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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Fisika Indonesia Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Penelitian Pendidikan IPA (JPPIPA)
Afifa, Mardiah
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Other

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Innovative Evaluation: Uncovering the Need for Ethno- Stem Tools in Assessing Creative Thinking in Physics Education Afifa, Mardiah; Wiyono, Ketang; Sriyanti, Ida
Edukasi Vol 11 No 02 (2024): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ygfsgn98

Abstract

This study investigated the need for an ethno-STEM-based assessment tool to evaluate creative thinking skills in prospective physics teachers. Data collection was conducted through a quantitative descriptive survey involving 53 first-year physics education students at Universitas Sriwijaya using Google Forms. The collected data were analyzed using Microsoft Excel to provide a comprehensive overview. The findings revealed that 81.13% of the participants hailed from South Sumatera, 96.23% expressed a preference for basic physics courses, and 98.11% recognized the importance of mastering creative thinking skills. Furthermore, 81.13% students indicated a strong demand for the development of ethno-STEM-based assessment tools. These results underscore the potential impact of culturally relevant assessment methods on fostering creative thinking in physics education. Integrating ethno-STEM into assessments not only enhances student engagement, but also cultivates essential creative thinking skills. Ultimately, this approach aims to build a more meaningful and effective physics education experience by bridging theoretical knowledge with students' cultural backgrounds and real-world applications, thereby supporting future educators in delivering impactful lessons.
The underlying physics concept of a soccer game as a catalyst for enhancing creative thinking skills Sriyanti, Ida; Afifa, Mardiah; Meilinda, Meilinda; Puteri, Anisya Sefina; Aisyah, Nyimas; Bayu, Wahyu Indra; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Hapizah, Hapizah
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.32682

Abstract

Teachers need to improve students’ creative thinking skills by incorporating relevant everyday contexts. Soccer, as a familiar part of daily life, has not been widely used in education, and its impact on creative thinking requires further study. This research aimed to develop a contextual physics e-module centered on soccer to enhance creative thinking in physics learning. The study followed Rowntree's development model, including planning, development, and evaluation, with Tessmer’s formative evaluation through expert reviews, one-on-one assessments, small-group evaluations, and field tests. The creative thinking indicators used in the research are fluency, flexibility, originality, and elaboration. Data were collected from 346 high school students in Palembang via walkthroughs, questionnaires, and written tests, then analyzed using SPSS version 16. The results showed that the soccer-based physics e-module is valid (Sig. 0.00), practical (one-to-one: 82.75%; small group: 91.00%), and in the moderate category for improving creative thinking (N-gain: 0.59). These findings highlight the need to explore other everyday contexts and assess the long-term impact of the e-module across different educational settings.
Utilizing Rasch Model to Analyze A Gender Gap in Students’ Scientific Literacy on Energy Afifa, Mardiah; Khoirunnisa, Rini; Pratiwi, Sri Mindia Vanessa; Meitaza, Dariah
Jurnal Pendidikan Fisika Indonesia Vol 20, No 1 (2024)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v20i1.44472

Abstract

The purpose of this study was to analyze the gap in scientific literacy between male and female students in the subject of energy. This study involves junior high school students which differentiated by gender. The instruments used in this study were the 2006 and 2015 PISA tests, which consisted of nine questions and were analyzed using the Rasch model. The data was analyzed using the Wright map, person measure, item reliability, and DIF. The findings revealed no significant difference between male and female students' scientific literacy, even though male students' percentage results were more significant than female students. Therefore, this study shows no gender gap in students' scientific literacy in energy material. However, students have low literacy, with a logit of -0.51, so physics teachers must create teaching methods to improve students’ scientific literacy. This research is useful for providing information on the use of the Rasch analysis model to analyze gender gaps in students' scientific literacy, which has the potential to pave the way for the prevention of bias and the development of more effective strategies in achieving gender equality in science education.
Miskonsepsi Siswa SMA Tentang Gerak dan Gaya Menggunakan Instrumen Force Concept Inventory (FCI) Khoirunnisa, Rini; Syuhendri; Kistiono; Afifa, Mardiah
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.6979

Abstract

This research aims to identify high school students' misconceptions regarding motion and force using the Force Concept Inventory (FCI) instrument. This study used a quantitative method with respondents of 108 students in class XI science. Misconception data was obtained using FCI in the form of multiple-choice questions. There are 30 questions with five options. The results showed that a total of 46 out of 108 students (19.44%) answered 8 to 11 questions correctly, 41 students (37.96%) answered 5 to 7 questions correctly and the other 21 students (42.59%) only answered 2 to 4 questions correctly. The conclusion is students had misconceptions about the concepts of motion and force, especially on topics such as kinematics, Newton's laws, the principle of superposition, and kinds of force. This research implies the importance of understanding students' misconceptions in developing physics curricula and learning strategies in high schools. It is hoped that the research results can provide information to teachers about students' conceptual understanding so that appropriate learning strategies can be developed to correct students' misconceptions in learning.
Co-Authors Hapizah Ida Sriyanti Ketang Wiyono Khoirunnisa, Rini Kistiono Meilinda Meilinda Meitaza, Dariah Nyimas Aisyah Pratiwi, Sri Mindia Vanessa Puteri, Anisya Sefina Ratu Ilma Indra Putri Syuhendri Wahyu Indra Bayu Zulkardi Zulkardi