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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Pendidikan IPA Indonesia AL ISHLAH Jurnal Pendidikan JIPF (Jurnal Ilmu Pendidikan Fisika) Indonesian Journal of Science and Mathematics Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL EDUCATION AND DEVELOPMENT Edumaspul: Jurnal Pendidikan Jurnal Pendidikan Fisika dan Teknologi EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan Edutama Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Lensa: Jurnal Kependidikan Fisika International Journal of Education and Teaching Zone Jurnal Ilmiah Ilmu Terapan Universitas Jambi MIMBAR INTEGRITAS TOFEDU: The Future of Education Journal
Riantoni, Cicyn
Program Studi Pendidikan Fisika FKIP Universitas Jambi
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Kesulitan Guru Pai Mengintegrasikan Pembelajaran Berbasis TPACK pada Masa dan pasca Pandemi Covid 19 Iskandar Iskandar; Cicyn Riantoni
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v5i1.4721

Abstract

Tujuan penelitian ini adalah untuk melihat kesulitan Guru PAI mengintegrasikan pembelajaran berbasis TPACK selama masa dan pasca pandemi Covid-19. Penelitian ini menggunakan metode mixed method dengan model eksplanatori. Instrumen pengumpulan data yang digunakan adalah angket dan pedoman wawancara. Data yang terkumpul dianalisis menggunakan deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa rata-rata pengetahuan TPACK guru kurang baik. Namun, guru masih merasa sulit untuk mengintegrasikan pengetahuan ini ke dalam pembelajaran. Guru masih kesulitan menentukan model pembelajaran yang cocok diterapkan pada materi tertentu dan teknologi seperti apa yang harus digunakan. Pengetahuan guru tentang aspek TPACK masih rendah. TPACK guru di Provinsi Jambi masih perlu ditingkatkan untuk menciptakan pembelajaran yang berkualitas. Pengetahuan guru dalam mengintegrasikan teknologi, pedagogi dan konten perlu ditingkatkan. Oleh karena itu, penelitian selanjutnya diharapkan dapat menerapkan workshop bagi guru dalam meningkatkan TPACK.
Using a Diffraction Grid to Measure the Wavelength of a POF Laser Sri Purwaningsih; Neneng Lestari; Edi Yuversa; Cicyn Riantoni
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 2 (2023): May 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i2.4007

Abstract

The research has been carried out to determine the wavelength of the POF laser using a diffraction grating. The diffraction grating used consists of three kinds of grid constants, namely 100 lines/mm, 300 lines/mm, and 600 lines/mm. Furthermore, the variation of the distance between the grid and the screen with a length of 40 cm, 60 cm, and 90 cm is carried out. The results showed that the wavelength of the POF laser light was between 664.07 nm-728.31 nm and the red monochromatic light source obtained the interference pattern of light on the screen as well as red monochromatic light. Based on the results of the research, it can be proven that the wavelength obtained from the use of a diffraction grating to measure the wavelength of the red laser is close to the wavelength value of 664.07 nm.
PELATIHAN PHET VIRTUAL LABORATORY UNTUK MENINGKATKAN KOMPETENSI GURU IPA DALAM MERANCANG KEGIATAN PEMBELAJARAN Darmaji Darmaji; Sri Purwaningsih; Neneng Lestari; Cycin Riantoni; Hebat Shidow Falah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 7, No 2 (2023): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v7i2.14252

Abstract

ABSTRAKPenggunaan PhET simulations merupakan alternatif dalam menyampaikan konsep-konsep sains dalam kegiatan pembelajaran IPA. Namun, tidak semua guru dapat mengoperasikan dan merancang kegiatan pembelajaran yang menggunakan PhET simulations. Tujuan dari kegiatan ini adalah untuk mengenalkan serta memberikan pelatihan kepada peserta untuk dapat merancang, serta menciptakan kegiatan pembelajaran IPA yang menarik dan menyenangkan melalui penggunaan media PhET simulations. Sasaran pelatihan ini adalah guru-guru sekolah menengah pertama di Kota Sungai Penuh, Jambi. Kegiatan pelatihan dilaksanakan di SMP Negeri 1 Sungai Penuh, Jambi. Metode yang digunakan adalah pelatihan dan workshop terapan penggunaan teknologi dalam kegiatan pembelajaran. Kegiatan pelatihan ini berhasil memberikan pengetahuan dan pengalaman yang dibutuhkan tentang penggunaan PhET simulations dan terapannya dalam model pembelajaran di kelas. Pengetahuan dan pengalaman tersebut diharapkan dapat berkontribusi dalam menciptakan pembelajaran fisika yang inovatif dan menyenangkan di Sekolah Menengah Pertama di kota Sungai Penuh. Hasil akhir dari kegiatan pelatihan adalah setiap guru dapat menerapkan media PhET simulations dalam merancang kegiatan pembelajaran di kelas. Keberhasilan kegiatan ini diukur melalui angket dan melalui hasil penilaian peserta melalui tugas terstruktur berupa pembuatan LKPD pembelajaran dengan metode PhET simulations. Kata kunci: laboratorium virtual; pelatihan; pembelajaran fisika; pembelajaran kolaboratif; simulasi   PhET. ABSTRACTThe use of PhET simulations is an alternative way to deliver science concepts in learning activities. However, not every teacher could operate and construct learning activities using PhET simulations. The purpose of this activity is to introduce and provide training to participants to be able to design and create interesting and fun science learning activities using PhET simulations. The target of the training was junior high school teachers in Kerinci, Jambi. The training activity was held at SMP Negeri 1 Sungai Penuh, Jambi. The method was training and workshops on the use of technology in learning. The training has succeeded in providing the knowledge and experience needed on the use of PhET simulations and its application in learning activities. This knowledge and experience are expected to contribute to creating innovative and fun physics learning in Junior High Schools in Sungai Penuh city. The result of the training activities is that every teacher could apply PhET simulations in learning activities in the classroom. The success of this activity is measured through a questionnaire and through the results of the participants' assessment through a structured task in the form of making learning worksheets using the PhET simulation method. Keywords: collaborative learning; PhET simulations; physics learning; training; virtual laboratory.
Workshop STEM Robotik Bagi Siswa dan Guru di SMPN 32 Muaro Jambi Nehru Nehru; Cicyn Riantoni; Samratul Fuady; Oki Saputra; Yosi Riduas Hais; Devie Novallyan
Jurnal Anugerah Vol 5 No 1 (2023): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/anugerah.v5i1.4376

Abstract

Pelaksanaan workshop Science, Technology, Engineering, and Mathematics (STEM) Robotik di SMPN 32 Muaro Jambi dilatarbelakangi oleh hasil studi awal yang menunjukkan kesulitan para Guru dalam menyiapkan dan memberikan tugas proyek kepada Siswa. Kegiatan workshop ini dilakukan melalui kolaborasi Dosen Universitas Jambi, Universitas Dinamika Bangsa dan UIN Sulthan Thaha Saifuddin Jambi. Kegiatan ini bertujuan untuk meningkatkan pemahaman Guru tentang kegiatan proyek terintegrasi STEM Robotik dan motivasi belajar Siswa. Kegiatan ini dilakukan dengan metode workshop. Subjek pengabdian terdiri dari 12 Guru dan 31 Siswa kelas VII. Instrumen pengabdian berupa soal tes esai untuk mengetahui pemahaman Guru tentang pembelajaran berbasis proyek terintegrasi STEM robotic dan lembar kuesioner untuk mendapatkan data motivasi belajar Siswa. Teknik pengumpulan data adalah dengan tes dan survei. Analisis data peningkatan pemahaman Guru dilakukan dengan uji N-Gain dan paired t-test, sedangkan motivasi belajar Siswa dikodekan berdasarkan jawaban Siswa pada setiap item dalam kuesioner. Hasil workshop menunjukkan data N-Gain sebesar 0,4 dan paired t test sebesar 0,00, yang artinya kegiatan ini memberikan kontribusi positif dalam meningkatkan pemahaman Guru dalam memahami konsep dan implementasi pembelajaran proyek yang terintegrasi STEM Robotik. Selain itu, data motivasi belajar Siswa menunjukkan bahwa kegiatan wokshop ini menjadikan Siswa termotivasi untuk lebih terlibat aktif dalam belajar.
Evaluating Project-Based Learning Success: Unveiling Insights through Supervised Machine Learning Assessment Wawan Kurniawan; Cicyn Riantoni; Neneng Lestari
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4365

Abstract

In physics education research, the success of implementing the project-based learning model is typically assessed based on students' learning outcomes. There are very few studies that specifically evaluate the success of implementing the project-based learning model in terms of the process. This is due to the difficulty of assessing the process itself. The aim of this research was to obtain information on the success profile of implementing the Project Based Learning (PBL) model assessed using Supervised Machine Learning. This research used a qualitative descriptive method. The subjects of the research were 60 undergraduate students Jambi University. Data was collected based on the students' success in each stage of PBL. The stages of PBL include 1) project team introduction and planning; 2) initial research phase for information gathering; 3) creation, development, initial evaluation, and prototyping; 4) second research phase; 5) final development stage; and 6) publication of the product or artefact. Every stage of project-based learning is structured using supervised machine learning. This aims to facilitate students' direct involvement in project-based learning in supervised machine learning, enabling teachers to rapidly evaluate and give feedback. The success of project-based learning depends mostly on the precision of the students' group in project design, as indicated by studies. If the planning process is executed well, including tool and material selection, project execution procedures, and good design, students will have no challenges during the product creation stage.
Energizing Education: Fostering Interactive Engagement in Basic Electronics through STEM-Project Based Learning Nehru Nehru; Sri Purwaningsih; Cicyn Riantoni; Devie Novallyan
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4364

Abstract

The learning setting refers to the combined social, psychological, and pedagogical circumstances which have the potential to impact students' learning, accomplishments, and attitudes. This research aims to analyze the STEM-Project Based Learning environment in the Basic Electronics course. The research method used is quantitative with a survey design. The research subjects are 65 students enrolled in the Basic Electronics course in the Physics Education program at the University of Jambi. Data collection is conducted through surveys. The survey instrument uses the WIHIC instrument. The research findings indicate that out of the 7 WIHIC indicators, namely student cohesiveness, teacher support, involvement, order and organization, task orientation, cooperation, and equity, data reveals that there are still issues in the implementation of STEM-Project Based Learning, particularly in the areas of teacher support and involvement. As an illustration, data indicates that 42.9% of students perceive that the teacher occasionally succeeds in engaging their attention during STEM-Project Based Learning. On the other hand, positive aspects are frequently observed in the equity indicator. This is evident in STEM-Project Based Learning, where 50% of the students feel they are given equal opportunities to answer questions during discussions.
Profile of Scaffolding Transfer in STEM-Based Open Inquiry Learning for Electromagnetics Practicum Riantoni, Cicyn; Rusdi, Rusdi; Maison, Maison; Yelianti, Upik
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5795

Abstract

In the context of STEM-based open inquiry learning, scaffolding transfer involves providing assistance that enables students to explore, experiment, and investigate problems or questions independently. The purpose of this study was to determine the profile of scaffolding transfer in STEM-based open inquiry learning during an electromagnetics practicum. This research used a qualitative method with a participatory observation design. The research subjects were 34 students who participated in the electromagnetics practicum. The research instruments consisted of observation guides and field notes. Data were collected through direct observation during the practicum and the analysis of related documents. Data analysis was conducted through coding to identify scaffolding patterns and their transfer. The results showed that there are variations in the percentage of scaffolding provided in STEM-based open inquiry learning on different topics.  This variation reflects the dynamics of changing student needs along with the complexity of the material. These results also show that scaffolding is dynamic because the level of support can increase again when students encounter new concepts or difficult concepts. In addition, the highest scaffolding in the open inquiry process occurs at the “asking questions” stage, which indicates a great need for help at the beginning of learning. In contrast, no scaffolding was provided at the stage of “communicating the results of the investigation,” which reflects students' independence.
KEMANDIRIAN BELAJAR SISWA DALAM MENGIKUTI ALUR PROBLEM BASED LEARING DALAM PEMBELAJARAN Iskandar Iskandar; Cicyn Riantoni
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.4806

Abstract

Today's 21st century learning demands an increase in human resources who have high technological capabilities and an attitude of independence. So that education in schools is required to adapt the needs of human resources to the needs of the 21st century learning system. The purpose of this study was to see student learning independence in following the problem-based learning path in eyeglass learning. This study uses mixed methods with an explanatory model. The data collection instruments used were questionnaires and interview guidelines. The collected data were analyzed using quantitative descriptive. The results showed that the proportion of student learning outcomes tended to be in the good category with the proportion for males 52% and females 63%. However, there are still some obstacles that students experience in following the PBL learning flow, where these obstacles come from students, teachers and also supporting facilities and infrastructure. In addition, there is an influence between PBL and learning independence. The contribution of the influence of PBL on independent learning for male students is 75%, while for female students is 74%.
Training On Developing Electronic Learning Tools Integrated With Ethnoscience Using Heyzine For High School Teachers In Batang Hari Regency Jufrida; Dani, Rahma; M. Furqon, M. Furqon; Kurniawan, Wawan; Riantoni, Cicyn
The Future of Education Journal Vol 3 No 5 (2024): December
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.218

Abstract

In the context of the Independent Curriculum (Kurikulum Merdeka), emphasis is placed on integrating elements of local wisdom into the learning process to support the achievement of student profiles aligned with Pancasila principles. Therefore, teachers are expected to prepare instructional materials that incorporate elements of local wisdom in line with the Independent Curriculum. However, findings in the field, particularly in Batang Hari Regency, indicate that some schools, such as SMAN 2 Batang Hari, still rely on teaching materials based on the previous curriculum, which do not incorporate local wisdom or ethnoscience aspects. The purpose of this community service activity is to train teachers at SMAN 2 Batang Hari to develop Independent Curriculum learning tools that integrate local wisdom or ethnoscience aspects using Heyzine. This platform is utilized to create interactive digital learning modules based on ethnoscience, allowing teachers to visually and contextually present elements of Jambi’s local culture. The method used in this activity is a workshop comprising three stages: preparation, implementation, and evaluation. This training took place on August 29, 2024, at SMAN 2 Batang Hari. The results of this training indicate that teachers at SMAN 2 Batang Hari gained a good understanding of the concepts, techniques, and use of Heyzine in preparing learning tools in line with the Independent Curriculum, thereby enabling more effective integration of local wisdom or ethnoscience aspects into the learning process
Analysis of Student Problem Solving Processes in Physics Cicyn Riantoni; Rusdi; Maison; Upik Yelianti
International Journal of Education and Teaching Zone Vol. 2 No. 1 (2023): February 2023 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v2i1.107

Abstract

The main goal of learning physics is to understand physics concepts in-depth and apply them in the problem solving process. This article presents a synthesis of what students do when solving physics problems. The five topics discussed in this article consist of: (1) the difference between expert and novice in problem solving, (2) Physics Problem Solving Approach, (3) the use of examples in problem solving, and (4) the use of representation in physics problem solving. This article is the result of studies of problem solving research literature. Each topic section will be discussed related to the development of research results for each topic and problem solutions for future research. Although we do not limit the year as the reference source for this article, most of the reference sources are taken from the research of the last 20 years on solving physics problems.
Co-Authors -, Maison AJ, Suharli Anis, Sabilah Hairun Anna Mepti Febria Arip Nurrahman Astalini Astalini Dani, Rahma Darmaji Darmaji Devie Novallyan Dwi Agus Kurniawan Edi Yuversa Emiwati Emiwati Febri Berthalita Pujaningsih Hebat Shidow Falah Iskandar Iskandar Iskandar Iskandar Jufrida Jufrida Junika Purnama Ken Ayu Citra Lestari, Neneng Lia Yuliati M. Furqon Mufti, N. N. Mufti Nandang Mufti Nehru Nehru Novallyan, Devie Oki Saputra Rahmat Perdana Reni, Rema Pusfita Ropawandi, Doni Rusdi Rusdi Rusdi Samratul Fuady Saputra, Herdi Juan Selviandri, Indah Siregar, Astri Juwita Sri Purwaningsih Sri Purwaningsih Susbiyanto Susbiyanto Upik Yelianti Upik Yelianti Wawan Kurniawan Wawan Kurniawan Yosi Riduas Hais Yuliati, L.