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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Online Learning in Educational Research Information Technology Education Journal
Fitria Arifiyanti
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Physics

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Understanding Pre-Service Math Teachers’ Use of GeoGebra: The Role of Confidence, Social Pressure, and TPACK Rosidah; M. Miftach Fakhri; Zul Jalali Wal Ikram; Fitria Arifiyanti; Guillermo Bautista
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8341

Abstract

This study investigates the determinants of pre-service mathematics teachers’ continuous intention to use GeoGebra by integrating key constructs from educational technology acceptance and pedagogical knowledge frameworks. Employing a quantitative correlational design, data were obtained from 209 pre-service teachers through a validated questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The research examined the direct effects of Self-Confidence in Mathematics (SCM), Facilitating Conditions (FC), Perceived Social Pressure (PSP), and Technological Pedagogical Content Knowledge (TPACK) on Continuous Intention to Use GeoGebra (CIUG). The results revealed that SCM, PSP, and TPACK significantly influence CIUG, whereas FC did not show a significant effect. These findings underscore the importance of psychological and pedagogical readiness over infrastructural support in predicting sustained technology use. The study contributes to the literature by providing empirical evidence on the integration of internal and external factors within a unified model and suggests that teacher education programs should focus on enhancing self-efficacy, social engagement, and TPACK to support technology integration. Future research is encouraged to explore contextual and longitudinal aspects to expand the applicability of these findings across diverse educational settings.
Harnessing Digital Skills For Academic Success: Unveiling The Power of Learning Motivation in Computational Thinking and Tech Integration Annajmi Rauf; M. Miftach Fakhri; Fathahillah Fathahillah; Dewi Fatmarani Surianto; Fadhlirrahman Baso; Fitria Arifiyanti; Stephen Amukune
Online Learning In Educational Research (OLER) Vol. 4 No. 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.501

Abstract

The workforce's demand for critical thinking and innovation highlights the need to improve students' problem-solving skills, thus encouraging educational institutions to adopt technology-based strategies for an engaging learning environment. Previous studies have explored the relationship between learning motivation and academic outcomes and the role of technology and web-based media in improving problem-solving skills. However, limited research has comprehensively examined the interaction between computational thinking, technology integration, learning motivation, and student performance. This study aims to examine how Computational Thinking (CT) and Technology Integration (TI) influence Learning Motivation (LM) and Student Performance (SP), providing insights into optimizing digital skills for academic success in the digital age. Data were collected from 426 respondents' university students in Indonesia randomly. A questionnaire with a 5-point Likert scale consisting of several variables such as Computational Thinking, Technology Integration, Learning Motivation, and Student Performance were used in this study. Then, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to check the measurement and assessment model. The results showed that CT and TI positively and significantly impacted LM and SP. In addition, LM serves as an important mediator, strengthening the influence of CT and IT on academic outcomes. Specifically, technology integration has a greater impact on LM than CT, while LM significantly improves SP. This study presents a detailed framework for educators to enhance learning experiences by integrating digital skills and fostering student motivation. The findings offer practical implications for developing effective educational strategies that meet the changing demands of the digital age. Future research is recommended to investigate the long-term effects of CT and IT in various educational environments.
Efektivitas Model Cooperative Problem Solving dengan Strategi Two Stay Two Stray terhadap Peningkatan Keterampilan Pemecahan Masalah Siswa pada Materi Energi Alternatif Isna Multazam Zunnurrain; Hera Novia; Fitria Arifiyanti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1820

Abstract

Low student’s problem-solving skills in the topic of alternative energy are reflected in their difficulties in understanding contextual problems and relating them to physics concepts. Therefore, the Cooperative Problem Solving (CPS) model integrated with the Two Stay Two Stray (TSTS) learning strategy was implemented as an alternative learning approach. This study is intended to analyze the improvement and the effect of integrating the TSTS strategy within the CPS model on students’ problem-solving skills. The research employed a quasi-experimental method with a Non-Equivalent Control Group Design involving two classes: an experimental class (CPS–TSTS) and a control class (CPS). The research instrument consisted of essay tests based on problem-solving skill indicators. The data were analyzed using N-gain calculation, independent sample t-test, and effect size analysis. The results indicate that both classes experienced improvement, with the average N-gain of the experimental class being 0.6722 and the control class 0.6250, both categorized as moderate. However, there was no significant difference in the improvement between the two classes. The integration of the TSTS strategy contributed to the improvement of students’ problem-solving skills, although the effect was still in the small category.
Efektivitas Penerapan Problem Based Learning (PBL) Berbasis Etnofisika dalam Meningkatkan Pemahaman Konsep pada Pembelajaran Kesetimbangan Benda Tegar di SMA Kartika XIX Bandung Kikin Sakinah; Fitria Arifiyanti; Heni Rusnayati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1908

Abstract

Low conceptual understanding of rigid body equilibrium is a persistent challenge in high school physics education, frequently attributed to teacher-centered instructional approaches and the absence of contextually meaningful learning experiences. Although prior studies have explored Problem Based Learning (PBL) and local wisdom-based approaches in isolation, empirical evidence examining the integrated effectiveness of ethnophysics-based PBL—particularly through the traditional game of engklek—on this topic remains scarce. This study aimed to investigate the effectiveness of an ethnophysics-based PBL model in improving students' conceptual understanding of rigid body equilibrium and to examine their responses toward the model. A quasi-experimental design with a Non-equivalent Control Group was employed. The experimental class received ethnophysics-based PBL instruction, while the control class followed conventional PBL. Conceptual understanding was assessed using a reasoned multiple-choice test and analyzed through normalized gain (N-gain), independent samples t-test, and effect size (Cohen's d); student responses were analyzed descriptively. The experimental class achieved a mean N-gain of 0.661 (moderate category), significantly higher than the control class at 0.293 (low category), with a t-test significance value of 0.000 and an effect size of 1.858 (very large category). Student responses fell in the high category with a mean score of 3.90. These findings provide empirical evidence that the ethnophysics-based PBL model effectively enhances students' conceptual understanding of rigid body equilibrium and offers a promising, contextually grounded instructional alternative for secondary physics education.
Analisis Instrumen Kemampuan Pemecahan Masalah Fisika Pada Materi Kalor Menggunakan Pendekatan Model Rasch Nur Aisyah Listiawan; Lina Aviyanti; Fitria Arifiyanti
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1928

Abstract

Competence in solving problems is a fundamental aspect of physics learning, yet students frequently demonstrate insufficient mastery, especially concerning heat-related material. A key factor behind this issue is the lack of optimal instruments for assessing such competencies. This study aims to examine the quality of an assessment instrument developed to measure problem-solving competence on heat topics. Using a descriptive quantitative approach, the study involved 51 eleventh-grade students from a state senior high school in Bandung. Twenty-five essay-type questions were administered and analyzed through Winsteps software applying the Rasch Model framework. Findings confirmed that the instrument satisfied validity and unidimensionality requirements, supported by a raw variance explained by measures reaching 51% and unexplained variance across contrasts 1–5 at 13.7%. Item validity was verified through MNSQ, ZSTD, and Point Measure Correlation assessments. Reliability analysis yielded strong outcomes across person reliability, item reliability, and Cronbach's Alpha. The instrument successfully distinguished students across different ability levels through a well-distributed range of item difficulties. However, discrimination analysis indicated that certain items need refinement to further improve instrument quality.
Co-Authors Annajmi Rauf Dewi Fatmarani Surianto Fadhlirrahman Baso Fathahillah Fathahillah Guillermo Bautista Heni Rusnayati Hera Novia Isna Multazam Zunnurrain Kikin Sakinah Lina Aviyanti M. Miftach Fakhri M. Miftach Fakhri Nur Aisyah Listiawan Rosidah Rosidah Stephen Amukune Zul Jalali Wal Ikram