Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika dan Teknologi JENTRE JENTRE: Journal of Education, Administration, Training and Religion
Iqbal, Nur Habib Muhammad
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Meningkatkan Pembelajaran Mendalam Melalui Model Penilaian Berorientasi Computational Thinking Amarulloh, Reza Ruhbani; Iqbal, Nur Habib Muhammad; Aswie, Viqhi
JENTRE Vol. 6 No. 1 (2025): JENTRE: Journal of Education, Administration, Training and Religion
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/jen.v6i1.539

Abstract

The transformation of 21st century education demands assessments that not only measure basic cognitive learning outcomes but also encourage deep engagement of higher-order thinking. Computational Thinking (CT), as a systematic and logical thinking approach to problem solving, offers great potential to be integrated in learning assessment design. Thus, this study aims to explore the development of CT-based assessments in promoting deep learning through analyzing relevant scientific literature. The method used is a descriptive qualitative literature review, by analyzing articles from various scientific sources that discuss CT theory, components, and implementation in the context of education and assessment. Data were collected from articles indexed in Google Scholar, ScienceDirect, and other academic sources, then analyzed thematically and comparatively. The results of the discussion show that CT-based assessments, which involve the components of decomposition, abstraction, pattern recognition, algorithms, and generalization, are able to reveal students' thinking processes in depth. This assessment not only measures knowledge, but also encourages reflective, creative, and transdisciplinary skills. In the context of project-based learning, such as the design of an AI-based automatic air purifier system, CT assessments can serve as a tool that encourages students to contextually understand, design, and evaluate solutions. In conclusion, CT-based assessments contribute significantly to deep learning and need to be systematically developed in educational practice. This is in line with the need to form a generation of adaptive, critical, and solutive learners in facing the challenges of a complex and technology-based modern world.  
Meningkatkan Pembelajaran Mendalam Melalui Model Penilaian Berorientasi Computational Thinking Amarulloh, Reza Ruhbani; Iqbal, Nur Habib Muhammad; Aswie, Viqhi
JENTRE Vol. 6 No. 1 (2025): JENTRE: Journal of Education, Administration, Training and Religion
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/jen.v6i1.539

Abstract

The transformation of 21st century education demands assessments that not only measure basic cognitive learning outcomes but also encourage deep engagement of higher-order thinking. Computational Thinking (CT), as a systematic and logical thinking approach to problem solving, offers great potential to be integrated in learning assessment design. Thus, this study aims to explore the development of CT-based assessments in promoting deep learning through analyzing relevant scientific literature. The method used is a descriptive qualitative literature review, by analyzing articles from various scientific sources that discuss CT theory, components, and implementation in the context of education and assessment. Data were collected from articles indexed in Google Scholar, ScienceDirect, and other academic sources, then analyzed thematically and comparatively. The results of the discussion show that CT-based assessments, which involve the components of decomposition, abstraction, pattern recognition, algorithms, and generalization, are able to reveal students' thinking processes in depth. This assessment not only measures knowledge, but also encourages reflective, creative, and transdisciplinary skills. In the context of project-based learning, such as the design of an AI-based automatic air purifier system, CT assessments can serve as a tool that encourages students to contextually understand, design, and evaluate solutions. In conclusion, CT-based assessments contribute significantly to deep learning and need to be systematically developed in educational practice. This is in line with the need to form a generation of adaptive, critical, and solutive learners in facing the challenges of a complex and technology-based modern world.  
Evaluating Student-Built Earthquake Alarm Prototypes: Integrating Engineering Practices Through Real-World Projects in Junior High School Suminar, Iin; Saputra, M. Reza Dwi; Iqbal, Nur Habib Muhammad
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1a (2025): Special Issue
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1a.9306

Abstract

Preparing students for 21st-century challenges requires learning experiences that connect scientific knowledge with real-world applications. This study investigates the integration of engineering practices in junior high school physics education through a project in which ninth-grade students designed and built simple earthquake alarm prototypes. The project adopted the PGBU (Pikir, Gambar, Buat, Uji)—a structured design process widely used in Indonesia—to guide students through iterative phases of thinking, sketching, building, and testing. Data from 24 student groups were analyzed using a rubric assessing functionality, application of physics concepts, creativity, construction neatness, and use of recycled materials. Most groups performed at moderate to high levels, with relatively higher performance observed in creativity and functionality. Results also indicated evidence of collaboration and the ability to apply physics concepts in real-world contexts. The project-based implementation of PGBU effectively fostered essential 21st-century competencies such as creative problem-solving, critical thinking, and teamwork. These findings highlight the potential of culturally grounded, design-based learning to support meaningful STEM education in junior high schools.
Co-Authors Amarulloh, Reza Ruhbani Aswie, Viqhi Saputra, M. Reza Dwi Suminar, Iin