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All Journal JPS Unimus Al Ishlah Jurnal Pendidikan BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Paedagogy Journal International Inspire Education Technology (JIIET) TPACK-IPA (Technological Pedagogical Content Knowledge)
Ismail Fikri Natadiwijaya
Universitas Negeri Yogyakarta
Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Model Problem Based Learning Berbantuan Phet Simulation Terhadap Kemampuan Berpikir Komputasional Ratih Vicha Anggraeni; Ismail Fikri Natadiwijaya; Didik Setyawarno
Jurnal TPACK IPA Vol 9, No 2 (2025): Jurnal TPACK IPA (August, 2025)
Publisher : Universitas Negeri Yogyakarta

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

Abstract

Penelitian ini bertujuan menganalisis pengaruh model Problem Based Learning (PBL) berbantuan PhET Simulation terhadap kemampuan berpikir komputasional peserta didik pada materi gerak dan gaya. Pendekatan kuasi-eksperimen dengan desain nonequivalent control group digunakan dalam penelitian ini. Sampel terdiri dari 64 peserta didik yang terbagi menjadi kelas eksperimen dan kelas kontrol. Kelas eksperimen mendapatkan pembelajaran PBL berbantuan PhET Simulation, sementara kelas kontrol menggunakan model Discovery Learning. Instrumen penelitian berupa tes pretest dan posttest dianalisis menggunakan uji independent sample t-test dan effect size. Hasil menunjukkan adanya perbedaan signifikan kemampuan berpikir komputasional antara kedua kelas (p = 0,001 0,05), dengan nilai effect size sebesar 0,74 (kategori sedang ke tinggi). Rata-rata nilai posttest kelas eksperimen mencapai 83,59, meningkat dari 58,13, sedangkan kelas kontrol meningkat dari 57,81 menjadi 79,22. Indikator berpikir komputasional dengan peningkatan tertinggi adalah pengenalan pola. Temuan ini menunjukkan bahwa PBL berbantuan PhET Simulation efektif dalam meningkatkan kemampuan berpikir komputasional dan dapat menjadi alternatif strategi pembelajaran inovatif di era abad ke-21.
Diagnosing Junior High School Students’ Misconceptions and Confidence on Force and Motion Using the Certainty of Response Index (CRI) and Written Reasoning Analysis Tia Sarawati; Ismail Fikri Natadiwijaya; Insih Wilujeng; Laifa Rahmawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6586

Abstract

Misconceptions in force and motion are persistent in junior high school and often remain hidden when assessment focuses only on correctness. Integrating students’ confidence with their answers may improve diagnosis and inform instruction while also revealing critical thinking quality in written justifications. This descriptive study involved 50 eighth-grade students (SMP Evans Indonesia). Students completed 10 reasoned multiple-choice diagnostic items on force and motion (e.g., velocity–time graphs, force–acceleration relation, Newton’s First Law), each accompanied by a Certainty of Response Index (CRI, 0–5). A cutoff of CRI ≥ 2.5 distinguished high vs low confidence. Written justifications were analyzed using Facione’s critical thinking indicators (interpretation, inference, explanation, evaluation). Five students representing different conceptual profiles were selected for in-depth reasoning analysis. Misconceptions were most frequent in velocity–time graph interpretation and other abstract representations (about four in ten students showed confident, incorrect answers), while more concrete ideas (e.g., balanced forces) showed relatively higher understanding. Students classified as having misconceptions reported a higher mean CRI (~3.15) than students who answered correctly but were uncertain (~2.85), indicating a strong tendency towards false confidence. In the qualitative subsample, justification analysis revealed that interpretation (80%) and explanation (60%) were more common than inference (40%), while evaluation (0%) was absent. CRI-based diagnostics reveal deeply held misconceptions and limited higher-order reasoning. Instruction should explicitly target conceptual change and scaffold inference and evaluative thinking through simulations, graph-focused tasks, and structured argumentation.
The Effectiveness of the Discovery Learning Model Assisted by Javalab and Hands-on Activities to Improve Students' Conceptual Understanding Achmad Nur Rochim; Retno Sari Dewi A Lende; Sabar Nurohman; Ismail Fikri Natadiwijaya
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.67-76

Abstract

Conceptual understanding is essential to science learning, yet Indonesian students still struggle, as evidenced by their low PISA 2022 science literacy score (383). Conventional teacher-centred instruction and limited laboratory facilities further limit opportunities to meaningfully explore and construct scientific concepts. This study aims to analyse the effectiveness of a discovery learning model integrated with JavaLab and hands-on activities in improving students’ conceptual understanding of work and energy. This Research used a pre-experimental one-group pretest-posttest involving 23 eighth-grade students at SMP Muhammadiyah 3 in Depok. Data were collected using a validated concept understanding test to assess reliability and analysed using descriptive statistics, normality tests, paired-samples t-tests, N-gain, and effect sizes. The findings showed that the mean score increased from 52.2 to 85.6, indicating a significant difference (Sig. = 0.000), with an N-gain of 0.69 (moderate). These results suggest that integrating virtual laboratories and hands-on activities within discovery learning can facilitate students’ conceptual understanding through exploration, verification, and concept generalisation. These findings suggest that teachers can adopt this approach to teach abstract concepts in schools with limited laboratory facilities. Future Research should use a quasi-experimental design with a control group and explore its application across broader topics and populations.
Integrating Gamelan into Problem-Based Learning and Culturally Responsive Teaching-Oriented E-Learning to Enhance Students’ Problem-Solving Skills and Cultural Awareness Tri Diaz Elvana Rose; Libna Sahlatul Mufidah; Sabar Nurohman; Ismail Fikri Natadiwijaya
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20712

Abstract

This study aims to evaluate the effectiveness of gamelan-integrated e-learning Problem-Based Learning combined with Culturally Responsive Teaching (PBL-CRT) in improving middle school students’ problem-solving skills and cultural awareness. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed, involving 33 eighth-grade students. Data were collected through problem-solving tests and cultural awareness questionnaires administered before and after the intervention. The data were analyzed using nonparametric statistical tests and effect size analysis. The results showed significant improvements in both students’ problem-solving skills and cultural awareness after the implementation of gamelan-integrated e-learning PBL-CRT. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (Z = −4.937, p = 0.001), while the effect size analysis indicated a very large effect (r = 0.85). Improvements were observed across all indicators of both variables. These findings indicate that gamelan-integrated e-learning PBL-CRT serves as an effective contextual learning approach for enhancing students’ problem-solving skills while fostering greater appreciation and awareness of local culture.
Dampak Pembelajaran Berbasis Masalah (PBL) Terintegrasi Canva dan PHeT Terhadap Keterampilan Pemecahan Masalah Siswa pada Materi Gerak Dan Gaya Alif Muhammad Hafiz Ihsan; Sabar Nurohman; Ismail Fikri Natadiwijaya
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/3nykpw61

Abstract

This study aimed to analyze the effect of Problem-Based Learning (PBL) assisted by Canva and PhET media on students’ problem-solving skills in science learning. The method used was a pre-experimental design with a one-group pretest-posttest approach on motion and force topics. The participants were 32 seventh-grade students of SMPN 11 Yogyakarta. Data were collected using pretest and posttest instruments designed to measure students’ problem-solving skills. The results showed an improvement in students’ problem-solving skills after the implementation of PBL assisted by Canva and PhET. The mean score increased from 40.47 in the pretest to 76.95 in the posttest. Normality test results indicated that the pretest (0.598) and posttest (0.881) data were normally distributed, as the significance  values  were  higher  than  0.05.  The  paired  sample t-test showed a significance value of 0.000 (p < 0.05), indicating a significant difference between pretest and posttest scores. The N-Gain analysis yielded a value of 0.62, which is categorized as moderate. The conclusion of this study is that the integration of PBL with Canva and PhET interactive media is effective in improving students’ problem-solving skills in science learning. Keywords: Canva, PhET, Problem-Based Learning, Problem-Solving Skills, Science Learning.
EFFECTS OF SCAFFOLDING ON STUDENTS’ EXTRANEOUS COGNITIVE LOAD IN THE DEEP LEARNING APPROACH Eri Hasna Safira; Ismail Fikri Natadiwijaya
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1047

Abstract

This study explores how scaffolding, when blended with a deep learning approach, can ease students’ extraneous cognitive load during junior high school science lessons. A quasi-experimental Nonequivalent Control Group Design was used because the research took place in real classroom settings, where random assignment was not possible. To reduce potential selection bias, both classes were matched based on prior science achievement and taught by the same teacher using comparable learning materials. A total of 62 seventh-grade students participated, with 31 in the experimental group and 31 in the control group. In the experimental class, scaffolding was implemented through step-by-step guidance, worked examples, prompts, and gradually reduced support as students progressed through deep learning activities such as exploring problems, connecting concepts, and reflecting on their thinking. Data were collected using an Extraneous Cognitive Load Questionnaire adapted from Paas, van Merriënboer, and Sweller (2021) and analyzed with an Independent Samples t-test. The findings revealed a significant difference between the two groups, t(60) = 9.03, p < .001, with the experimental class (M = 2.52) reporting a substantially lower cognitive load than the control class (M = 4.41). The 1.89-point decrease reflects a meaningful practical improvement, showing that students experienced less unnecessary mental effort while engaging with complex material. Overall, the study shows that combining scaffolding with deep learning strategies not only strengthens students’ understanding but also makes the learning process mentally more manageable, leading to a more effective and engaging science learning experience.
Co-Authors Achmad Nur Rochim Alif Muhammad Hafiz Ihsan Didik Setyawarno Eri Hasna Safira Insih Wilujeng Laifa Rahmawati Libna Sahlatul Mufidah Ratih Vicha Anggraeni Retno Sari Dewi A Lende Sabar Nurohman Tia Sarawati Tri Diaz Elvana Rose