Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JPF : JURNAL PENDIDIKAN FISIKA
Suciati
Sebelas Maret University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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

Found 2 Documents
Search

 1 
The Implementation of Education for Sustainable Development (ESD)-Based Natural Science Learning to Empower Critical Thinking Skills and Scientific Literacy Bramastia; Suciati; Budi Utami; Kadek Dwi Hendratama Gunawan; Endah Febri Setiya Rini
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12722

Abstract

Education for Sustainable Development (ESD)-Based Science learning is important for strengthening students’ scientific literacy and critical thinking skills. This study aims to analyze ESD-based science learning conducted by teachers affiliated with the Surakarta City’s Subject Teacher Forum (MGMP) for Natural Science. This research uses a qualitative descriptive approach. The sample used in this research consisted of 25 teachers affiliated with the Surakarta City’s MGMP for Natural Science. Data collection was carried out through observation, interviews, questionnaires and documentation. The data analysis technique used is Miles and Huberman’s interactive analysis method. The results of research show that the majority of teachers understand the concept of ESD, are able to design contextual learning, and facilitate reflective activities and projects relevant to sustainability issues. Learning encourages the students to think critically, discuss, and develop scientific literacy in an applied manner. However, challenges are still encountered in teaching material preparation and limited learning resources. This study emphasizes the urgency of training, policy support, and institutional synergy to strengthen the sustainability of ESD implementation in Natural Science education.
The Effect of an Augmented Reality-Assisted Guided Inquiry Model on Reducing Students’ Misconceptions about Earth Structure and Its Development Nida Rizqi Nafiah; Kadek Dwi Hendratma Gunawan; Budi Utami; Suciati; Bayu Antrakusuma
Jurnal Pendidikan Fisika Vol. 14 No. 3 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6bvnmm86

Abstract

Misconceptions remain a major challenge in science education because inaccurate prior conceptions can hinder students’ understanding of complex scientific phenomena, particularly abstract topics such as Earth's structure and development. This study aimed to investigate the effect of an Augmented Reality-assisted Guided Inquiry model on reducing students’ misconceptions and improving conceptual understanding of Earth science concepts. The study used a quantitative, quasi-experimental non-equivalent control group design and involved eighth-grade students at SMPN 4 Karanganyar during the 2025/2026 academic year. The sample consisted of 24 students in the experimental group who received Guided Inquiry instruction supported by Augmented Reality and 25 students in the control group who received Direct Instruction. Students’ conceptual understanding and misconceptions were measured using a three-tier essay diagnostic test, and the data were analyzed using misconception category analysis, the Decreasing Quantity of Misconception (DQM), independent-samples t-test, and Cohen’s effect size analysis. The results showed that the experimental group reduced misconceptions from 49% on the pretest to 30% on the posttest, with a DQM of 5.34%, while the control group showed no reduction, with misconceptions remaining at 48% and a DQM of -44.13%. Statistical analysis revealed a significant difference between the two groups after instruction (Sig. = 0.022), with a moderate effect size (Cohen’s d = 0.678). The greatest reduction in misconceptions occurred in the tectonic plate subtopic, indicating that Augmented Reality was particularly beneficial for visualizing complex geological processes. The novelty of the study lies in integrating Guided Inquiry and Augmented Reality as a combined instructional strategy to address misconceptions in Earth science learning. These findings contribute to physics and science education by providing empirical evidence that inquiry-based learning supported by interactive visualization can facilitate conceptual change and improve students’ understanding of abstract scientific concepts.
Co-Authors Bayu Antrakusuma Bramastia Budi Utami Endah Febri Setiya Rini Kadek Dwi Hendratama Gunawan Kadek Dwi Hendratma Gunawan Nida Rizqi Nafiah