Wahono Widodo
@unesa.ac.id
Science Education
Universitas Negeri Surabaya
EDUCATION
Scince Education UPI Indonesia
RESEARCH INTERESTS
Science education
FUTURE PROJECTS
Science teaching & learning to improve scientific literascy
Applications Invited
Scopus Publications
Scopus Publications
Ahmad Fauzi Hendratmoko, Madlazim Madlazim, Wahono Widodo, and Sri Astutik
Association for Information Communication Technology Education and Science (UIKTEN)
In the 21st century, education places significant emphasis on developing scientific argumentation as a crucial skill. Teaching these skills requires an instructional design that allows students to construct and critique arguments actively, support claims with evidence and reasoning, and then reject opposing claims and evidence. Debate based on inquiry learning (DBOIL) is an innovative learning model that was developed and is believed to be able to facilitate these things. This research seeks to assess the influence of implementing DBOIL on enhancing students' skills in scientific argumentation. This research employed a one-group pretest-posttest design, with normalized change analysis and paired t-test. Research findings indicate that the implementation of DBOIL has demonstrably improved scientific argumentation skills, with a notable 76.67% of students exhibiting improvement in the high category. Other findings show that each phase of DBOIL significantly contributes to increasing the achievement of indicators of scientific argumentation. To maintain the reliability of DBOIL in enhancing students' skills in scientific argumentation, conducting future research on a broader scale is imperative.
An Nuril Maulida Fauziah, Mochammad Zumar Firdaus Ermawan, Wasis, and Wahono Widodo
AIP Publishing
Siti Nurul Hidayati, Wahono Widodo, Hasan Subekti, Ernita Vika Aulia, Muhamad Arif Mahdiannur, and Wahyu Budi Sabtiawan
AIP Publishing
W Widodo, M A Mahdiannur, and Suryanti
IOP Publishing
Abstract This study aimed to reveal whether students’ conceptions on the anchor concept can change along with the level of the physics problem to be solved. This descriptive research involves 58 prospective science teachers on Electrical Circuit material. Concept understanding was measured using a test instrument with the Three Tier-Test (TTT) method. While problem solving skills are measured using problem solving test instruments referring to the Multiple Misconception Revealing Test (MMRT). Data were analyzed by descriptive analysis. The results showed that students’ conceptions on the anchor concept can change when solving problems. Students who have correct conceptions (scientific conceptions) on the concept understanding test, do not always use their correct conceptions when solving problems. This finding indicates that even students with adequate conceptions try to switch to alternative concepts that are considered appropriate to the level of problem analysis so that the problem can be solved. And when they fail to choose the appropriate concept to solve the problem, there is a collapse of conception that leads to misconceptions when working on problem-solving problems. As an implication, physics educators must develop ways for students to defend their correct concepts when solving challenging physics problems.
Wahono Widodo, Muhamad Arif Mahdiannur, Suryanti Suryanti, and Nadia Lutfi Choirunnisa
Association for Information Communication Technology Education and Science (UIKTEN)
This research proposes a mobile interactive multimedia (MIM) system that allows students to interact with various simulations and animations of electrical phenomena and to apply their knowledge to solve problems in electrical circuits. MIM is a tool that enhances the students' conceptual understanding, correcting their misconceptions, and strengthening their problem-solving skills in electrical circuits, according to the students' knowledge type of transition in learning. The MIM was accessible through an Android-based device and was evaluated using a research and development (R&D) method. The Three Tier-Test and Multiple Misconception Revealing Test assessed students' conceptual comprehension and problem-solving ability. The study involved 53 prospective science teachers enrolled in the Electrical and Magnetism course in third-semester; 27 in the experimental group and 26 in the control group. The findings showed that the MIM met the validity, practicality, and effectiveness criteria. Therefore, the MIM was a valid, practical, and effective tool for enhancing the students’ conceptual understanding, correcting their misconceptions, and strengthening their problem-solving skills in electrical circuits, according to the students’ knowledge type of transition in learning.
Ernita Vika Aulia, Wahono Widodo, Hasan Subekti, Dhita Ayu Permata Sari, and Muhamad Arif Mahdiannur
AIP Publishing
Wasis, W Widodo, T Sunarti, W Setyarsih, M N R Jauhariyah, and A Zainuddin
IOP Publishing
AbstractThe concept of physics has various representations that must be mastered by the Pre-Service Science Teacher (PSST). It is not uncommon for PSST to have poor multiple representation skills, impacting the delivery of concepts in school. Therefore, this study aims to analyze the profile of multiple representation skills and their relation to understanding the concept of PSST Physics. The representations studied include verbal, visual, symbolic, and mathematical forms. Eleven PSST became respondents in the study. Multiple representation and conception measurements use instruments with a three-tier item format containing content, argumentation, and confidence levels. Student responses are analyzed descriptively, qualitatively, and quantitatively. The findings of this study are: 1) 18% of PSST belong to the concept understanding, 27% experienced misconceptions, and the rest (55%) were classified as not knowing the concept or responding by guessing; 2) the highest representation format mastered by students is the visual representation, and the lowest is the mathematical representation; and 3) the ability to multiple representations and understand physics concepts has a significant and perfect correlation with a Pearson Correlation of 0.847. This research implies that learning for PSST can emphasize multiple representation abilities as it affects their understanding of concepts.
Ahmad Fauzi HENDRATMOKO, Madlazim MADLAZIM, Wahono WIDODO, and I Gusti Made SANJAYA
Turkish Online Journal of Distance Education
Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.
Mohammad Fatahillah, Wahono Widodo, and Endang Susantini
AIP Publishing
Wahono Widodo, Wasis, and Suryanti
AIP Publishing
Aprido B. Simamora, I Gusti Made Sanjaya, and Wahono Widodo
Sciedu Press
The results of the preliminary study show that the scientific literacy ability in 4 SMP Negeri Pematangsiantar is still relatively low. Since science study habits are still traditional and minimize the significance of being able to read science as a competency that students must acquire, there is a tendency for the learning process to not aid students in developing their scientific literacy skills. Due to this, the BRADeR learning model was developed using innovation, taking into account the benefits and drawbacks of the inquiry and SETS models as well as supporting theoretical and empirical research. This study serves to determine the validity of the BRADeR learning model that has been developed. The method of collecting validity data uses the focus group discussion (FGD) method. The validity of the BRADeR learning model was assessed based on content validity and construct validity. The BRADeR learning model was established and is in the very valid category, according to the validity results from experts in the field of science education (IPA). The BRADeR learning paradigm can be used to enhance high school students' science literacy abilities.
M. Martini, W. Widodo, A. Qosyim, M. A. Mahdiannur, and B. Jatmiko
Universitas Negeri Semarang
This research aims to examine undergraduate students’ argumentation skills during and after the learning process in the classroom setting and their responses toward the implementation of socioscientific issues (SSI) through debate in the learning process. This research involved 32 undergraduate students and implemented design-based research with pretest and posttest in a natural classroom setting using three topics of SSI debate that widely discussed in Indonesia: Nuclear Powerplant (Topic 1), Food Preservation (Topic 2), and Genetically Modified Organism (Topic 3). Data was collected using observation sheets, tests, and questionnaires. Observation is to measure argumentation ability when applying the debate method in class settings, the test measures the improvement of argumentation skills, and questionnaires measure students’ responses to the application of the debate method. In this study, argumentation scores were obtained from six indicators and divided by a maximum score of 24 times 100. Normalized gain (N-gain) was calculated to determine the effectiveness of the intervention in the classroom. T-test was also conducted to test the significance of the differences in the pretest and posttest results on argumentation skills. The results obtained in this study are: the argumentation skills score during the learning process for six groups were 95, 80.6, 90.3, 95, 83.3, and 77.5; the mean score of pretest and posttest were 52.22 ± 6.62 and 85.78 ± 4.72. The consistency of opinions shows the change from “agree” to “disagree” for Topics 1 and 3. The undergraduate students agree and consistently agree toward Topic 2. The paired t-test result also shows that the intervention statistically has a significant difference between the two means, indicating that the undergraduate students’ argumentation skills are better than before the intervention. Otherwise, most of the undergraduate students respond positively toward the implementation of the debate related to SSI. Despite some limitations, the debate on SSI can improve argumentation skills in classroom settings, especially in science education majors.
S Suryanti, B K Prahani, W Widodo, M Mintohari, F Istianah, J Julianto, and Y Yermiandhoko
IOP Publishing
Indonesia is rich in cultures encompassing the understanding of various values that must be learned by students. Learning based on a cultural perspective relating to natural phenomena in life is called ethnoscience. Surabaya as a metropolitan city has various cultures including Remo dance, batik, rujak cingur, lontong balap, fish preservation, and semanggi. There are many scientific concepts that can be explored through these cultures. This study aimed to explore scientific concepts through these cultures in elementary schools. This study used descriptive research design with transformative, verification, and knowledge conceptualization stages. Results showed that many scientific concepts extracted from ethnoscience, for instance in rujak cingur, were related to the concepts of friction force, healthy food, and physical and chemical changes. With ethnoscience-based science learning, students are expected to learn happily and master the science concepts easily.
W B Sabtiawan, D A P Sari, A R Purnomo, and W Widodo
IOP Publishing
This study aimed to implement blended learning in Integrated Science Learning Course for undergraduate students by using three parameters, namely, validity, practicality, and effectivity. The research design was post-test group design. This research was conducted for eight months in Science Department, Universitas Negeri Surabaya. The data of research were collected in three ways, that were, validation, observation, and test. The results obtained in this study indicated that the blended learning was: (1) valid based on the expert judgments laid on didactic requirements, construction, content, and technical aspect; (2) practicable in which all teaching and learning instructions were implemented well; and (3) effective in which all students and groups learning could exceed the minimum limit score for cognitive learning outcomes and skills.
Ivo YULIANA, Muhamad Edi CAHYONO, Wahono WIDODO, and Irwanto IRWANTO
Ani Publishing and Consulting Company
Article History: Purpose: Scientific literacy plays an important role in catalyzing science learning in the 21st century. Unfortunately, previous evidence revealed that students’ scientific literacy tends to be unsatisfactory. This study investigated the effect of ethnosciencethemed picture books embedded in context-based learning (EthCBL) on students’ scientific literacy. Methods: In this quasi-experimental research, 58 (35 girls and 23 boys) fifth-grade students in a public elementary school in Indonesia were selected using purposive sampling. Twenty-nine students (19 girls and 10 boys) were assigned as an experimental group and 29 students (16 girls and 13 boys) were assigned as a control group. Received: 19 Aug. 2020 Received in revised form: 27 Jan. 2021 Accepted: 24 Feb. 2021 DOI: 10.14689/ejer.2021.92.16
Suryanti Suryanti, Wahono Widodo, and Yoyok Yermiandhoko
International Association of Online Engineering (IAOE)
<span lang="EN-US">Students’ science literacy in Indonesia is considered very low and needs improvement. Knowledge, such as science, can be learned naturally and effectively in social context (Social Scientific Issues/SSI). The current elementary students are regarded as generation Z students who are interested in technology and skill-based education, namely, interactive multimedia. This study aimed to develop SSI Gadget-based interactive multimedia in order to improve elementary students’ science literacy skills. This is a Research and Development study with 4-D model; define, design, develop, disseminate. The subjects of this research were 23 students. The data were collected using validation sheet, observation sheet and science literacy test. The data then </span><span lang="IN">being </span><span lang="EN-US">analyzed </span><span lang="IN">by </span><span lang="EN-US">using descriptive statistic of presentation and N-gain. The result indicated that interactive multimedia based on SSI-Gadget are compatible as an alternative learning medium to improve elementary students’ science literacy since they met the criteria of being, a) very valid with a score of 3.55; b) good practicality </span><span lang="IN">in it </span><span lang="EN-US">so that the students dominantly did their activities through the developed media; c) effective, as there were positive responses about the learning activities and the students improved their science literacy skills from level 3 to level 4, with an N-gain of 0.4.</span>
I Zakiyah, W Widodo, and Tukiran
IOP Publishing
Every student has different understanding of a concept. To achieve expected cognitive abilities, so it needs a good understanding of concept. Based on preliminary research understanding of thermochemistry concept is low. This low ability caused of majority of student still have misconception. This misconception should be removed, one of the way to remove is using predict-observe-explain (POE) strategy. The aim of this research is to find out profile of student conception after implementation of POE strategy. The subject was 36 student of science class at 11th grade of SMA Kemala Bhayangkari 3 Porong. This research was using three tier diagnostic test to know student's conception. Generally the result was student's conception changed. It indicated with the result of pre-test, initially 72.80% student have misconception, 15.14% didn't know the concept and 12.78% knew the concept, while the result of post-test changed become 92.78% knew the concept, 3.06% didn't know the concept and left 4.17% with misconception. So it can be concluded that student's conception profile after implementation POE strategy generally changes become knew the concept and student conception who didn't know the concept and misconceptions showed low percentage.
A R D Kurnia, M Ibrahim, and W Widodo
IOP Publishing
Suryanti Suryanti, , Wahono Widodo, Widowati Budijastuti, , and
Modestum Limited
W. Widodo, E. Sudibyo, S. Suryanti, D. A. P. Sari, I. Inzanah, and B. Setiawan
Universitas Negeri Semarang
Scientific literacy is very important to generation Z (Gen-Z), while Gen-z’s scientific literacy in Indonesia needs to be improved. The use of gadgets by Gen-Z almost all the time in their daily lives enables research to improve scientific literacy by using gadgets. This study aims to determine the effectiveness of gadget-based interactive multimedia to improve Gen-Z scientific literacy and describe the Gen-Z response to interactive multimedia. This research was a pre-experiment study with one group pretest and posttest design. Interactive multimedia was designed to be applied on gadget, consists of Socioscientific Issues (SSI) which was relevant to pressure concepts. This research involved two junior high schools in East Java, Indonesia. Scientific literacy test instrument was designed based on scientific literacy aspects of PISA 2015. The inferential test results showed that posttest score was significantly greater than the pretest in the two schools. Results showed that the mean score of students’ scientific literacy at School I increased from 39.6 to 74.0 and N-gain score was 0.57 which was in medium category. In addition, the average scientific literacy score of students in School II also increased from 31.5 to 59.9 and Ngain score was 0.41 which was in the medium category. The inferential test results also showed that there were no significant N-gain differences in the two schools. It can be concluded that interactive multimedia developed effective to improve students’ scientific literacy. However, Gen-Z students cannot be satisfied with the multimedia. Students suggest several multimedia enhancements in terms of visual, audio, and music, so that they can enjoy the multimedia all the time by using the device.
Koyimah Koyimah, Wahono Widodo, Nadi Suprapto, and Binar Kurnia Prahani
International Association of Online Engineering (IAOE)
This research is a science, technology, engineering and mathematics (STEM) implementation at the senior high school level. The purpose of the research was to produce an interactive microcontroller based speed sensor that was feasible to improve students' analytical thinking skills (ATS) in the impulse and momentum learning. This research is a kind of research &amp; development (R&amp;D) that uses a pre-experimental design with one group pre-test post-test study. Data collection used validation sheet, ATS test, observations sheet, questionnaires, and then analyzed using the Wilcoxon test, N-gain, and descriptive qualitative analysis. The research findings were the interactive microcontroller based speed sensor devices and learning materials which were categorized as very valid. The interactive microcontroller based speed sensor in impulse and momentum learning was effective, as specified by three criteria. First, there was a significant increase in students' ATS at α = 5%. Second, the average N-gain of impulse and momentum learning was categorized as high ( .89). Third, students' responses in each learning process were categorized as very positive.
Lovy HERAYANTI, Wahono WİDODO, Endang SUSANTİNİ, and Gunawan GUNAWAN
Journal for Educating Gifted Young Scientists (JEGYS)
In this study, a collaborative inquiry-based blended learning model was developed. The model was supported by model books, learning instruments, and test instruments for problem-solving skills. The purpose of this study was to examine the effectiveness of the model to practice problem-solving skills for physics students. This research included research and development. The development model used uses the 4-D model (define, design, develop, and disseminate). The model and instruments were validated by the expert. The testing phase using the effectiveness test was carried out in one shot case study pre-post test design on three classes. The model implementation test was carried out on pre-service physics teachers at a private university in Mataram. Data collection was performed using observation sheets, problem-solving tests, and student response questionnaires. The data analysis technique used was descriptive, quantitative, and qualitative. The results showed that the inquiry collaborative tutorial-based blended learning model is effective in improving problem-solving skills. Students' problem-solving skills at the visualization step and describing the problem is high, while the next stage is still in the medium category. Students also gave positive responses to learning physics using this model.
R M Jalil, T Prastowo, and W Widodo
IOP Publishing
This study aims to provide an alternative learning process that was supported by the use of A-SSI media (Android Social Scientific Issues) by including actual issues so that they could train and improve students' scientific literacy skills. The developing A-SSI media must be tested for feasibility based on three aspects, they were validity, effectiveness, and practicality. This study used a pretest-posttest design and tested on grade VII junior high school students. A-SSI media that would be used in learning process is validated by experts through a validation sheet. The results obtained based on the validators' assessment are 88.5% with the criteria "very good". In addition, effectiveness of A-SSI media is tested through literacy tests and student responses. The results obtained in the literacy test, literacy skills of students were increased with an average n-gain of 0.66 with "moderate" category, there was a response given by students in the learning process with A-SSI media, 88.9% students gave a positive response of the using of A-SSI media. Then in the last aspect, that was practicality of media was reviewed through student activities and implementation of learning. The results obtained in the implementation of learning, 89.8% of activities designed in RPP were carried out well, while the activities of students based on the results of observation were very good and showed activities that supported scientific literacy skills.
A Wiratman, M Mustaji, and W Widodo
IOP Publishing