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All Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Kappa Journal International Journal of Educational Narratives
Nurussaniah Nurussaniah
Universitas PGRI Pontianak
Arts Humanities Astronomy Physics Other

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Effectiveness of Guided Inquiry-Based Worksheets in Improving Science Process Skills on Vibrations and Waves Material Ira Nofita Sari; Lia Angraeni; Dedeh Kurniasih; Nurussaniah Nurussaniah
Kappa Journal Vol 8 No 3 (2024): Kappa Journal
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v8i3.28525

Abstract

Science education is a key factor in developing students' science process skills and understanding of scientific concepts. Mastery of science process skills is one of the important ways to gain knowledge. By implementing Student Worksheets based on guided inquiry, science process skills and understanding of scientific concepts can be improved. This study examines the effect of guided inquiry-based worksheets on science process skills. This study used a quasi-experimental design with a one-group pretest-posttest model to examine the effectiveness of guided inquiry-based worksheets in improving students' science process skills on vibration and wave material. The research participants consisted of students enrolled in vibration and wave courses in the third semester of the Physics Education Study Program, Universitas PGRI Pontianak, who were selected using saturated sampling techniques. The instruments used in this study were science process skills tests in the form of pretests and posttests and science process skills observation sheets during learning which included observing, classifying, measuring, interpreting data, making hypotheses, designing experiments, conducting experiments, communicating, results, concluding, identifying variables, and using tools and materials. The data obtained were analyzed using paired t-test and N-Gain analysis. Based on the data obtained, both from pretest, posttest, and observation, it can be concluded that the use of guided inquiry-based worksheets is effective in improving students' science process skills in vibration and wave material. This increase is clearly seen in the pretest and posttest scores, as well as in the observation of skills that show positive developments in all indicators of science process skills.
The Effectiveness of Using an Arduino Uno Microcontroller-Based Radioactivity Detector as a Physics Learning Medium to Improve Students’ Scientific Literacy Boisandi Boisandi; Nurussaniah Nurussaniah; Matsun Matsun
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 15 No. 1 (2026)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v15i1.18370

Abstract

This study aims to analyze the effectiveness of using an Arduino Uno–based radioactive detector as a physics learning medium to improve students’ scientific literacy. The study employed a quasi-experimental method with a one-group pretest–posttest design, involving 30 students from the Physics Education Study Program, Faculty of Mathematics, Science, and Technology, Universitas PGRI Pontianak. The research instrument was a scientific literacy test consisting of five main indicators: explaining scientific phenomena, designing scientific inquiry, interpreting data and evidence, applying scientific concepts, and demonstrating scientific attitudes. Data were analyzed using the N-Gain score to measure improvement and a paired sample t-test to determine the significance of the difference between pretest and posttest results. The findings revealed an average N-Gain score of 0.366, categorized as moderate, indicating a noticeable improvement in students’ scientific literacy after learning with the Arduino Uno–based detector. The t-test results showed t = 14.97 and p = 0,356 × 10-15 (< 0.05), suggesting a statistically significant difference between pretest and posttest scores. These results demonstrate that the use of the Arduino Uno–based radioactive detector is effective in enhancing students’ scientific literacy, particularly in explaining scientific phenomena and interpreting experimental data.
Teaching with Tech or Text? A Meta-Analysis for Evidence-Based Reading Instruction Muhammad Iqbal Ripo Putra; Dedi Irwan; Aunurrahman Aunurrahman; Sulaiman Sulaiman; Nurussaniah Nurussaniah
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3762

Abstract

Background. The rapid integration of digital reading in higher education has changed how students engage with academic texts. Conflicting evidence remains on whether digital formats support reading comprehension as well as print. This gap matters given the growing reliance on screen-based learning and the cognitive demands of academic reading.. Purpose. This meta-analysis examined whether technology-enhanced reading improves comprehension compared to print among undergraduate students. The study addressed three aspects: (1) overall differences in comprehension between digital and print formats, (2) variations across pre-, during-, and post-COVID periods, and (3) the moderating role of text modality (text-only vs. multimodal). Method. Following PRISMA guidelines, this study synthesised data from 13 empirical studies published between 2017 and 2025, involving 1,029 undergraduate students across L1, L2, and EFL contexts. Effect sizes were calculated using Hedges' g within a random-effects model. Subgroup and meta-regression analyses were conducted to examine moderating variables. Results. The findings showed a small but statistically significant advantage for print reading over digital formats (g = 0.265, p < .001). This advantage was more pronounced in post-pandemic studies (g = 0.333) and in text-only materials (g = 0.291), while multimodal texts showed greater variability. Meta-regression indicated no significant change in effect size over time, and publication bias was minimal. Print reading consistently supported deeper comprehension, particularly for cognitively demanding academic texts. Conclusion. Print yields stronger comprehension than digital formats in undergraduate reading, especially for complex academic texts. This meta-analysis informs teaching practice by recommending print for high-stakes reading and metacognitive scaffolding when digital formats are used.
Co-Authors Aunurrahman Aunurrahman Boisandi Boisandi Dedeh Kurniasih Dedi Irwan Ira Nofita Sari Lia Angraeni Matsun Muhammad Iqbal Ripo Putra Sulaiman Sulaiman