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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

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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.
Examining Students’ Ability to Identify Cognitive Learning Theories through the Case Analysis Game with Rotation (CAGeR) Fratiwi, Nuzulira Janeusse; Liliawati, Winny; Iqbal, Nur Habib Muhammad; Zulaiha, Fanni
Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 9 No 01 (2026): Maret
Publisher : Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jpfs.v9i01.2020

Abstract

Understanding learning theories is essential for prospective teachers, yet students often experience difficulties identifying theoretical perspectives within authentic instructional situations. This study aims to examine students’ ability to identify cognitive learning theories through a case-based game activity involving rotating case analysis. The study employed a descriptive qualitative design. The participants were sixteen undergraduate students in a physics education program who worked collaboratively in four groups. Students analysed four instructional cases representing different cognitive learning theories and provided written explanations for their answers. The results show that all groups correctly identified the theory represented in the misconception case. Most groups also successfully recognized the discovery learning situation. However, only half of the groups correctly identified the theories related to instructional organization and problem solving. These findings suggest that students are more familiar with learning situations involving conceptual conflict and discovery learning than with those related to instructional structure and hierarchical learning processes. The activity provided opportunities for students to interpret teaching situations and connect theoretical concepts with classroom practices.
Enhancing Students’ Critical Thinking Skills through IMOREAR: An AR-Based Renewable Energy Module Aviyanti, Lina; Fratiwi, Nuzulira Janeusse; Salam, Abdul; Fitriani, Silmi; Khairunnisah, Khairunnisah; Nawas, Abu
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39209

Abstract

Critical thinking skills are essential competencies in renewable energy learning, requiring evidence-based analysis, evaluation, and informed decision-making. This study aimed to enhance students’ critical thinking skills through an Interactive E-Module on Renewable Energy Using Augmented Reality (IMOREAR). The study employed a pre-experimental one-group pretest–posttest design involving 30 high school students (12 male and 18 female students aged 15–16 years) in Garut, West Java. The intervention was conducted over four meetings using project-based learning supported by AR-based visualization and renewable energy prototyping activities. The research instrument consisted of 15 contextual multiple-choice items developed based on domain-specific critical thinking indicators. Data was analyzed using Rasch modeling to estimate students’ ability measures in logits. The results indicated a significant improvement (p < 0.001), with the average logit score increasing from -1.20 to 0.46 and an effect size of 1.64 (large). These findings suggest that IMOREAR enhances students’ critical thinking skills, underscoring its value in fostering 21st-century skills. Keywords: augmented reality, renewable energy, critical thinking skills, project-based learning, Rasch analysis
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 Fitriani, Silmi Gani, Amalia Weka Hadi Nasbey Hera Novia Iqbal, Nur Habib Muhammad Irvani, Asep Irvan Irwandani Irwandani Kapıcı, Hasan Özgür Khairunnisah Khairunnisah Kodir, Solehkun Lina Aviyanti Masrifah, Masrifah Muhamad Yusup Muhammad Nurtanto 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. Siswahyudianto Sözbilir, Mustafa Suharto Linuwih SULIYANAH SULIYANAH Suminar, Iin Supriyatman, Supriyatman Taufik Ramlan amalis Tian Kurniawan Winny Liliawati Zahran, Muhammad