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All Journal Jurnal Inovasi Teknologi Pendidikan Jurnal Inovasi dan Pembelajaran Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika Didaktika: Jurnal Kependidikan Edumatica: Jurnal Pendidikan Matematika Journal of Pedagogy and Education Science Journal of Insan Mulia Education Bima Journal of Elementary Education
M. Ibnusaputra
STKIP Taman Siswa Bima
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERBIMBING BERBANTUAN MEDIA AUDIOVISUAL UNTUK MENINGKATKAN PENGUASAAN KONSEP ALAT-ALAT OPTIK Saputra Ibnu; Verawati Verawati; Hikmawati Hikmawati
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 7, No 1 (2021): Mei
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.342 KB) | DOI: 10.31764/orbita.v7i1.3803

Abstract

ABSTRAKPenelitian ini bertujuan mendeskripsikan validitas dan reliabilitas perangkat pembelajaran model inkuiri terbimbing berbantuan media audiovisual untuk meningkatkan penguasaan konsep optika geometri. Jenis penelitian digunakan yaitu penelitian pengembangan (Research and Development) dengan rancangan penelitian pengembangan modifikasi  model Borg dan Gall. Subjek penelitian ini yaitu perangkat pembelajaran berbasis model inkuiri terbimbing berbantuan media audiovisual. Pengambilan data penelitian menggunakanlembar validasi yang dinilai oleh 4 validator ahli, terdiri dari  2 dosen pendidikan fisika dan 2  guru mata pelajaran fisika. Data penelitian berupa data kualitatif dan kuantitatif dari penilaian validator terhadap perangkat pembelajaran yang dikembangkan. Perangkat pembelajaran tersebut meliputi silabus, RPP, LKPD, video pembelajaran dan tes penguasaan konsep. Penelitian ini melakukan uji validitas dan reliabilitas untuk menentukan kelayakandari perangkat  pembelajaran. Data hasil validitas diperoleh nilai 3,33(silabus), 2,98 (RPP), 3,07 (LKPD), 3,08 (video pembelajaran) dan 3,00 (penguasaan konsep), sehingga rata-rata validitas perangkat pembelajaran berada pada kategori valid dengan tingkat validitas yaitu 3,09, selanjutnya yaitu uji reliabilitas, diperoleh hasil interval koefisien yaitu 0,886 (silabus), 0,808 (RPP), 0,829 (LKPD), 0,894 (video pembelajaran ) dan 0,702 (tes penguasaan konsep), sehingga rata-rata interval koefisien reliabilitas yaitu 0,823 dengan kategori sangat tinggi. Kesimpulannya bahwa perangkat pembelajaran telah layak dalam arti valid dan reliable untuk digunakan dalam kegiatan pembelajaran. Kata kunci : pengembangan perangkat pembelajaran; model inkuiri terbimbing; penguasaan konsep. ABSTRACTThis study aims describe the validity and reliability of the instructional guided inquiry model assisted by audiovisual media used in learning. The type research used is research development (Research and Development) with a modified development research design of the Borg and Gall model. The subject of this research is the XI IPA learning device at SMA Negeri 1 Gerung. Retrieval of research data through a validation questionnaire assessed by 4 validators, namely 2 physics lecturers and 2 physics teachers. The research data is in the form of qualitative and quantitative data from the validator's assessment of the learning tools developed. The learning tools include syllabus, lesson plans, student worksheet, video lessons and concept mastery tests. This study conducted a validity test to determine the characteristics and level of validity of the learning device. The validity data obtained were 3.33 (syllabus), 2.98 (RPP), 3.07 (LKPD), 3.08 (instructional videos) and 3.00 (concept mastery test). So that the average characteristics of learning devices are in the valid category with a validity level of 3.09, furthermore, the reliability test, the coefficient interval results obtained are 0.886 (syllabus), 0.808 (lesson plans), 0.829 (student worksheet), 0.894 (learning videos) and 0.702 (concept mastery tests). So that the average reliability coefficient interval is 0.823 with a very high category. The conclusion is that the learning device is feasible and reliable for use in learning. Keywords: development of learning tools; guided inquiry; mastery of concepts.
PENGEMBANGAN WORKBOARD FISIKA SEDERHANA SEBAGAI KONTEKSTUALISASI TEORI MOMEN GAYA M. Ibnu Saputra; Rida SN Mahmudah
JURNAL INOVASI DAN PEMBELAJARAN FISIKA Vol 9, No 2 (2022): JURNAL INOVASI DAN PEMBELAJARAN FISIKA
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jipf.v9i2.18766

Abstract

Dalam pembelajaran fisika, diperlukan kontekstualisasi suatu teori fisika dengan menempatkannya pada alat peraga yang dapat membuktikan kebenarannya sehingga dapat diterima dan disimpan oleh memori. Penelitian ini bertujuan untuk menghasilkan seperangkat alat peraga berupa papan kerja, yang diharapkan mampu mendukung fungsi kontekstualisasi teori momen gaya. Komponen yang membentuk papan kerja menggunakan alat sederhana agar dapat ditiru oleh siapa saja. Papan kerja ini kemudian diuji secara empiris untuk mengetahui keakuratannya dengan memvariasikan lengan gaya dan beban yang akan digunakan. Hasil pengujian menunjukkan bahwa nilai momen gaya akan semakin besar jika nilai lengan gaya dan beban semakin besar. Bukti ini diperoleh dengan adanya selisih positif nilai momen gaya antara lengan gaya 0,09 m dan lengan gaya 0,075 m, pada benda bermassa 25 gram sebesar 0,00344 Nm, benda bermassa 105 gram sebesar 0,0107 Nm, dan bermassa 210 gram sebesar 0,0334 Nm. Secara umum, papan kerja sederhana yang dikembangkan mampu membuktikan teori momen gaya yang sebanding dengan besarnya gaya, dengan tingkat kesalahan relatif sebesar 5,45%.
Pengembangan LKPD Elektronik Guided Inquiry untuk Mereduksi Miskonsepsi dan Meningkatkan Keterampilan Penguasaan Konsep Peserta Didik SMA Pada Materi Gerak Lurus M. Ibnusaputra; Insih Wilujeng; Heru Kuswanto
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.2738

Abstract

This study aims to develop guided inquiry electronic worksheets that are suitable for use. Another objective is to determine the level of effectiveness of guided inquiry electronic worksheet products in reducing misconceptions and improving the mastering physics concepts in straight motion material. This Research and Development (R&D) research adapts the stages of development research from Borg and Gall. The research was conducted at SMAN 1 Gerung, West Lombok, West Nusa Tenggara. A total of 60 students in class XI MIPA for empirical trials of test instruments, and 94 students in class X MIPA for extensive trials. The data analysis technique uses 1 way ANOVA with advanced testing using partial ETA square for analyzing concept mastery, while misconceptions use Certainty Response Index (CRI) analysis. The results of expert validation on guided inquiry student worksheet development products, and supporting products in the form of lesson plans and conceptual mastery skills test instruments are included in the category of proper use and very valid. The empirical test results of the test instrument have also been categorized as valid. The application of guided inquiry electronic worksheet products based on CRI analysis effectively reduces misconceptions by 42.31%. Based on the results of the 1st ANOVA inferential statistical analysis, it was significant at 0.039, indicating that there were differences in concept mastery between students who applied guided inquiry worksheets and students in the control class. Further test results with partial ETA square also show the effectiveness of the product in the form of influence on concept mastery with a significant 0.039, which is a moderate leve
Pengaruh Model Inquiry-Based Learning Berbasis Etnosains Rumah Lengge terhadap Kemampuan Berpikir Logis Siswa Sekolah Dasar Asriyadin Asriyadin; Muhammad Fuadi; M. Ibnusaputra; Khairil Anwar
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2652

Abstract

This study aims to analyze the effect of the Inquiry-Based Learning (IBL) model integrated with Rumah Lengge ethnoscience on elementary school students’ logical thinking skills. The background of this research is rooted in the low level of students’ logical reasoning abilities, which are still dominated by conventional teaching methods that lack contextual relevance and fail to stimulate scientific reasoning. This quantitative study employed a one-group pretest-posttest design involving one experimental class of 25 fifth-grade students in Wawo District, Bima Regency. The research instrument consisted of a logical thinking skills test based on Ennis' (1996) indicators, comprising 10 multiple-choice items with reasoning. Data were analyzed using a paired sample t-test to examine significant differences between pretest and posttest scores. The results indicated a notable increase in the average score from 61.7 to 71.6, with a statistically significant difference (t = -28.4; p < 0.001). The normality test on the residuals confirmed that the data met the requirements for parametric analysis. These findings demonstrate that the IBL model based on Rumah Lengge ethnoscience is effective in enhancing students’ logical thinking skills by integrating scientific inquiry processes with relevant and meaningful local cultural contexts. The implication of this study suggests that locally contextualized inquiry-based approaches can serve as a strategic alternative to improve the quality of science education in elementary schools.
Analisis HOTS Geometri Pada Keterampilan Berpikir Kritis dan Numerasi Ditinjau Gaya Belajar dan Gender Diana, Nanang; Agustinasari, Agustinasari; Khatimah, Husnul; Ibnusaputra, M.; Adiansha, Adi Apriadi; Muslim, Muslim
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 2 (2025): Edumatica: Jurnal Pendidikan matematika (Agustus 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i2.44262

Abstract

Critical thinking and numeracy skills are important competencies for students facing challenges of the 21st century and era of industrial revolution 5.0. In mathematics learning, especially geometry, using Higher Order Thinking Skills (HOTS) questions is a strategic approach to developing these abilities. This study analyzes students' critical thinking and numeracy skills through HOTS geometry questions, reviewed by learning styles and gender. The research uses a quantitative descriptive method with a purposive sample of 26 VIII-grade students at SMP Negeri 1 Kota Bima. Results indicate that male students with visual learning styles achieved the highest scores in both skills. Visual learning styles were more effective in supporting numeracy skills, whereas auditory and kinesthetic styles supported critical thinking more effectively. ANOVA tests revealed significant differences in numeracy skills on the "making decisions" indicator by learning style (Sig. 0.047) and gender (Sig. 0.0291), and in critical thinking skills on the "inference" indicator by gender (Sig. 0.0265). In conclusion, learning styles and gender influence critical thinking and numeracy, with learning style having the more pronounced effect. Future research is needed to train students in answering HOTS questions to enhance both skills.
Pengembangan E-Modul Contextual Teaching and Learning Based Flipchart (CTL-BF) untuk Meningkatkan Berpikir Kritis pada Siswa Sekolah Dasar Putri Surya Damayanti; Angga Putra; Anggun Puspitasari; M. Ibnusaputra
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3257

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas e-modul berbasis Contextual Teaching and Learning yang dikombinasikan dengan media flipchart (CTL-BF) dalam meningkatkan keterampilan berpikir kritis siswa sekolah dasar. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model pengembangan ADDIE. Teknik pengumpulan data meliputi observasi, angket kelayakan dan kepraktisan, serta tes keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa e-modul CTL-BF telah sangat layak (95,83%) dan sangat praktis (91,67%) digunakan. Sedangkan tes keterampilan berpikir kritis telah berkategori sangat layak (93,4%), valid (sig>0,306), reliabel, dan baik dalam tingkat kesukarannya. Uji efektivitas dengan uji t-berpasangan menunjukkan adanya perbadaan nilai pretest-posttest (sig<0,05). Uji n-gain juga menunjukkan adanya peningkatan nilai, kategori sedang (0,68) pada SDN 17 Woja, dan tinggi (0,72) pada SDN 25 Woja. Detailnya bahwa efektivitas penerapan e-modul CTL-BF paling efektif menunjang indikator evaluasi dan analisis dari indikator keterampilan berpikir kritis siswa. Penelitian ini merekomendasikan implementasi e-modul CTL-BF sebagai solusi pemenuhan keterampilan abad ke-21. Lebih lanjut bisa meninjau variabel gaya belajar atau karakteristik siswa.
Development of a comic interactive-based problem-based learning model to improve the critical thinking skills of elementary students Amrin, Amrin; Mochammad Noeryoko; Muh. Ma’ruf; Khaerunnisa, Khaerunnisa; M. Ibnusaputra; Ibrahim Pandu Ame
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.89880

Abstract

The era of the Industrial Revolution 5.0 requires the education sector to adapt to rapid technological developments, particularly through the adoption of innovative learning models. This study aims to develop a feasible, practical, and effective comic-based interactive Problem-Based Learning (PBL) model to improve elementary school students' critical thinking skills. The method used is research and development (R&D) with the ADDIE model, involving a qualitative approach to assess the product's feasibility and practicality, and a quantitative approach to measure its effectiveness through a pretest-posttest design. The research subjects were 30 fifth-grade students at Elementary School 9 Sila, Bima Regency. The instruments used included a feasibility questionnaire, a practicality questionnaire, and a critical thinking skills test. The results showed that the products developed for the PBL model (90.8%), interactive comics (96.5%), and critical thinking skills tests (95.7%) were feasible for use. The practicality level of interactive comics (93.25%) and critical thinking skills tests (97.75%) was very practical for use in elementary school learning. The n-Gain test results showed an increase in critical thinking skills with an average score of 0.74 (high category). This was supported by a significant paired-samples t-test (p < 0.05), which showed a difference between the students' pretest and posttest scores. In general, these results indicate that the application of the comic interactive-based PBL model is effective in improving students' critical thinking skills.
Pengembangan Instrumen Tes Fisika untuk Mengukur Kemampuan Representasi Verbal Siswa SMA pada Materi Alat Optik Pramudya Wahyu Pradana; Febriani Febriani; M. Ibnusaputra; Jumadi Jumadi
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3775

Abstract

In the context of Physics learning, verbal representation is very important to foster problem solving skills. However, the role of these representations has not been thoroughly measured and supported by good measurement instruments. In addition, the topic of optical instruments has concepts that can be expressed with verbal representations and is one of the important topics in physics. Therefore, in this study, an instrument was developed to measure students' verbal representation ability on optical instrument topic. The objectives of this research are to (1) determine the instrument's construction and (2) find out the feasibility of the instrument. The instrument was developed following the modified Wilson, Oriondo, and Antonio procedure through three stages: design, testing, and test preparation. The test was piloted on 88 randomly selected students who had studied optical instrument topic. The analysis carried out in this development includes content validity, item-model fit, reliability, and item difficulty level analysis. The development was successful in providing feasible test instrument items for evaluating students' verbal representation of optical instrument topic. This instrument is expected to be used to capture information about students' verbal representation ability, which will then be analyzed to produce more appropriate physics learning instructions.
Effectiveness of AR-Guided Inquiry E-Worksheets on Students’ 21st-Century Skills in Science Lessons, Examined by Gender and Learning Style M. Ibnusaputra; Putri Surya Damayanti; Febriani Febriani
Journal of Insan Mulia Education Vol. 4 No. 1 (2026): Journal of Insan Mulia Education
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/joinme.v4i1.760

Abstract

This study aims to analyze the effectiveness of using guided inquiry-based e-worksheets incorporating Augmented Reality (AR) on the development of students’ 21st-century skills in science learning, as viewed through the lens of gender and learning style differences. The study employs a quantitative approach with a pretest–posttest control group quasi-experimental design. The research subjects were eighth-grade students at a public junior high school in Bima City, divided into an experimental group (using AR-based e-worksheets) and a control group (using conventional worksheets). Data were collected through critical thinking skill tests, observation sheets for collaboration, communication, and creativity, as well as a learning style questionnaire. Data analysis was conducted using ANOVA, GLM, Bonferroni post hoc tests, and n-gain scores. The results indicated that the implementation of AR-integrated guided inquiry e-worksheets significantly influenced the improvement of 21st-century skills (sig. = 0.008 < 0.05), with an average n-gain score of 65.38% (classified as moderately effective). Gender and learning style did not significantly influence learning outcomes, indicating that the learning process was inclusive and adaptive. The highest improvement occurred in creativity skills, followed by communication, collaboration, and critical thinking. These findings confirm that the integration of AR into inquiry-based learning creates a contextual, interactive, and reflective learning environment that supports the comprehensive development of 21st-century skills.
Effectiveness of GeoGebra-Assisted Praxeological Learning Based on the Anthropological Theory of the Didactical in Enhancing Students’ Critical Thinking Nanang Diana; Irwan Aprayadi; Adi Apriadi Adiansha; M. Ibnusaputra; Mariamah
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002426

Abstract

Research integrating GeoGebra with the Anthropological Theory of the Didactic (ATD) remains limited, particularly regarding how dynamic visualisation within a structured praxeological framework influences students’ critical thinking. This study examined the effectiveness of a GeoGebra-assisted learning sequence structured around four praxeological components: task, technique, technology, and theory. A quasi-experimental non-equivalent control group design involved 63 second-semester Differential Calculus students at STKIP Taman Siswa Bima, Indonesia, comprising 32 experimental and 31 control participants. Both groups received instruction from the same lecturer across eight 100-minute sessions. Critical thinking was assessed using a ten-item essay test covering interpretation, analysis, evaluation, inference, and explanation, with satisfactory content validity (0.89) and reliability (Cronbach’s α = 0.84). Pre-test scores showed no significant difference between groups (p = 0.784). Following the intervention, the experimental group significantly outperformed the control group (t(61) = 5.274, p < 0.001), with a mean difference of 11.53 (95% CI: 7.16–15.90) and a large effect size (Cohen’s d = 1.33). Normalised learning gains were moderate in the experimental group (0.53) and low in the control group (0.28). Significant improvements were observed across all five critical thinking dimensions, although explanation remained the weakest. These findings suggest that integrating GeoGebra with ATD-based praxeological organisation strengthens critical thinking by connecting dynamic visual exploration with mathematical justification and generalisation. The proposed instructional framework offers a practical approach to improving undergraduate calculus learning.
Co-Authors Adi Apriadi Adiansha Agustinasari Agustinasari Amrin Amrin Angga Putra Anggun Puspitasari Asriyadin Asriyadin Febriani Febriani Febriani Febriani Heru Kuswanto Hikmawati Hikmawati Husnul Khatimah Ibrahim Pandu Ame Insih Wilujeng Irwan Aprayadi Jumadi Jumadi Khaerunnisa Khaerunnisa, Khaerunnisa Khairil Anwar Mariamah Mochammad Noeryoko Muh. Ma’ruf Muslim Nanang Diana Pramudya Wahyu Pradana Putri Surya Damayanti Putri Surya Damayanti Syamsiar, Syamsiar Verawati Verawati