Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan Fisika Journal of Indonesian Science Teachers
Islamia, Saribatul
Unknown Affiliation
Education Physics Social Sciences

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

Found 2 Documents
Search

 1 
Preliminary Study: Project-Based Learning with Chamilo e-learning in Junior High School Physics Education Islamia, Saribatul; Rahmad, M.; Yennita, Y
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i1.14492

Abstract

Implementing Project-Based Learning (PjBL) is an effective strategy for enhancing 21st-century skills. Integrating technology through Chamilo e-learning facilitates more interactive and engaging digital learning. This study aims to analyze the implementation of the Chamilo e-learning-assisted PjBL model in schools and assess teachers' and students' confidence in its application. This research employs a survey method with random sampling involving five science teachers and 60 students. Data were collected through a questionnaire validated for reliability (KR-20 coefficient: 0.82 for teachers, 0.77 for students), covering three key aspects: (1) PjBL implementation in schools, (2) Chamilo e-learning utilization, and (3) the effectiveness of Chamilo e-learning-assisted PjBL in enhancing students' creative thinking and digital literacy. Data analysis was conducted using a descriptive quantitative approach by calculating percentages for each measured aspect. The findings indicate that the Chamilo e-learning-assisted PjBL model is rarely implemented in schools. Most teachers have not applied this model to enhance students' creative thinking and digital literacy due to their limited understanding of PjBL and Chamilo e-learning. Furthermore, 100% of students reported never having learned using this model. The confidence level of teachers regarding the need for implementing Chamilo e-learning-assisted PjBL reached 80%, while students' confidence level was 88.5%. These results highlight the urgent need for systematic interventions to enhance the application of Chamilo e-learning-assisted PjBL in science education. This study suggests continuous teacher training to improve their competency in utilizing this model. Moreover, schools must ensure sufficient technological infrastructure and stable internet access to support its effective implementation, ultimately fostering students' creative thinking and digital literacy skills.
Analysis of Student Misconceptions on the Concept of Heat Temperature and Expansion Using Instruments Four -Tier Diagonistic Test Purwaningsih, Sri; Indriani, Rin; Apema, Elcye; Rahmad, M.; Yennita, Y; Islamia, Saribatul
Journal of Indonesian Science Teachers Vol 3 No 2 (2025): May
Publisher : Journal of Indonesian Science Teachers

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

Abstract

This research aims to examine the differences in misconception levels between male and female students by utilizing the four-tier diagnostic test method on the concepts of temperature, heat, and expansion. Adopting a quantitative approach within descriptive research, the study involved 31 male and 34 female students who completed a test instrument comprising 10 multiple-choice questions. Each question was designed with four levels: a primary answer accompanied by a confidence rating, and a reason accompanied by a confidence level. The diagnostic test served as the data collection method, and the gathered data were analyzed through quantitative descriptive techniques. The findings indicate that misconceptions about temperature, heat, and expansion were observed among both male and female students, with respective rates of 23.87% and 23.82%, categorized as low. The analysis also revealed that the most frequent misconceptions occurred in the C2 cognitive domain (Understanding) with an average rate of 40%. These misconceptions primarily arise from students' misunderstandings of fundamental concepts.
Co-Authors Apema, Elcye Indriani, Rin M. Rahmad Sri Purwaningsih Yennita, Y