Article Per Year (5 Year)
p-Index From 2021 - 2026
3.388
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Journal of Natural Science and Integration Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Kappa Journal Gravitasi: Jurnal Pendidikan Fisika dan Sains JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan Fisika dan Sains (JPFS) Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research Jurnal Ilmu Manajemen dan Pendidikan Journal of Coaching and Sports Science Journal of Environment and Sustainability Education
Fratiwi, Nuzulira Janeusse
Unknown Affiliation
Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Can Multiple-Choice Items Measure Critical Thinking in Socio-Scientific Environmental Issues? Evidence from a Global Warming Assessment of Grade 10 Students Using Rasch Analysis Aviyanti, Lina; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Salam, Abdul; Nawas, Abu
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 14 No 2 (2025): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v14i2.28194

Abstract

This study examines whether multiple-choice items can be used to measure students’ critical thinking in socio-scientific environmental issues, using global warming and renewable energy as contextual domains. To address this question, the Critical Thinking Instrument for Global Warming and Renewable Energy (CT-GREEN) was developed as a set of 40 multiple-choice items grounded in domain-specific critical thinking indicators. The instrument was designed following the ADDIE model and administered to 132 tenth-grade students in Bandung, West Java. Rasch modeling using Winsteps (version 4.5.0) was employed to examine construct dimensionality, item fit, and measurement reliability. The results show that 38 of the 40 items demonstrated acceptable fit to the Rasch model, while two items exhibited misfit and require revision. The raw variance explained by measures was 27.6%, indicating moderate unidimensionality, which is reasonable given the multifaceted nature of critical thinking. The instrument demonstrated high item reliability (0.94) and adequate person reliability (0.73), with a Cronbach’s alpha (KR-20) of 0.76, suggesting acceptable internal consistency for exploratory assessment purposes. Overall, the findings indicate that CT-GREEN demonstrates acceptable psychometric properties and provides preliminary evidence that well-designed multiple-choice items, when embedded in socio-scientific environmental contexts and analyzed using Rasch measurement, can be used to assess students’ critical thinking. However, further refinement and validation across broader populations are recommended before making stronger generalizations.
Measuring students’ creative thinking skills with SCI-Fi (Science Creative Instrument in Fluids): How Suitable Is It? Susilowati, Nur Endah; Al-Akbari, Sabah; Irwandani, Irwandani; Arifiyanti, Fitria; Saputra, M. Reza Dwi; Fratiwi, Nuzulira Janeusse
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.16085

Abstract

This study aims to develop SCI-Fi (Science Creative Instrument in Fluids), an essay-based tool designed to accurately assess students’ creative thinking skills in physics by encouraging imagination and originality in problem-solving. The research adopts a Research and Development (R&D) approach based on the ADDIE model. To evaluate its quality, item validation was conducted using the Rasch model with 95 student respondents.  The results show that SCI-Fi is valid and reliable, making it suitable for measuring creative thinking in physics. Additionally, it serves as a valuable tool for educators to identify students’ creative thinking profiles and plan targeted interventions, as well as for curriculum developers and researchers to promote creativity in physics education.
Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis Amiruddin, Mohd Zaidi; Suhandi, Andi; Fratiwi, Nuzulira Janeusse; Nurdini, Nurdini; Samsudin, Achmad; Costu, Bayram
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23710

Abstract

This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.
Co-Authors A. Suhandi Abdurrahaman, Dudung Achmad Samsudin Adimayuda, Rizal Agus Setiawan Agus, Herdiansyah Al-Akbari, Sabah Amarulloh, Reza Ruhbani Aminudin, Adam Hadiana Amiruddin, Mohd Zaidi Amiruddin, Mohd Zaidi Bin Arifiyanti, Fitria Bin Amiruddin, Mohd Zaidi Binar Kurnia Prahani Costu, Bayram E. Suhendi Efendi, Ridwan Eki Nugraha Ersandi, Dedi Faizin, Mohammad Noor Fanni Zulaiha Firmanul Catur Wibowo Gani, Amalia Weka Hadi Nasbey Hera Novia Iqbal, Nur Habib Muhammad Irvani, Asep Irvan Irwandani Irwandani Kapıcı, Hasan Özgür Kodir, Solehkun Lina Aviyanti Masrifah, Masrifah Muhamad Yusup Muhammad Nurtanto Muhtarudin Muhtarudin Nanang Dwi Ardi Nawas, Abu Ningsih, Dena Tresna Nur Endah Susilowati Nurdini Nurdini, Nurdini NURUL AZIZAH Purwanto, Muhammad Guntur Saputra, M. Reza Dwi Selly Feranie Simbolon , Gilbert Hugo T. Sözbilir, Mustafa Suharto Linuwih SULIYANAH SULIYANAH Suminar, Iin Supriyatman, Supriyatman Taufik Ramlan amalis Tian Kurniawan Zahran, Muhammad