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All Journal Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Inspirasi Pendidikan Jurnal Pendidikan Fisika PENA SAINS SMATIKA Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics SEJ (Science Education Journal) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Jurnal Bidang Pendidikan Dasar JPM (Jurnal Pemberdayaan Masyarakat) Kasuari: Physics Education Journal (KPEJ) Jurnal Pendidikan dan Kebudayaan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Rainstek : Jurnal Terapan Sains dan Teknologi Online Learning in Educational Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan HINEF : Jurnal Rumpun Ilmu Pendidikan Pedagogi : Jurnal Pendidikan dan Pembelajaran Proceedings Series of Educational Studies Teaching, Learning, and Development Smatika Jurnal : STIKI Informatika Jurnal Jurnal Pengabdian Masyarakat
Hestiningtyas Yuli Pratiwi
Universitas PGRI Kanjuruhan Malang
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengembangan Modul Fisika Berbasis Problem Based Learning Pada Materi Usaha Dan Energi Untuk Meningkatkan Minat Dan Hasil Belajar Peserta Didik SMA Hardiyanti, Yohana; Dul Aji, Sudi; Pratiwi, Hestiningtyas Yuli
RAINSTEK: Jurnal Terapan Sains dan Teknologi Vol. 5 No. 1 (2023): Maret
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v5i1.7924

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui kelayakan dan keefektifan modul yang dirancang untuk meningkatkan minat dan hasil belajar siswa. Metode yang digunakan adalah penelitian dan pengembangan (R&D). Tes dilakukan di SMA PGRI 06 Malang Kabupaten Malang. Hasil penelitian membuktikannya ujian Modul berbasis PBL dari para ahli modul Fisika mendapat nilai rata-rata 2,9 untuk kategori Kelayakan, dan ahli media 3,1 untuk kategori Kelayakan. Modul yang dikembangkan dalam bentuk tes kecil ini memperoleh persentase rata-rata 73,12 dengan jawaban baik dari siswa. Hasil uji skala akbar memperlihatkan bahwa modul belajar tingkat lanjut mencapai rata-rata 74,4 berdasarkan penilaian guru fisika yang memperoleh rata-rata kategori baik sebesar 2,9. Modul fisika pembelajaran berbasis masalah efektif meningkatkan minat dan hasil belajar siswa. Berdasarkan output analisis diketahui bahwa antara pre-test dan post-test secara keseluruhan terjadi peningkatan nilai tes minat dan hasil belajar siswa yaitu perbedaan nilai ujian siswa sebelum dan sesudahnya penerapan. Pembelajaran berbasis masalah berdasarkan hasil analisis, skor tes minat dan hasil belajar terbukti lebih tinggi di antara siswa yang mencapai skor pretes rata-rata 48,8 dan skor rata-rata postes 85,6 dan skor tes N-Gain secara umum. telah diperbaiki. 0,72 termasuk dalam kategori tinggi di mana nilai kelas "tinggi" adalah g > 0,7.
Development of Integrated Competency-Based Physics Academic Test for Teacher Professional Education Program Students Sujito, Sujito; Ekawati, Ratna; Pratiwi, Hestiningtyas Yuli
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.108

Abstract

The teacher professional education program requires prospective physics teachers to demonstrate integrated academic, pedagogical, social, and personal competencies. However, current evaluation practices remain dominated by traditional multiple-choice tests that primarily assess lower-order cognitive skills and fail to capture critical thinking, problem-solving, and reflective abilities. This study aims to develop a problem-based professional competency test designed to predict the academic success of the teacher professional education program students in physics. The research employed a Research and Development (R&D) approach with a modified Borg & Gall model, covering needs analysis, design, expert validation, pilot testing, revisions, and field trials. The participants were 57 physics students of the teacher professional education program on universitas in Malang at 2025. The initial instrument consisted of 35 items, which were refined to 25 valid items through rigorous analysis of validity, reliability, item difficulty, discrimination power, and distractor effectiveness. Findings revealed that all 25 items were valid, with an instrument reliability coefficient of 0.788. The distribution of item difficulty was dominated by easy to moderate levels, ensuring a balanced measurement range. These results highlight that a problem-based professional competency test can serve as a valid, reliable, and contextually relevant evaluation tool. It not only aligns with the demands of higher-order thinking but also reflects the pedagogical readiness required of future physics teachers.
WEBTOON-BASED PHYSICS E-MODULE AS ALTERNATIVE MEDIA TO IMPROVE STUDENT'S CRITICAL THINKING ABILITY ON OPTICAL EQUIPMENT MATERIALS Ayu, Hena Dian; Jaya, Paskalina; Pratiwi, Hestiningtyas Yuli; Jufriadi, Akhmad
Journal of Teaching and Learning Physics Vol. 7 No. 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i2.17827

Abstract

This research focuses on developing and analyzing the qualifications, effectiveness, and reactions of e-module users on optical devices to improve critical thinking skills. The advantage of this e-module is that it contains material descriptions, videos, webtoons, and evaluation questions that can be accessed online. The research method uses research and development of the ADDIE model, with five stages: investigating student needs, designing learning media using pixton.com, canva.com, and the Flip PDF Professional application, and developing e-modules that are validated by media expert validators and material, amounting to two people. , product implementation to users, and evaluation of e-modules by teachers and students. Indicators of critical thinking skills tested include interpreting, analyzing, evaluating, and inferring skills. The feasibility of the e-module turned out to be valid by experts in the media and material obtained from the validation questionnaire. The results of the effectiveness of the e-module in improving critical thinking skills showed that the effectiveness was tested on 26 class X SMK students and user responses, namely teachers and students, were very positive.
Meningkatkan Prestasi Belajar dan Literasi Lingkungan pada Topik Energi melalui Model Discovery Learning Terintegrasi SDGs Ndawis, Yustri; Pratiwi, Hestiningtyas Yuli; Ayu, Hena Dian
RAINSTEK: Jurnal Terapan Sains dan Teknologi Vol. 5 No. 3 (2023): September
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v5i3.9259

Abstract

Tujuan penelitian ini untuk mengetahui kualitas implementasi model Discovery Lerning, peningkatan prestasi belajar siswa dan literasi lingkungan siswa pada topik energi bagi siswa VII SMP PGRI O2 Singosari. Penelitian ini dilaksanakan di SMP PGRI 02 Singosari dengan subjek penelitian kelas VII yang berjumlah 33 orang. Jenis dan metode yang di gunakan adalah jenis pendekatan kualitatif dan metode penelitian tindakan kelas (PTK) yang terdiri dari dua siklus. Teknik pengumpulan data meliputi RPP, Lembar Observasi, wawancara, dokumentasi dan soal prestasi belajar (20 soal) Dan angket literasi lingkungan (10 pernyataan). Pada siklus I dan II pembelajaran di lakukan dengan menggunakan model Discovery Learning. Hasil penelitian ini menunjukan, Pertama, penggunaan Model Discovery Learning dapat meningkatkan kualitas pembelajaran, hal ini dapat dibuktikan dari hasil persentase kualitas keterlaksanaan pembelajaran siklus II sebesar 75,62%. Kedua, penggunaan Model Discovery Learning dapat meningkatkan prestasi belajar siswa. Hal ini dibuktikan nilai prestasi belajar pada siklus II meningkat dari siklus I 77% menjadi 81,60%. Ketiga, model Discovery Learning dapat meningkatkan literasi lingkungan siswa. Hal ini dapat di buktikan hasil persentase literasi lingkungan siswa meningkat dari persentase siklus sebelumnya yaitu 78% menjadi 83,71%. Dari penelitian tersebut dapat di simpulkan bahwa penerapan model Discovery Learning sangat membantu siswa dalam belajar sehingga bisa meningkatkan prestasi belajar dan literasi lingkungan siswa.
Integrasi Visualisasi Sintak Bahasa Pemrograman PHP dengan Sistem LMS Akhmad Zaini; Hestiningtyas Yuli Pratiwi
SMATIKA JURNAL : STIKI Informatika Jurnal Vol 12 No 01 (2022): SMATIKA Jurnal : STIKI Informatika Jurnal
Publisher : LPPM UBHINUS MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32664/smatika.v12i01.630

Abstract

One of the problems that are often faced by beginners in learning programming languages is the complexity of the syntax that must be learned. The Blockly library is a solution that can be taken to reduce programming language syntax errors. With this library, users can simply arrange puzzles and then the puzzle arrangements can be generated automatically into programming language scripts. However, the Blockly library is only a tool for programming penyuntings. For the material to be conveyed to users, we must arrange a good learning path. In order for the material to be structured into a good learning path, we need a learning content processing system or LMS. This study aims to integrate the advantages of the Blockly library with the advantages of the LMS system so that it becomes a good programming language learning medium. The learning path is structured by prioritizing the understanding of syntax writing patterns through a series of simulations, followed by theoretical explanations and discussions. The results of user responses to this learning media show effectiveness of 79%, attractiveness of 81% and efficiency of 81%.
Program Open Laboratory Fisika untuk Mendukung Pembelajaran Praktikum di Sekolah Menengah Nurul Ain; Hestiningtyas Yuli Pratiwi; Muhammad Sayyadi; Akhmad Jufriadi
Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2025): Desember
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jdimas.v3i2.13810

Abstract

The limited physics laboratory facilities and infrastructure in high schools remains a major obstacle to meaningful physics learning. Trimurti High School is one of the schools that does not yet have a physics laboratory, so the learning process tends to be conducted through lectures and minimal practical activities. This community service activity aims to provide a practical-based learning experience through an open physics laboratory program involving lecturers and students. The practicals implemented include the formation of images on convex and concave lenses, the use of a simple microscope, and experiments with straight-line motion. The community service method is carried out through the stages of planning, implementation of the practical, and evaluation of the activity. The results of the activity showed a very enthusiastic response from teachers and students, increased learning motivation, and a better understanding of physics concepts through direct experience. This open laboratory activity is expected to be an alternative solution for schools with limited laboratory facilities and encourage the implementation of more contextual and active physics learning.
Transformation of Critical Thinking in Environmental Education: Integration of Project-Based Learning and Technology Hena Dian Ayu; Akhmad Jufriadi; Hestiningtyas Yuli Pratiwi
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.598

Abstract

Critical thinking is essential in environmental education, helping students address ecological and sustainability challenges. However, current learning models often lack a structured framework for developing critical thinking in environmental science courses. The advancement of digital technology offers both opportunities and challenges. This research aims to develop critical thinking dimensions for environmental science courses using a project-based learning (PjBL) approach, integrated with digital technology (AI-assisted data analysis, GIS for mapping, and cloud-based tools for collaboration). The Delphi method was used to create critical thinking indicators, involving 15 experts from various fields. Data was collected via interviews, Focus Group Discussions (FGD), and a Likert scale-based validation questionnaire. Results show that the developed dimensions Inference, Clarifying and Interpretation, Analyze and Evaluate Arguments, and Explanation met validity and reliability criteria through Rasch analysis and Confirmatory Factor Analysis (CFA). Technology integration in PjBL enhances data-driven analysis and predictive modeling but may reduce critical reflection due to AI reliance. A hybrid learning approach is recommended to balance hands-on interaction with technology use. This study contributes to designing more effective strategies for improving students' critical thinking skills in environmental education
Lokakarya Pengembangan Project Media Interaktif pada Kurikulum Merdeka bagi Guru PAUD Al-Quran Baiturrahman Kota Malang Hestiningtyas Yuli Pratiwi; Siti Muntomimah; Ayu Asmah; Alfiatus Syarofah; Jumriyah Jumriyah
Jurnal Pengabdian Masyarakat Vol. 1 No. 1 (2023): Juni
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

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

Abstract

Kurikulum Merdeka merupakan kurikulum inovatif yang memberikan kebebasan kepada guru dalam merancang pembelajaran yang sesuai dengan kebutuhan anak usia dini. Dalam rangka mendukung implementasi Kurikulum Merdeka, lokakarya pengembangan project media interaktif diadakan untuk memberikan pelatihan kepada guru PAUD dalam menciptakan materi pembelajaran yang menarik dan interaktif. Lokakarya ini bertujuan untuk memberikan pemahaman dan keterampilan kepada guru PAUD dalam menggunakan berbagai teknologi dan aplikasi untuk menciptakan media interaktif yang sesuai dengan Kurikulum Merdeka. Guru diajarkan tentang penggunaan alat desain grafis seperti Canva, aplikasi video editing seperti iMovie, serta penggunaan alat interaktif seperti Kahoot dan Nearpod. Hasil lokakarya menunjukkan bahwa guru PAUD sangat antusias dan termotivasi untuk mengembangkan project media interaktif. Mereka merasa bahwa penggunaan media interaktif dapat meningkatkan minat dan partisipasi anak-anak dalam pembelajaran. Selain itu, guru-guru juga merasa lebih percaya diri dalam merancang materi pembelajaran yang kreatif dan menarik sesuai dengan kebutuhan anak usia dini. Lokakarya pengembangan project media interaktif pada Kurikulum Merdeka bagi guru PAUD memiliki peran penting dalam meningkatkan kualitas pembelajaran. Penggunaan media interaktif dapat menciptakan pengalaman pembelajaran yang menarik, interaktif, dan sesuai dengan perkembangan anak usia dini. Melalui lokakarya ini, guru PAUD dapat mengembangkan keterampilan dan pengetahuandalam menciptakan media interaktif yang efektif dan kreatif, sehingga memberikan kontribusi positif terhadap perkembangan anak usia dini.
Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Sudi Dul Aji; Nurul Ain; Akhmad Zaini; Hestiningtyas Yuli Pratiwi; Kadek Dwi Hendratma Gunawan; Salsabila Kholifahtun Nisa’; Muhammad Nur Hudha
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

Abstract

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.
Pengembangan Modul IPA/Fisika Terpadu Berbasis Scaffolding pada Tema Gerak Untuk Siswa Kelas VIII SMP/MTs Jumaidin Budaeng; Hena Dian Ayu; Hestiningtyas Yuli Pratiwi
Momentum: Physics Education Journal Vol 1 No 1 (2017)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.178 KB) | DOI: 10.21067/mpej.v1i1.1633

Abstract

This research aims to develop the Integrated Science Module Based on Scene Motion Scaffolding, knowing the quality of Integrated Science module, and evaluate the response of teachers and students of the Integrated Science module. This study is a research and development (R & D) by Borg and Gall modified by Sugiyono. The results of the research module Integrated Science for students developed by subject matter experts and media experts have a quality percentage of each 85% (excellent) and 86.6% (excellent). While the modules for teachers according to subject matter experts and media experts have quality with the percentage of each 84% (excellent) and 87% (very good), the response of teachers to the teacher module and student module is Strongly Agree with the percentage of each 87.5 % and 89.84%. Of the 10 students of SMP Negeri 3 Kepanjen on a limited test, got the students' response to student IPA module is Strongly Agree with the percentage of 85%. It can be concluded that the Integrated Science Module Based on Scene Motion Scaffolding has met the criteria Very Good quality and fit for use as a teaching material Integrated Science for students of class VIII SMP/MTs.Keywords: Integrated Science Module, Scaffolding, Motion Penelitian ini bertujuan untuk mengembangkan Modul IPA Terpadu Berbasis Scaffolding pada Tema Gerak, mengetahui kualitas modul IPA Terpadu, dan mengetahui respon guru dan siswa terhadap modul IPA Terpadu. Penelitian ini merupakan penelitian dan pengembangan (R&D) menurut Borg dan Gall yang dimodifikasi oleh Sugiyono. Hasil penelitian modul IPA Terpadu untuk siswa yang dikembangkan menurut ahli materi dan ahli media memiliki kualitas persentase masing-masing 85% (sangat baik) dan 86,6% (sangat baik). Sedangkan modul untuk guru menurut ahli materi dan ahli media memiliki kualitas dengan persentase masing-masing 84% (sangat baik) dan 87% (sangat baik), respon guru terhadap modul guru dan modul siswa adalah Sangat Setuju dengan persentase masing-masing 87,5% dan 89,84%. Dari 10 siswa SMP Negeri 3 Kepanjen pada uji terbatas, mendapat respon siswa terhadap modul IPA siswa adalah Sangat Setuju dengan persentase 85%. Dengan demikian dapat disimpulkan bahwa Modul IPA Terpadu Berbasis Scaffolding pada Tema Gerak telah memenuhi kriteria kualitas Sangat Baik dan layak digunakan sebagai salah satu bahan ajar IPA Terpadu untuk siswa kelas VIII SMP/MTs.Kata Kunci: Modul IPA Terpadu, Scaffolding, Gerak
Co-Authors Abdul Hayyi Ade Gafar Abdullah, Ade Gafar Akhmad Jufriadi Akhmad Zaini Albertus Pati Molan Alfiatus Syarofah Amel, Bernadeta Ana Lailatul Fitriyah Anatolia Gurtin Andista Candra Yusro Anik Istyowati Anik Istyowati Anik Istyowati Anna Permanasari Arief Rahman Hakim Arif Hidayat Asim Asim asmah, ayu Ayu Nur Laily Choiroh Bima, Duran Core Chandra Sundaygara Choirul Huda Dul Aji, Sudi Dwi Haryoto Elisabeth Tai Elista Cahyani F. Collin Maharani Manggul Godensia Eustika Elonora Godevila Sriyati Wela Hardiyanti, Yohana Hari Wisodo, Hari Helena Jelita Igut Hena Dian Ayu Hilde Gardis Spriani Hilwa Mar’atus Solihah Hilwa Mar’atus Solihah Ida Hamidah Ika Rahmania Indriyani Rachman Irfan Yusuf Ivonita Trihastuti Jaya, Paskalina Jumaidin Budaeng Jumriyah Jumriyah Kadek Dwi Hendratma Gunawan Kadim Masjkur Kristanti Diana Malo Maris Kurniawati MIFTAKHUL FIRDAUS Muhammad Nur Hudha Muhammad Nur Hudha Nada Damai Azka Ndawis, Yustri Nurul Ain Nurul Ain Nury Yuniasih, Nury Odilla Fransiska Manehat Paskalina Jaya Pebriana, Irvany Nurita Ratna Ekawati Robertus Ndara Ana Lewe Sabina Yasriyani Lawut Safril Taufiq Hidayat Safril Taufiq Hidayat Salsabila Kholifahtun Nisa’ Sayyadi, Muhammad Sholikhan Siti Farhatus Tsaniyah Siti Halimatus Sakdiyah Siti Muntomimah Sri Wahyuni Widyaningsih Sudi Dul Aji Sujito . Sujito Sujito Sujito Sujito Sunardi Sunardi Sutopo Sutopo Yokbet Badelwaer Yuliana Ika