Zulfiani Zulfiani
@uinjkt.ac.id
Biology Education and Faculty of Tarbiyah and Teacher Training
Universitas Islam Negeri Syarif Hidayatullah Jakarta
I am a Professor of Biology Education. I am a lecturer in Biology Department of Faculty Tarbiyah and Teacher Training, UIN Syarif Hidayatullah Jakarta since 2005.
The focus of my research is on the fields of biology education, inquiry learning, and technology enhanced learning.
EDUCATION
Doctor of Education, Department of Science Education, Universitas Pendidikan Indonesia: Bandung, Jawa Barat, (2003-2005)
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Multidisciplinary, Social Sciences, Research and Theory
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Z. Zulfiani, I. P. Suwarna, N. Juanengsih, S. Miranto, and M. P. Ramli
AIP Publishing
Zulfiani Zulfiani, Iwan Permana Suwarna, Abdul Muin, Tita Mulyati, and R. Ahmad Zaky El Islami
International Journal of Advanced and Applied Sciences
The innovation of digital assessment holds profound potential for enhancing educational quality. To measure higher-order thinking skills, intrinsic to effective problem-solving in science and mathematics education, and to cultivate digital literacy, a specialized platform is imperative. This study delineates the developmental trajectory of the MathSci 21st app, designed to assess mathematics and science proficiency within the Islamic context. Emphasizing the pivotal role of higher-level thinking skills in the contemporary landscape, the research method unfolds across distinct phases: Akker (preliminary research), prototype stage (prototyping), summative evaluation, and systematic reflection and documentation. This article confines its focus to preliminary research and prototype stages. The validation of the application prototype engaged a panel of ten experts, while a controlled trial encompassed 32 high school students and one educator. Utilizing observation sheets, questionnaires, and tests as research tools, comprehensive data analysis was executed employing both quantitative and qualitative methods. Research outcomes affirm the feasibility of the Prototype MathSci 21st app, an Android-based competency assessment tool characterized by its integrated and contextual dimensions. Android-based applications not only heighten efficiency and efficacy but also exhibit environmental conscientiousness by reducing paper usage. Additionally, their user familiarity augments acceptability. Significantly, the MathSci 21st app expedites assessment, empowering educators to provide prompt feedback and expedite future learning analysis. This study pioneers a digital assessment paradigm tailored to intricate higher-order thinking skills, thereby addressing critical educational imperatives in mathematics and science within the Islamic milieu.
Z. Zulfiani, , Iwan Permana Suwarna, Sujiyo Miranto, , and
Modestum Publishing Ltd
Zulfiani, I P Suwarna, and S Miranto
IOP Publishing
Abstract The use of technology in education can be carried out through various telematics networks. The use of hypermedia or web (e-learning) and computing on mobile allows the subject matter to be distributed to students quickly, not limited by space and time. Independent learning is possible to occur. This paper aims to inform the framework of curriculum development at the Science Education Adaptive Learning System (ScEd-ALS) version of the smartphone that supports Ubiquitous learning. The research method used is development research. The research instruments included: observation sheets, checklist sheets, and VARK questionnaire. The results of the study: The ScEd-ALS curriculum development framework that accommodates the VARK Flemming learning style preferences of students. This curriculum framework is the foundation for the development of the smartphone version of the ScEd-ALS media prototype. This research was validated by material experts and media experts and was declared worthy of being tested. The curriculum development framework in this media has provided the right teaching materials, and it is easier to create a new environment that adapts to the learning style preferences of students.
Zulfiani, Iwan Permana Suwarna, Muhamad Arif, Nengsih Juanengsih, and Dzikri Rahmat Romadhon
IEEE
This paper aims to design a Science Adaptive Assessment-Tool (SAA-Tool) based on KOLB student learning styles with four learning styles Converger, Assimilator, Diverger, and accommodator to measure high-level skills. The research method uses a qualitative method where the development design research refers to Akker, namely the analysis, design, evaluation, and revision stages. The results of this study obtained the SAA Tool prototype that has been validated by material and assessment experts with a good and very good score range, while the media expert's assessment gave a good score category. The development of this e-assessment application provides an opportunity for students to connect to an automation system, which increases the efficiency of the learning process and system.
Z. Zulfiani, I. P. Suwarna, and M. F. Sumantri
Universitas Negeri Semarang
This study aims to determine students’ profiles of learning styles, levels of higher-order thinking skills, and the effect of differences in students’ competence to various HOTS instruments using the Science Adaptive Assessment Tool application. In this study, researcher used the descriptive survey approach. The subjects of this study were 251 students of grade 8 (Al-Zahra Indonesia Secondary school and MTsN 1 South Tangerang (Islamic Secondary school) academic year of 2019/2020. The research instrument used was a test to measure 21st century skills (HOTS), which varied on the learning styles of students studying natural science (Biology and Physics). The instrument was validated by expert judgment and empirically tested in order to obtain instrument reliability of learning style with adequate to high category variations. The results shows: (1) the profile of the most popular student learning styles is the assimilator (27,50%), while at least it is converger (20,71%); (2) Females tend to have assimilator learning style pattern, while males tend to have an accommodator learning style; (3) The higher-order thinking skills level in the Biology material was moderate (an average score of 39,69 from a maximum score of 70). The physics subject is in the lower category (an average score of 21,28 from a maximum score of 70); (4) The achievement of the HOTS score was influenced by the type of learning style and had average of a very small correlation, (5) There was significant difference incompetence across the Kolb’s learning styles—divergers, assimilators, convergers, and accommodators with the use of various HOTS instruments.