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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Kajian Pendidikan IPA
Ramadhan, Teuku Muhammad Hary
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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 Mathematics Physics Social Sciences Other

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Do Generation Z Pre-Service ESL Teachers Perceive Artificial Intelligence Negatively? Rasch Analysis Hasanuddin, Nurqadriyanti; Amalia, Dinda Firly; Ramadhan, Teuku Muhammad Hary; Qudratuddarsi, Hilman
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 6, No 4 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v6i4.502

Abstract

This study investigates the negative attitudes of pre-service English as a Second Language (ESL) teachers toward the integration of Artificial Intelligence (AI) in education. Using a quantitative cross-sectional survey design, data were collected from 363 undergraduate students enrolled in teacher education programs. The participants completed the Negative Attitudes Toward Artificial Intelligence (NATAI) scale which was validated through expert review. Rasch model analysis was employed to examine item fit, reliability, and unidimensionality. The instrument demonstrated high internal consistency (Cronbach’s Alpha = 0.84), strong person and item reliability (0.80 and 0.98, respectively), and solid construct validity. The Wright Map revealed a moderate to high concern among students, particularly about AI's emotional and ethical implications. Differential Item Functioning (DIF) analysis based on year of study and gender showed minimal variation across groups, with third-year students expressing slightly stronger ethical concerns. A one-way ANOVA and independent t-test confirmed no significant difference in attitudes based on the year of study, suggesting uniform skepticism across cohorts. These findings imply a need for teacher education curricula to address AI literacy and integrate balanced perspectives to prepare future educators for AI-enhanced classrooms.
Penggunaan E-Modul Sains Berbasis QISI (Qur’an Integration-Interconnection and Spiritual Intelligence) untuk Meningkatkan Kemampuan Literasi Sains Digital Ramadhan, Teuku Muhammad Hary; Dekar, Muhammad; Widyastika, Dinda
Jurnal Kajian Pendidikan IPA Vol 5 No 2 (2025): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v5i2.42645

Abstract

This study seeks to enhance students' digital scientific literacy by utilizing science e-modules grounded in Qur’an-based Integration-Interconnection and Spiritual Intelligence (QISI). The participants consisted of 45 students from Luqmanul Hakim IT Junior High School, and the research employed a quantitative method with a pretest-posttest design and purposive sampling technique. The validity results show that the e-module is very valid (87.40%) and very practical (83.83%). N-gain analysis recorded a score of 0.71 (high category), which indicates a significant increase in students' scientific literacy. This e-module is not only effective in integrating spiritual values with science, but also supports higher order thinking skills (HOTS) and increases scientific literacy in the digital era. This study contributes not only to enhancing digital science literacy, but also to preparing Indonesian students to become intellectually competent, spiritually grounded, and well-equipped to face the global challenges of the 21st century. By integrating science and technology with Qur’anic values, the QISI-based e-module offers a relevant, contextual, and transformative learning model for the future of education in Indonesia. Keywords: E-module, Scientific Literacy, Quran, Digital
Ethnoscience-Based Inquiry Learning to Increase Students’ Critical Thinking Skills and Collaboration Skills Fitri, Cut Nurul; Saminan; Safitri, Rini; Ramadhan, Teuku Muhammad Hary; Evendi; Safrida S
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.9736

Abstract

The goal of this study is to increase students' CTS and CS about quantity and unit material using ethnoscience-based inquiry learning. The study utilized a non-equivalent control group design with two classes: experimental and control. The sample in this study were students of class X IPA 7 and X IPA 8, who were chosen using purposive sampling procedures. The research sample comprised 71 students. The research data was gathered using 15 multiple-choice questions, a CTS questionnaire, and a CS questionnaire. Normality, homogeneity, the t-test, and correlation tests were employed to analyze the data. Based on the research findings, students' CTS and CS rose in the experimental class, with N-gain values of 0.71 (high) and 0.60 (medium). The experimental and control courses showed significant differences in students' CTS and CS outcomes (Sig. < 0.05). Aside from that, there is a very strong correlation between students' CTS and CS results in learning, with r = 0.938. It may be concluded that using an ethnoscience-based inquiry paradigm can help students enhance their CTS and CS. Thus, it is possible to infer that ethnoscience-based inquiry learning may increase students' CTS and students' CS. There is a very strong correlation between CTS and students' CS.
Misconceptions of Prospective Physics Teachers in Heat Concepts: Implementation of Three-Tier Diagnostic Tests (TTDT) Ramadhan, Teuku Muhammad Hary; Mustari, Andi; Mustika, Cut Rizki; Haya, Fadiya
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43204

Abstract

Misconceptions about heat are still very common and need further research. Misconceptions experienced by prospective physics teachers must be immediately eliminated or reduced, because if misconceptions are left unchecked, these wrong concepts can persist for a long time and affect their teaching in the future. This study aims to identify misconceptions of prospective physics teachers on the concept of heat by applying the three-tier diagnostic test (TTDT). The approach used is descriptive quantitative with a conceptual diagnostic method. The research sample consisted of 52 7th-semester students of the Physics Education Department of Syiah Kuala University who had taken basic physics and thermodynamics courses. The research instrument consisted of 30 items, consisting of 10 content items, 10 reason items, and 10 confidence level items. Student responses were grouped into three categories: Understand the Concept (PK), Misconception (M), and Don’t Understand the Concept (TPK). The results of the study showed variations in student understanding of the ten heat concepts tested. Overall, 67.7% of student responses were in the PK category, 28.3% in the M category, and 4% in the TPK category. The highest misconception was found in the concept of “Cold Objects Still Contain Heat (BDP)” and “Heat Exists in All Objects (PSB)”, which is related to misconceptions about thermal energy at the microscopic level. Meanwhile, the concept of the definition of temperature and heat, the difference between the two, and the direction of heat transfer were the most widely understood concepts. The TTDT instrument was proven in identifying detailed categories of Understand the Concept (PK), Don’t Understand the Concept (TPK), and Misconception (M).Keywords: Diagnostic, Heat Concepts, Misconceptions, Three-Tier
Co-Authors Amalia, Dinda Firly Dekar, Muhammad Evendi Fitri, Cut Nurul Hasanuddin, Nurqadriyanti Haya, Fadiya Mustari, Andi Mustika, Cut Rizki QUDRATUDDARSI, HILMAN Rini Safitri Safrida S Saminan Widyastika, Dinda