Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Fisika dan Teknologi Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Authentic Research Indonesian Journal of Applied Science and Technology
Isnaini, Ahmad Hardyan
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Astronomy Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics Public Health Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Media Tiga Dimensi sebagai Sarana Meningkatkan Kemampuan Guru IPA dalam Menerapkan Pembelajaran Berbasis Masalah di Kelas Harjono, Ahmad; Gunada, I Wayan; Gunawan, Gunawan; Busyairi, Ahmad; Nisrina, Nina; Isnaini, Ahmad Hardyan
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 2 (2025): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i2.9168

Abstract

Penggunaan media pembelajaran yang kontekstual dan mendukung pemecahan masalah menjadi salah satu tuntutan Kurikulum Merdeka dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Artikel ini bertujuan untuk mendeskripsikan dampak pelatihan pengembangan media sederhana tiga dimensi terhadap peningkatan kemampuan guru IPA dalam menerapkan pembelajaran berbasis masalah (Problem-Based Learning/PBL). Kegiatan pelatihan dilaksanakan di SMPN 2 Jonggat dengan melibatkan guru IPA sebagai peserta. Metode pelaksanaan mencakup pemberian materi, pengenalan media 3D oleh tim pengabdian, serta pelatihan penggunaan media 3D yang terintegrasi dengan kemampuan pemecahan masalah. Data dikumpulkan melalui angket persepsi, analisis dokumen Rencana Pelaksanaan Pembelajaran (RPP), dan wawancara mendalam. Hasil menunjukkan bahwa sebagian besar guru mengalami peningkatan pemahaman tentang prinsip-prinsip PBL dan mampu mengintegrasikan media 3D ke dalam skenario pembelajaran yang relevan dengan konteks lokal. Selain itu, guru menyatakan bahwa media 3D membantu siswa lebih mudah memahami permasalahan nyata dan merangsang keterlibatan aktif dalam proses pembelajaran. Temuan ini mengindikasikan bahwa pelatihan pengembangan media 3D efektif dalam meningkatkan kesiapan guru menerapkan pembelajaran berbasis masalah di kelas IPA.
Implementasi Nilai-Nilai Filsafat Ilmu dalam Pembelajaran IPA Muliadi, Irman; Amrullah, Lalu Azikri; Yuliani, Neli; Salwa; Iqlima, Shelliana; Afrilianti, Siska; Isnaini, Ahmad Hardyan; Sugara, Ardian Gandi; Nurmayanti, Diyah; Idrus, Agil Al
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/hm8ads45

Abstract

Rendahnya pemahaman Hakikat Sains (Nature of Science/NOS) dan literasi sains peserta didik SMP, akibat dominasi pembelajaran hafalan, menuntut integrasi Filsafat Ilmu (Ontologi, Epistemologi, Aksiologi) sebagai kerangka konseptual. Penelitian ini bertujuan memetakan implementasi nilai-nilai filsafat ilmu dalam pembelajaran IPA SMP secara sistematis. Metode yang digunakan adalah Systematic Literature Review (SLR) deskriptif-kualitatif, mengacu pada protokol PRISMA. Kajian dilakukan terhadap literatur yang relevan dalam rentang 10 tahun terakhir (2015–2025). Sebanyak 15 artikel ilmiah terpilih dari berbagai basis data akademik dianalisis. Hasil sintesis mengidentifikasi model implementasi paling efektif adalah Integratif, Eksplisit, dan Reflektif, yang direalisasikan melalui strategi aktif seperti Inquiry-Based Learning (IBL) dan Case-Based Teaching (CBT). Pendekatan ini terbukti mampu mentransformasi pemahaman siswa dari pandangan sains sebagai fakta final menjadi proses penyelidikan berbasis bukti, serta meningkatkan literasi ilmiah. Kontribusi spesifik penelitian ini adalah menyediakan peta komprehensif mengenai pola implementasi dan adaptasi kultural (etnosains) filsafat ilmu di konteks pendidikan IPA SMP, khususnya di Indonesia, sebagai panduan pengembangan kurikulum yang konstruktif. Namun, batasan kajian ini menyimpulkan bahwa implementasi optimal masih menghadapi tantangan signifikan, terutama kurangnya kesiapan pedagogis guru dan keterbatasan sarana laboratorium yang menghambat pencapaian tujuan epistemologis berbasis inkuiri.
From Development to Impact: A Guided-Inquiry and Blended Learning Electricity–Magnetism Module to Foster Pre-Service Physics Teachers’ Scientific Creativity Nisrina, Nina; Wahyudi, Wahyudi; Gunada, I Wayan; Verawati, Ni Nyoman Sri Putu; Busyairi, Ahmad; Isnaini, Ahmad Hardyan; Rizqy, Muhammad
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.17573

Abstract

In the era of technological advancement and modern education, delivering effective and innovative physics instruction is essential. A critical aspect in teaching electricity and magnetism is the provision of learning materials that integrate guided inquiry and blended learning approaches to create more interactive, in-depth, and relevant experiences for learners. This study aimed to develop a three-chapter guided-inquiry and blended learning module on electricity–magnetism to foster pre-service physics teachers’ scientific creativity. Using a 4D model (define, design, develop, and disseminate), the research was conducted over six months. The module was first designed and validated by experts in content, pedagogy, language, and technical aspects, followed by limited-scale trials to refine its quality. Furthermore, a large-scale implementation was carried out to evaluate the effectiveness of the developed teaching materials on each sub-indicator of scientific creativity. The large-scale implementation employed a quasi-experimental method with third-semester students of the Physics Education Study Program at the University of Mataram as the sample. Using a pre-test–post-test control group design, the data obtained indicated a significant difference between the two groups. In addition, the research findings revealed that the developed teaching materials demonstrated a high level of validity across all assessment aspects. Based on the N-gain analysis in the large-scale testing phase, the results indicated that the teaching materials significantly enhanced the scientific creativity of prospective physics teachers, particularly in the aspect of Scientific Knowledge within the Thinking component, with a score of 65% in the medium category, and in Flexibility with a score of 60%. It is concluded that the guided-inquiry and blended learning electricity–magnetism module is valid and effective in fostering scientific creativity and can serve as a model for innovative physics instruction in teacher education programs.  
Analysis of Student Perceptions of Project-Based Learning: A Case Study in Experimental Physics Course Sutrio, Sutrio; Gunawan, Gunawan; Hikmawati, Hikmawati; Verawati, Ni Nyoman Sri Putu; Busyairi, Ahmad; Haslinda, Padia; Isnaini, Ahmad Hardyan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.11002

Abstract

The urgency of this research lies in the critical need to understand the effectiveness of Project-Based Learning (PjBL) within the context of the Experimental Physics course, particularly in responding to modern curricular demands that emphasize problem-solving and creativity. This study aims to analyze student perceptions of PjBL implementation, covering learning style profiles, learning experiences, challenges, support systems, and the impact on problem-solving abilities. Utilizing a quantitative approach with a descriptive design, data were collected through surveys administered to students enrolled in the Experimental Physics course. The results indicate that the majority of students (65.7%) possess a Kinesthetic learning style, which aligns strongly with PjBL characteristics that emphasize hands-on practical activities. Student perceptions were classified as highly positive, with the highest ratings observed in the aspects of enhanced creativity and the relevance of projects to real-world applications. An interesting finding highlights the presence of "productive struggle," where, although task difficulty was rated as challenging, students perceived this difficulty as highly instrumental in developing new skills. Regarding problem-solving abilities, students felt competent in procedural design and analysis; however, accurate data collection and hypothesis formulation were identified as areas with the lowest scores. It is concluded that while PjBL is effective in enhancing student competence, its implementation requires optimization through more intensive scaffolding regarding the technical aspects of data measurement and hypothesis formulation, alongside improved laboratory facility support.
Pembuatan Alat Peraga Hukum Ohm Untuk Materi Listrik Dinamis Isnaini, Ahmad Hardyan; Ramdhani, Ahmad; Saputra, Holis Angga; Rifaldy, Rifki; Ansori, Ansori
Indonesian Journal of Applied Science and Technology Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian

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

Abstract

Students' difficulty in understanding the concept of dynamic electricity, particularly Ohm's Law, presents a challenge in physics learning. This study aims to design and create a simple demonstration tool to visualize the relationship between voltage, current, and resistance in an electrical circuit. This study uses Thiagarajan's 4D development model, consisting of the stages of define, design, develop, and disseminate, although it only reached the development stage. The demonstration tool was designed using main components such as a resistor, voltmeter, ammeter, switch, and a 9-volt battery. Test results show that the tool functions according to the principles of Ohm's Law (V=IR), although there are slight variations due to the decrease in battery voltage during use. In testing resistor R1 (15 ohms), the input voltage was recorded at 5.28 volts with a current of 0.07 A, while for resistor R2 (39 ohms), the input voltage was recorded at 5.52 volts with a current of 0.03 A. The tool also provides a visual illustration through the changing light intensity of the lamp according to the electric current. This demonstration tool has been proven to help students understand the abstract concept of Ohm's Law visually and practically. With its simple design and affordable cost, this tool has great potential for use as a teaching aid in school laboratories, supporting active learning and enhancing students' understanding of dynamic electricity concepts.
Co-Authors Afrilianti, Siska Agil Al Idrus, Agil Al Ahmad Busyairi, Ahmad Ahmad Harjono Ahmad Ramdhani, Ahmad Amrullah, Lalu Azikri ansori ansori Gunawan Gunawan Haslinda, Padia Hikmawati Hikmawati I Wayan Gunada Iqlima, Shelliana Muliadi, Irman Ni Nyoman Sri Putu Verawati Nisrina, Nina Nurmayanti, Diyah Rifaldy, Rifki Rizqy, Muhammad Salwa Saputra, Holis Angga Sugara, Ardian Gandi Wahyudi Wahyudi Yuliani, Neli