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All Journal JPS Unimus Al Ishlah Jurnal Pendidikan TPACK-IPA (Technological Pedagogical Content Knowledge)
Ismail Fikri Natadiwijaya
Universitas Negeri Yogyakarta
Chemistry 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

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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.
Co-Authors Achmad Nur Rochim Didik Setyawarno Insih Wilujeng Laifa Rahmawati Ratih Vicha Anggraeni Retno Sari Dewi A Lende Sabar Nurohman Tia Sarawati