Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI International Journal of Pedagogy and Teacher Education
Sadly, Deni
Unknown Affiliation
Earth & Planetary Sciences Education Electrical & Electronics Engineering Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
How to Develop Visual Representation Test Instruments on Optical Equipment Material for High School Students? Nurmahasih, Utari; Istiyono, Edi; Sadly, Deni; Warjo, Warjo
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 13 No 1 (2024): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v13i1.17155

Abstract

In physics learning, visual representation is an important tool for turning abstract concepts into more easily understood ones, especially topics about optical equipment. However, current teaching instruments are often less effective in providing adequate visualization. This research on the development of visual representation test instruments for senior high school or Islamic senior high school (SMA/MA) on optical device topic was carried out with the aims of 1) developing a visual representation test instrument on optical devices material, 2) determining the expert validity of the visual representation instrument on optical devices material, 3) determine the item validity and reliability of the visual representation instrument on optical devices material through limited trials, 4) determine the level of difficulty and differentiability of visual representation instruments on optical devices material. This research design was the Research and Development procedure from Borg and Gall, which was modified up to the product trial stage. Data was collected from the expert validation and product trials and then analyzed using a quantitative description. Eight validators validated the visual representation instrument. The research subjects were 30 eleventh-grade science students. The results of the analysis concluded that the product was suitable for use by teachers in assessing student representation. Therefore, the visual representation test instrument for optical devices material is suitable for teachers. Through this instrument, it is hoped that we can see the ability of students' representation instruments in learning optics. 
The Effectiveness of Problem-Based Learning Integrated with Culturally Responsive Teaching on Students’ Critical Thinking Abilities Susilowati, Susilowati; Maryati, Maryati; Sadly, Deni
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.103388

Abstract

The critical thinking ability of students in one seventh-grade class at a junior high school in Mlati District remains lacking. This is indicated by the low level of students’ performance in answering questions and actively participating in the learning process. Therefore, it is necessary to conduct research using the Integrated Problem-Based Learning Culturally Responsive Teaching (CRT) model to improve critical thinking skills. This study aims to evaluate the effectiveness of the Integrated Problem-Based Learning CRT model. The research employs classroom action research, following the Kemmis and Taggart model, which consists of four stages: planning, action, observation, and reflection. The study subjects were 32 students from a seventh-grade class. Data collection techniques included critical thinking ability tests and observations of the learning process. The study was conducted in two cycles. In Cycle I, the percentage of learning implementation reached 83%, with an N-gain value of 0.31 (moderate category), individual completeness of 73.60%, and classical completeness of 53.13%. Cycle II demonstrated improvement, with a learning implementation percentage of 97%, an N-gain value of 0.71 (in the high category), individual completeness of 89.68%, and classical completeness of 81.25%. These results suggest that learning using the PBL model integrated with CRT is effective in enhancing students’ critical thinking skills. 
Co-Authors Edi Istiyono Maryati Maryati Nurmahasih, Utari Susilowati Susilowati Warjo, Warjo