Jurnal Pendidikan Fisika
type: channel
description: Jurnal Pendidikan Fisika (p-ISSN: 2302-8939, e-ISSN: 2527-4015) is an open-access journal that aims to provide a forum for researchers, lecturers, teachers, practitioners, and university students from all over the world. This journal publishes scientific papers on the results of studies and literature reviews in the field of physics education, covering the topics: (1) physics learning and teaching, (2) history, philosophy, and nature of science; (3) discourse and argumentation in physics education; (4) scientific literacy and socio-scientific issues; (5) evaluation and assessment of student learning and development; (6) pre-service and in-service physics teacher education; and (7) physics textbook analysis. In addition, the issues related to physics and religion are also welcome. The Journal was first published in 2013 and is regularly published three times a year: January, May, and September. This journal is published by the Physics Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar, in collaboration with the Physical Society of Indonesia (PSI). Jurnal Pendidikan Fisika has been Nationally Accredited by the Ministry of Research, Technology, and Higher Education, Republic of Indonesia, Number: 177/E/KPT/2024 (Grade 2), valid until 2028. This journal welcomes submissions all year round. Submissions are reviewed upon receipt. The template manuscript can be downloaded here. Manuscript published is written in standard English starting from Volume 9, No. 1, 2021. The manuscript before Volume 9, No. 1 can be published in two choices of languages, Bahasa Indonesia and English.
publisher: Universitas Muhammadiyah Makassar
language: en
publication name: Jurnal Pendidikan Fisika
issn: 2302-8939
copyright: Copyright: Authors who publish with this journal agree to the following terms: 1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. 2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. 3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Licence: Authors are free to: 1. Share: Copy and redistribute the material in any medium or format 2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following: 1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. 2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. 3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
items: Sustainability-Oriented STEM-PjBL: Improving Students’ Science Process Skills through Experimental Activities
items: Development of an OBE-Oriented Digital Computational Physics Practicum Module on Numerical Root-Finding Using GNU Octave
items: Edlink LMS–Assisted Blended Learning: Its Impact on Students’ Physics Conceptual Understanding and Self-Regulated Learning
items: Integrating the STEM Approach into Discovery Learning to Improve Students' Scientific Literacy in Temperature and Heat
items: Using Visual Media Based on Three Levels of Representation to Address Students’ Misconceptions About Parallel Resistor Circuits
items: STEAM-Integrated PjBL Learning Tools for Newton’s Laws to Improve High School Students’ Creative Thinking Skills
items: Enhancing Students’ Scientific Literacy through Socio-Scientific Issues-Based Project-Based Learning in Physics Education
items: Development of Arduino-Based Temperature Control Teaching Aids with Matlab Interface as a Tool for Newton Cooling Practicum
items: Development and Evaluation of a Multi-Methods Discovery Learning Strategy to Enhance Students’ Critical Thinking Skills in Physics
items: Effectiveness of Online Physics Learning Platforms in Improving Students’ Learning Motivation
items: A Bibliometric Analysis (2015-2025): Research on the Implementation of Problem-Based Learning Using Visual Media in Physics Education
items: Analysis of Cognitive Ability Instruments Test Based on Marzano's Taxonomy on Temperature and Heat Material Using the Rasch Model
items: Experience Learning Cycle-Based Classroom Management: Prophetic Integrated PhET Virtual Labs to Enhance Students' Understanding of Wave Concepts
items: STEM-5E Integration and Local Wisdom of Geblek Making in Physics E-Books: Its Impact on Students' Digital Literacy Profiles
items: Application of Gauss-Jordan in Fixed Pulley System Solving to Mathematical Thinking Abilities and Learning Outcomes
items: Design and Validation of an Understanding by Design-Based Science Assessment Module for Secondary Schools under Indonesia’s Merdeka Curriculum
items: Evaluating the Feasibility and User-Friendliness of an Augmented Reality–Integrated Physics Textbook on Motion Dynamics
items: Effectiveness of Wordwall as a Gamification-Based Learning Medium in Enhancing Student Motivation and Learning Activities
items: Development of a Physics Module Using Jampea Island Fishermen's Local Wisdom
items: Development of a Nearpod-Based Digital Teaching Module Containing Sui Wu'u Ngada Local Wisdom to Improve Analytical Thinking Skills
items: Implementation of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations to Improve Motivation and Cognitive Learning Outcomes
items: Optimization of Project-Based Learning with Inquiry Approach in Rotational Dynamics Study
items: Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics
items: Bridging Local Wisdom and Science Literacy: Development of a Physics Companion Book to Support SDG 4 in Secondary Education
items: Validity and Reliability of Science Literacy Assessment Instruments for Measuring Science Competencies in the Context of PISA 2025 using the Rasch Model
items: Analisis Kemampuan Menggunakan Alat Ukur Fisika Dasar I dengan Menggunakan Scientific Approach Pada Mahasiswa Program Studi Pendidikan Fisika Unismuh Makassar
items: Peningkatan Hasil Belajar Fisika Melalui Metode Eksperimen Pada Peserta Didik kelas X SMA Negeri 12 Makassar
items: Using STEM-Based 3D-Multimedia to Improve Students' Critical Thinking Skills in Uniform Circular Motion
items: The Effect of Scientific Literacy Approach with Discovery Learning Model toward Physics Concepts Understanding
items: Upaya Meningkatkan Hasil Belajar Fisika Peserta Didik Melalui Model Pembelajaran Example Non Example Di Kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru

Sustainability-Oriented STEM-PjBL: Improving Students’ Science Process Skills through Experimental Activities
type: item
description: Science process skills (SPS) are essential competencies in physics education because they enable students to investigate scientific phenomena, apply concepts, and communicate evidence-based findings in real-world contexts. However, students often have difficulty formulating hypotheses, planning experiments, and systematically presenting observational results, indicating the need for instructional approaches that explicitly support scientific inquiry. This study aimed to examine the effect of sustainability-oriented STEM Project-Based Learning (STEM-PjBL) physics worksheets on high school students’ SPS in renewable energy topics. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed at SMAN 2 Banda Aceh during the 2023/2024 academic year. The sample consisted of 70 tenth-grade students selected through simple random sampling at the class level and divided into an experimental class (n = 35) and a control class (n = 35). The experimental class used sustainability-oriented STEM-PjBL worksheets that integrated the stages of the Engineering Design Process, while the control class used conventional PjBL worksheets. Data were collected using a 20-item SPS test and observation sheets, and then analyzed using normality and homogeneity tests, normalized gain scores, and an independent-samples t-test. The results showed that the experimental class achieved a higher N-gain score of 0.70 in the high category, compared with 0.63 in the medium category for the control class. The posttest difference was statistically significant (p = 0.030), and the experimental class showed higher gains across all SPS indicators, particularly in predicting and communicating. The novelty of this study lies in explicitly integrating sustainability principles into the Engineering Design Process and mapping them to integrated SPS indicators. These findings suggest that sustainability-oriented STEM-PjBL worksheets provide an evidence-based instructional mo…
subject: Articles
  topic: section
subject: engineering design
  topic: keywords
subject: renewable energy
  topic: keywords
subject: science process
  topic: keywords
subject: STEM-PjBL
  topic: keywords
subject: sustainability education
  topic: keywords
creator: Wardatul Husna
creator: Roza Zulfira
creator: Mentari Darma Putri
creator: Yuni Syahraini
creator: Afrahun Naziah
rights: Copyright (c) 2026 Wardatul Husna, Roza Zulfira, Mentari Darma Putri, Yuni Syahraini, Afrahun Naziah https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 590
ending page: 609
doi: 10.26618/mck7an35

Development of an OBE-Oriented Digital Computational Physics Practicum Module on Numerical Root-Finding Using GNU Octave
type: item
description: The rapid development of digital technology and computational systems has increased the need for physics learning resources that can strengthen students’ conceptual understanding, programming skills, and computational problem-solving abilities. In computational physics courses, students often have difficulty connecting numerical methods, algorithmic procedures, and software implementations, particularly in numerical root-finding. This study aimed to develop and determine the feasibility of an Outcome-Based Education (OBE)-oriented digital computational physics practicum module on numerical root-finding using GNU Octave. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed module integrates OBE-based learning outcomes, numerical root-finding concepts, numerical algorithms, GNU Octave programming tutorials, practicum worksheets, instructional videos, and learning evaluation components. The feasibility of the module was examined through material expert validation, media expert validation, a small-scale trial involving 23 Physics Education students, and a large-scale trial involving 75 students from several universities. The results showed that the material expert validation obtained an average score of 87%, while the media expert validation achieved 88%, both categorized as “Very Good.” Student responses in the small-scale trial showed percentages of 84.10% for display, 85% for material content, and 84% for video quality. In the large-scale trial, the display, material content, and video aspects obtained 85.3%, 87.78%, and 86.06%, respectively, all categorized as “Very Good.” The novelty of this study lies in integrating OBE principles with GNU Octave-based computational practicum activities into a structured digital module for numerical root-finding. The findings indicate that the developed module is feasible for supporting computa…
subject: Articles
  topic: section
subject: computational physics
  topic: keywords
subject: digital module
  topic: keywords
subject: GNU Octave
  topic: keywords
subject: numerical root
  topic: keywords
subject: outcome-based education
  topic: keywords
creator: Wahyu Dian Laksanawati
creator: Feli Cianda Adrin Burhendi
creator: Adinda Permata Fahira
rights: Copyright (c) 2026 Wahyu Dian Laksanawati, Feli Cianda Adrin Burhendi, Adinda Permata Fahira https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
starting page: 565
ending page: 589
doi: 10.26618/hd52st53

Edlink LMS–Assisted Blended Learning: Its Impact on Students’ Physics Conceptual Understanding and Self-Regulated Learning
type: item
description: The rapid digitalization of higher education has created an urgent need for learning models that not only enhance students’ conceptual understanding but also foster their capacity for independent learning, particularly in physics education. In this context, integrating blended learning with a Learning Management System (LMS) offers a promising strategy to support more interactive, flexible, and student-centered instruction. This study aimed to examine the effect of blended learning, assisted by the Edlink LMS, on students’ conceptual understanding in physics and Self-Regulated Learning (SRL). The study employed a quantitative approach using a quasi-experimental design with a single-group pretest-posttest model. The participants were 32 students in the Physics Education Study Program at Universitas Flores. Data were collected using a four-tier diagnostic test to measure conceptual understanding and an expert-validated SRL questionnaire. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired-sample t-test, and N-Gain analysis. The findings showed that students’ average score in physics conceptual understanding increased from 49.65 to 82.27, while the average SRL score improved from 50.27 to 83.18. The paired-sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), and the N-Gain values for conceptual understanding (0.65) and SRL (0.66) were both categorized as moderate. These results indicate that Edlink-assisted blended learning was effective in improving both cognitive achievement and learning independence. The novelty of this study lies in its focus on Edlink as a local LMS and in its simultaneous examination of conceptual understanding and SRL within physics education. In conclusion, integrating Edlink into blended learning provides an effective, contextually relevant approach to improving the quality of physics instruction. This study contributes to physics education by …
subject: Articles
  topic: section
subject: blended learning
  topic: keywords
subject: conceptual understanding
  topic: keywords
subject: Edlink LMS
  topic: keywords
subject: physics education
  topic: keywords
subject: self-regulation learning
  topic: keywords
creator: Adrianus Nasar
creator: Maria Evilina Pau
creator: Agustina Boleng
rights: Copyright (c) 2026 Adrianus Nasar, Maria Evilina Pau, Agustina Boleng https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 336
ending page: 350
doi: 10.26618/9bfn2r08

Integrating the STEM Approach into Discovery Learning to Improve Students' Scientific Literacy in Temperature and Heat
type: item
description: Scientific literacy is an essential skill in physics education, as students must understand scientific principles, interpret evidence, and apply knowledge to real-world issues. In Indonesia, however, scientific literacy among students remains a concern, evidenced by low PISA science scores and predominantly teacher-centered classroom practices. This study aimed to analyze the effect of integrating the STEM approach into the Discovery Learning model on eleventh-grade students’ scientific literacy in the topic of temperature and heat. A quasi-experimental method with a non-equivalent control group design was employed at MA Nurul A'la Jatimulyo II during the odd semester of the 2025/2026 academic year. The participants were 58 eleventh-grade science students. The experimental class (n = 29) learned through STEM-integrated Discovery Learning (DL-STEM), whereas the control class (n = 29) received conventional instruction. Scientific literacy was measured using a 25-item multiple-choice test developed from five indicators: explaining scientific phenomena, using scientific evidence, identifying scientific statements, understanding phenomena, and solving problems. Data were analyzed using descriptive statistics, assumption tests, the Mann–Whitney test for initial equivalence, an independent-samples t-test for posttest comparison, effect size r, and N-Gain analysis. The results indicated that both groups had comparable baseline abilities. Post-intervention, the experimental group significantly outperformed the control group, with mean scores of 64.69 versus 53.93 (p < 0.001), and demonstrated a moderate effect size (r = 0.47). Moreover, N-Gain analysis revealed improvements across all scientific literacy indicators in the experimental group, categorized as moderate and surpassing those of the control group. The novelty of this study lies in mapping STEM components onto the Discovery Learning syntax through a simple thermos engineering task in temperature-and-heat instruction…
subject: Articles
  topic: section
subject: discovery learning
  topic: keywords
subject: heat transfer
  topic: keywords
subject: physics learning
  topic: keywords
subject: scientific literacy
  topic: keywords
subject: STEM education
  topic: keywords
creator: Arini Rosa Sinensis
creator: Roja Septiani
creator: Febrianto Putra
creator: Thoha Firdaus
rights: Copyright (c) 2026 Arini Rosa Sinensis, Roja Septiani, Febrianto Putra, Thoha Firdaus https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-18
publication date: 2026-05-18
starting page: 494
ending page: 513
doi: 10.26618/m5aeba30

Using Visual Media Based on Three Levels of Representation to Address Students’ Misconceptions About Parallel Resistor Circuits
type: item
description: Misconceptions about parallel resistor circuits remain a persistent problem in physics learning because students often rely on observable circuit behavior while failing to understand the invisible microscopic processes and symbolic relationships underlying current distribution. This study aimed to investigate the contribution of Conceptual Change Oriented Instruction (CCOI) supported by three-level representation-based visual media in remediating students’ misconceptions about parallel resistor circuits. A pre-experimental method with a one-group pretest–posttest design was employed. The participants were forty senior high school students in West Java, Indonesia, selected through purposive sampling based on the initial identification of misconceptions. Students’ conceptual states were measured using a validated Four-Tier Test consisting of conceptual questions, confidence ratings, reasoning choices, and confidence in reasoning. The remedial teaching process followed the CCOI stages and was supported by visual media representing macroscopic demonstrations, microscopic virtual simulations, and symbolic analogies. The study focused on two misconceptions: the belief that adding or removing branches affects the current in other branches, and the belief that changing the current in one branch affects the current in other branches. The results showed that 85% of students who initially held the first misconception shifted to scientific conception, while 80% of students who initially held the second misconception also shifted to scientific conception. The novelty of this study lies in integrating CCOI with a three-level, representation-based approach to visual media to explicitly remediate misconceptions in parallel resistor circuits. These findings suggest that representationally supported conceptual change instruction can help students reconstruct scientific understanding of current distribution. This study contributes to physics education by extending the application of J…
subject: Articles
  topic: section
subject: conceptual change
  topic: keywords
subject: parallel circuits
  topic: keywords
subject: physics misconception
  topic: keywords
subject: science learning
  topic: keywords
subject: visual media
  topic: keywords
creator: Havez Rasya Lega Serano
creator: Dadi Rusdiana
creator: Lathifa Nur Ramdhania
creator: Lasmita Sari
creator: Mohd Zaidi Bin Amiruddin
rights: Copyright (c) 2026 Havez Rasya Lega Serano, Dadi Rusdiana, Lathifa Nur Ramdhania, Lasmita Sari; Mohd Zaidi Bin Amiruddin https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
starting page: 514
ending page: 535
doi: 10.26618/ewgsyz18

STEAM-Integrated PjBL Learning Tools for Newton’s Laws to Improve High School Students’ Creative Thinking Skills
type: item
description: Creative thinking skills are essential competencies in physics education because students are expected not only to understand scientific concepts but also to apply them creatively in solving contextual problems. However, learning in physics on Newton’s Laws is often still dominated by routine problem-solving and formula-based instruction, which provides limited opportunities for students to develop fluency, flexibility, originality, and elaboration. This study aimed to develop and evaluate STEAM-integrated Project-Based Learning (PjBL) learning tools on Newton’s Laws to improve students’ creative thinking skills. This research employed a Research and Development design using the 4-D model, consisting of Define, Design, Develop, and Disseminate stages, with dissemination limited to classroom implementation and academic reporting. The developed products included a teaching module, student worksheets, and a creative thinking skills test instrument. The study involved 55 eleventh-grade science students at SMA Labschool UNESA 1 Surabaya, selected through purposive sampling. Data were collected through expert validation, learning implementation observation, pre-test and post-test, and student response questionnaires. Data were analyzed using descriptive statistics, normalized gain, and a paired t-test. The results showed that the developed learning tools were very valid, with an average validation score of 88.30%. The effectiveness test indicated a substantial increase in students’ creative thinking skills, with the pre-test average increasing from 38.14 to 89.86 in the post-test, an n-gain score of 0.85 in the high category, a significant paired t-test result (Sig. < 0.05), and positive student responses of 85%. The novelty of this study lies in the explicit integration of PjBL syntax, STEAM components, and indicators of creative thinking into structured learning tools for Newton’s Laws. These findings indicate that the developed learning tools are valid, practical, and …
subject: Articles
  topic: section
subject: creative thinking
  topic: keywords
subject: Newton’s laws
  topic: keywords
subject: physics education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: steam learning
  topic: keywords
creator: Dea Ramadhana Zsa Zsa Alifah
creator: Titin Sunarti
creator: Oka Saputra
creator: Hanandita Veda Saphira
rights: Copyright (c) 2026 Dea Ramadhana Zsa Zsa Alifah, Titin Sunarti, Oka Saputra, Hanandita Veda Saphira https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-18
publication date: 2026-05-18
starting page: 471
ending page: 493
doi: 10.26618/rwvkks02

Enhancing Students’ Scientific Literacy through Socio-Scientific Issues-Based Project-Based Learning in Physics Education
type: item
description: Students’ scientific literacy in physics remains a major concern because classroom instruction often emphasizes conceptual understanding and mathematical problem-solving without sufficiently connecting physics concepts to real-life socio-scientific contexts. This study aimed to examine the effectiveness of Socio-Scientific Issues-based Project-Based Learning (SSI-PjBL) in improving eleventh-grade students’ scientific literacy in physics education. A quantitative quasi-experimental method with a non-equivalent control group design was employed. The study involved 67 students from a private senior high school in Bandung, Indonesia, divided into an experimental group and a control group. The experimental group received SSI-PjBL instruction, while the control group received conventional instruction. Data were collected using a scientific literacy test developed based on three core competencies: explaining scientific phenomena, evaluating and designing scientific inquiry, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. The results showed that the experimental group achieved a greater improvement in scientific literacy than the control group. The experimental group obtained an N-Gain score of 0.61, categorized as moderate, whereas the control group obtained an N-Gain score of 0.33, categorized as low. The independent-samples t-test indicated a significant difference between the two groups (p < 0.05), with a large effect size (Cohen’s d = 0.92). Improvement was observed across all scientific literacy indicators, with the highest gain in explaining scientific phenomena. The novelty of this study lies in integrating socio-scientific issues with project-based learning as a contextual instructional strategy for physics education. The findings conclude that SSI-PjBL effectively enhances students’ scientific literacy by supporting the applicatio…
subject: Articles
  topic: section
subject: contextual learning
  topic: keywords
subject: physics education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: scientific literacy
  topic: keywords
subject: socio-scientific issues
  topic: keywords
creator: Doni Nurdiansyah
creator: Dadan Ramdany
creator: Duden Saepuzaman
rights: Copyright (c) 2026 Doni Nurdiansyah, Dadan Ramdany, Duden Saepuzaman https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-06
publication date: 2026-05-06
starting page: 410
ending page: 428
doi: 10.26618/57rfvs81

Development of Arduino-Based Temperature Control Teaching Aids with Matlab Interface as a Tool for Newton Cooling Practicum
type: item
description: Physics practicums require accurate, efficient, and traceable measurement systems, particularly in thermodynamic experiments involving continuous temperature changes. In the Newtonian Cooling practicum, conventional measurements with thermometers and stopwatches often lead to recording errors, inaccurate synchronization of temperature and time, limited data density, and reduced student focus on physical interpretation. This study aimed to develop, validate, and assess the practicality of an Arduino-based temperature control teaching aid integrated with a MATLAB graphical user interface (GUI) to support real-time data acquisition in the Newtonian Cooling practicum. The research employed a Research and Development (R&D) approach using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages, with product development limited to expert validation and minimal practical testing. The tool was developed using an Arduino Uno microcontroller, a DS18B20 temperature sensor, and a MATLAB GUI that displays temperature-time graphs and automatically stores measurement data in Excel. The study involved two expert validators and 10 Physics Education students who participated in the Thermodynamics practicum. The validation results showed that all assessed indicators, including tool recognition, user control, application display, application assistance, and application output, obtained the highest score of 4, indicating very high validity. The practicality assessment also showed excellent results, with an average score of 4.0 and 98% of students reporting positive responses, indicating that the tool was highly practical for practicum use. The novelty of this study lies in integrating real-time temperature measurement, automatic temperature-time data synchronization, graphical visualization, and direct data storage into a single practicum-oriented system. The findings indicate that the developed teaching aid improves the efficiency and accuracy of temperature meas…
subject: Articles
  topic: section
subject: arduino teaching
  topic: keywords
subject: MATLAB interface
  topic: keywords
subject: Newton cooling
  topic: keywords
subject: physics practicum
  topic: keywords
subject: temperature control
  topic: keywords
creator: Santih Anggereni
creator: Tamsil
creator: Anas Irwan
creator: Amirin Kusmiran
creator: Muhammad Qaddafi
creator: Ali Umar Dani
rights: Copyright (c) 2026 Santih Anggereni, Tamsil, Anas Irwan; Amirin Kusmiran, Muhammad Qaddafi, Ali Umar Dani https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-06
publication date: 2026-05-06
starting page: 429
ending page: 450
doi: 10.26618/ntt47e89

Development and Evaluation of a Multi-Methods Discovery Learning Strategy to Enhance Students’ Critical Thinking Skills in Physics
type: item
description: Critical thinking is one of the essential competencies in physics education because it enables students to analyze phenomena, evaluate evidence, and draw logical conclusions in scientific learning. However, students’ critical thinking skills in physics remain relatively low, partly because instructional practices are still often dominated by single-method and teacher-centered approaches. This study aimed to develop and evaluate a multi-methods discovery-learning strategy to enhance senior high school students’ critical thinking skills in physics. The study employed a research and development approach using the ASSURE instructional design model, followed by a quasi-experimental posttest-only control group design. The participants were 64 eleventh-grade students in the physics specialization program at a public senior high school in Majene, Indonesia, divided into an experimental group and a control group, with 32 students in each class. The instruments included expert validation sheets, a learning implementation observation sheet, teacher and student response questionnaires, and a critical thinking skills test. Data were analyzed using descriptive analysis, Aiken’s V, and an independent samples t-test with the assistance of SPSS version 26. The results showed that the developed strategy met the criteria of validity, practicality, and effectiveness. Expert judgment indicated that the learning materials and instruments were valid, while teacher and student responses confirmed the strategy's practicality. Furthermore, the t-test results revealed a statistically significant difference in critical thinking scores between the experimental and control groups. The novelty of this study lies in the systematic integration of expository, practicum, trial, and simple research methods within a structured discovery learning framework. In conclusion, the multi-methods discovery learning strategy is effective in improving students’ critical thinking skills. It makes a meaningful con…
subject: Articles
  topic: section
subject: critical thinking
  topic: keywords
subject: discovery learning
  topic: keywords
subject: physics education
  topic: keywords
subject: learning strategy
  topic: keywords
subject: high school
  topic: keywords
creator: Muliadi Said
creator: Helmi Abdullah
creator: Muhammad Arsyad
creator: Erma Suryani Sahabuddin
rights: Copyright (c) 2026 Muliadi Said, Helmi Abdullah , Muhammad Arsyad, Erma Suryani Sahabuddin https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 372
ending page: 393
doi: 10.26618/2r1tpm41

Effectiveness of Online Physics Learning Platforms in Improving Students’ Learning Motivation
type: item
description: This study explores ongoing motivation challenges in junior high school physics, where abstract concepts and teacher-centered methods often diminish student engagement. It aims to compare six online learning platforms Google Classroom, Canvas, Padlet, Nearpod, Genially, and Kahoot! in boosting students’ physics motivation using the ARCS framework (Attention, Relevance, Confidence, Satisfaction). A quasi-experimental, non-equivalent group pretest–posttest design was conducted across six junior high schools in Ngada Regency, Indonesia, involving 120 eighth-grade students (one intact class per school). Motivation was assessed with a validated 20-item ARCS-based questionnaire on a five-point Likert scale, complemented by classroom observations and teacher interviews for contextual insights. Data analysis included descriptive statistics, assumption tests (normality and homogeneity), paired-sample t-tests, one-way ANOVA, and Tukey HSD post hoc analysis. Results revealed significant increases in motivation from pretest to posttest for all platforms (p < 0.001), suggesting that platform-supported physics instruction can effectively boost student motivation. Notably, motivational improvements varied significantly across platforms (F = 9.400, p < 0.001): interactive and gamified platforms, especially Kahoot! and Nearpod, yielded higher gains than more text- and task-focused platforms such as Google Classroom and Padlet. The unique contribution of this study lies in its systematic comparison of multiple platforms within the same grade level and physics topic in a non-urban setting, interpreted explicitly through ARCS. The findings highlight that interactivity and immediate feedback are crucial for motivating students and offer evidence-based guidance for physics teachers and schools in choosing and integrating digital platforms to create more motivationally engaging instruction and professional development for technology-enhanced physics education.
subject: Articles
  topic: section
subject: ARCS model
  topic: keywords
subject: gamification
  topic: keywords
subject: learning motivation
  topic: keywords
subject: online platforms
  topic: keywords
subject: physics education
  topic: keywords
creator: Maria Yuliana Kua
creator: Afrianus Gelu
creator: Sentot Kusairi
creator: Theresia Mogi
rights: Copyright (c) 2026 Maria Yuliana Kua, Afrianus Gelu, Sentot Kusairi, Theresia Mogi https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-20
publication date: 2026-01-20
starting page: 156
ending page: 171
doi: 10.26618/jmr7h219

A Bibliometric Analysis (2015-2025): Research on the Implementation of Problem-Based Learning Using Visual Media in Physics Education
type: item
description: The rapid growth of digital technology has encouraged physics education to adopt more student-centered and visually supported learning approaches, particularly because many physics concepts are abstract, mathematically complex, and difficult for students to understand through conventional instruction. Problem-Based Learning (PBL) supported by visual media has been widely recognized as a promising approach for improving conceptual understanding, problem-solving skills, and student engagement; however, the development of this research area has not been comprehensively mapped. This study aims to analyze research trends on the implementation of PBL using visual media in physics education during the 2015-2025 period. A bibliometric method was employed using Scopus-indexed publications as the data source. A total of 137 selected documents were exported as CSV files and analyzed using VOSviewer to examine publication trends, country contributions, document types, relevant authors, keyword co-occurrence networks, thematic clusters, overlay visualizations, and highly cited documents. The findings show a consistent increase in publications, with the United States, China, and Indonesia emerging as the most productive contributing countries. The keyword analysis identified eight major research clusters, indicating that studies in this field are strongly associated with physics education, students, simulations, augmented reality, virtual reality, artificial intelligence, image processing, and learning outcomes. The overlay visualization revealed a thematic shift from conventional visual media toward more interactive, immersive, and computational technologies. The novelty of this study lies in its integrated bibliometric mapping of PBL, visual media, and physics education over the last decade. This study concludes that visual media play an important role in strengthening PBL-based physics learning and provides evidence-based directions for future research and instructional innova…
subject: Articles
  topic: section
subject: bibliometric study
  topic: keywords
subject: digital learning
  topic: keywords
subject: physics education
  topic: keywords
subject: problem-based learning
  topic: keywords
subject: visual media
  topic: keywords
creator: Katarina Sanca
creator: Dwikoranto
creator: Rahmatta Thoriq Lintangesukmanjaya
creator: Indri Hapsari Khansa
creator: Sukarni
creator: Marsini
rights: Copyright (c) 2026 Katarina Sanca, Dwikoranto, Rahmatta Thoriq Lintangesukmanjaya, Indri Hapsari Khansa, Sukarni, Marsini https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-24
publication date: 2026-05-24
starting page: 536
ending page: 564
doi: 10.26618/2rh10t65

Analysis of Cognitive Ability Instruments Test Based on Marzano's Taxonomy on Temperature and Heat Material Using the Rasch Model
type: item
description: This study addresses the need for a valid and reliable instrument to assess students’ cognitive abilities in physics, particularly in the areas of temperature and heat, which are often associated with conceptual difficulties and misconceptions. The study aimed to evaluate the quality of a cognitive ability test instrument developed based on Marzano’s taxonomy by applying the Rasch measurement model. A quantitative design was employed, involving 138 high school students in grades XI and XII from one school in Bandung City, comprising 74 females and 64 males. The instrument comprised 25 multiple-choice items representing five cognitive aspects of Marzano’s taxonomy: retrieval, comprehension, analysis, knowledge utilization, and metacognition. Data were analyzed using Winsteps 3.73 to examine item fit, item difficulty, unidimensionality, reliability, person–item distribution, and Differential Item Functioning (DIF) based on gender. The results showed that the instrument generally met Rasch model expectations, with good internal consistency (Cronbach’s alpha = 0.76), very high item reliability (0.92), and fair person reliability (0.69). Most items fit the model, although several items showed overfit or unexpected response patterns and require refinement. The item difficulty distribution was dominated by difficult items; the raw variance explained by the measures was 20.3%, and the Wright map indicated that the instrument was reasonably aligned with students’ ability levels, though it was less optimal for very high-ability students. DIF analysis showed that most items were gender-neutral, while a small number indicated potential differential functioning. The novelty of this study lies in the systematic operationalization of Marzano’s taxonomy into item construction and its evaluation using Rasch analysis in the context of temperature and heat. Overall, the instrument is sufficiently valid for measuring cognitive ability and provides a useful contribution to physics educa…
subject: Articles
  topic: section
subject: cognitive ability
  topic: keywords
subject: heat temperature
  topic: keywords
subject: Marzano taxonomy
  topic: keywords
subject: physics education
  topic: keywords
subject: Rasch model
  topic: keywords
creator: Hani Nur Azizah
creator: Muslim
creator: Duden Saepuzaman
creator: Lina Aviyanti
rights: Copyright (c) 2026 Hani Nur Azizah, Muslim, Duden Saepuzaman, Lina Aviyanti https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 351
ending page: 371
doi: 10.26618/063d8z95

Experience Learning Cycle-Based Classroom Management: Prophetic Integrated PhET Virtual Labs to Enhance Students' Understanding of Wave Concepts
type: item
description: Wave concepts in physics are inherently abstract and often lead to misconceptions, especially when virtual laboratory activities are implemented without structured classroom management and guided reflection. Additionally, virtual science learning is frequently focused mainly on cognitive outcomes, while character development, particularly integrity in scientific practice, receives less systematic attention. This study addressed this gap by developing and evaluating a classroom management guide for Virtual Science Labs (PhET Simulations) based on the Experiential Learning Cycle (ELC) and integrated with prophetic values to enhance university students’ understanding of wave phenomena while fostering character development. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study involved 14 fifth-semester students from the Physics Education Study Program at Universitas Muhammadiyah Prof. Dr. HAMKA in the 2024–2025 academic year. Data were collected through expert validation sheets, wave conceptual understanding tests (pre-test and post-test), and prophetic character observation sheets. Expert validation indicated that the guide was highly feasible, with a mean score of 3.67 (87.5%) for content validation and 3.33 (83.3%) for media validation. Effectiveness results showed significant improvement in conceptual understanding, with scores increasing from 42.50 (pre-test) to 85.40 (post-test) and an N-gain of 0.75 (high category). Observations also suggested successful enactment of prophetic values during PhET-based practicums, particularly Sidiq (90%) and Amanah (85%), reflected in honest data recording and responsible task completion. The novelty of this study lies in the systematic integration of ELC-based classroom management, interactive PhET visualization, and the operationalization of prophetic values within a single instructional product. Overall, the developed model is feasible a…
subject: Articles
  topic: section
subject: experiential learning cycle
  topic: keywords
subject: PhET simulation
  topic: keywords
subject: physics education
  topic: keywords
subject: prophetic values
  topic: keywords
subject: wave concepts
  topic: keywords
creator: Imas Ratna Ermawati
creator: Dasmo
creator: Sugianto
creator: Martin
creator: Onny Fitriana Sitorus
creator: Harry Ramza
creator: Lismawati
rights: Copyright (c) 2026 Imas Ratna Ermawati, Dasmo, Sugianto, Martin, Onny Fitriana Sitorus, Harry Ramza, Lismawati https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-24
publication date: 2026-01-24
starting page: 206
ending page: 219
doi: 10.26618/5p6pg776

STEM-5E Integration and Local Wisdom of Geblek Making in Physics E-Books: Its Impact on Students' Digital Literacy Profiles
type: item
description: In modern physics education, digital literacy has shifted from a supplementary skill to an essential competency for meaningful scientific inquiry. However, despite widespread access to digital technology, many students still demonstrate limited academic digital literacy, especially in physics learning contexts. This study aims to examine the effects of an interactive physics e-book integrated with the STEM 5E learning cycle and the local wisdom of geblek-making on students’ digital literacy profiles. A quasi-experimental pretest–posttest control group design was used, involving 108 grade X students divided into an experimental group (STEM-5E e-book), a contrast group using a 3E e-book, and a contrast group using traditional textbooks. Students’ digital literacy, including information literacy, media literacy, and ICT literacy, was measured with a validated 14-item multiple-choice test and analyzed using Aiken’s V and Rasch modeling. Results show that the experimental group achieved the greatest improvement, with a mean normalized gain of 67.33% (moderately effective), outperforming the 3E group (55%) and the traditional group (44.67%). Information literacy showed the most notable improvement, reaching an effective category with an 82% increase. Rasch-based profile analysis also revealed the complete removal of low levels of digital literacy in the experimental group. The novelty of this study lies in its integration of ethnoscience with the STEM-5E framework via an interactive digital medium, positioning digital literacy as a culturally rooted skill. In conclusion, the findings show that combining inquiry-based learning, interactive digital tools, and local wisdom offers an effective way to enhance students’ digital literacy and provides a strong pedagogical model for developing 21st-century skills in physics education.
subject: Articles
  topic: section
subject: digital literacy
  topic: keywords
subject: ethnoscience-based learning
  topic: keywords
subject: local wisdom
  topic: keywords
subject: STEM-5E learning cycle
  topic: keywords
subject: physics e-book
  topic: keywords
creator: Ayu Mar'ati Barokatun Ni'mah
creator: Supahar
creator: Reny Afifah
rights: Copyright (c) 2026 Ayu Mar'ati Barokatun Ni'mah, Supahar, Reny Afifah https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-20
publication date: 2026-01-20
starting page: 138
ending page: 155
doi: 10.26618/965apf29

Application of Gauss-Jordan in Fixed Pulley System Solving to Mathematical Thinking Abilities and Learning Outcomes
type: item
description: Mathematical thinking ability is an essential component of physics learning because many physical phenomena are represented through mathematical models and systems of equations. However, students often have difficulty solving fixed-pulley system problems because they must simultaneously interpret physical concepts and solve systems of linear equations with multiple variables. This study aimed to analyze the application of the Gauss-Jordan elimination method in learning fixed pulley systems and to examine its effect on mathematical thinking ability, learning outcomes, and student responses. The study employed a quantitative approach with a posttest-only control-group quasi-experimental design. The participants comprised 130 respondents across two educational levels: 61 university students from the Physics Education Study Program at the University of Jember and 69 eleventh-grade students from SMAN 3 Jember. The experimental class was taught using the Gauss-Jordan elimination method, while the control class was taught using the substitution-elimination method. Data were collected through essay tests, learning outcome tests, and response questionnaires, and analyzed using the Independent Samples t-test and the Mann-Whitney U test, depending on the data distribution. The results showed that among school students, significant differences were found in the indicators of specializing (0.016), generalizing (0.001), and conjecturing (0.031), but not in convincing (0.468). Among university students, significant differences were found across all mathematical thinking indicators: specializing (0.007), generalizing (0.000), conjecturing (0.018), and convincing (0.004). Learning outcomes also differed significantly for both university students (0.000) and school students (0.010). In addition, student responses to the method's implementation were positive, averaging 71%. The novelty of this study lies in the integration of the Gauss-Jordan elimination method as a structured mathema…
subject: Articles
  topic: section
subject: fixed pulley
  topic: keywords
subject: Gauss-Jordan elimination
  topic: keywords
subject: learning outcomes
  topic: keywords
subject: mathematical thinking
  topic: keywords
subject: physics education
  topic: keywords
creator: Maryani
creator: Bambang Supriadi
creator: Ummi Zahrotul Ainiyah
creator: Aulia Wulansari Agustin
creator: Lutfiah Hafifatul Jannah
creator: Sakti Kalisa Sefanda
creator: Shinta Nuriyah Mahbubiyah Royani
rights: Copyright (c) 2026 Maryani, Bambang Supriadi , Ummi Zahrotul Ainiyah , Aulia Wulansari Agustin , Lutfiah Hafifatul Jannah , Sakti Kalisa Sefanda , Shinta Nuriyah Mahbubiyah Royani https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 295
ending page: 316
doi: 10.26618/0jeqap46

Design and Validation of an Understanding by Design-Based Science Assessment Module for Secondary Schools under Indonesia’s Merdeka Curriculum
type: item
description: Assessment practices in secondary science and physics classrooms often emphasize scoring rather than generating actionable evidence of students’ understanding. This challenge becomes more urgent under the Merdeka Curriculum, which positions assessment as an integral component of learning. To address this need, this study aimed to develop and validate a teacher guide module for UbD (Understanding by Design)-based science assessment for junior and senior secondary levels by operationalizing backward design and the six facets of understanding into practical procedures, templates, and worked examples. Using a research and development approach with the 4D model (Define–Design–Develop–Disseminate), the module was produced through needs analysis, curriculum and literature review, and iterative drafting. Content validation was conducted by three validators using a four-point relevance scale, analyzed with feasibility percentages and Aiken’s V complemented by Score (Wilson) confidence intervals. Practicality was examined through a limited pilot involving three science teachers who applied the module and completed a five-point response questionnaire. The results showed high feasibility across usefulness, practicality, conceptual accuracy, and language/visual design. At the same time, item-level content validity was strong (Aiken’s V = 0.78–1.00) with conservative lower confidence bounds indicating at least moderate validity for all items. Teachers reported uniformly positive perceptions, with perceived usefulness rated highest (M = 4.83), although implementation of the Explanation facet was relatively more challenging (lowest item mean, M = 3.67). This study’s novelty lies in providing a step-by-step, facet-based assessment design guide that explicitly links learning objectives, acceptable evidence, and analytic rubrics within a single teacher-ready resource. In conclusion, the validated module is feasible and practically promising as an evidence-centered tool to strengthen a…
subject: Articles
  topic: section
subject: backward design
  topic: keywords
subject: merdeka curriculum
  topic: keywords
subject: module
  topic: keywords
subject: science assessment
  topic: keywords
subject: understanding by design
  topic: keywords
creator: Zulhelmi
creator: Riza Andriani
creator: Dina Syaflita
rights: Copyright (c) 2026 Zulhelmi, Riza Andriani, Dina Syaflita https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-17
publication date: 2026-01-17
starting page: 84
ending page: 101
doi: 10.26618/cygjmh69

Evaluating the Feasibility and User-Friendliness of an Augmented Reality–Integrated Physics Textbook on Motion Dynamics
type: item
description: Physics learning in the 21st century requires interactive, technology-enhanced instructional resources that support students' understanding of abstract concepts, particularly those related to the dynamics of motion. However, many augmented reality (AR)-based learning tools remain limited to standalone applications and are not adequately integrated into structured instructional materials, which may reduce their pedagogical value and classroom usability. Therefore, this study aimed to develop and evaluate an Augmented Reality Integration (ARI)-based physics textbook designed to improve the feasibility and user-friendliness of AR-supported learning materials in physics education. The study employed a development research approach based on the design thinking model, comprising five stages: empathize, define, ideate, prototype, and test. The ARI textbook was developed by integrating textbook content, student worksheets, and marker-based augmented reality features into a unified learning resource on motion dynamics. Data were collected through literature review, observations, interviews, expert validation, and usability testing involving teachers and students. Feasibility was assessed using Gregory’s expert agreement analysis, while usability and user experience were evaluated using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). The results showed that the developed textbook achieved a Gregory coefficient of 1.00 for both content and language, indicating a high level of feasibility for classroom use. The SUS results further indicated that the textbook was acceptable for learning, although differences were found between Grade X and Grade XII students in terms of ease of use and independence. In addition, the UEQ results demonstrated improvements across all users experience dimensions after iterative refinement, particularly in stimulation, attractiveness, and perspicuity. The novelty of this study lies in integrating augmented reality into a …
subject: Articles
  topic: section
subject: augmented reality
  topic: keywords
subject: AR-integrated textbook
  topic: keywords
subject: motion dynamics
  topic: keywords
subject: physics education
  topic: keywords
subject: user experience
  topic: keywords
creator: Mutahharah Hasyim
creator: Abdul Haris
creator: Muhammad Taqwin
creator: Imam Ramadhan
creator: Fatmawaty
rights: Copyright (c) 2026 Mutahharah Hasyim, Abdul Haris, Muhammad Takwin, Imam Ramadhan, Fatmawaty https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 317
ending page: 335
doi: 10.26618/dh72jq67

Effectiveness of Wordwall as a Gamification-Based Learning Medium in Enhancing Student Motivation and Learning Activities
type: item
description: Low learning motivation and limited student engagement remain persistent challenges in elementary science education, particularly in abstract topics such as light and sound. Conventional instructional approaches often fail to involve students, resulting in suboptimal learning experiences. In response to this issue, gamification-based digital learning media have emerged as a promising alternative to enhance student motivation and learning activities. This study aims to examine the effectiveness of Wordwall, a gamification-based learning medium, in increasing motivation and engagement in science learning among elementary school students. A mixed-methods approach with a sequential explanatory design was employed. Quantitatively, a true-experimental pretest–posttest control-group design was used with two Grade V classes at an elementary school in South Sulawesi, Indonesia, involving 50 students, equally divided into experimental and control groups. The experimental group received instruction using Wordwall, while the control group was taught using conventional methods. Data were collected using a learning motivation questionnaire and an observation sheet for learning activities. Qualitatively, phenomenological interviews were conducted with teachers and students to explore their learning experiences. The quantitative results showed that students in the experimental group experienced a significantly higher increase in learning motivation (21.37%) and learning activities (22.19%) compared to the control group (8.49% and 11.81%, respectively), with statistically significant differences confirmed by t-tests and ANOVA (p < 0.05). Qualitative findings supported these results, indicating that Wordwall created a more interactive, enjoyable, and engaging learning environment that encouraged active participation and sustained attention. The novelty of this study lies in integrating a true-experimental design with a qualitative phenomenological analysis to comprehensively examine …
subject: Articles
  topic: section
subject: gamification
  topic: keywords
subject: learning activities
  topic: keywords
subject: motivation
  topic: keywords
subject: physics education
  topic: keywords
subject: wordwall
  topic: keywords
creator: Muh. Al Amin
creator: Nurwahid Syam
creator: Juniarti Iryani
rights: Copyright (c) 2026 Muh. Al Amin, Nurwahid Syam, Juniarti Iryani https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-15
publication date: 2026-01-15
starting page: 53
ending page: 68
doi: 10.26618/bw3a7f07

Development of a Physics Module Using Jampea Island Fishermen's Local Wisdom
type: item
description: Physics education in schools often remains theoretical and disconnected from students' daily experiences, leading to decreased interest and limited conceptual understanding. One way to address this issue is by incorporating local knowledge into teaching materials to make learning more relevant and applicable to real life. This study aims to develop and evaluate the viability of a physics learning module based on the indigenous knowledge of fishermen on Jampea Island, Indonesia, specifically about sea tides, for senior high school students. The research used a development approach with the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. The module was validated by two experts, and a small trial was conducted with 24 Grade X Science students at SMA Negeri 4 Selayar Islands Regency. Data was collected through validation sheets, student response questionnaires, and learning outcome tests, then analyzed using Aiken’s V and descriptive percentage analysis. Results show that the module achieved very high validity, with an average Aiken’s V of 0.84. In terms of practicality, 54.7% of students rated the module as very practical, while 45.3% found it practical; all teachers (100%) evaluated it as very practical. Effectiveness analysis indicated that 75% of students attained learning mastery above the Minimum Completeness Criteria, demonstrating the module's success in improving learning outcomes. The novelty of this research lies in the systematic integration of Jampea Island fishermen’s local wisdom into physics education through the ADDIE model, supported by empirical validation of its validity, practicality, and effectiveness. In conclusion, this locally based physics module is both feasible and effective for classroom use. It enriches physics education by providing a culturally responsive and contextual learning model that enhances students’ conceptual understanding and engagement.
subject: Articles
  topic: section
subject: ADDIE model
  topic: keywords
subject: fishermen’s
  topic: keywords
subject: Jampea island
  topic: keywords
subject: local wisdom
  topic: keywords
subject: physics module
  topic: keywords
creator: Muhammad Qaddafi
creator: Roni Ririn
creator: Anas Irwan
creator: Muhammad Rusmin
rights: Copyright (c) 2026 Muhammad Qaddafi, Roni Ririn, Anas Irwan, Muhammad Rusmin https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-20
publication date: 2026-01-20
starting page: 102
ending page: 118
doi: 10.26618/t65zny78

Development of a Nearpod-Based Digital Teaching Module Containing Sui Wu'u Ngada Local Wisdom to Improve Analytical Thinking Skills
type: item
description: This study addresses the urgent need for interactive and contextual digital learning media that can foster higher-order thinking skills in physics, especially in culturally rich regions such as Ngada Regency, Indonesia. The study aimed to develop and evaluate a Nearpod-based digital teaching module incorporating Sui Wu’u Ngada local wisdom to improve senior high school students’ analytical thinking skills in thermodynamics. Using a research and development (R&D) approach with the ADDIE model (analysis, design, development, implementation, and evaluation), the module was designed with interactive features (e.g., quizzes, drag-and-drop tasks, videos, and local case-based activities) and culturally grounded contexts derived from Sui Wu’u practices. The module was implemented through guided learning with 32 grade XI students at Citra Bakti High School, supported by physics teachers. Data were analyzed using descriptive qualitative and quantitative methods, including expert validation, student response questionnaires, and pretest–posttest assessments of analytical thinking skills. The results showed that the developed module received a “very valid” rating, with an expert mean score of 4.72, and demonstrated “very practical” usability based on student responses (88%), indicating it was engaging, easy to use, and culturally relevant. Effectiveness testing indicated a significant improvement in analytical thinking skills, with an N-gain value of 0.67 (medium–high category). The novelty of this study lies in systematically integrating the specific local wisdom of Sui Wu’u Ngada into an interactive Nearpod digital module for thermodynamics learning, which remains rarely documented in regional physics education contexts. In conclusion, the Nearpod-based Sui Wu’u module is feasible, practical, and effective for improving students’ analytical thinking and contributes to physics education by providing an empirically supported model for culturally responsive, technology-enhanced l…
subject: Articles
  topic: section
subject: analytical thinking
  topic: keywords
subject: local wisdom
  topic: keywords
subject: nearpod module
  topic: keywords
subject: sui wu’u Ngada
  topic: keywords
subject: thermodynamics
  topic: keywords
creator: Afrianus Gelu
creator: Tri Magdalena Wea
creator: Maria Yuliana Kua
creator: Fransiska Anjelina Mola
rights: Copyright (c) 2026 Afrianus Gelu, Tri Magdalena Wea, Maria Yuliana Kua, Fransiska Anjelina Mola https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-22
publication date: 2026-01-22
starting page: 192
ending page: 205
doi: 10.26618/r3wyb634

Implementation of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations to Improve Motivation and Cognitive Learning Outcomes
type: item
description: Physics learning in schools often remains dominated by conventional methods, resulting in low student motivation and suboptimal cognitive learning outcomes, particularly when abstract concepts are taught without adequate support for practicum. This condition becomes more challenging in schools with limited laboratory facilities. This study aimed to examine the implementation of discovery-learning-based student worksheets assisted by PhET Interactive Simulations and to determine their effects on students’ learning motivation and cognitive learning outcomes in physics, particularly in the direct current electricity material. This study employed a quasi-experimental method with a pretest-posttest nonequivalent control group design. The research was conducted at Muhammadiyah Senior High School Jayapura and involved 41 students selected through purposive sampling. The instruments used were a learning motivation questionnaire and pretest-posttest items measuring cognitive learning outcomes. The data were analyzed using descriptive statistics, N-gain, independent-samples t-test, and MANOVA using SPSS 16.0. The results showed that students who learned with discovery-learning-based student worksheets assisted by PhET interactive simulations had higher motivation and better cognitive learning outcomes than those who learned with textbook-based worksheets. The independent-samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference in learning motivation between the two groups. In addition, the MANOVA yielded a p-value of 0.000 < 0.005, indicating a significant difference in both motivation and cognitive learning outcomes. The novelty of this study lies in the integrated use of discovery-learning-based student worksheets and PhET interactive simulations to simultaneously enhance student motivation and cognitive achievement in physics. In conclusion, this approach is effective in fostering active, interactive, and meaningful learning while als…
subject: Articles
  topic: section
subject: cognitive outcomes
  topic: keywords
subject: discovery learning
  topic: keywords
subject: learning motivation
  topic: keywords
subject: PhET simulation
  topic: keywords
subject: student worksheets
  topic: keywords
creator: Siti Hajar
creator: Adeline Silaban
creator: Umi Purnama
creator: Nur Ilmi Shaqinah
creator: Mawardi Jalil Masri
creator: Muhammad Akbar
rights: Copyright (c) 2026 Siti Hajar, Adeline Silaban, Umi Purnama, Nur Ilmi Shaqinah, Mawardi Jalil Masri, Muhammad Akbar https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-04
publication date: 2026-05-04
starting page: 263
ending page: 276
doi: 10.26618/6z54t388

Optimization of Project-Based Learning with Inquiry Approach in Rotational Dynamics Study
type: item
description: Rotational dynamics is frequently taught as an abstract, equation-centered topic, which can reduce engagement and hinder the growth of inquiry and process skills. This study aimed to optimize project-based learning (PjBL) through an open-inquiry approach to improve students’ learning outcomes, classroom activity, and science process skills in rotational dynamics. A quasi-experimental nonequivalent control-group design was conducted at MAN 2 Kepulauan Meranti with 55 eleventh-grade students (experimental n=26; control n=29). The experimental class learned through PjBL integrated with open inquiry by designing and building a mini gear-based machine prototype from recycled cardboard as an investigative medium, while the control class received conventional instruction. Data were gathered using pretest–posttest cognitive tests, classroom activity observations, science process skills rubrics, and student response questionnaires. The experimental class demonstrated higher overall activity (75%) than the control class (57%). Student responses indicated the intervention was enjoyable (77%) and helped understanding (69%). Science process skills in the experimental class were rated good, with strong performance in using tools/materials and communicating results (mean score 4.0 each), and adequate performance in project design (3.2), conducting experiments (3.0), interpreting data (3.0), and reporting. Cognitive achievement also improved: the experimental class reached a higher posttest mean (79.6) than the control class (73.9) and a higher normalized gain (N-gain=0.74 vs 0.67). The novelty of this study lies in a low-cost, scalable PjBL–open inquiry sequence that leverages recycled materials to produce tangible prototypes that make rotational concepts observable and testable. In conclusion, optimizing PjBL with open inquiry can enhance engagement, process skills, and conceptual mastery, offering a practical contribution to physics education for more meaningful and skills-orien…
subject: Articles
  topic: section
subject: open inquiry
  topic: keywords
subject: physics education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: rotational dynamics
  topic: keywords
subject: science process skills
  topic: keywords
creator: Syahril
creator: Ersa Desmelinda
rights: Copyright (c) 2026 Syahril, Ersa Desmelinda https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-24
publication date: 2026-01-24
starting page: 172
ending page: 191
doi: 10.26618/qpby3n73

Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics
type: item
description: The rapid advancement of digital technology demands creative, contextual, and sustainability-aligned physics learning. However, high school physics instruction, particularly on renewable energy topics, remains largely conventional and relies on static media, limiting students’ opportunities to develop creative thinking skills. This study aimed to analyze students’ creative thinking skills and learning needs, providing an empirical foundation for the development of contextual, interactive digital physics teaching materials on renewable energy. A descriptive quantitative research design was employed, supported by qualitative data from the teachers’ interviews. The participants consisted of 266 tenth-grade students and three physics teachers from three public senior high schools in Tebo Regency, Indonesia. Data were collected using a 32-item learning-needs questionnaire, a creative thinking skills test based on fluency, flexibility, originality, and elaboration indicators, and semi-structured interviews with teachers. Quantitative data were analyzed using descriptive statistics, and qualitative data were examined through thematic analysis. The results indicate that teacher-centered practices, with limited use of interactive digital media, still dominate physics instruction. Students demonstrated a high demand for contextual, problem-based, and digital learning environments, with an overall learning needs mean score of 82.5%. However, students’ creative thinking skills were generally low, with an average score of 41.8%, particularly in fluency, flexibility, and originality, while elaboration emerged as the relatively strongest indicator. The novelty of this study lies in integrating students’ creative thinking profiles with their learning needs and classroom practices to provide an empirical basis for the instructional design. The findings indicate a significant gap between students’ learning needs and current instructional practices, underscoring the need to develop co…
subject: Articles
  topic: section
subject: creative thinking skills
  topic: keywords
subject: digital teaching materials
  topic: keywords
subject: renewable energy
  topic: keywords
subject: contextual physics learning
  topic: keywords
subject: secondary school
  topic: keywords
creator: Suci Rizki
creator: Pakhrur Razi
creator: Fatni Mufit
creator: Fuja Novitra
rights: Copyright (c) 2026 Suci Rizki, Pakhrur Razi, Fatni Mufit, Fuja Novitra https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-10
publication date: 2026-01-10
starting page: 38
ending page: 52
doi: 10.26618/g9jhh304

Bridging Local Wisdom and Science Literacy: Development of a Physics Companion Book to Support SDG 4 in Secondary Education
type: item
description: The development of scientific literacy has become a central goal of physics education in the twenty-first century, particularly in response to persistent gaps in students’ ability to apply scientific knowledge to real-life contexts. In Indonesia, students’ scientific literacy remains below international benchmarks, highlighting the urgency of developing contextual and culturally relevant learning resources. The purpose of this study is to develop a physics companion book based on Takalar local wisdom to enhance senior high school students’ scientific literacy and support the achievement of Sustainable Development Goal 4 (Quality Education). The study employed the Plomp development model, consisting of three main phases: preliminary research, prototyping, and assessment. The preliminary phase involved a needs analysis and a curriculum study to identify opportunities to integrate local culture into physics learning. Experts in content, media, and language designed and validated the book during the prototyping phase. The assessment phase tested the practicality and effectiveness of the book through a limited trial with 95 senior high school students in Takalar. Data were collected using validation sheets, scientific literacy tests, and student response questionnaires. Results indicated a high level of validity (Gregory index V = 1.00) and very positive student responses (77%). Empirical findings show an improvement in students’ scientific literacy, with the majority reaching moderate (66%) to adequate levels after implementation. The novelty of this study lies in the systematic integration of local wisdom into a physics companion book using a comprehensive development model, accompanied by empirical evaluation of scientific literacy outcomes and explicit alignment with SDG 4. This research is expected to make a real contribution to the provision of valid, practical, and effective teaching materials to strengthen science literacy, 21st-century skills, and the achievemen…
subject: Articles
  topic: section
subject: cultural-based learning
  topic: keywords
subject: local wisdom
  topic: keywords
subject: physics education
  topic: keywords
subject: scientific literacy
  topic: keywords
subject: SDG 4
  topic: keywords
creator: Muhammad Taqwin
creator: Sitti Mania
creator: Andi Achruh
creator: Muhammad Nur Akbar Rasyid
rights: Copyright (c) 2026 Muhammad Taqwin, Sitti Mania, Andi Achruh, Muhammad Nur Akbar Rasyid https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-08
publication date: 2026-01-08
starting page: 21
ending page: 37
doi: 10.26618/8y7qmm98

Validity and Reliability of Science Literacy Assessment Instruments for Measuring Science Competencies in the Context of PISA 2025 using the Rasch Model
type: item
description: Science literacy is a key competency for preparing students to reason scientifically, interpret evidence, and make informed decisions in real-world contexts. Yet Indonesian students’ performance in international assessments remains below the OECD average, underscoring the urgent need for assessment tools aligned with global standards. This study aimed to develop and validate a PISA 2025–oriented science literacy assessment instrument to support the measurement of senior high school students’ competencies in scientifically explaining phenomena; constructing and evaluating investigation designs; critically interpreting data and evidence; and researching, evaluating, and using scientific information for decision-making and action. Using a research and development approach with the 4-D model, ten context-rich essay items and an analytic scoring rubric (levels 1–4) were produced. Content validity was examined by three experts using Aiken’s V, and empirical validation was conducted with 50 Year 11 students from two senior high schools in Langsa City using the Rasch Model (Winstep). The instrument demonstrated strong content validity (Aiken’s V averages: construction = 0.84, relevance = 0.89, clarity = 0.90). Rasch results showed that 8 of 10 items met fit criteria, while two items displayed misfit on selected indices but remained positively correlated with the measured construct. Reliability was high (Cronbach’s alpha = 0.85; person reliability = 0.84; item reliability = 0.97), and item difficulty spanned a broad range, enabling discrimination across students’ ability levels. The novelty of this work lies in producing a Rasch-validated, constructed-response instrument explicitly aligned with the revised PISA 2025 science competency structure, including the new competency on evaluating and using scientific information in digital contexts. In conclusion, the instrument is suitable for limited classroom and research use. It provides a practical contribution to physics educat…
subject: Articles
  topic: section
subject: assessment instrument
  topic: keywords
subject: science literacy
  topic: keywords
subject: scientific reasoning
  topic: keywords
subject: PISA 2025
  topic: keywords
subject: rasch model
  topic: keywords
creator: Mentari Darma Putri
creator: Dini Fitria
creator: Nurlaini
creator: Nur Jannah Berutu
rights: Copyright (c) 2026 Mentari Darma Putri, Dini Fitria, Nurlaini, Nur Jannah Berutu https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-20
publication date: 2026-01-20
starting page: 119
ending page: 137
doi: 10.26618/n0sjn231

Analisis Kemampuan Menggunakan Alat Ukur Fisika Dasar I dengan Menggunakan Scientific Approach Pada Mahasiswa Program Studi Pendidikan Fisika Unismuh Makassar
type: item
description: Tujuan umum dari penelitian ini adalah memberikan gambaran kepada dosen Fisika tentang pendekatan-pendekatan sains yang dapat digunakan dalam membantu mahasiswa untuk lebih memahami konsep-konsep Fisika melalui kegiatan laboratorium. Adapun tujuan khusus dalam penelitian ini adalah untuk mengetahui pengaruh Scientific Approach terhadap kemampuan menggunakan alat ukur Fisika Dasar I Mahasiswa Program Studi Pendidikan Fisika Unismuh Makassar. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian pra eksperimen dengan desain penelitian One–Group Pretest–Posttest Design. Penelitian ini akan dilaksanakan di Universitas Muhammadiyah Makassar Sulawesi Selatan. Pengelolaan data pada penelitian ini dilakukan setelah terkumpulnya data, selanjutnya dianalisis secara kuantitatif. Untuk analisis secara kuantitatif digunakan análisis deskriptif yaitu skor rata-rata yang diperoleh dari hasil tes awal dengan hasil tes akhir. Kata kunci: Scientific Approach, kemampuan menggunakan alat ukur Fisika Dasar. The general purpose of this research is to provide an overview to Physics lecturers about science approaches that can be used in helping students to better understand the concepts of Physics through laboratory activities. The specific purpose of this research is to know the influence of Scientific Approach to the ability of using Physics Basic Elementary Instrument I Student of Physics Education Program Unismuh Makassar. The type of research used in this research is pre experimental research with One-Group Pretest-Posttest Design research design. This research will be conducted at Muhammadiyah University of Makassar South Sulawesi. Data management in this research is done after collecting data, then analyzed quantitatively. For the analysis of quantitative descriptive analysis is used that is the average score obtained from the initial test results with the final test results Kata kunci: Scientific Approach, the ability to use the Basic Physics gauge
subject: Articles
  topic: section
creator: Riskawati Riskawati
creator: Andi Arie Andriani
rights: Copyright (c) 2018 Jurnal Pendidikan Fisika
date: 2018-03-13
publication date: 2018-03-13
starting page: 79
ending page: 91
doi: 10.26618/jpf.v6i1.1069

Peningkatan Hasil Belajar Fisika Melalui Metode Eksperimen Pada Peserta Didik kelas X SMA Negeri 12 Makassar
type: item
description: Penelitian ini disusun dalam Penelitian Tindakan Kelas (Classroom Action Reseach) yang bertujuan untuk meningkatkan hasil belajar Fisika materi alat-alat ukur dengan menerapkan metode eksperimen. Subjek penelitian ini adalah peserta didik kelas X MIA2 SMA Negeri 12 Makassar semester ganjil tahun pelajaran 2016/2017 dengan jumlah peserta didik sebanyak 33 orang yang terdiri atas 16 orang peserta didik laki-laki dan 17 orang peserta didik perempuan. Pengambilan data dilaksanakan dengan menggunakan tes hasil belajar, data hasil belajar yang terkumpul dianalisis dengan menggunakan analisis kuantitatif dan data hasil observasi dianalisis dengan analisis kualitatif.Adapun perubahan-perubahan tersebut adalah pada siklus pertama ini persentase kehadiran peserta didik mengalami peningkatan dari siklus I sampai siklus II. Pada siklus I rata-rata kehadiran peserta didik pada setiap pertemuan sebesar 90,9% dan meningkat menjadi 100% pada siklus II. Persentase peserta didik yang hadir pada saat proses pembelajaran dari siklus I sampai siklus II semakin meningkat. Pada siklus I peserta didik yang hadir pada saat pembelajaran sebanyak 28,6% dan pada siklus II meningkat menjadi 32,3%. Persentase peserta didik yang memperhatikan penjelasan guru juga meningkat dari siklus I dan siklus II. Pada siklus I peserta didik yang memperhatikan penjelasan guru sebanyak 17,6% dan meningkat pada siklus II menjadi 30,6%. Peserta didik yang aktif mengamati apa yang terjadi pada setiap percobaan yang dilakukan guru dengan mengikuti langkah-langkah yang telah dijelaskan hanya 17,6% pada siklus I dan mengalami peningkatan menjadi 29,3% pada siklus II. Pada siklus I peserta didik yang aktif melakukan diskusi sebanyak 11,6% meningkat pada siklus II menjadi 19,6%. Pada siklus I peserta didik yang mengajukan pertanyaan sebanyak 12,6% meningkat pada siklus II menjadi 17%. Pada siklus I peserta didik yang menjawab pertanyaan sebanyak 11% pada sikus II meningkat menjadi 19,3%.Dari hasil penelitian ini dapat…
subject: Articles
  topic: section
creator: Masriana Masriana
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-09-17
publication date: 2017-09-17
starting page: 327
ending page: 339
doi: 10.26618/jpf.v5i3.852

Using STEM-Based 3D-Multimedia to Improve Students' Critical Thinking Skills in Uniform Circular Motion
type: item
description: Students' low critical thinking skills are an obstacle in learning uniform circular motion. The aim of the study was to describe the effect of using STEM-based 3D-multimedia in improving the critical thinking skills of students from the northern coast of Java in uniform circular motion material. This research is a pre-experimental with a one-group pre-test post-test design. The research sample was 26 students of class X-IPA MA Hasyimiyah Bancar. The treatment of the samples was carried out by using STEM-based 3D-multimedia during four face-to-face lessons in class. The results show that the students' critical thinking skills improved by 56,1% after the implementation of the STEM-based 3D multimedia. This quantitative result is proven by critical thinking skills indicators that can be identified in the students' critical thinking skills test answers. Therefore, it can be concluded that the use of STEM-based 3D-multimedia enhanced the students' critical thinking skills in uniform circular motion quite significantly.
subject: Articles
  topic: section
subject: 3D-multimedia
  topic: keywords
subject: critical thinking skills
  topic: keywords
subject: STEM
  topic: keywords
subject: uniform circular motion
  topic: keywords
subject: Science education
  topic: disciplines
creator: Faizuna Roudhotin Nurilma
creator: Edi Supriana
creator: Markus Diantoro
rights: Copyright (c) 2023 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2023-04-28
publication date: 2023-04-28
starting page: 193
ending page: 201
doi: 10.26618/jpf.v11i2.10785

The Effect of Scientific Literacy Approach with Discovery Learning Model toward Physics Concepts Understanding
type: item
description: Scientific literacy is essential in our modern society today due to many problems related to science and technology. This study aims to determine the effect of the scientific literacy approach using the discovery learning model on students' understanding of physics concepts. The method of this research is a true experimental research using post-tests only control group design. This research was conducted at SMA Negeri 1 Watubangga. The sample of this study consisted of two classes, namely the experimental class, which was taught with scientific literacy approach using the discovery learning model, and the control class which was taught by using the direct learning model. Sampling was carried out using a random sampling technique so that class X1 was chosen as the experimental class and X2 as the control class. The data analysis technique used was descriptive and inferential analysis. The results showed that students' understanding of physics concepts in the experimental class is in a good category while in the control class is in the medium category. The inferential test shows t-count > t-table (6.85 > 1.98). This means that there is a significant difference in understanding of physics concept between the experimental and control group. This study concludes that the use of a scientific literacy approach with a discovery learning model has an effect on students' understanding of physics concepts.
subject: Articles
  topic: section
subject: discovery learning model
  topic: keywords
subject: physics concepts understanding
  topic: keywords
subject: scientific literacy approach
  topic: keywords
subject: Science Education
  topic: disciplines
subject: Physics Education
  topic: disciplines
creator: I Gede Purwana Edi Saputra
creator: Luh Sukariasih
creator: La Ode Nursalam
creator: Susilo Sudarman Desa
rights: Copyright (c) 2022 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2022-04-28
publication date: 2022-04-28
starting page: 144
ending page: 153
doi: 10.26618/jpf.v10i2.7769

Upaya Meningkatkan Hasil Belajar Fisika Peserta Didik Melalui Model Pembelajaran Example Non Example Di Kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru
type: item
description: Masalah utama dalam penelitian ini yaitu bagaimana menerapkan model pembelajaran Example Non Example untuk meningkatakan hasil belajar fisika pada peserta didik kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru. Penelitian ini bertujuan untuk meningkatkan hasil belajar fisika peserta didik kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru melalui model pembelajaran Example Non Example. Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research) yang terdiri dari dua siklus dimana setiap siklus dilaksanakan sebanyak tiga kali pertemuan. Prosedur penelitian meliputi perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subjek dalam penelitian ini adalah peserta didik kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru sebanyak 31 orang. Hasil penelitian yang dicapai menunjukkan: (1) pada siklus 1 nilai rata-rata sebesar 68,87 dengan standar deviasi 13,64. Persentase ketuntasan hasil belajar peserta didik sebesar 70,97%; (2) pada siklus 2 nilai rata-rata sebesar 74,68 dengan standar deviasi 8,36. Persentase ketuntasan hasil belajar peserta didik sebesar 80,65%. Dari hasil analisis tersebut menunjukkan bahwa terdapat peningkatan hasil belajar fisika peserta didik kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru sebesar 9,68% setelah diterapkan model pembelajaran Example Non Example dan secara klasikal telah memenuhi KKM. Sehingga model ini dapat dijadikan alternatif dalam proses pembelajaran fisika. Kata kunci: example non example dan hasil belajar fisika The main problem in this research is how to implement learning models example non example to increase the learning outcomes of students of physics in class VIII SMPN 1 Tanete Rilau Kabupaten Barru. This study aims to improve the learning outcomes of students of class VIII physics SMPN 1 Tanete Rilau Kabupaten Barru through learning model example non example. This type of research is a classroom action research (penelitian tindakan kelas) that consists of two cycles where each cycle of meetings held three …
subject: Articles
  topic: section
creator: Asriani Asriani
creator: Muh Tawil
creator: Nurlina Nurlina
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-12
publication date: 2017-01-12
starting page: 136
ending page: 149
doi: 10.26618/jpf.v3i2.261