Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika FKIP UM Metro Kasuari: Physics Education Journal (KPEJ)
Gurdi, Nurkhalifah
Unknown Affiliation
Education Physics

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

Found 2 Documents
Search

 1 
A Rasch Analysis of Teacher Understanding Regarding Project-Based Learning Models Riskawati; Khaeruddin; Gurdi, Nurkhalifah; Akhila, A. Adinda; Tonang, Aisyah Putri; Putri, Chaela Amelya; Yunus, Sitti Rahma
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.937

Abstract

Project Based Learning (PjBL) is one of the learning models that many teachers use in the learning process in this independent curriculum. Even so, the understanding and application of the PjBL model is still very varied, so this study was carried out to examine  the understanding and application of Project-Based Learning by teachers in South Sulawesi using quantitative methods and Rasch analysis. With PjBL gaining prominence in Indonesia's Merdeka Curriculum for developing 21st-century skills, challenges like uneven teacher readiness and resource limitations persist. The research aims to assess PjBL comprehension levels among teachers, examine demographic influences, and identify implementation barriers. Data were collected via a 26-item Likert-scale questionnaire administered to 300 teachers across primary, junior, and senior high schools. Rasch analysis confirmed the instrument's reliability (Cronbach's Alpha = 0.92) and validity. Findings revealed that female teachers, younger educators, and high school teachers demonstrated stronger PjBL understanding. However, practical application faced difficulties in project design, time management, and assessment. The study concludes that while conceptual knowledge exists, structural support and targeted training are needed for effective PjBL implementation. Recommendations include specialized professional development programs and policy interventions to address implementation gaps.
Penerapan Model Problem Based Learning Terhadap Kemampuan Literasi Sains Peserta Didik Gurdi, Nurkhalifah; Usman, Usman; Wahid, Syamsul
Jurnal Pendidikan Fisika Vol 14, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jpf.v14i1.15768

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan literasi sains peserta didik sebelum dan sesudah penerapan model Problem Based Learning (PBL) di kelas XI SMAN 9 Gowa. Penelitian pra-eksperimen ini menggunakan desain one group pretest–posttest dengan subjek 35 siswa kelas XI 8 tahun ajaran 2025/2026. Data diperoleh melalui tes literasi sains berupa pretest dan posttest, kemudian dianalisis menggunakan analisis deskriptif, inferensial, dan N-Gain. Hasil analisis deskriptif menunjukkan skor rata-rata pretest sebesar 5,57 dan posttest sebesar 12,3 termasuk kedalam kategori sedang. Uji normalitas Shapiro–Wilk menunjukkan data berdistribusi normal, sehingga dapat digunakan uji paired sample t-test yang menunjukkan adanya perbedaan yang signifikan antara skor pretest dan posttest. Nilai N-Gain kemudian dianalisis dan diperoleh sebesar 0,50 dalam kategori sedang, sehingga dapat disimpulkan bahwa penerapan model PBL secara signifikan meningkatkan kemampuan literasi sains peserta didik kelas XI 8 SMAN 9 Gowa dengan tingkat peningkatan sedang.
Co-Authors Akhila, A. Adinda Khaeruddin Putri, Chaela Amelya Riskawati Syamsul Wahid Tonang, Aisyah Putri Usman Usman Yunus, Sitti Rahma