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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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MAPPING STUDENTS' THINKING SYSTEMS IN CRITICAL THINKING BASED ON STEM PROJECT-BASED LEARNING EXPERIENCES Nehru, Nehru; Purwaningsih, Sri; Riantoni, Cicyn; Ropawandi, Doni; Novallyan, Devie
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 8 No. 1 (2024): Volume 8, Nomor 1, June 2024
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v8i1.32027

Abstract

Critical thinking is an essential skill for students to develop. The objective of this research is to map students' thinking systems in critical thinking based on STEM project-based learning experiences. The method used is a mixed-method approach with an Embedded Experimental Model. The research subjects are undergraduate students in basic physics at the University of Jambi. Data collection is conducted through tests and interviews. The test instrument employs structured critical thinking questions based on the Halpern Critical Thinking Assessment (HCTA) indicators, while the interview instrument utilizes open-ended questions. Data analysis utilizes paired t-tests and coding to map students' thinking systems. The research results indicate an influence of STEM-PjBL learning on students' critical thinking abilities, supported by the analysis showing a moderate increase in students' critical thinking abilities. Additionally, based on mapping students' thinking systems, there is an increase in thinking system 2 by 56 answers. Moreover, thinking system 2 is nearly equivalent to thinking system 1 except in reasoning. In the fourth question and other aspects of critical thinking abilities, thinking system 2 is comparable to thinking system 1 and even more dominant in question number 3. This demonstrates an enhancement in students' critical thinking abilities after STEM project-based learning. This research provides new insights into the development of student's critical thinking skills, which can be beneficial for curriculum development and teaching practices in the STEM education field.
PELATIHAN PENGEMBANGAN PERANGKAT PEMBELAJARAN ELEKTRONIK TERINTEGRASI ETNOSAINS MENGGUNAKAN HEYZINE BAGI GURU-GURU SEKOLAH MENENGAH ATAS DI KABUPATEN BATANG HARI Jufrida, Jufrida; Dani, Rahma; Furqon, M; Kurniawan, Wawan; Riantoni, Cicyn; AJ, Suharli
MIMBAR INTEGRITAS : Jurnal Pengabdian Vol 4 No 1 (2025): JANUARI 2025
Publisher : Biro Administrasi dan Akademik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/mimbarintegritas.v4i1.5604

Abstract

Dalam konteks Kurikulum Merdeka, penekanan diberikan pada pengintegrasian unsur-unsur kearifan lokal ke dalam proses pembelajaran untuk mendukung pencapaian profil siswa yang selaras dengan prinsip-prinsip Pancasila. Oleh karena itu, guru diharapkan dapat menyiapkan materi pembelajaran yang memasukkan unsur-unsur kearifan lokal yang sejalan dengan Kurikulum Merdeka. Namun, temuan di lapangan, khususnya di Kabupaten Batang Hari, menunjukkan bahwa beberapa sekolah, seperti SMAN 2 Batang Hari, masih mengandalkan bahan ajar yang didasarkan pada kurikulum sebelumnya yang tidak memasukkan aspek kearifan lokal atau etnosains. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk melatih guru-guru di SMAN 2 Batang Hari untuk mengembangkan perangkat pembelajaran Kurikulum Mandiri yang mengintegrasikan kearifan lokal atau aspek etnosains dengan menggunakan Heyzine. Platform ini digunakan untuk membuat modul pembelajaran digital interaktif berbasis etnosains yang memungkinkan guru untuk menyajikan unsur-unsur budaya lokal Jambi secara visual dan kontekstual. Metode yang digunakan dalam kegiatan ini adalah lokakarya yang terdiri dari tiga tahap: persiapan, pelaksanaan, dan evaluasi. Pelatihan ini berlangsung pada tanggal 29 Agustus 2024 di SMAN 2 Batang Hari. Hasil dari pelatihan ini menunjukkan bahwa para guru di SMAN 2 Batang Hari mendapatkan pemahaman yang baik tentang konsep, teknik, dan penggunaan Heyzine dalam menyusun perangkat pembelajaran yang sejalan dengan Kurikulum Mandiri, sehingga memungkinkan pengintegrasian aspek kearifan lokal atau etnosains ke dalam proses pembelajaran secara lebih efektif.
Development of Straight Motion Kinematics Learning Module Based on Educational Robotics and Guided Inquiry Saputra, Herdi Juan; Kurniawan, Wawan; Lestari, Neneng; Riantoni, Cicyn; Falah, Hebat Shidow
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan (In Press)
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran kinematika gerak lurus berbasis educational robotics dan model inkuiri terbimbing untuk mengatasi permasalahan yang terjadi dalam pembelajaran kinematika. Penelitian ini menjawab tantangan umum dalam pembelajaran kinematika, seperti motivasi yang rendah, miskonsepsi, dan kesulitan dalam memvisualisasikan gerak, dengan mengintegrasikan teknologi robotik (Roblock) dan pemrograman blok (mBlock) untuk memberikan pengalaman belajar yang konkret dan interaktif. Penelitian ini menggunakan model ADDIE (Analysis, Design, Development, Implementation, Evaluation) dengan tidak melakukan tahap Implementation dikarenakan waktu yang terbatas. Hasil penelitian menunjukkan bahwa modul yang dikembangkan mencapai validitas tinggi, dengan skor validasi ahli materi 97,3% dan validasi ahli media 93,6%, yang menunjukkan kesiapan yang sangat baik untuk digunakan di kelas. Modul ini secara efektif menggabungkan penjelasan teoritis dengan eksperimen robotik langsung, memfasilitasi pembelajaran aktif melalui tahap-tahap inkuiri terbimbing (identifikasi masalah, perumusan hipotesis, eksperimen, analisis data, dan kesimpulan). Kekuatan utama termasuk ketersediaan format ganda (cetak dan digital), alur pembelajaran yang terstruktur, dan keselarasan dengan Kurikulum Merdeka, yang menekankan keterampilan abad ke-21 seperti berpikir kritis dan kolaborasi. Studi ini menyimpulkan bahwa modul berbasis robotika ini menawarkan solusi inovatif untuk mengajarkan kinematika, mengubah konsep abstrak menjadi pengalaman belajar yang nyata.
Validation of Educational Robotic-Based Work and Energy Learning Module using Structured Inquiry Model to Improve Students’ Concept Comprehension Siregar, Astri Juwita; Kurniawan, Wawan; Riantoni, Cicyn; Shidow Falah, Hebat
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan (In Press)
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.8865

Abstract

Students' poor understanding of the concepts of work and energy leads to students' difficulties in connecting theory to practice, as well as students' lack of ability to apply the concepts of work and energy in problem solving. In addition, the use of robotic technology can increase student involvement in the learning process and help students understand abstract concepts through practical experience. This development aims to produce a product in the form of an Educational Robotics-based Work and Energy learning module using a Structured Inquiry model as a solution to these problems. The purpose of this research is to determine the initial study and validity of the module. The development model used is the ADDIE development model. The data analysis technique used is the spiral method and quantitative descriptive statistical analysis. Based on the data analysed, there are two research findings. Firstly, interviews were conducted with educators at the needs analysis stage. Secondly, the results of validation by media experts were 87,05% with a very valid category and the results of validation by material experts were 90,35% with a very valid category. The results of this study conclude that the Educational Robotics-based Work and Energy learning module with the Structured Inquiry model is valid for use in learning.
Validation of Educational Robotic-Based Vector Learning Module Using a Structured Inquiry Model to Improve Students' Computational Thinking Skills Anis, Sabilah Hairun; Kurniawan, Wawan; Riantoni, Cicyn; Falah, Hebat Shidow
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan (In Press)
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The problem that occurs in research schools is that students have difficulty in visualizing vector material with real context. After conducting the analysis, the solution provided to the above problem is in the form of robotic educational media. The use of educational robotics is expected to help students understand the vector material produced from the visualization of robot movements. This development aims to produce a product in the form of an educational robotic-based learning module using a structured inquiry model to improve students' computational thinking skills. The products that have been produced will be tested for validity by material experts and media experts. The development model used in this study is the ADDIE model which has only reached the development stage. The subjects of the study are physics teachers, material experts, and media experts. The data analysis technique used during the interview is spiral. Meanwhile, data from material experts and media experts used quantitative descriptive analysis. Based on the data of the validation results that have been obtained from the first subject matter expert is 78.27% with fairly valid criteria. The second material expert gave a score of 96.53 with very valid criteria and media experts got a validation score of 92.83% with very valid criteria. Based on the results of the validation above, the educational robotics-based vector learning module uses a structured inquiry model to improve computational thinking skills that are suitable for use.
Development of Guided Inquiry-Based Student Worksheet Assisted by Assemblr Edu to Enhance Conceptual Understanding in Electronics Course Selviandri, Indah; Nehru, Nehru; Riantoni, Cicyn
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16069

Abstract

This study aims to develop a Guided Inquiry-Based Student Worksheet (LKPD) assisted by Assemblr Edu to improve students’ conceptual understanding in an Electronics course. The LKPD is designed to engage students in structured investigative learning through the guided inquiry approach, while Assemblr Edu serves as a visualization tool for displaying 3D representations of equipment, materials, and electronic circuits used in learning activities. The study follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), but is limited to the development phase. Data were collected through expert validation sheets and student perception questionnaires. The content and media experts each provided a validation score of 95%, categorizing the LKPD as “highly valid” for field testing. Furthermore, the student perception analysis yielded a favorable score of 92.3%, indicating strong acceptance of the product in terms of design, content clarity, and learning motivation. These results confirm that the developed LKPD is both pedagogically and technologically suitable for use in higher education, particularly in supporting students’ conceptual understanding of complex topics such as RC and RLC series circuits in alternating current (AC). The integration of guided inquiry with augmented reality enhances student engagement and allows for better conceptual visualization, making it a promising tool for improving the quality of Electronics instruction.
Pengembangan LKPD Berbasis Project Based Learning Berbantuan Assemblr Edu pada Mata Kuliah Rangkaian Elektronika Reni, Rema Pusfita; Nehru, Nehru; Riantoni, Cicyn
Lensa: Jurnal Kependidikan Fisika Vol 13, No 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16071

Abstract

Penelitian ini bertujuan mengembangkan bahan ajar berupa Lembar Kerja Peserta Didik (LKPD) berbasis model Project Based Learning (PjBL) dengan dukungan aplikasi Assemblr Edu pada mata kuliah Rangkaian Elektronika. Penelitian ini didasarkan pada kesulitan mahasiswa dalam memahami konsep abstrak elektronika dan keterbatasan bahan ajar yang tersedia. Penelitian menggunakan metode pengembangan ADDIE hingga tahap development. Subjek uji coba mahasiswa Pendidikan Fisika angkatan 2022. Data dikumpulkan melalui validasi ahli dan angket persepsi mahasiswa. Hasil validasi menunjukkan bahwa LKPD tergolong sangat layak, dengan nilai rata-rata dari ahli media dan materi sebesar 95%. Mahasiswa juga memberikan tanggapan sangat baik dengan nilai aspek tampilan 94%, kemenarikan 89%, dan isi 91%. Temuan ini menunjukkan bahwa LKPD PjBL dengan visualisasi 3D melalui Assemblr Edu efektif digunakan sebagai alat bantu belajar dalam perkuliahan rangkaian elektronika.
Exploration of Students' Skills in Describing Physics Problems: The Effect of STEM-Project-Based Learning Nehru, Nehru; Kurniawan, Wawan; Riantoni, Cicyn
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.18289

Abstract

The difficulty students face in describing problems from posed physics-related questions is an indicator that is rarely studied. This research explores students' abilities in describing electrical circuit problems based on implementing STEM-Project Based Learning (STEM-PBL). This study employed a mixed-methods approach with an explanatory model. The subjects were 35 undergraduate Physics Education students at the University of Jambi enrolled in the Electromagnetism course. Data collection was carried out through tests and interviews. The test instrument used five reasoned multiple-choice questions, while the interview instrument used open-ended questions based on the problems identified from the test results. The study's findings revealed an effect size of 2.1 (medium category) and an N-Gain of 0.5 (medium category). Thus, STEM-PBL influences students' ability to describe problems. Future research should investigate the influence of other variables, such as educational background and learning motivation, on the effectiveness of STEM-PBL in developing students' problem-description skills further.
An analysis of students' concept application in problem-solving of electrical circuits through inquiry-based learning Riantoni, Cicyn; Rusdi, Rusdi; Maison, Maison; Yelianti, Upik
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.22874

Abstract

This study investigates students' conceptual application errors in solving electrical circuit problems in inquiry-based learning. The research involved 32 physics education students from Jambi University (24 females and 8 males) using a mixed-methods approach with an explanatory design. Students completed two multiple-choice questions with reasoning, analyzed using effect size calculation, and coded the reasoning responses to assess conceptual application. The results revealed an effect size of 0.7, indicating a moderate impact of inquiry-based learning on conceptual application in problem-solving. Further analysis showed that correct answers did not always reflect accurate conceptual understanding. For example, in the first question, 62.5% of students selected option D, but not all provided conceptually correct reasoning. In the second question, only 37.5% answered correctly. These findings suggest the need for additional support, such as reflective sessions and scaffolding, to enhance students' conceptual understanding and critical thinking skills in problem-solving tasks.
Development of Guided Inquiry-Based Student Worksheet Assisted by Assemblr Edu to Enhance Conceptual Understanding in Electronics Course Selviandri, Indah; Nehru, Nehru; Riantoni, Cicyn
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 1: June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i1.16069

Abstract

This study aims to develop a Guided Inquiry-Based Student Worksheet (LKPD) assisted by Assemblr Edu to improve students’ conceptual understanding in an Electronics course. The LKPD is designed to engage students in structured investigative learning through the guided inquiry approach, while Assemblr Edu serves as a visualization tool for displaying 3D representations of equipment, materials, and electronic circuits used in learning activities. The study follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), but is limited to the development phase. Data were collected through expert validation sheets and student perception questionnaires. The content and media experts each provided a validation score of 95%, categorizing the LKPD as “highly valid” for field testing. Furthermore, the student perception analysis yielded a favorable score of 92.3%, indicating strong acceptance of the product in terms of design, content clarity, and learning motivation. These results confirm that the developed LKPD is both pedagogically and technologically suitable for use in higher education, particularly in supporting students’ conceptual understanding of complex topics such as RC and RLC series circuits in alternating current (AC). The integration of guided inquiry with augmented reality enhances student engagement and allows for better conceptual visualization, making it a promising tool for improving the quality of Electronics instruction.
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.