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
Ummu Khairiyah, Suryanti Suryanti, and Wahono Widodo
Learning Gate
This study seeks to assess the credibility and trustworthiness of an ethnoscience-based REA (Read, Explore, Apply) learning model framed for teaching the transitions in states of matter in science education. To assess the model’s validity and reliability, the study involved three subject matter experts who provided evaluations focused on content and construct validity. Two questionnaires assessed content and construct validity and reliability; expert responses were averaged for validity and percentages used for reliability. Results showed that out of the 12 content-related items, 11 were in the very valid category range (score interval: 3.25 < VS ≤ 4.00), while one item was in the valid category (2.50 < VS ≤ 3.25). For content validity, all 12 items met the threshold of 0.75 reliability score, thus achieving marked consistency. Regarding construct validity, 14 of 18 items scored as very valid while the remaining four were deemed simply valid. In summary, the investigation found that the ethnoscience based REA learning model is highly valid and reliable for teaching science specifically, for teaching phase changes. This study points to a shift toward learning models that reflect students' daily experiences. This study points to a shift toward learning models that reflect students' daily experiences.
Syamsudin, Wahono Widodo, Endang Susantini, and Ulfi Aminatuz Zahroh
Academic Science Publications and Distributions
This study investigates the implementation of Baḥsul Masā’il as a pedagogical model for enhancing critical thinking skills among university students in Islamic boarding school-based higher education. Through a qualitative research design conducted at Islamic University of Tribakti Lirboyo Kediri, Pesantren Sunan Drajat Institute of Lamongan, and Al Fithrah Institute Surabaya, the study explores how traditional Islamic deliberative practices can be integrated with science education to foster analytical reasoning, ethical judgment, and epistemological integration. Findings reveal that Baḥsul Masā’il, when applied in dialogical, contextual, and interdisciplinary ways, supports students in interpreting classical texts, evaluating arguments, and synthesizing religious knowledge with scientific inquiry. The research identifies key enabling factors such as the presence of knowledgeable facilitators and access to classical and scientific texts, alongside constraints like time limitations and low scientific literacy. Theoretically, Baḥsul Masā’il is shown to embody the principles of Islamic rational inquiry and supports holistic learning aligned with UNESCO’s Four Pillars of Education. As a result, the study offers a culturally rooted yet globally relevant pedagogical framework that contributes to the ongoing development of both the science of education and Islamic educational praxis.
Gusmaniarti Gusmaniarti, Mustaji Mustaji, Wahono Widodo, Suryanti Suryanti, and Wiryanto Wiryanto
Learning Gate
This research seeks to evaluate the validity and reliability of the DACAR learning model, an instructional framework incorporating Demonstration, Association, Collaboration, Action, and Reward as an innovative method for fostering critical and creative thinking in early childhood education. The DACAR approach is tailored to support engaging, activity-based learning experiences that align with young children's developmental traits, such as their curiosity, imagination, and social nature. The model was developed using a research and development (R&D) methodology, which involved model conceptualization, expert validation, reliability testing, and subsequent revisions. Validation of the DACAR model and its associated instruments was conducted by three field-specific experts, while learning tools were assessed by four validators, and reliability testing involved three evaluators. Assessments used a 5-point Likert scale, with additional space for qualitative feedback. The results revealed that the validity coefficients for the DACAR model (rα = 0.997, 0.993, and 0.990) exceeded the critical value of rtable. Similarly, high validity scores were observed for learning plans (RPPH) (rα = 0.983, 0.984, 0.991, 0.989), instructional materials (rα = 0.961, 0.978, 0.997), and implementation evaluations (rα = 0.961, 0.978, 0.997). Instruments measuring children's activity (rα = 0.90, 0.81, 0.75) and learning observations (rα = 0.857, 0.570, 0.857) also demonstrated acceptable validity, and a learner response score of 3.67 was recorded. Regarding reliability, the DACAR model scored 0.992, while RPPH tools scored 0.990, teaching materials 0.950, implementation tools 0.662, children's observation sheets 0.761, and response questionnaires 0.907. Based on these findings, the DACAR model is deemed suitable for use as a viable educational strategy to enhance critical and creative thinking in early childhood education.
Ivo Yuliana, Budi Jatmiko, Wahono Widodo, and Suryanti Suryanti
Learning Gate
In numerous countries, including Indonesia, the primary objective of Primary Education has evolved to prioritize attaining scientific literacy. This study investigates the scientific literacy of pupils, examining variations by gender and grade level upon completion of science instruction. In this academic study, the coefficient sampling technique was employed to choose a cohort of 629 pupils from ten educations in the East Java province of Indonesia. The study methodology involved conducting a survey and gathering data by administrating the Scientific Literacy Test (SLT). The outputs of this study show that scientific literacy (SL) among Primary Education pupils is at a relatively low stage. Notable disparities in academic performance were studied based on gender and grade level. Interestingly, the commonly held social belief that men excel more than women in science did not appear applicable among the student population. Hence, it is imperative to conclude that before commencing Primary Education instruction, educators should assess the scientific literacy competencies of their pupils. A policy position about SL-in-action is developed and analyzed, considering the considerations that would confront decision-makers who shape the school’s primary curriculum policy.
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
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.
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.
Wahono Widodo, Wasis, and Suryanti
AIP Publishing
Mohammad Fatahillah, Wahono Widodo, and Endang Susantini
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.