Articles
<![CDATA[Poster Digital Fisika dalam Pembelajaran Berbasis Proyek: Analisis Keterampilan dan Persepsi Calon Pengajar Sains ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Fujiani, Dwi]]>
<![CDATA[ Experiment: Journal of Science Education Vol 5, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/experiment.v5i1.32726
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa calon guru sains dalam mendesain dan mempresentasikan poster digital, serta menganalisis persepsi mereka terhadap kegiatan tersebut. Pendekatan penelitian adalah kuantitatif dengan desain deskriptif, korelasional, dan komparatif, dilengkapi data survei persepsi. Sampel penelitian terdiri dari 11 mahasiswa dalam mata kuliah fisika dasar. Penilaian poster dilakukan oleh empat pihak: diri sendiri, rekan, dosen, dan ahli. Data dianalisis menggunakan statistik deskriptif, uji korelasi Kendall’s Tau, serta perbandingan skor antar penilai. Hasil analisis menunjukkan bahwa self-assessment cenderung memberikan skor tertinggi baik untuk desain maupun presentasi poster, sementara skor dari dosen dan ahli relatif lebih rendah. Skor akhir rata-rata desain poster sebesar 81.02 dan presentasi poster sebesar 78.53. Uji korelasi menunjukkan hubungan positif signifikan antara kemampuan desain dan presentasi poster. Dari hasil survei, mahasiswa menunjukkan persepsi positif terhadap penggunaan poster digital sebagai media pembelajaran yang efektif untuk meningkatkan kreativitas, kepercayaan diri, dan kemampuan komunikasi. Namun, mereka juga menghadapi tantangan dalam menjaga akurasi isi poster serta merasa kurang nyaman dengan kegiatan self- dan peer-assessment karena dinilai kurang objektif. Temuan ini mengindikasikan perlunya penguatan literasi desain visual dan pengembangan strategi penilaian yang mendukung refleksi dan objektivitas dalam pendidikan calon guru sains.]]>
<![CDATA[Students' Data Collection, Graph-Making, and Conclusion-Making Skills in Inquiry-based Learning Using Interactive Simulations ]]>
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ META: Journal of Science and Technological Education Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Aspirasi Masyarakat Intelektual Islam Nusantara ]]>
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<![CDATA[This study investigates students' skills in data collection, graph-making, and conclusion-making during a basic physics course on force and motion using worksheet-integrated PhET simulations. Sixteen students at IAIN Kerinci were selected through total population sampling. Worksheets were designed to guide students through three investigative tasks: examining the effects of resultant forces, exploring the relationship between mass and acceleration under constant force, and analyzing the relationship between force and acceleration under constant mass. Quantitative descriptive and correlational methods were employed to evaluate and analyze students’ skill levels and relationships between the skills. Results indicate that students excel in data collection, achieving consistent and high scores, but face challenges in graph construction and conclusion-making, as evidenced by higher variability and errors. Significant misconceptions, such as misunderstanding the conditions of zero resultant force and acceleration, were identified. Correlational analysis revealed a strong, positive relationship between data collection and graph-making skills, but no significant correlation with conclusion-making skills. Regression analysis suggested limited predictive ability of the foundational skills for inferential reasoning. The findings underscore the need to focus on enhancing graph-making and pattern-identification processes to support conclusion-making. This research highlights critical areas for improving physics education and developing scientific reasoning skills.]]>
<![CDATA[Analisis Korelasi Kemampuan Berbahasa Panah Dengan Kualitas Free-Body Diagram Siswa Pada Materi Dinamika ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Lorita, Evi]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Sains (JPFS) Vol 6 No 1 (2023): Maret ]]>
Publisher : <![CDATA[Pendidikan Fisika, FKIP, Universitas Nahdlatul Ulama Cirebon ]]>
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DOI: 10.52188/jpfs.v6i1.394
<![CDATA[This study aims to analyze and determine the level of relationship between language of arrow skills with quality of free-body diagrams. The research was conducted at SMAN 2 Sungai Penuh. The population was 60 students of XI MIA. Using whole population sampling, but there were 6 incomplete data so only data from 54 students were used. The learning process and tests the language of arrow and quality of free-body diagrams were given to the students. The data is normally distributed and linearly related to each other with a positive correlation shown using a scatterplot. The Pearson correlation test conducted to show the relationship between variables. There is a high correlation between language of arrow skills and the quality of the free body diagram, which is indicated by the Pearson correlation coefficient of 0.611.]]>
<![CDATA[EFL Student's Reading Habits in The Digital Era ]]>
<![CDATA[Nurfaizah, Dayang]]>;
<![CDATA[Erniyati, Yelni]]>;
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 2 (2024): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v17i2.22564
<![CDATA[In this modern era, easy access to digital media and the internet is a big challenge in reading habits. This research investigates internet usage patterns and reading habits among English students in contemporary educational settings. Drawing on data from a questionnaire survey administered to 53 students at an Islamic college in Jambi, Indonesia, the study explores students' online activities, reading preferences, and perceptions of digital reading materials. The findings show a significant reliance on the Internet for academic and leisure activities, with online news being the main driver of students' reading interest. Despite concerns about content relevance and readability, digital reading materials, especially e-books, and online platforms, have the potential to foster reading engagement and literacy skills. The study also highlights the diverse nature of students' online activities, emphasizing the need for tailored approaches to promote reading habits in the digital age. By adopting innovative teaching methods and utilizing digital resources, educators can create immersive reading experiences that help students navigate and critically evaluate digital information effectively. This research contributes valuable insights into the evolving landscape of reading preferences and the role of technology in shaping literacy practices, informing evidence-based strategies for promoting reading engagement and lifelong learning in educational contexts.]]>
<![CDATA[Peer Instruction Using PhET Integrated with Inquiry-based Learning in Kinematics Physics Learning ]]>
<![CDATA[Pranata, Ogi Danika]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 13 No 2 (2024): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
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DOI: 10.24042/jipfalbiruni.v13i2.19299
<![CDATA[This study investigates the impact of integrating peer instruction with PhET simulations and inquiry-based learning on physics education. Given the constraints of having only one class of 40 students, a one-group quantitative design was employed, complemented by a qualitative approach to create a mixed-method design. Quantitative analysis of pre-test and post-test results was performed using N-Gain, effect size, and paired samples t-test. Furthermore, qualitative analysis provided insights into students' learning experiences. The average N-Gain score initially showed a low increase (0.26), but excluding cases with negative gains revealed a moderate increase (0.38). The paired samples t-test confirmed a significant improvement in post-test scores compared to pre-test scores, with a large effect size (), demonstrating the effectiveness of the intervention. However, further analysis is needed to explore the distribution of student answers and underlying misconceptions. Some misconceptions were corrected, such as those related to distance, displacement, and velocity equations. However, kinematics graphs and vertical motion persisted. This finding underscores the urgency of refining teaching methods to address these persistent issues. The findings highlight the potential of this integrated approach to improve physics instruction and suggest that educators can use these insights to better support students' understanding of kinematics and graphical analysis.]]>
<![CDATA[Sosialisasi Integrasi Teknologi dalam Pembelajaran Sains Menggunakan Physics Education Technology (PhET) ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Seprianto, Seprianto]]>;
<![CDATA[Adelia, Ismi]]>;
<![CDATA[Darwata, Siti Riva]]>
<![CDATA[ Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ Vol 11 No 2 (2024): Mei ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) UNSIQ ]]>
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DOI: 10.32699/ppkm.v11i2.6707
<![CDATA[The community engagement activity was conducted using the community-based research method. The engagement began with the formation of a community and continued with socialization activities and the application of technology integration in science education. Finally, an evaluation was conducted in the form of concept comprehension tests and student perception surveys. The activities were implemented according to plan and achieved the desired goals. Firstly, students' conceptual understanding surpassed the minimum criteria (70.36). However, difficulties were still encountered by students related to concept comprehension. These difficulties need to be further investigated. Secondly, students' perception of the activities was considered excellent (84.00). They acknowledged that integrating technology using PhET could create engaging learning experiences, enhance motivation to learn, assist in understanding concepts, and encourage them to actively engage in learning. However, they still doubted whether PhET could be as beneficial as they perceived it to be in other science topics. Thus, learning activities with PhET integration are deemed suitable and evaluated for their usefulness in other science topics.]]>
<![CDATA[A Comparative Study of Science Learning Motivation Between Students in Senior High Schools and Madrasah Aliyah ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Sari, Salsabila Dwita Febri]]>;
<![CDATA[Ajani, Syairifah Mila]]>;
<![CDATA[Putri, Nazila Wilia]]>
<![CDATA[ Al Kawnu : Science and Local Wisdom Journal Vol. 5 No. 1 (2025): Oktober 2025 ]]>
Publisher : <![CDATA[Tadris Biologi, Tadris Fisika, and Tadris Kimia, Universitas Islam Negeri Antasari ]]>
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DOI: 10.18592/ak.v5i1.18130
<![CDATA[The success of science learning depends largely on students' motivation. The purpose of this study is to describe students' motivation to learn science and to compare the levels of motivation between students at a public high school (SMA) and a public Islamic high school (MA) in Sungai Penuh. A descriptive and comparative quantitative approach was used to collect data from 68 11th-grade science students using the validated Students' Motivation Toward Science Learning (SMTSL) instrument. The sample included all eleventh-grade science students from both schools, for a total of 36 SMA students and 32 MA students. Descriptive statistics revealed that the students were motivated to learn science (Mean = 3.58), with the highest scores on the active learning strategies scale. A comparative analysis using an independent samples t-test revealed that SMA students were significantly more motivated than MA students on two scales: science learning value and performance goal. The difference in the value of science learning was particularly evident in how students perceived science as a means of satisfying curiosity, solving problems, and relating to daily life. Meanwhile, some MA students demonstrated extrinsic motivation, such as gaining attention. These findings underscore the importance of fostering intrinsic motivation and meaningful engagement in science learning across different school types to promote equitable educational outcomes in science.]]>
<![CDATA[Analisis Self-Confidence Siswa Dalam Pembelajaran Biologi di Sekolah dan Madrasah Kota Sungai Penuh ]]>
<![CDATA[Nigita, Silvia]]>;
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Haryanto, Toni]]>
<![CDATA[ Spizaetus: Jurnal Biologi dan Pendidikan Biologi Vol 5 No 3 (2024): Spizaetus: Jurnal Biologi dan Pendidikan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP, Universitas Nusa Nipa ]]>
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DOI: 10.55241/spibio.v5i3.428
<![CDATA[Penelitian bertujuan untuk memperoleh gambaran umum mengenai tingkat kepercayaan diri siswa dan membandingkan tingkat kepercayaan diri siswa antar sekolah yang berbeda, khususnya sekolah menengah atas (SMA) dan madrasah aliyah (MA). Penelitian ini menggunakan metode kuantitatif deskriptif dan komparatif dengan pendekatan non-eksperimen. Seluruh siswa kelas XI IPA SMAN 4 dan MAN 1 Sungai Penuh menjadi populasi. Pemilihan sampel sebanyak 150 siswa menggunakan cluster radom sampling. Hasil analisis mengungkapkan bahwa rata-rata kepercayaan diri siswa tergolong tinggi secara keseluruhan (6.00 dari skala 7). Selanjutnya berdasarkan sekolah yang berbeda, ditemukan perbedaan rata-rata kepercayaan diri. Siswa MAN 1 (6.05) memiliki nilai rata-rata (mean) kepercayaan diri yang lebih tinggi dibandingkan siswa SMAN 4 (5.94). Perbedaan tersebut ditemukan signifikan () berdasarkan uji komparasi (independent sample t-test). Perbedaan tersebut dipicu oleh pandangan atau keyakinan siswa akan kemampuan mereka untuk melalui setiap masalah yang rumit dalam pembelajaran, dasar berpikir pada setiap keputusan ketika mengikuti pembelajaran dan kemampuan berpikir ketika menjawab soal. Walaupun studi mengungkapkan bahwa kepercayaan diri siswa tergolong tinggi, studi masih terbatas pada dua kelompok siswa. Studi dapat diperluas dengan melibatkan sampel yang lebih besar untuk mengkonfirmasi kondisi dan tingkat kepercayaan diri siswa.]]>
<![CDATA[Eksplorasi Mental Health Siswa dalam Pembelajaran Sains ]]>
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Ulandari, Siska]]>
<![CDATA[ Hamzanwadi Journal of Science Education Vol. 2 No. 1 (2025): Hamzanwadi Journal of Science Education ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/hijase.v3i1.28633
<![CDATA[Kesehatan mental merupakan isu penting dalam dunia pendidikan. Kondisi kesehatan mental siswa mempengaruhi proses pembelajaran yang mereka ikuti. Studi ini bertujuan untuk mengeksplor kesehatan mental siswa dalam mengikuti pembelajaran sains (Fisika, Kimia, dan Biologi) pada tingkat SMA. Kesehatan mental ditelusuri dari aspek emosional, kompetensi, ketegasan, dan tanggung jawab. Populasinya adalah siswa kelas XI MIPA SMA Negeri 3 Sungai Penuh. Sampel yang digunakan dalam studi sebanyak 3 kelas XI MIPA, yaitu sebanyak 75 siswa. Penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif dan korelasional. Data dikumpulkan menggunakan kuesioner yang terdiri dari 25 item pernyataan. Pernyataan awal kuesioner (5 item) bertujuan untuk menelusuri kondisi pembelajaran sains secara umum dan pernyataan utama (20 item) bertujuan untuk menelusuri kesehatan mental siswa dalam pembelajaran sains. Hasil menunjukkan bahwa kesehatan mental siswa berada pada batas bawah kriteria baik (3,04). Selanjutnya interkorelasi antar aspek juga diukur dan ditemukan beberapa korelasi yang signifikan antar aspek, yaitu kompetensi-tanggung jawab, kompetensi-ketegasan, dan emosional-ketegasan. Masalah utama kesehatan mental siswa adalah aspek emosional (2,02). Temuan mengarahkan pada saran terkait pembelajaran sains. Pembelajaran sebaiknya melibatkan aspek emosional (khususnya interaksi dan minat), membantu siswa untuk berani mengambil keputusan, manajemen waktu, dan percaya diri.]]>
<![CDATA[Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study ]]>
<![CDATA[Satrianti, Elza]]>;
<![CDATA[Pranata, Ogi Danika]]>;
<![CDATA[Tiara, Tiara]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 19 No. 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v19i1.6101
<![CDATA[Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences.]]>
