (MFRM) was applied for quantitative analysis. The results demonstrate that the Pedagogical Electricity and Magnetism Online Concept Test (PEMOCT) is valid, reliable, and exhibits strong instrument characteristics.  
Unveiling Trends: A 3-Year Bibliographic Keyword Analysis of Women in Education Research Iin Suminar; Fitria Arifiyanti; Raden Giovanni Ariantara
Women, Education, and Social Welfare Vol. 1 No. 1 (2024): June 2024 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i1.88

Abstract

Research related to gender perspectives in education has increasingly garnered the attention of researchers and practitioners. The focus on women in educational contexts has become particularly prominent in recent years. This article aims to present a comprehensive bibliography of recent research addressing significant issues affecting women in education. It identifies research trends, key topics, and developments in this field over the past three years, providing a valuable reference source for education researchers, practitioners, and policymakers interested in understanding the role of women in education. Key trends include persistent gender disparities in educational attainment, the challenges and opportunities for women in education, and the impact of policies and interventions designed to support women’s educational and professional advancement. The resulting bibliography highlights the progress made and the ongoing challenges in achieving gender equity in education, offering insights into effective strategies and areas requiring further investigation.
Co-Authors Achmad Samsudin Angelica Apriliana Feri Apryandi Fitria Arifiyanti Heni Rusnayati Iin Suminar Iyon Suyana Muslim Muslim Ridwan Efendi Winny Liliawati