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All Journal Berkala Ilmiah Pendidikan Fisika Journal of Teaching and Learning Physics Momentum: Physics Education Journal Indonesian Journal of Science and Mathematics Education Jurnal Impresi Indonesia
Gani, Amalia Weka
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Religion Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Enhancing Student Learning Motivation Through Interactive Augmented Reality-Based E-Modules on Global Warming Rifa'i, Ahmad; Aviyanti, Lina; Sari, Ika Mustika; Gani, Amalia Weka; Salam, Abdul; Khairunnisah, Khairunnisah
Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i1.21133

Abstract

The students' learning motivation in high school is still relatively low to participate in physics learning. This research aims to enhance students' learning motivation using Augmented Reality (AR)-based interactive E-Modules in physics learning on global warming materials. The method used is pre-experimental, with the design of one pretest-posttest group and analysis techniques using the Rasch stacking model. The research sample comprised 36 students in class X at Sukabumi City High School. The data collection instrument is in the form of a learning motivation questionnaire that three lecturers have validated. The analysis showed that all students experienced increased positive learning motivation. The use of AR-based interactive E-Module was able to increase the learning motivation of students in the medium category by 64% (23 students), the high category by 11% (4 students), and the low category by 25% (9 students). These findings show that AR technology in physics learning can significantly increase students' motivation to learn and increase their engagement and understanding of physics subjects. Thus, AR technology has the potential to be an effective tool in more interesting future learning methods, especially in complex subjects such as physics.
IMPLEMENTATION OF A PRACTICUM-BASED INQUIRY LEARNING MODEL TO IMPROVE STUDENT LEARNING OUTCOMES ON TEMPERATURE AND HEAT: CLASSROOM ACTION RESEARCH Lestari, Ayu Resti; Aviyanti, Lina; Gani, Amalia Weka; Rahmayani, Erni; Ratri, Safitri Yosita
Journal of Teaching and Learning Physics Vol 10, No 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.34461

Abstract

This study aims to determine the enhancement of student learning outcomes by employing a practicum-based inquiry learning model focusing on temperature and heat. This classroom action research was conducted involving 36 students in grade XI at SMAN 2 Lembang 2022-2023 school year. The instruments consist of tests, questionnaires, and observations were utilized for data collection. Data analysis involved calculating the mean scores for affective, psychomotor, and cognitive domains, along with the percentage of students meeting or surpassing the KKM. Findings revealed improvements in learning outcomes across all domains throughout the pre-cycle, cycle 1, and cycle 2. Furthermore, the percentage of students achieving above the KKM in the cognitive domain, increased from the pre-cycle by 66%, in cycle 1 by 77%, and in cycle 2 by 92%. The teaching and learning implementation scores for cycles 1 and 2 were 3.0 and 3.3 respectively, both of which fall into the high category.
Exploring HOTS on global warming concepts, self-efficacy and learning motivation among high school students Aviyanti, Lina; Fratiwi, Nuzulira Janeusse; Gani, Amalia Weka; Salam, Abdul; Simbolon , Gilbert Hugo T.; Purwanto, Muhammad Guntur
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.11335

Abstract

This study aims to explore Higher-Order Thinking Skills (HOTS) in relation to global warming materials, self-efficacy, and learning motivation among high school students. This study employed a quantitative descriptive method, involving 268 students (119 males and 149 females) from three high schools in West Java, Indonesia. The instruments used in this study included two-tier multiple-choice questions to measure higher-order thinking skills (HOTS), the Physics Learning Self-Efficacy (PLSE) scale to assess self-efficacy, and a Likert scale questionnaire to evaluate learning motivation. Findings revealed that students excelled in analyzing and evaluating tasks but struggled with tasks involving creation. Self-efficacy was moderate, with students showing confidence in their theoretical knowledge but less so in applying it to real-world situations. Learning motivation was generally high, particularly in terms of resilience and achievement, though persistence and engagement required improvement. However, the regression analysis indicated no significant relationship between self-efficacy and HOTS or between learning motivation and HOTS, reflecting that self-efficacy and learning motivation alone do not directly predict students' performance in HOTS. These results emphasize the need for educational strategies that promote HOTS, enhance self-efficacy, and sustain learning motivation to equip students for increasingly complex global challenges.
Promoting higher-order thinking skills and learning motivation through the teams games tournaments learning model in physics education: A Rasch model analysis Aviyanti, Lina; Gani, Amalia Weka; Febriyanti, Tanti; Ribie, Salma; Nawas, Abu
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 3 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i3.23648

Abstract

This study aims to analyze the impact of implementing the Teams Games Tournaments (TGT) learning model on students' Higher-order Thinking Skills (HOTS) and learning motivation in the context of Global Warming. The research employed a quantitative approach, involving 44 eleventh-grade high school students as participants. Data analysis using the stacking test indicated an average logit increase of 1.40 for HOTS and 1.98 for learning motivation. The effect size analysis revealed a large category (1.63) for HOTS and a medium category (0.59) for learning motivation. Additionally, the implementation of the TGT model achieved an average score of 90% in learning quality assessments, accompanied by highly positive student responses. These findings indicate that the TGT learning model is effective in enhancing students' HOTS and learning motivation, particularly for complex physics topics such as Global Warming. The implications of this study suggest that the TGT model can serve as an innovative pedagogical strategy to foster a dynamic learning environment, support better academic achievement, and increase students' enthusiasm for learning.
IMPLEMENTATION OF A PRACTICUM-BASED INQUIRY LEARNING MODEL TO IMPROVE STUDENT LEARNING OUTCOMES ON TEMPERATURE AND HEAT: CLASSROOM ACTION RESEARCH Lestari, Ayu Resti; Aviyanti, Lina; Gani, Amalia Weka; Rahmayani, Erni; Ratri, Safitri Yosita
Journal of Teaching and Learning Physics Vol. 10 No. 1 (2025): Journal of Teaching and Learning Physics (February 2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v10i1.34461

Abstract

This study aims to determine the enhancement of student learning outcomes by employing a practicum-based inquiry learning model focusing on temperature and heat. This classroom action research was conducted involving 36 students in grade XI at SMAN 2 Lembang 2022-2023 school year. The instruments consist of tests, questionnaires, and observations were utilized for data collection. Data analysis involved calculating the mean scores for affective, psychomotor, and cognitive domains, along with the percentage of students meeting or surpassing the KKM. Findings revealed improvements in learning outcomes across all domains throughout the pre-cycle, cycle 1, and cycle 2. Furthermore, the percentage of students achieving above the KKM in the cognitive domain, increased from the pre-cycle by 66%, in cycle 1 by 77%, and in cycle 2 by 92%. The teaching and learning implementation scores for cycles 1 and 2 were 3.0 and 3.3 respectively, both of which fall into the high category.
Implementation of Levels of Inquiry Model in Improving Students' HOTS on Fluid Material Kuraesin, Tia; Aviyanti, Lina; Imansyah, Harun; Gani, Amalia Weka
Jurnal Impresi Indonesia Vol. 3 No. 8 (2024)
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v3i8.5396

Abstract

This research is motivated by the low level of students' higher order thinking skills (HOTS) in physics. The purpose of this study is to determine how the application of Levels of Inquiry (LoI) learning model in improving students' HOTS. The research design used was a quasi-experiment involving grade XI students in one of the high schools in Bandung City with a research sample of 35 students in the experimental class and 25 students in the control class. The instruments used in this study were higher order thinking skills test in the form of two-level multiple choices for fluid material and observation sheet of learning model implementation. Data analysis techniques include N-Gain, hypothesis testing and effect size. The results of the analysis showed that the application of the LoI learning model in the experimental class was in the excellent category and could improve students' HOTS in the moderate category with an N-gain value of 0.53. In the control class, the application of the conventional learning model can improve students' HOTS in the low category with an N-gain score of 0.18. In addition, the analysis of the Mann-Whitney test results showed that there was a significant difference in students' HOTS between the experimental group and the control group with an effect size in the very large category. This research proves that the application of the LoI learning model is effective in improving students' HOTS in fluid materials.
Co-Authors Febriyanti, Tanti Fratiwi, Nuzulira Janeusse Ika Mustika Sari Imansyah, Harun Khairunnisah Khairunnisah Kuraesin, Tia Lestari, Ayu Resti Lina Aviyanti Nawas, Abu Purwanto, Muhammad Guntur Rahmayani, Erni Ribie, Salma Rifa'i, Ahmad Safitri Yosita Ratri Simbolon , Gilbert Hugo T.