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All Journal Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan MIPA
Dulhasyim, Ashari Bayu P.
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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TGT Type Cooperative Learning Assisted by Quizizz: Study of Students' Physics Cognitive Abilities on the Material of Motion of Objects Untajana, Sally E.; Dulhasyim, Ashari Bayu P.; Telapary, Aprillia F.; Kelelufna, Vantri Pieter
Journal of Science and Science Education Vol. 5 No. 2 (2024): October
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v5i2.9608

Abstract

This study aims to analyze the effect of the TGT type cooperative learning model assisted by the quizizz application in improving students' physics cognitive abilities in the material of motion of objects. The type of research used in this study is a quantitative descriptive research type. The design used in this study is the One-Group Pretest-Posttest Design. The subjects in this study were 23 people. The data for this study were collected through test and non-test instruments, the test instrument was in the form of an initial test and a final test, while the non-test instrument was in the form of student worksheets and tournament results. The results of the study showed that the initial abilities of students before being taught using the TGT type cooperative learning model assisted by the quizizz application were proven to be in the failing qualification with an achievement score of 24.08. The cognitive abilities of students during the learning process assessed in the LKPD and tournament obtained completeness from all groups that were in the sufficient qualification with an average value of 74.37. The average score of the final test achievement of students was 81.17 where 1 student was in very good qualification, 10 students were in good qualification and 12 other students were in sufficient qualification. Meanwhile, the results of the analysis of the increase in students' cognitive abilities in the N-gain test obtained a value of >0.74. This result was obtained because of the treatment given, with the TGT type cooperative learning model assisted by the quizizz application. Thus it can be concluded that through the use of the TGT type cooperative learning model assisted by the quizizz application in physics learning is complete on the material of motion in objects
Optimizing 21st Century Skills Through Island-based Physics Multirepresentation Learning at Madrasah Aliyah Negeri 1 Maluku Tengah School Jamaludin, Jamaludin; Latununuwe, Altje; Rachman, Gazali; Dulhasyim, Ashari Bayu P.
Unram Journal of Community Service Vol. 6 No. 1 (2025): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i1.751

Abstract

In the current era of globalization, prioritizing four basic skills such as critical thinking, collaboration, communication, and creativity, is needed to prepare students to live in the future. This community service activity aims to optimize these skills through the application of ocean-island-based physics multirepresentation learning, which is relevant to the living environment of students in Central Maluku. The multirepresentation approach helps students understand abstract physics concepts through various forms of representation, such as visual, mathematical, and verbal, which encourages deeper understanding. The context of the sea-island environment, such as currents, waves, and hydrostatic pressure, is used as physics teaching material to increase the relevance and motivation of student learning, as students can see how physics concepts are integrated in their daily lives. The service method used includes observation, teacher training, and implementation of contextual learning based on sea-islands. The results showed that teachers who participated in the training were able to design and implement contextualized multirepresentation physics learning, which is relevant to the local sea-island environment. Students also responded positively and showed improvement in 4C skills through the island sea-based learning process and this learning is expected to continue to evolve and be applied in various learning contexts to advance 21st century skills among students
Analysis of Science Teachers’ Difficulties in Implementing Differentiated Learning in the Independent Curriculum at Senior High Schools Dulhasyim, Ashari Bayu P.; Untajana, Sally E.; Sopacua, Fryan; Sopacua, Venty
Journal of Science and Science Education Vol. 6 No. 1 (2025): April
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v6i1.10983

Abstract

Differentiated learning is an innovative approach aimed at improving instructional effectiveness by tailoring teaching methods and materials to meet students' individual needs. However, most science teachers in West Seram Regency have not yet implemented this approach optimally. Some teachers have even made mistakes in its application and face various significant challenges. This study aims to analyze the difficulties experienced by senior high school science teachers in implementing differentiated learning in accordance with the Merdeka Curriculum. The study involved 30 teachers from 6 senior high schools in the region and employed both quantitative and qualitative descriptive methods using a survey design. Instruments included questionnaires to measure levels of difficulty and interviews to strengthen the data. The results revealed that four out of six schools had not yet implemented differentiated learning effectively, with an average difficulty level reaching 63.3%. The main difficulties included a lack of conceptual understanding, limited resources, and minimal training related to the new curriculum. These findings underscore the need to enhance teachers’ professional capacity through intensive training so that they can design more inclusive and adaptive learning strategies, ultimately improving the quality of education in West Seram Regency.
Building New Understanding Through Experiments: Students' Conceptual Shifts on Projectile Motion Jamaludin, Jamaludin; Batlolona, John Rafafy; Dulhasyim, Ashari Bayu P.
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 4: October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i4.15627

Abstract

Students' understanding of the concept of projectile motion is often hindered by misconceptions that are difficult to change through conventional teaching methods. This research explores how direct instruction, which remains relevant and effective in physics education, can be key to fostering conceptual change in students through a qualitative approach involving 39 elementary education teacher students as participants. Data was collected using two main instruments: in-depth interviews and student reflection journals, conducted during active and interactive learning processes. The research findings revealed that direct instruction not only helps students identify and correct misconceptions but also enriches their understanding by connecting the concept of projectile motion to real-life phenomena. Based on the reflection journals, students demonstrated increased awareness of conceptual errors and stated that direct involvement in experimental activities facilitated the internalization of concepts. In-depth interviews also indicated that group discussions, demonstrations, and direct observations of the motion trajectories of objects significantly reinforced their conceptual understanding. This transformation in understanding shows that direct teaching methods can bring abstract physics material to life, turning it into meaningful and applicable learning experiences. The conclusion of the research emphasizes that direct instruction is an effective strategy for improving the quality of students' conceptual understanding, particularly on the topic of projectile motion, and strengthening the foundation for sustainable physics education.
Misconceptions of Physics Students on the Concept of Equilibrium of Rigid Bodies: A Case Study of Keku Culture Batlolona, John Rafafy; Jamaludin, Jamaludin; Dulhasyim, Ashari Bayu P.; Silahooy, Stevi
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: Physics scientists have paid serious attention to student misconceptions at various levels of education. The results show that learners have different ideas, which need to be more accurate about what is accepted in a scientific context. Student misconceptions in physics education have been assessed to date through various tests and found to be high. One less explored topic in physics teaching is the equilibrium of rigid bodies. Students consider this to be one of the most complicated topics. Therefore, this research used a test to measure students' misconceptions. This study aimed to determine the extent of student's misconceptions about the concept of equilibrium of rigid bodies in the case of Keku culture. This research is ethnographic research using a survey technique. One hundred prospective physics teachers participated in this study. Findings in the field showed that students experienced high misconceptions. It is because teachers at the lower level do not accustom students to learn from natural phenomena around them related to cultural concepts, and they are given scientific questions to search for and provide answers and solutions related to these natural phenomena. Teachers explore more conditions and physics problems in textbooks and less explore contextual things. Future researchers are advised that teacher teaching must be improved by developing physics teaching using appropriate strategies that can encourage students' understanding of concepts to reduce student misconceptions so that they impact students' academic performance.         Keywords: concept understanding, misconceptions, ethnophysics, object equilibrium, keku.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp87-102
Optimizing 21st Century Skills Through Island-based Physics Multirepresentation Learning at Madrasah Aliyah Negeri 1 Maluku Tengah School Jamaludin, Jamaludin; Latununuwe, Altje; Rachman, Gazali; Dulhasyim, Ashari Bayu P.
Unram Journal of Community Service Vol. 6 No. 1 (2025): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i1.751

Abstract

In the current era of globalization, prioritizing four basic skills such as critical thinking, collaboration, communication, and creativity, is needed to prepare students to live in the future. This community service activity aims to optimize these skills through the application of ocean-island-based physics multirepresentation learning, which is relevant to the living environment of students in Central Maluku. The multirepresentation approach helps students understand abstract physics concepts through various forms of representation, such as visual, mathematical, and verbal, which encourages deeper understanding. The context of the sea-island environment, such as currents, waves, and hydrostatic pressure, is used as physics teaching material to increase the relevance and motivation of student learning, as students can see how physics concepts are integrated in their daily lives. The service method used includes observation, teacher training, and implementation of contextual learning based on sea-islands. The results showed that teachers who participated in the training were able to design and implement contextualized multirepresentation physics learning, which is relevant to the local sea-island environment. Students also responded positively and showed improvement in 4C skills through the island sea-based learning process and this learning is expected to continue to evolve and be applied in various learning contexts to advance 21st century skills among students
Co-Authors Altje Latununuwe Batlolona, John Rafafy Jamaludin . Kelelufna, Vantri Pieter Rachman, Gazali Silahooy, Stevi Sopacua, Fryan Sopacua, Venty Telapary, Aprillia F. Untajana, Sally E.