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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Unnes Science Education Journal JURNAL PETIK Pekemas IPI Garut Research in Physics Education Badranaya: Jurnal Pengabdian kepada Masyarakat

Surya Gumilar

Institut Pendidikan Indonesia

Author-ID : 3002426

Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Materials Science & Nanotechnology Mathematics Physics Social Sciences

Published : 13 Documents Claim Missing Document

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Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers Budiman, Deni Moh; Gumilar, Surya; Rizal, Rahmat
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 3, No 2 (2018): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

The Representation of Gender Neutrality in Indonesian Physics Textbooks: A Critical Discourse Analysis Surya Gumilar; Irma Fitria Amalia
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 5, No 2 (2020): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Gender issues in Indonesia are pivotal issues in science/physics textbooks and any aspects of life. As learning resources commonly utilized in the science classroom, physics textbooks should present gender neutrality to urge women's contribution to science. They are frequently considered less performance than those men in science. However, in the Indonesian context, few studies of gender representation in the physics textbook are conducted. Therefore, this present study investigates gender stereotypes in Indonesian physics textbooks based on social actor criteria. A Critical Discourse Analysis (CDA) is a qualitative research method employed to analyze gender neutrality discourse. The use of visual artifacts that refer to the representation of both men and women in the textbooks were utilized to emerge the roles of men and women in three frameworks: laboratory activities, physics application in daily life, and roles of men and women in the family. This present study's findings revealed that representation both men and women were almost to have the same representations based on three of these frameworks. Finally, this present study's implication is to underpin the woman representation to contribute to science activities.

Applying Problem-Based Learning in Thermodynamics to Enhance Comprehension of Physics Concepts and Argumentation Skills Lasmita Sari; Rizal Adimayuda; Surya Gumilar; Arip Nurahman; Hazrati Ashel
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8, No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.14607

To effectively teach the complex concept of thermodynamics, appropriate and innovative teaching methods are needed to ensure a correct and in-depth understanding. This study aims to evaluate the application of the Problem-Based Learning (PBL) model in teaching thermodynamics to enhance students' comprehension of concepts and argumentation skills. The research utilized a quasi-experimental design with a pretest-posttest non-equivalent control group. Of the 50 participants, two distinct groups were formed through purposive sampling. A total of 27 participants underwent PBL instruction, while the remaining 23 participants received conventional learning instructions. The results revealed that students who were taught thermodynamics using the PBL model exhibited significant improvement in both conceptual understanding and argumentation skills compared to the control group. These participants displayed high engagement in tackling thermodynamic problems. PBL taught them how to argue comprehensively, emphasizing the cultivation of 'how to think' rather than just 'what to think' in addressing thermodynamic challenges. Based on these findings, this study recommends that physics educators consider incorporating PBL as a teaching strategy to bolster students' conceptual understanding and argumentation skills in thermodynamics.

Co-Authors Ali Ismail Ali Ismail Ali Ismail Arip Nurahman Deni Moh Budiman Deni Moh Budiman, Deni Moh Hana Pertiwi Hazrati Ashel Irma Fitria Amalia Irma Fitria Amalia Lasmita Sari Mukhamad Najib Purnomo Sidiq Rizal Adimayuda S Siswanto Yusiran Yusiran, Yusiran

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