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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Kalam Cendekia: Jurnal Ilmiah Kependidikan Indonesian Journal of Educational Development (IJED) IJIS Edu : Indonesian Journal of Integrated Science Education
Rifat Shafwatul Anam
Universitas Terbuka
Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Prospective Primary School Teachers’ Understanding of Model Representation: The Case of Static Electricity Rifat Shafwatul Anam; Rendi Restiana Sukardi; Monika Handayani; Roseleena Anantanukulwong; Titiyaka Jajuri
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 1 (2025): January 2025
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v7i1.5009

Abstract

This study aimed to assess the comprehension levels of prospective primary school teachers regarding verbal and visual representation models of static electricity. A survey was conducted involving 110 prospective teachers from West Java Province, selected through purposive sampling. Participants were categorized based on their secondary school study programs and gender. The study utilized a five-tier test as the instrument for data collection, with responses analyzed using descriptive statistics. Verbal and visual responses were categorized into several levels. Analysis revealed that the majority of both verbal and visual responses fell into the lack of knowledge, misconception, unidentified categories. These findings highlight the inadequate understanding of static electricity concepts among prospective primary school teachers, which may contribute to students' difficulties. Differences in educational background and gender did not significantly influence the comprehension levels in either verbal or visual representations of static electricity concepts. This provides insight into the fact that the topic of static electricity, though often regarded as straightforward and revisited at various educational stages from primary to secondary school, remains a source of widespread misunderstanding and error. The study underscores the critical need for targeted interventions in teacher education programs to enhance understanding and effective teaching of scientific concepts like static electricity at the primary school level.
Enhancing students' cognitive and science process skills through inquiry-based virtual experiments on electricity concepts Rifat Shafwatul Anam
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.5999

Abstract

This study investigates the effectiveness of inquiry-based virtual experiments in improving elementary students' cognitive skills and science process skills in learning electricity concepts. The integration of digital simulations into elementary science instruction has become increasingly important for supporting conceptual understanding and scientific inquiry, particularly for abstract topics such as electricity. The population consisted of sixth-grade students at a public elementary school, from whom 25 were selected using purposive sampling based on technological readiness and curriculum alignment. The study employed a quasi-experimental design using a one-group pretest–posttest approach. The learning intervention was implemented through four inquiry-based sessions using PhET Interactive Simulations (Circuit Construction Kit: DC). Data were collected using two validated multiple-choice instruments: a 17-item cognitive test aligned with five levels of Bloom's Revised Taxonomy and an 18-item science process skills test measuring six indicators, including observing, classifying, predicting, interpreting data, drawing conclusions, and communicating. The instruments demonstrated good internal consistency (KR-21 = 0.83). Data were analyzed descriptively by comparing pretest and posttest scores. The results showed an increase in students' posttest mean scores, reaching 79.3% for cognitive skills and 73.1% for science process skills.
Mapping socioscientific issues research in science education: Trends, pedagogy, competencies, and gaps (2021-2025) Rifat Shafwatul Anam; Ahmad Yani
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116867

Abstract

Amid increasing global challenges characterized by uncertainty, complexity, and ethical dilemmas, socioscientific issues (SSI) have emerged as a critical framework for advancing science education. This study systematically examines research trends, pedagogical approaches, competencies, and research gaps in SSI studies. A systematic literature review (SLR) was conducted using the PRISMA protocol on 53 open-access articles published between 2021 and 2025 in selected high-impact Scopus Q1 journals. The findings reveal a growing concentration of SSI research within the selected corpus, particularly in recent publications. Qualitative approaches dominate, with studies largely situated in secondary and higher education contexts. Research primarily focuses on environmental and health-related issues, while argumentation, inquiry-based learning, and discussion are the most frequently applied pedagogical approaches. SSI-based learning fosters multidimensional competencies across cognitive, epistemic, and affective domains. However, key gaps persist, including limited thematic diversity, underrepresentation of primary education, insufficient integration of emerging technologies, and a lack of large-scale and longitudinal designs. This study underscores the need for broader implementation, methodological diversification, and technology integration. Limitations related to the bounded corpus and open-access selection are acknowledged, which may affect generalizability.
Tren dan Tantangan Penerapan Kecerdasan Buatan dalam Pendidikan: Analisis Artikel pada Jurnal Terakreditasi Nasional Rifat Shafwatul Anam; Surya Gumilar; Irna Nurul Ainie; Fachry Ali Wibowo
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.101311

Abstract

Penelitian ini mengkaji tren dan tantangan dalam penerapan Kecerdasan Buatan (AI) dalam pendidikan di Indonesia, berdasarkan artikel yang diterbitkan di lima jurnal terakreditasi Sinta 1 dari tahun 2020 - April  2025. Dengan protokol PRISMA, ditemukan 43 artikel, dan 26 dianalisis lebih lanjut. Kriteria inklusi mencakup artikel yang membahas AI dalam pendidikan di Indonesia/Luar Negeri dan tersedia dalam teks lengkap, baik empiris maupun konseptual. Artikel yang tidak relevan atau tidak tersedia secara penuh dikecualikan. Hasil menunjukkan peningkatan signifikan publikasi pada 2024–2025, dengan IJERE sebagai jurnal paling aktif. Penelitian didominasi metode kuantitatif dan fokus pada pendidikan tinggi. Studi ini menyoroti perlunya eksplorasi lebih lanjut pada pendidikan dasar dan menengah serta peran guru dan masyarakat. Rekomendasi mencakup pengembangan aplikasi praktis AI, inovasi teknologi, serta kajian dampak sosial dan etis AI dalam pendidikan.
Co-Authors Ahmad Yani Fachry Ali Wibowo Irna Nurul Ainie Monika Handayani Roseleena Anantanukulwong Sukardi, Rendi Restiana Surya Gumilar Titiyaka Jajuri