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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI JPS Unimus IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LENSA (Lentera Sains): Jurnal Pendidikan IPA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Tarbawi : Jurnal Ilmu Pendidikan PENDIPA Journal of Science Education Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ BIOSFER : Jurnal Biologi dan Pendidikan Biologi Kasuari: Physics Education Journal (KPEJ) as-sibyan : Jurnal Pendidikan Anak Usia Dini Jurnal Pengabdian Al-Ikhlas JURNAL PENDIDIKAN MIPA KARST : Jurnal Pendidikan Fisika dan Terapannya JPPIPA (Jurnal Penelitian Pendidikan IPA) IJECA (International Journal of Education and Curriculum Application) Spizaetus: Jurnal Biologi dan Pendidikan Biologi Jurnal Pendidikan Fisika dan Sains (JPFS) Oryza : Jurnal Pendidikan Biologi Experiment: Journal of Science Education Jurnal Riset dan Pengabdian Masyarakat Jurnal Pijar MIPA DIKSAINS : Jurnal Ilmiah Pendidikan Sains JIFP (Jurnal Ilmu Fisika dan Pembelajarannya) Al Kawnu : Science and Local Wisdom Journal Edu Research : Jurnal Penelitian Pendidikan JRFES DEDIKASI : Jurnal Pengabdian Kepada Masyarakat Konstruktivisme : Jurnal Pendidikan dan Pembelajaran HiJaSE (Hamzanwadi Journal of Science Education) Meta: Journal of Science and Technological Education Indonesian Journal of Science and Education RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Ogi Danika Pranata
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Linking Pre-Services Physics Teachers' Views About Experimental Physics with Their Lab Report Scores Ogi Danika Pranata; Deny Pra Setyo; Nora Indrasari
Experiment: Journal of Science Education Vol 6, No 1 (2026)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v6i1.37383

Abstract

The purpose of this study was to examine the relationship between pre-services physics teachers’ views of experimental physics and the quality of their laboratory reports. A quantitative study with a descriptive and correlational design involving 26 pre-services physics teachers enrolled in a basic physics course focusing on kinematics experiments was conducted. The participants worked in small groups to design and conduct experiments, analyze the data, and write laboratory reports. The reports were assessed based on three indicators: systematics and completeness, content and conceptual depth, and writing style and neatness. Pre-service physics teachers’ views about experimental physics were measured using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Data were analyzed using descriptive statistics and Spearman’s rho correlation. The main finding shows that there is no significant correlation between E-CLASS scores and the laboratory reports quality. This indicates that favorable views about experimental physics do not necessarily translate into better performance in scientific reporting. These findings suggest a gap between epistemological beliefs and scientific communication skills, where understanding the nature of experimental physics does not automatically lead to the ability to express it effectively in written form. Therefore, laboratory instruction in teacher education programs should explicitly integrate support for experimental reasoning, data interpretation, and scientific writing, rather than emphasizing procedural completeness alone. Future research should involve larger and independent samples, apply individual-level assessment of laboratory performance, and examine instructional designs that intentionally connect epistemological development with experimental practice and scientific communication.
Poster Digital Sains dalam Pembelajaran Berbasis Proyek: Analisis Keterampilan dan Persepsi Mahasiswa PIAUD Kusayang, Titin; Pranata, Ogi Danika
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2025)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v10i1.10756

Abstract

This study examines the effectiveness of using digital science posters in project-based learning to enhance students' design and presentation skills, as well as their perceptions of this activity. A quantitative descriptive and correlational methods was applied with a total sampling of 15 students from the Introduction to Science for Early Childhood course. Data analysis showed that the average poster score was high, although the correlation between poster scores and students' perceptions of project-based learning through posters was low. This indicates that a positive perception developed regardless of variations in design and presentation skills. Findings also revealed that students tend to face challenges in self- and peer-assessment. Recommendations include improving assessment structures and introducing digital application training. The integration of interactive methods is also suggested to deepen students’ understanding of concepts and their science communication skills.
Merdeka Curriculum Implementation at Secondary Schools: Science Teachers’ Perspective Melani Tasya Putri; Ogi Danika Pranata
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i3.26282

Abstract

This study examines the challenges in implementing the Merdeka Curriculum in science education at a high school in Sungai Penuh City and a Madrasah Aliyah in Kerinci Regency. Using a qualitative approach through interviews and observations, this study reveals that although most science teachers support the curriculum changes and recognize its potential benefits, there are significant obstacles in their readiness and adaptation to new methods. Key challenges such as limited technological proficiency, reliance on traditional teaching methods, and inadequate facilities impact the effectiveness of curriculum implementation. The study’s findings also show variation in the use of technology, with some teachers utilizing tools like projectors and various educational applications, while others continue to rely on conventional approaches. To enhance the implementation process, this study recommends more focused and directed professional development, increased access to technological resources, and better alignment between teaching methods and curriculum goals. Strengthening these areas is essential to overcoming current challenges and improving the quality of science education under the Merdeka Curriculum. Thus, the results of this study can contribute to guiding strategic steps to enhance teaching practices nationwide, aiming to achieve a more inclusive and adaptive education aligned with the vision of the Merdeka Curriculum. 
Learning Experience on Digestive System: Does it Underlie Students' Eating Habits? Dewi Mulyani; Ogi Danika Pranata
Indonesian Journal of Science and Education Vol. 9 No. 2 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v9i2.2808

Abstract

This study aimed to explore how biology education, particularly the topic of the digestive system, can serve as a basis for students to regulate their eating habits. The approach used in this research is a mixed-method approach, combining both quantitative and qualitative methods. The participants in this study comprised 69 twelfth-grade high school students. Data were collected using a questionnaire that included tests on digestive system content and eating habits, along with an open-ended section that required students to explain the eating patterns they adopted in their lives after studying the digestive system. The data collected were analyzed using Concurrent Triangulation. Students' understanding of the digestive system content remains relatively low, with an overall score percentage of 37.54%. Nevertheless, learning about the digestive system has positively impacted on the eating habits of most students, who have begun adopting healthier eating patterns. On the other hand, a small minority of students still neglect and have low awareness of maintaining healthy eating habits, indicating that further efforts are needed to enhance awareness and healthy habits among students. Support from parents, teachers, and the surrounding environment is crucial to ensure a balanced and nutritious diet for adolescents.
Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams Ogi Danika Pranata; Noperma Noperma
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4215

Abstract

This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively
Atemporal Discourse as a Managerial Burden: Implications for Physics Teachers’ Time Management Januharmen Januharmen; Emayulia Sastria; Dinyah Rizki Yanti Zebua; Ogi Danika Pranata
Kasuari: Physics Education Journal (KPEJ) Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v9i1.1103

Abstract

The Merdeka Curriculum idealises the emergence of critical-thinking students. However, when high cognitive demands are present in textbooks, such as the features 'Let's Think Critically!' and 'Let's Discuss!', without transparent time allocation (atemporal), it creates threatening dissonance. This study reveals this paradox: why does idealistic discourse lead to unsupported managerial burdens for Physics teachers? This study aims to critically analyse the implications of the dimension of temporality (instructional time management) in the Merdeka Curriculum Physics textbook for Grade XII Senior High School/MA. Specifically, this study fills a research gap by highlighting the threat of time management uncertainty caused by features that demand high-level cognitive reasoning and discussion, namely 'Let's Reason Critically!' and 'Let's Discuss!'. Using Critical Discourse Analysis (CDA), the primary data sources focused on imperative instructional units that were atemporal (did not specify duration) but demanded complex activities, such as quantitative analysis and evaluation of electrical circuit designs. The results showed a significant dissonance between the textbook's idealistic demands and the minimal managerial support. The 'Let's Think Critically!' and 'Let's Discuss!' features contain high cognitive demands but almost always lack clear time allocations. This gap (Demand Scale 5 vs. Support Scale 1) effectively shifts the burden of operational curriculum and emergency time management to teachers.
Analisis Self-Confidence Siswa Dalam Pembelajaran Biologi di Sekolah dan Madrasah Kota Sungai Penuh Silvia Nigita; Ogi Danika Pranata; Toni Haryanto
Spizaetus: Jurnal Biologi dan Pendidikan Biologi Vol 5 No 3 (2024): Spizaetus: Jurnal Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi, FKIP, Universitas Nusa Nipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55241/spibio.v5i3.428

Abstract

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.
A Comparative Study of Science Learning Motivation Between Students in Senior High Schools and Madrasah Aliyah Ogi Danika Pranata; Salsabila Dwita Febri Sari; Syairifah Mila Ajani; Nazila Wilia Putri
Al Kawnu : Science and Local Wisdom Journal Vol. 5 No. 1 (2025): Oktober 2025
Publisher : Tadris Biologi, Tadris Fisika, and Tadris Kimia, Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ak.v5i1.18130

Abstract

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.
Co-Authors Adelia, Ismi Ajani, Syairifah Mila Akhmad Jufriadi Amel Fadillah Cahyani, Vivi Dinda Choirul Huda Dady Sulaiman Darwata, Siti Riva Deka Hermiati Deny Ferdiansah Deny Pra Setyo Dewi Mulyani Dewi, Mustika Sandra Dinyah Rizki Yanti Zebua Emayulia Sastria Emayulia Sastria Erniyati, Yelni Evi Lorita, Evi Fadilah, Retno Ferdiansah, Deny Fujiani, Dwi Gusvina, Fadilla Hartono, Rodi Haryanto, Toni Hena Dian Ayu Hendra Lardiman Herayati Herayati Herayati, Herayati Hofifah Anzalina Indah Kencanawati Indah Kencanawati Indah Kencanawati Ismi Adelia Januharmen Januharmen Juniyati, Sintia Kusayang, Titin Lia Angela Lia Yuliati M, Novinovrita Marshal, Nobel Melani Tasya Putri Nazila Wilia Putri Nigita, Silvia Noperma Noperma Noperma, Noperma Noperta, Noperta Nora Indrasari Nur Sakinah Nurfaizah, Dayang Puspa Cantika Riana Putri Dwi Sundari Putri, Atila Ledia Putri, Diska Hunafa Putri, Nazila Wilia Ramadani, Ramadani Rizki, Ririn Melia Salsabila Dwita Febri Sari Saputri, Utari Aulia Tianda Sari, Salsabila Dwita Febri Satrianti, Elza Seprianto Seprianto Seprianto, Seprianto Sifa Lasira Aprilia Silvia Nigita Siska Ulandari Siska Ulandari Susanti, Sela Syairifah Mila Ajani Tiara, Tiara Toni Haryanto Ulandari, Siska Wartono Wartono Wike Trisnawati Yulisna, Gita Zebua, Dinyah Rizki Yanti