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All Journal Jurnal Materi dan Pembelajaran Fisika Muslim Education Review
Haridza, Risa
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Education Physics Social Sciences Other

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Exploring the Relationship between Safe Learning Environments and Literacy Skills in Majority Muslim Southeast Asian Nations: Insights from PISA 2022 Haridza, Risa
Muslim Education Review Vol. 3 No. 2 (2024)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v3i2.318

Abstract

This research investigates the association of safe learning environments with literacy scores in three Southeast Asian countries with Muslim-majority populations: Brunei Darussalam, Indonesia and Malaysia. The study will use data from PISA 2022 to identify factors that promote inclusive learning environments and are related to students’ literacy. The research is grounded in theoretical frameworks, such as Social Cognitive Theory, Ecological Systems Theory, and Cultural-Historical Activity Theory, to discern factors associated with students’ literacy and to develop strategies for creating inclusive learning environments. The data will be analyzed using Welch’s ANOVA, Post Hoc Comparison, and regression analysis. The results revealed that bullying, feeling unsafe, and school safety risks are negatively associated with students’ literacy scores and highlight the importance of creating inclusive learning environments. The study’s potential impact on future research and interventions is significant, making it a crucial foundation for further investigation.
An Exploratory Study of Innovative Training, Experiences, and Perceived Teaching Competencies in Pre-Service Physics Teacher Education Nurulsari, Novinta; Rizkyanti, Charyna Ayu; Haridza, Risa; Khoirunnisa, Fadiyah Farah
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.109280

Abstract

This study explores how preservice physics teachers (PPTs) confront and respond to challenges in developing core teaching competencies amid the demands of 21st-century education. It aims to understand the interrelationship between innovative training, professional experience, and essential teaching competencies that shape teacher readiness.Using a qualitative case study design, the research captures authentic experiences from ten PPTs at a public university in Indonesia, purposively selected to represent variations in prior teaching experience and exposure to creative training programs. Data were collected through semi-structured interviews that encouraged participants to share narratives of professional growth, teaching challenges, and the use of innovative physics teaching strategies. Interview transcripts were analyzed using Quirkos 3.0 through an iterative coding process and thematic analysis, with credibility ensured through member checking and peer debriefing.The findings reveal three key insights: (1) innovative training provides a strong foundation for professional development and fosters student-centered learning environments; (2) field experiences expose participants to classroom realities such as diverse student backgrounds and difficulties in simplifying abstract physics concepts; and (3) essential competencies, including empathy, creativity, classroom management, and strong subject knowledge, emerge as crucial for effective teaching practice.Overall, the study demonstrates that preservice physics teacher education benefits from a cohesive and reflective approach that strengthens adaptive teaching skills, supports the formation of a strong professional identity, and enhances the quality of science teaching. The novelty of this study lies in mapping the interconnections between innovative training, field experience, and professional competencies of preservice physics teachers within the contextual framework of teacher education.
Co-Authors Charyna Ayu Rizkyanti Khoirunnisa, Fadiyah Farah Novinta Nurulsari