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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Digitalization in Physics Education (JDPE) Journal of Innovative Technology and Sustainability Education
Muhammad Satriawan
State University of Surabaya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Integration of Local Wisdom of Pencak Silat in Learning Newton's Laws based on ICT-Technology to determine Student Learning Motivation Azar Zakaria; Muhammad Satriawan; Rahmatta Thoriq Lintangesukmanjaya; Utama Alan Deta; Khoirun Nisa'
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.78

Abstract

Objective: This research aims to develop a 2D technological visualization that integrates the application of Newton’s Third Law into pencak silat movements, providing a contextual bridge between physics concepts and traditional martial arts. The objective is to enhance students’ motivation and conceptual understanding by presenting the action–reaction principle through culturally relevant motion analysis. Method: The study employed a qualitative descriptive method with data collected from literature analysis and expert interviews involving pencak silat practitioners and physics educators. The visualization design was then refined to display key pencak silat techniques such as stances, strikes, and blocks—while mapping the corresponding forces of action and reaction.  Results:  2D visualization is effective in clarifying how Newton’s Third Law operates within martial movements, making abstract concepts more tangible. Teachers and students reported that the visualization improved comprehension, engagement, and learning motivation. Moreover, the concise two-dimensional format allowed force interactions to be represented clearly without overwhelming detail, supporting efficient classroom integration.  Novelty: This research lies in merging local cultural heritage with interactive technological media, transforming pencak silat not only as a form of art and self-defense but also as an innovative educational tool for learning physics. This approach highlights how digital visualization can preserve tradition while modernizing science education, thus offering a meaningful model for contextual and technology-enhanced learning
Analyzing Students' Misconceptions Based on Submicroscopic Level Representation in Elements, Compounds, and Mixtures Arum Dwisetyo Arini; Utiya Azizah; Sukarmin; Muhammad Satriawan; Hanandita Veda Saphira
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.10052

Abstract

The aim of this study is to analyze misconceptions at the submicroscopic level as well as the causal factors of misconceptions in elemental, compound and mixture materials. This research was conducted using descriptive-quantitative method using three-tier diagnostic test and interview. The research subjects were grade IX with 41 students in a junior high school in Malang. The results of this study indicate that 31.0% of students experience misconceptions in determining the concept of atoms, especially for like and unlike atoms in determining elements, compounds and mixtures, 29.0% in the difference in material changes when viewed from the shape of atoms owned, and 27.0% in changes in the constituent particles of elements, compounds and mixtures. The factors causing this misconception are based on the way of learning, misconceptions from teachers, learning methods, initial abilities, and supporting books. The conclusion of this research is that students experience misconceptions that have an impact on their understanding of concepts, especially for the submicroscopic level. The ability to understand the submicroscopic level which is still low causes the need for efforts in reducing the misconceptions that occur.
Analysis of High School Students' Physics Literacy Ability Towards the Phenomenon of Elasticity Based on the Natural of Science Literacy Test Instrument Retno Wandhira; Titin Sunarti; Oka Saputra; Binar Kurnia Prahani; Muhammad Satriawan; Hanandita Veda Saphira
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15767

Abstract

The advancement of science and technology requires students to possess strong scientific literacy, particularly in understanding physical phenomena such as elasticity. However, students often demonstrate a low conceptual understanding of elasticity in real-life contexts, posing a challenge in physics education. This study aims to analyze students’ physics literacy skills using the Nature of Science Literacy Test (NOSLiT) instrument. This research employed a descriptive quantitative approach with a sample of 30 students from classes A, B, and C. Data were collected through a written test based on the NOSLiT framework, which consists of six scientific literacy indicators, and analyzed quantitatively using achievement categories. The findings revealed that students' overall scientific literacy achievement was categorized as low (43.2%). The highest achievement was on the scientific evidence rule indicator (58.8%, moderate category), while the lowest was on science process skills (24.3%, very low category). These results suggest the need for more interactive and experiment-based instructional strategies to enhance students’ conceptual understanding. Students' responses were mostly descriptive and lacked evidence-based reasoning, with misconceptions about relationships among physics variables still apparent. These findings emphasize the importance of incorporating scientific practices—such as experimentation, evidence utilization, and contextual problem-solving—into teaching. This study was limited to a single school and instrument, which restricts the generalizability of the results. Future research should include a broader sample and adopt a mixed-method approach to obtain more comprehensive insights. Moreover, the development of inquiry-based learning models is crucial to support the advancement of students' scientific literacy.
Exploration of Sustainability Literacy Through Environmental Perspectives in the Context of Energy Conservation and Transformation Diantika Ayuningrum; Eko Hariono; Mita Anggaryani; Muhammad Satriawan; Binar Kurnia Prahani; Hanandita Veda Saphira
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15941

Abstract

Sustainability is a major challenge in the 21st century that must be managed by physics learning. This study aims to explore students' sustainability literacy in the context of energy conservation and transformation through physics questions created with an environmental approach. This study uniquely integrates local pesantren contexts into physics education to address sustainability literacy, offering a novel contribution to science education by incorporating cultural and contextual relevance. With a descriptive exploration of 30 grade X students from senior high school Nurul Jadid, the research was conducted using tests, questionnaires, and interviews. The results on the knowledge dimension showed that students performed very well at low cognitive levels, but higher-order thinking skills, especially evaluation and creation, were still low. In the skill dimension, students' ability to solve problems was moderate, with weaknesses in the aspects of evaluation and reflection. Although students responded well to the contextual problems, many had difficulty in drawing energy transformation schemes. These results indicate the need for more practical and contextualized learning to strengthen sustainability literacy in physics learning.
Identification of Students' Creative Thinking Ability in Solving Open-Ended Problems on Rigid Object Equilibrium Material Using Digital-Based Assessment Ratna Purnamawati; Wasis Wasis; Muhammad Satriawan; Hanandita Veda Saphira
Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i2.57668

Abstract

Objective: To identify students' creative thinking ability in solving open-ended problems on rigid object equilibrium material through digital-based assessment at SMA Negeri 1 Badegan. Method: A descriptive quantitative method involving 108 eleventh-grade students at SMA Negeri 1 Badegan. Data were collected through observation, documentation, and open-ended problem tests administered digitally using Google Form integrated with a learning management system (LMS). Students' creative thinking ability was analyzed based on four indicators: fluency, flexibility, originality, and elaboration. The data analysis was conducted by calculating the percentage of achievement for each indicator and categorizing students' creative thinking ability levels. Results: Students' creative thinking ability in solving open-ended problems on rigid object equilibrium material was still relatively low. The fluency indicator obtained an average achievement score of 42.98% (poor category), flexibility reached 30.53% (very poor category), originality obtained 20.35% (very poor category), and elaboration reached 25.61% (very poor category). The findings indicate that students experienced difficulties in generating diverse ideas, producing original solutions, and providing detailed explanations when solving open-ended physics problems. The utilization of digital platforms through Google Form and LMS facilitated systematic data collection, efficient response management, and documentation of students' creative thinking performance. Novelty: The novelty of this study lies in the identification of students' creative thinking ability in rigid object equilibrium material through digital-based assessment. The integration of digital platforms as a data collection medium provides an efficient approach for analyzing students' responses to open-ended physics problems and contributes to the development of technology-supported physics assessment practices.
PISA 2025-Based Digital Physics Literacy Assessment: A Development Study on Wave Material in Lamongan Sri Dewi; Muhammad Satriawan; Titin Sunarti; Iqbal Ainur Rizki
Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i2.55537

Abstract

Objective: This study aimed to develop and validate a digital assessment instrument for physics literacy, framed around the three PISA 2025 science competencies, using wave material for grade XI students at a senior high school in Lamongan. Method: The study used a Research and Development (R&D) approach following the ADDIE model, limited to the Development stage, comprising expert validation and a limited trial involving 35 grade XI Phase F students. The instrument consisted of 10 higher-order-thinking essay items (Bloom's cognitive levels C4–C6), with a maximum score of 32 points, contextualized around the Sumenep Earthquake, East Java (M6.0, 30 September 2025). Results: The instrument was very valid (CVI = 0.89) and reliable (Cronbach's α = 0.84). Students' physics literacy profile was distributed as 45.7% Developing, 34.3% Capable, and 20.0% Proficient, with a class average of 76.0% (Capable category). Achievement per PISA 2025 competency was K-1, Explaining Scientific Phenomena, 80.3%; K-2, Evaluating Investigation Design and Interpreting Data, 74.9%; and K-3, Evaluating Scientific Information and Decision-Making, 73.4%. Novelty: This is the first PISA 2025-based digital assessment instrument for physics literacy contextualized on an authentic local seismic phenomenon in East Java, validated by a multi-expert panel comprising physics-education academics and a practicing teacher.
Deep Learning-Based Digital Physics Comics for Fostering Critical Thinking in Alternative Energy Education Nur Lailatul Ilmiah; Muhammad Satriawan
Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i2.55938

Abstract

Objective: This study aimed to develop a Deep Learning-based Digital Physics Comic on alternative energy to improve senior high school students’ critical thinking skills. Method: This Research and Development (R&D) study adopted the ADDIE model, including analysis, design, development, implementation, and evaluation. The product was implemented with Grade X students at a senior high school in Sidoarjo, Indonesia, during the 2025/2026 academic year using a non-equivalent control group pretest–posttest design. Data were collected through expert validation sheets, learning implementation observations, critical thinking tests, and student response questionnaires. The media was evaluated for validity, practicality, and effectiveness. Results: The Digital Physics Comic achieved a validity score of 89.31% (very valid) and a learning implementation score of 91.67% (very practical). Student responses indicated high effectiveness (90.35%). The experimental class obtained a higher average N-Gain score (0.7332) than the control class (0.6209). The Mann–Whitney test showed a significant difference between the groups (p = 0.007 < 0.05), with the greatest improvement found in the inference indicator. Novelty: This study integrates a deep learning approach and Problem-Based Learning (PBL) into a digital physics comic on alternative energy. The media combines meaningful, mindful, and joyful learning through contextual stories, visual narratives, and problem-solving activities, offering an innovative approach to strengthening students’ conceptual understanding and critical thinking skills in physics.
Co-Authors Arum Dwisetyo Arini Azar Zakaria Binar Kurnia Prahani Diantika Ayuningrum Eko Hariono Hanandita Veda Saphira Hanandita Veda Saphira Hanandita Veda Saphira Iqbal Ainur Rizki Khoirun Nisa' Mita Anggaryani Nur Lailatul Ilmiah Oka Saputra Rahmatta Thoriq Lintangesukmanjaya Ratna Purnamawati Retno Wandhira Sri Dewi Sukarmin TITIN SUNARTI Utama Alan Deta Utiya Azizah Wasis Wasis