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: 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
items: KONSTRUKTIVISME PENDIDIKAN MASA DEPAN MELALUI PENDEKATAN PERAN SERTA MASYARAKAT
items: Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa)
items: Optics Learning Transformation through Project-Based Learning: Enhancing Scientific Abilities and Affective Learning Outcomes in Students with the Pinhole Camera Project
items: The Development of Physics E-Module Based on Discovery Learning on Optics Materials in Senior High Schools
items: PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN MOTIVASI, PARTISIPASI DAN HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 1 PANGKAJENE
items: PENGARUH PENGGUNAAN LEMBAR KEGIATAN SISWA TERSTRUKTUR TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI IPA SMA NEGERI 1 POL-UT KABUPATEN TAKALAR
items: Analyzing Asynchronous Online Discussions in Solid-State Physics: Interaction Patterns and Cognitive Presence Among Distance Learners
items: Meta-Analysis: Effect of Using Inquiry Based Learning (IBL) Model on Students’ Competence
items: The Relationship between Students’ Learning Motivation and Learning Outcomes through Guided Discovery Model Assisted Video and Interactive Simulation
items: Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory
items: Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Kooperatif Tipe Think Pair And Share Pada Peserta Didik Kelas VIII SMP Negeri 5 Makassar
items: The Impact of Laboratory Management Module on Students' 4C Competencies in Physics Education
items: The Impact of Augmented Reality Media on High School Students’ Critical Thinking Skills in Physics
items: Enhancing Cognitive and Argumentation Skills through Integration of Argument-Driven Inquiry and the Scientific Method in Physics Education
items: Profiles of Science Reasoning from Lawson’s Perspective: A Comparative Study of Gender, School Location, and Practicum Experience
items: The Use of STEM Integrated Project-Based Learning Media Assisted by TikTok Application to Improve Students’ Creative Thinking Skills
items: Exploring the Role of Digital Literacy as a Predictor of Self-Regulated Learning in Physics Education
items: Enhancing Self-Regulated Learning and Conceptual Understanding through a TPACK-Based Physics E-Module on Momentum and Impulse
items: Phys’AR as a Learning Innovation: Strengthening Critical Thinking and Argumentation Skills in Applied Physics
items: Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications
items: Development of Project-Based Learning Materials for Basic Physics to Enhance Students' Critical Thinking Skills
items: Integration of PBL-Based E-Modules in Physics Education: Improving Problem-Solving Skills on Static Fluid Concept
items: Development of STEM-Based Student Worksheets through a Fly Repellent Project to Foster Students' Creative Thinking
items: Analysis of the Impact of Contextual Teaching and Learning Integrated with Quizizz on High School Students’ Learning Outcomes
items: Mapping the Evolution of Tiered Diagnostic Instruments for Identifying Students’ Misconceptions in Physics: A Systematic Review of Indonesian Research (2015–2025)

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

KONSTRUKTIVISME PENDIDIKAN MASA DEPAN MELALUI PENDEKATAN PERAN SERTA MASYARAKAT
type: item
description: Pendidikan di masa depan lebih menggunakan model Pembelajaran Konstruktivisme dengan Pendekatan trend kebutuhan masyarakat, dan strategi yang digunakan leraning community problem solving, dimana arena atau wahana yang digunakan adalah dengan software tertentu yaitu : Fiture board (Wahana atau arena) untuk sharing informasi, show case, dan ekspositori( paparan dan penjelasan dilakukan oleh berbagai siswa dalam komunitas belajar) argumentasi dalam upaya penyelesaian suatu masalah, maka terbentuklah brain storeming (bursa ide), yang akan digunakan untuk tujuan tertentu. Kata Kunci: Kontruktivisme, leraning community problem solving, Fiture board, show case, ekspositori, Teknologi Informasi. Education in the future is to use the model Constructivist Learning Approach trends with the needs of society, and the strategies used leraning community problem solving, where the arena or the vehicle is used with certain software are: Feature board (rides or arena) for sharing information, show case, and expository (exposure and explanations made by various students in the learning community) argument in an attempt to settle a problem, then formed brain storeming (exchange of ideas), to be used for specific purposes. Keywords: constructivism, leraning community problem solving, Feature board, show case, expository
subject: Articles
  topic: section
creator: Maruf Maruf
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-05
publication date: 2017-01-05
starting page: 49
ending page: 54
doi: 10.26618/jpf.v1i1.188

Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa)
type: item
description: Penelitian ini adalah penelitian tindakan kelas (Clasroom Action Research), yang meliputi perencanaan, tindakan, observasi dan refleksi. Tindakan dilakukan untuk meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika melalui pembelajaran kontekstual yang dilaksanakan dalam dua siklus.Penelitian dilaksanakan di SMP Negeri 3 Sungguminasa kelas VIIIc. Analisis data yang digunakan adalah analisis deskriptif dengan menghitung rata-rata kelas, ketuntasan belajar individu dan ketuntasan belajar klasikal. Hasil analisis deskriptif dikelompokkan ke dalam kategori sangat rendah, rendah, sedang, tinggi, dan sangat tinggi, dengan mengacu pada tabel distribusi frekuensi.Pengambilan data penelitian dilakukan dengan menggunakan lembar pengamatan aktivitas peserta didik, kuesioner kreativitas dan tes hasil belajar fisika. Dari hasil penelitian ini diperoleh data bahwa, aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik meningkat. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa dengan penerapan pembelajaran kontekstual dalam proses pembelajaran dapat meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik kelas VIII. c SMP Negeri 3 Sungguminasa. Kata kunci: Kreativitas, Hasil Belajar, Kontekstual Outcomes through Contextual Learning (supervised by Muhammad Sidin Ali and Aisyah Azis) This study was a classroom action research which covered the planning, action, observation, and reflection. Action was conducted to improve learnin activity, creativity, and Physics learning outcome thorugh contextual learning whicho was conducted in two cycles. The study was conducted in grade VIIIc at SMPN 3 Sungguminasa. Data analysis employed in this study was descriptive analysis by finding the mean score of the class, individual learning mastery, and classical learning mastery. The result of descriptive analysis was grouped in the categories of extremely low, low, fair, hihg, and extremely high which referred to frequency distribu…
subject: Articles
  topic: section
creator: Tri Hastiti Fiskawarni
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-17
publication date: 2017-01-17
starting page: 21
ending page: 39
doi: 10.26618/jpf.v4i1.297

Optics Learning Transformation through Project-Based Learning: Enhancing Scientific Abilities and Affective Learning Outcomes in Students with the Pinhole Camera Project
type: item
description: In physics education, the topic of optics requires a thorough and detailed understanding due to its challenging and intangible nature. To help students learn physics through practice, it is necessary to enhance their scientific abilities. Additionally, learning outcomes serve as a benchmark for success in education. In this context, project-based learning is chosen as the instructional model for presenting optics material in the classroom, since several studies have found this model to be effective in teaching. This research aims to measure the improvement of scientific abilities and affective learning outcomes of students in the field of physics, specifically the topic of optics. The quasi-experimental design method was employed in this study. The research sample comprised 11th-grade science students divided into two groups: the control group using which employed an inquiry-based learning model and the experimental group which utilized a combination of inquiry-based learning and project-based learning. The final project for the applied teaching model involved a pinhole camera. Data was gathered using observation sheets and questionnaires and subsequently analyzed using non-parametric tests (Mann-Whitney U and Wilcoxon). The data analysis results revealed a significant value (<0.001), demonstrating that the project-based learning model effectively enhanced students’ scientific abilities and affective learning outcomes, highlighting marked improvements in the experimental class compared to the control class. Additionally, the project-based learning model proved effective in engaging students actively, creating a more effective and interactive learning experience. Students also expressed greater interest in physics, as lessons incorporated practical activities rather than solely focusing on theoretical concepts.
subject: Articles
  topic: section
subject: learning outcomes
  topic: keywords
subject: optics
  topic: keywords
subject: pinhole camera
  topic: keywords
subject: project-based learning
  topic: keywords
subject: scientific abilities
  topic: keywords
subject: Physics Learning
  topic: disciplines
subject: Physics education
  topic: disciplines
creator: Nur Fadilah
creator: Ai Nurlaela
creator: Dzikri Rahmat Romadhon
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-01-17
publication date: 2025-01-17
starting page: 131
ending page: 140
doi: 10.26618/jpf.v12i3.15358

The Development of Physics E-Module Based on Discovery Learning on Optics Materials in Senior High Schools
type: item
description: This study aims to develop a physics e-module based on discovery learning that is valid, practical, and effective for high school students. The type of research used was research and development (R&D) with 4-D model research procedures, namely define, design, develop, and disseminate. The participants in this study were 36 students of class XI IPA 1 SMAN 12 Padang. In this study, the initial analysis of the questionnaire was carried out. The data obtained were then analyzed to determine the validity, practicality, and effectiveness of the e-module developed. To assess the validity of the module, two material experts and one media expert were involved, while to find out the practicality level, 36 students and one physics teacher were given their evaluation. Furthermore, the effectiveness of the module was assessed using the N-Gain calculation. The results show that the validation score was 85.46% (very valid category), while the practicality test scored 94.11 percent (very practical category). Meanwhile, the effect of the physics e-module is also quite significant, with the results of the t-test 20.02 >1.68957 and the N-gain calculation producing a score of 0.71. These indicate that the physics e-modules based on discovery learning that has been developed are categorized as very valid, very practical, and effective. Therefore, the use of the discovery learning-based physics e-module is appropriate to improve students' conceptual understanding.
subject: Articles
  topic: section
subject: discovery learning
  topic: keywords
subject: e-module
  topic: keywords
subject: optics
  topic: keywords
subject: research and development
  topic: keywords
subject: Physics Education
  topic: disciplines
creator: Ghadzia Ghadzia
creator: Husna Husna
creator: Iing Rika Yanti
rights: Copyright (c) 2023 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2023-04-27
publication date: 2023-04-27
starting page: 161
ending page: 172
doi: 10.26618/jpf.v11i2.8329

PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN MOTIVASI, PARTISIPASI DAN HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 1 PANGKAJENE
type: item
description: Penelitian ini bertujuan untuk : (1) memperoleh profil perangkat penilaian autentik yang valid, efektif dan reliabel (2) mengetahui peningkatan motivasi belajar siswa dengan mengunakan perangkat penilaian autentik (3) mengetahui peningkatan partisipasi siswa dengan mengunakan perangkat penilaian autentik (4) mengetahui peningkatan hasil belajar siswa. Penelitian ini adalah penelitian pengembangan (Research and Development) sedangkan rancangan pengembangannya mengunakan model 4-D yang dimodifikasi. Siswa yang menjadi subyek penelitian adalah siswa kelas X.2 sebanyak 30 siswa di SMA Negeri 1 Pangkajene. Pengumpulan data penelitian dilakukan melalui lembar angket motivasi, lembar observasi partisipasi dan tes hasil belajar kemudian data dianalisis dengan mengunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa perangkat penilaian autentik yang dikembangkan meliputi tes kinerja, jurnal siswa dan LKS setelah dilakukan validasi ahli dan uji coba terbatas, maka perangkat penilaian autentik ini dinyatakan valid, praktis dan reliabel, sehingga layak untuk digunakan dalam pembelajaran fisika khususnya pada materi Suhu dan Kalor. Dengan kesimpulan a) profil perangkat penialain autentik yang valid, praktis dan reliabel, b) perangkat penilaian autentik meningkatkan motivasi belajar siswa , c) perangkat penilaian autentik meningkatkan partisipasi siswa, d) perangkat penilaian autentik meningkatkan hasil belajar siswa. Hasil deskriptif penelitian menunjukkan bahwa keterlaksanaan perangkat penilaian autentik baik dan berada pada kategori terlaksana seluruhnya dengan peningkatan motivasi belajar siswa 18,95%, partisipasi siswa meningkat sebesar 26,67% dan hasil belajar siswa 16,56%. Oleh karena itu disarankan ada penelitian yang relevan dengan penelitian ini dengan menambah penilaia diri (self- asessesment) dan mengunakan penilaian autentik sebagai penilaian alternatif bagi guru yang profesional. Kata kunci: Penilaian Autentik, Pembelajaran Fisika, Motivasi, Partisipasi, H…
subject: Articles
  topic: section
creator: Maruf Maruf
creator: Andi Lenny Rahim
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-06
publication date: 2017-01-06
starting page: 252
ending page: 263
doi: 10.26618/jpf.v1i3.211

PENGARUH PENGGUNAAN LEMBAR KEGIATAN SISWA TERSTRUKTUR TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI IPA SMA NEGERI 1 POL-UT KABUPATEN TAKALAR
type: item
description: Penelitian ini merupakan penelitian True-Eksperimenyang melibatkan dua kelas, desain yang digunakan dalam penelitian ini adalah Post Test Only Control Group design, yang dilaksanakan di SMA Negeri 1 Pol-ut Kab. Takalar bertujuan untuk mengetahui hasil belajar fisika peserta didik. Sampel dalam penelitian ini yaitu peserta didik kelas XIIPA 1 dan XI IPA 2 SMA Negeri 1 Pol-ut (Polombangkeng Utara) Kabupaten. Takalar tahun ajaran 2012/2013 dengan jumlah 32 peserta didik ditentukan secara acak dengan pertimbangan kelas XI homogen. Hasil analisis deskriptif menunjukkan skor rata-rata hasil belajar fisika peserta didik kelas XI IPA 1 SMA Negeri 1 Pol-ut Kab. Takalar yang diajar dengan menggunakan lembar kegiatan siswa terstruktur sebesar 11,87 dengan standar deviasi sebesar 2,25 dan skor rata-rata hasil belajar fisika kelas XI IPA 2 SMA Negeri 1 Pol-ut Kab. Takalar yang diajar tanpa menggunakan lembar kegiatan siswa terstruktur 10,00 dengan standar deviasi sebesar 3,53. Dapat disimpulkan bahwa terdapat pengaruh terhadap hasil belajar fisika peserta didik yang diajar denganmenggunakan lembar kegiatan siswa tertruktur berada pada kategori “tinggi”. Kata kunci : Penelitian True Eksperimen, Pengaruh Penggunaan Lembar Kegiatan Siswa Terstruktur, hasil belajar. This study is a True-Eksperimenyang involves two classes, the design used in this research was Post Test Only Control Group design, which was conducted in SMA Negeri 1 Pol-ut Kab. Takalar aims to determine the physics learning outcomes of students. The sample in this research is the students of class XI IPA 1 and XI IPA 2 SMA Negeri 1 Pol-ut (Polombangkeng North) District. Takalar 2012/2013 academic year with the number of 32 students randomly determined by considerations of class XI homogeneous. Descriptive analysis showed an average score of physics learning outcomes of students of class XI IPA 1 SMA Negeri 1 Pol-ut Kab. Takalar taught using student activity sheet structured at 11.87 with a standard deviation of 2.25 a…
subject: Articles
  topic: section
creator: Sri Kundi
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-06
publication date: 2017-01-06
starting page: 219
ending page: 225
doi: 10.26618/jpf.v1i3.207

Analyzing Asynchronous Online Discussions in Solid-State Physics: Interaction Patterns and Cognitive Presence Among Distance Learners
type: item
description: The increasing adoption of online learning in higher education has placed asynchronous discussion forums at the center of teaching and learning, particularly in open and distance learning contexts where student engagement and collaborative inquiry are crucial. In physics education, however, fostering deep conceptual understanding through asynchronous communication remains challenging, as participation often tends to be surface-level and tutor-centered. This study aimed to analyze participation patterns, levels of cognitive presence, and their relationship to student performance in a Solid-State Physics course at Universitas Terbuka, Indonesia. Employing a descriptive case study design, the research collected data from learning management system logs, forum transcripts, tutor feedback, and assignment scores. Cognitive presence was coded using the Community of Inquiry framework, intercoder reliability was established with Cohen’s kappa (κ = 0.88), and interaction structures were visualized using social network analysis. The results revealed that students frequently viewed the forums but contributed relatively few postings, indicating widespread passive participation. Most contributions were concentrated at the triggering and exploration phases, with only about 15% reaching integration or resolution. Interaction maps confirmed a strongly tutor-centered pattern, with minimal peer-to-peer exchanges, while comparison of participation and assignment data showed that more active contributors achieved higher performance. These findings underscore the limited depth of engagement in asynchronous forums but also highlight their potential to support learning when students participate meaningfully. The novelty of this study lies in its triangulated methodology and its focus on physics education in an open and distance learning context. The study contributes empirical evidence for improving asynchronous forum design and facilitation to foster higher-order engagement in physics lea…
subject: Articles
  topic: section
subject: asynchronous online discussion
  topic: keywords
subject: cognitive presence
  topic: keywords
subject: open and distance learning
  topic: keywords
subject: physics education
  topic: keywords
subject: social network analysis
  topic: keywords
subject: Physics learning
  topic: disciplines
subject: Physics learning strategies
  topic: disciplines
creator: Widiasih
creator: Arisona
creator: Dwikoranto
creator: Rahmawati
creator: Ismail
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 572
ending page: 585
doi: 10.26618/tpnr8c83

Meta-Analysis: Effect of Using Inquiry Based Learning (IBL) Model on Students’ Competence
type: item
description: The development of science and technology has led to a process of change in all aspects of education which includes students’ competencies such as attitudes, knowledge, and skills. However, in reality schools students tend to be disinterested when conventional learning like lecture method is carried out, the level of curiosity or research on students is still low, and students are not accustomed to learning independently or exploring new information about a theory. This study aims to determine the effect of Inquiry Based Learning on the students’ competence. This type of research is meta-analysis conducted by summarizing, reviewing and analyzing data from several previous studies. The research sample consisted of 22 articles taken from journals that already had an ISSN. The data analysis technique used in this study is calculating the effect size of each article. Based on the research results, two conclusions were drawn. First, viewed from educational level, Inquiry Based Learning is more effectively applied at the high school level particularly to enhance students’ attitudes and knowledge competencies with an effect size of 2.47 and 1.45, respectively; when concerning skill competency, IBL is more effective to be used at the tertiary level with an effect size of 2.19. Second, the Inquiry Based Learning is more suitable to be used in physics subjects, especially to develop attitude and knowledge competencies, with an effect size of 2.47 and 1.30, respectively; while skill competency is more effectively implemented to teach biochemistry subjects with an effect size of 2.19.
subject: Articles
  topic: section
subject: effect size
  topic: keywords
subject: inquiry based learning
  topic: keywords
subject: student competence
  topic: keywords
subject: Natural Science
  topic: disciplines
creator: Prima Nora Ananda
creator: Usmeldi Usmeldi
rights: Copyright (c) 2023 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2023-01-31
publication date: 2023-01-31
starting page: 86
ending page: 102
doi: 10.26618/jpf.v11i1.9802

The Relationship between Students’ Learning Motivation and Learning Outcomes through Guided Discovery Model Assisted Video and Interactive Simulation
type: item
description: This study aims to (1) implement the Guided Discovery Learning Model Assisted Video and Interactive Simulation (GDM-VIS) in physics learning on the concept of statistical fluids; (2) identify the relationship between students’ motivation and learning outcomes. This research is a pre-experimental research employing One Shoot Case Study design. The learning model and instruments that have been developed were used in a class of 38 students before the distance learning was applied. The data of learning motivation were obtained through motivation questionnaire, while learning outcome data were obtained by means of a conceptual understanding test instrument. To see whether there is a correlation between students’ motivation and learning outcomes, the Bivariate Pearson analysis with SPSS was used. Based on the results of the analysis, the value obtained based on the value or relationship (R) was 0.613. Furthermore, the coefficient of determination (R Square) was 0.375, meaning that the effect of learning motivation with the application of GDM-VIS toward concept understanding is 37.5%. Based on the Output Coefficients, decision making in a simple regression test, and based on the significance value of the Coefficients table, it was obtained that the significance value was 0.00 <0.05, which means that the application of the Guided Discovery Learning Model Assisted with Video and Interactive Simulation affects the students’ concept understanding. This study implies that the learning using simulations with systematic stages can improve the quality of learning.
subject: Articles
  topic: section
subject: GDM-VIS
  topic: keywords
subject: Learning Motivation
  topic: keywords
subject: Understanding Concepts
  topic: keywords
creator: Ifa Safira
creator: Abdul Wahid
creator: Sri Rahmadhanningsih
creator: Nurhayati Nurhayati
creator: Ahmad Suryadi
creator: Ahmad Swandi
rights: Copyright (c) 2021 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2021-04-30
publication date: 2021-04-30
starting page: 145
ending page: 153
doi: 10.26618/jpf.v9i2.5107

Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory
type: item
description: Identification has been carried out to get an overview of the student's Level conceptual change of K-11 student on the hydrostatic pressure concept using Virtual Conceptual Change Laboratory (VCCLab). The VCCLab was created to accomplish the conceptual change level of students’ construction and reconstruction. This investigation aimed to decide the degree of students’ applied change identified in the concept of hydrostatic pressure by involving in VCCLab activities. The strategy utilized was a quantitative enlightening technique which was conducted on a day and a half at class XI-one of the senior high school in West Java Province. The level of students’ conceptual change was identified by using a diagnostic test in the Four - tier test (FTT) format and the results of the students’ worksheets were analyzed based on the guidelines for determining the level of conceptual change. Conceptual change level consists of 1) Scientific conception from the beginning (SCFB); 2) Static (S); 3) Reconstruction (R); 4) Construction (C); and 5) Disorientation (D). The results of the research with VCCLab showed that level 1) scientific conception from the beginning (SCFB) is around 11.1%; 2) Static (S) is around 5.55%; 3) Reconstruction (R) is around 66,7%; 4) Construction (K) is around 16,7% and Disorientation (D) is 0%. In line with the results obtained, it is known that VCCLab can remediate missconception and reach the degree of calculated change in students’ construction and reconstruction.
subject: Articles
  topic: section
subject: Level of Conceptual Change
  topic: keywords
subject: Physics Experiment
  topic: keywords
subject: Remediation Misconception
  topic: keywords
subject: VCCLab Model
  topic: keywords
subject: Science Education
  topic: disciplines
creator: Yunina Surtiana
creator: Andi Suhandi
creator: Achmad Samsudin
creator: Parsaoran Siaahan
creator: Wawan Setiawan
rights: Copyright (c) 2021 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2021-04-30
publication date: 2021-04-30
starting page: 154
ending page: 164
doi: 10.26618/jpf.v9i2.5027

Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Kooperatif Tipe Think Pair And Share Pada Peserta Didik Kelas VIII SMP Negeri 5 Makassar
type: item
description: Rumusan masalah dalam penelitian ini adalah Bagaimanakah peningkatan hasil belajar IPA melalui model pembelajaran kooperatif tipe Think Pair Share pada peserta didik kelas VIII SMP Negeri 5 Makassar. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPA melalui penerapan model pembelajaran kooperatif tipe TPS pada peserta didik kelas VIII SMP Negeri 5 Makassar. Pendekatan yang digunakan adalah pendekatan kualitatif dan jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan sebanyak dua siklus dan setiap siklus disajikan dua kali pertemuan. Setiap siklus melalui 4 tahap yaitu tahap perencanaan, tahap pelaksanaan, tahap observasi dan tahap refleksi. Fokus penelitian ini adalah penerapan model pembelajaran kooperatif tipe Think Pair and Share dan hasil belajar peserta didik. Dalam kegiatan pelaksanaan ini, peneliti bertindak sebagai guru yang mengajar mata pelajaran IPA di kelas VIII dan bertindak sebagai fasilitator serta memberikan petunjuk kepada peserta didik yang mengalami kesulitan dalam pembelajaran. Teknik pengumpulan data dengan menggunakan teknik observasi, tes dan dokumentasi. Teknik analisis data yang digunakan adalah kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pada setiap siklusnya dimana dalam setiap siklus hasil belajar IPA melalui model pembelajaran kooperatif tipe Think Pair and Share mengalami peningkatan yaitu siklus I berada pada kategori Cukup (C) dan pada siklus hasil belajar peserta didik berada pada kategori sangat baik (SB). Kesimpulan dalam penelitian ini adalah bahwa penerapan model pembelajaran kooperatif tipe Think Pair and Share dapat meningkatkan hasil belajar peserta didik pada mata pelajaran IPA peserta didik kelas VIII SMP Negeri 5 Makassar. Kata kunci: Hasil Belajar, Think Pair and Share, Peserta Didik The problem of this research is How the learning outcome IPA through cooperative learning model Think Pair Share learner class VIII SMP Negeri 5 Makassar. This study aims to improve science le…
subject: Articles
  topic: section
creator: Syarifa Mardiyah
rights: Copyright (c) 2017 Jurnal Pendidikan Fisika
date: 2017-01-19
publication date: 2017-01-19
starting page: 25
ending page: 36
doi: 10.26618/jpf.v5i1.338

The Impact of Laboratory Management Module on Students' 4C Competencies in Physics Education
type: item
description: In today’s rapidly changing world, higher education is expected to equip students with the essential skills to thrive in global competition. Among these, the four core (4C) competencies—critical thinking, creativity, communication, and collaboration — are considered fundamental for success. Science laboratories hold great potential to cultivate these skills by providing students with direct, hands-on learning experiences. Yet, the benefits are often limited when laboratory activities are not supported by effective management. To respond to this challenge, this study explored how a laboratory management module influences students’ 4C skills. Using a quantitative survey design, data were collected from 142 undergraduates drawn from a total population of 208, with the sample size determined through the Isaac and Michael table. Two Likert-scale questionnaires measured students’ perceptions of the module and their mastery of the 4C skills. Data analysis employed Structural Equation Modeling with Partial Least Squares (SEM-PLS), enabling rigorous tests of validity, reliability, and causal relationships. The results indicate that the laboratory management module had a significant and positive impact on critical thinking and creativity, but no notable effect on communication and collaboration. This finding highlights the novelty of distinguishing between cognitive and interpersonal outcomes within laboratory management. The study concludes that structured laboratory management can serve as a powerful tool to enhance higher-order thinking, while additional strategies are needed to strengthen communication and teamwork. This study contributes to physics education by providing empirical evidence that structured laboratory management can effectively foster students’ critical and creative thinking skills. It also highlights the need to integrate collaborative and communication-focused strategies into laboratory practices.
subject: Articles
  topic: section
subject: communication skill
  topic: keywords
subject: collaboration skill
  topic: keywords
subject: creative thinking
  topic: keywords
subject: critical thinking
  topic: keywords
subject: laboratory management module
  topic: keywords
creator: Ummiy Fauziyah Laili
creator: Yulianti Yusal
creator: Munifah
creator: Slez Nazy
creator: Dalila Haji Daud
rights: Copyright (c) 2025 Ummiy Fauziyah Laili, Yulianti Yusal, Munifah, Slez Nazy, Dalila Haji Daud https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 444
ending page: 460
doi: 10.26618/p7wvw568

The Impact of Augmented Reality Media on High School Students’ Critical Thinking Skills in Physics
type: item
description: The rapid development of digital technologies has created new opportunities to enhance learning processes in science education, particularly in physics, which is often perceived as abstract and conceptually difficult. Students frequently struggle to interpret invisible phenomena such as electric charges and fields, leading to misconceptions that hinder higher-order thinking skills. In response to this challenge, augmented reality (AR) has emerged as a promising instructional tool capable of visualizing abstract concepts and fostering active engagement. This study aimed to investigate the effect of AR-based learning media on students’ critical thinking skills in high school physics. A quasi-experimental design with a posttest-only nonequivalent control group was employed, involving two intact Grade XII classes: the experimental group (n = 32) received instruction using PyLo-AR, while the control group (n = 33) was taught through conventional methods. Data were collected using a validated essay test that measured four critical thinking indicators: interpretation, analysis, evaluation, and inference. The results of descriptive analysis showed that the experimental group achieved a higher mean score (M = 14.56, SD = 2.03) compared to the control group (M = 12.94, SD = 1.95). Inferential analysis using the independent samples t-test indicated a statistically significant difference between the groups (p = 0.002), confirming the effectiveness of AR-based instruction. The novelty of this research lies in its focus on critical thinking outcomes rather than solely on conceptual understanding or motivation. In conclusion, AR-based media not only improve students’ mastery of abstract physics concepts but also strengthen their critical thinking skills, offering meaningful contributions to the advancement of physics education in the twenty-first century.
subject: Articles
  topic: section
subject: augmented reality
  topic: keywords
subject: critical thinking skills
  topic: keywords
subject: digital learning media
  topic: keywords
subject: electrostatics
  topic: keywords
subject: physics education
  topic: keywords
creator: Muh Iqbal Hasan
creator: Kaharuddin Arafah
creator: Mutahharah Hasyim
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 600
ending page: 613
doi: 10.26618/zsft6997

Enhancing Cognitive and Argumentation Skills through Integration of Argument-Driven Inquiry and the Scientific Method in Physics Education
type: item
description: Developing students’ cognitive abilities and scientific argumentation skills is critical in physics education, yet traditional teacher-centered approaches often fail to achieve these goals. This study investigates the impact of integrating the Argument-Driven Inquiry (ADI) model with the scientific method on students’ conceptual understanding and argumentation quality. A quasi-experimental pretest–posttest control group design was employed involving 64 Grade XI science students from a senior high school in Palu, Indonesia. Participants were assigned to an experimental group (ADI + scientific method) and a control group (ADI only) through a cluster random sampling method. Both groups studied the topic of heat and temperature over three sessions. Cognitive ability was measured using a validated multiple-choice test targeting understanding (C2), application (C3), and analysis (C4), while argumentation skills were assessed using an open-ended test based on Toulmin’s Argument Pattern. Results showed that the experimental group achieved higher normalized gains in cognitive ability (0.65, medium) compared to the control group (0.37, medium), and in argumentation skills (0.76, high) compared to 0.66 (medium). A strong positive correlation (r = 0.61, p < 0.001) was observed between cognitive and argumentation gains, indicating a reciprocal relationship. The novelty of this study lies in embedding scientific method phases into ADI’s discourse structure, producing measurable synergy between conceptual and epistemic outcomes. The findings contribute to physics education by offering an empirically supported instructional model that fosters both content mastery and scientific reasoning, providing a framework for enhancing scientific literacy in secondary classrooms.
subject: Articles
  topic: section
subject: argument-driven inquiry
  topic: keywords
subject: cognitive abilities
  topic: keywords
subject: physics education
  topic: keywords
subject: scientific argumentation skills
  topic: keywords
subject: scientific method
  topic: keywords
subject: Physics Education
  topic: disciplines
creator: Nurjannah Nurjannah
creator: Nurul Kami Sani
creator: Haeruddin Haeruddin
creator: Amiruddin Kade
creator: Andi Ulfah Khuzaimah
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 291
ending page: 307
doi: 10.26618/9h25w918

Profiles of Science Reasoning from Lawson’s Perspective: A Comparative Study of Gender, School Location, and Practicum Experience
type: item
description: Scientific reasoning is a core skill in science education because it allows students to think logically, critically, and systematically when approaching problems and understanding natural phenomena. Yet, international assessments such as PISA and TIMSS have repeatedly shown that Indonesian students lag behind global averages in this area, making it an urgent issue for physics education. This study aimed to assess the scientific reasoning abilities of grade XI students in Surakarta using a motion dynamics testlet adapted from Lawson’s Classroom Test of Scientific Reasoning (LCTSR). The research employed a descriptive quantitative design and involved 363 students from three high schools representing different school locations and levels of practicum experience. The testlet, developed through stages of planning, piloting, and validation, was designed to ensure reliability and to capture reasoning indicators such as conservation, proportionality, variable control, probability, correlation, and hypothetico-deductive reasoning. The results revealed that most students were in the concrete (51%) and transitional (47%) stages of operation, with only 2% reaching the formal operational stage. In terms of achievement categories, the majority fell into the fair and lower levels, and none reached the very good level. Statistical analysis showed no significant gender differences, but students from urban schools and those with practicum experience performed significantly better. The novelty of this research lies in contextualizing Lawson’s instrument in terms of motion dynamics and adopting a testlet format that efficiently measures reasoning. These findings highlight the central role of the school environment and practical experience in shaping reasoning skills and provide valuable evidence for strengthening physics teaching and policy.
subject: Articles
  topic: section
subject: lawson’s classroom test
  topic: keywords
subject: motion dynamics
  topic: keywords
subject: physics education
  topic: keywords
subject: practicum experience
  topic: keywords
subject: scientific reasoning
  topic: keywords
subject: Education
  topic: disciplines
subject: Physics education
  topic: disciplines
subject: Cognitive Development
  topic: disciplines
creator: Septica Devita Mayasyafira
creator: Elvin Yusliana Ekawati
creator: Linda Dwi Astuti
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 363
ending page: 383
doi: 10.26618/0vxb4t98

The Use of STEM Integrated Project-Based Learning Media Assisted by TikTok Application to Improve Students’ Creative Thinking Skills
type: item
description: Creativity is recognized as a central competency for twenty-first-century learners. Yet, physics classrooms often remain dominated by formulaic instruction that limits opportunities for students to exercise higher-order thinking. This study addresses the urgent need to foster creative thinking in physics, particularly in abstract topics such as projectile motion, by integrating TikTok media into a Project-Based Learning integrated STEM framework. The research aimed to investigate the effect of this integration on students’ creative thinking skills, measured across four indicators: fluency, originality, flexibility, and elaboration. Employing a quasi-experimental design with a nonequivalent control group, the study involved 67 Grade XI students from a senior high school in Makassar, Indonesia. The experimental group (n = 35) received instruction using Project-Based Learning–STEM with TikTok, while the control group (n = 32) learned through Project-Based Learning –STEM without TikTok. Data were collected using an essay-based test validated by experts and analyzed using normalized gain (N-gain) and an independent samples t-test. Results showed that the experimental class achieved significantly higher posttest scores, with N-gain in the high category (0.74) compared to the medium category in the control group (0.52). The greatest improvements were observed in elaboration and originality, reflecting the platform’s affordances for encouraging detailed explanations and unique representations of physics concepts. The findings confirm that integrating culturally relevant digital platforms within structured pedagogical designs enhances creativity beyond affective engagement. This study contributes to physics education by providing empirical evidence that TikTok, when aligned with PjBL–STEM, can bridge everyday digital practices with disciplinary learning to foster creativity, offering a novel and practical pathway for innovation in science education.
subject: Articles
  topic: section
subject: creative thinking skills
  topic: keywords
subject: physics education
  topic: keywords
subject: Project-Based Learning
  topic: keywords
subject: stem education
  topic: keywords
subject: tiktok integration
  topic: keywords
subject: creative thinking skills
  topic: disciplines
subject: physics education
  topic: disciplines
subject: education technology
  topic: disciplines
subject: STEM
  topic: disciplines
subject: TikTok
  topic: disciplines
creator: Susilawati
creator: Cut Hayati
creator: Muhammad Syukri
creator: Ngadimin
creator: Agus Wahyuni
creator: Tiara Shandi
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 586
ending page: 599
doi: 10.26618/v1de7526

Exploring the Role of Digital Literacy as a Predictor of Self-Regulated Learning in Physics Education
type: item
description: The rapid integration of digital technologies into education highlights the critical importance of digital literacy in developing self-regulated learning (SRL), particularly among physics education students. This study aims to investigate the influence of digital literacy on SRL by (1) assessing the digital literacy levels of physics students, (2) examining their SRL profiles, (3) analyzing the predictive power of digital literacy on SRL, and (4) identifying which digital literacy indicators significantly impact different SRL dimensions. A quantitative, cross-sectional approach was employed with 28 undergraduate students using validated instruments: the Digital Literacy Scale and the Online Self-Regulated Learning Questionnaire. The results revealed high digital literacy levels, especially in media utilization (M = 4.17), but lower performance in evaluating digital information (M = 3.96). SRL was strongest in planning (M = 3.3) and monitoring-evaluation (M = 3.2), while autonomy (M = 2.5) and motivation-discipline (M = 2.8) were less developed. Regression analyses confirmed digital literacy as a significant predictor of SRL (β = 0.50; p = 0.016), explaining 58.9% of the variance. Among the digital literacy indicators, digital technology skills emerged as the most influential factor across all SRL dimensions. Furthermore, gender was found to moderate the relationship, with a stronger effect observed in female students. This study contributes to physics education by demonstrating the importance of integrating digital literacy training, particularly in technology skills and information evaluation, into curriculum design to support students' independent learning capabilities in digital learning environments.
subject: Articles
  topic: section
subject: digital literacy
  topic: keywords
subject: online learning strategies
  topic: keywords
subject: physics education
  topic: keywords
subject: self-regulated learning
  topic: keywords
subject: technology skills
  topic: keywords
subject: physics education
  topic: disciplines
subject: science education
  topic: disciplines
creator: Riswanto Riswanto
creator: Dedy Hidayatullah Alarifin
creator: Arif Hidayat
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 308
ending page: 328
doi: 10.26618/ghc8bt46

Enhancing Self-Regulated Learning and Conceptual Understanding through a TPACK-Based Physics E-Module on Momentum and Impulse
type: item
description: Physics learning frequently poses challenges for students due to the abstract nature of its concepts, particularly in topics such as momentum and impulse, which often result in misconceptions and low engagement. In response to this urgency, integrating technology through the Technological Pedagogical Content Knowledge (TPACK) framework has been advocated as an effective strategy to improve conceptual understanding and foster self-regulated learning (SRL). This study aimed to evaluate the effectiveness of a TPACK-based physics e-module in simultaneously enhancing students’ conceptual comprehension and SRL. Employing a quasi-experimental one-group pretest–posttest design, the research involved 30 students at SMA Negeri 2 Merauke, Indonesia. Instruments included a 20-item multiple-choice test on momentum and impulse concepts and a 20-item SRL questionnaire, both validated using Gregory’s content validity index (CVI > 0.80) and demonstrating strong reliability (Cronbach’s alpha > 0.80). Data analysis comprised descriptive statistics, normality testing, paired-sample t-tests, effect size calculations, and normalized gain (N-Gain) indices. The results indicated significant improvements in both domains: SRL scores increased from a mean of 67.60 to 77.67 (t = 12.45; p < 0.001; d = 1.49; N-Gain = 0.449), while conceptual understanding improved from 60.47 to 74.13 (t = 14.23; p < 0.001; d = 1.62; N-Gain = 0.497). These findings confirm that the e-module effectively addressed both cognitive and metacognitive aspects of learning. The novelty of this study lies in its dual focus on SRL and conceptual mastery within a single intervention, applied in a frontier educational context. The study contributes to physics education by providing empirical evidence of TPACK’s capacity to deliver scalable, context-sensitive innovations that enhance learning outcomes in diverse settings.
subject: Articles
  topic: section
subject: conceptual understanding
  topic: keywords
subject: momentum and impulse
  topic: keywords
subject: physics e-module
  topic: keywords
subject: self-regulated learning
  topic: keywords
subject: TPACK
  topic: keywords
subject: Science Education
  topic: disciplines
creator: Andi Reski
creator: Desy Kumala Sari
creator: Kristina Uskenat
creator: Selestina Kostaria Jua
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 507
ending page: 522
doi: 10.26618/vwec8n65

Phys’AR as a Learning Innovation: Strengthening Critical Thinking and Argumentation Skills in Applied Physics
type: item
description: Critical thinking and argumentation are essential twenty-first-century skills in physics education. Yet, conventional teaching methods often fail to provide students with sufficient opportunities to practice and develop these abilities. To address this challenge, this study introduced Phys’AR, an Augmented Reality (AR)–based learning medium designed not only to visualize abstract physics concepts but also to embed structured activities for constructing and evaluating arguments. The study employed an explanatory sequential mixed methods design involving 42 undergraduate students of physics education, divided into a 2023 control group and a 2024 experimental group. Quantitative data on critical thinking and argumentation skills were collected through standardized tests and analyzed using normality tests, homogeneity tests, and independent samples t-tests, while qualitative insights were gathered from classroom observations and student interviews. The findings showed that students in the experimental group significantly outperformed those in the control group in critical thinking, with higher post-test averages and more consistent score improvements. Analysis of argumentation revealed that students supported their claims with stronger data when learning with Phys’AR. However, most remained at a medium level in warrants and backings, and rebuttals were generally weak across both groups. These results indicate that Phys’AR is effective in strengthening evidence-based reasoning but requires complementary teaching strategies to promote deeper theoretical justification and counter-argumentation. The novelty of this study lies in extending the role of AR in physics education from a visualization tool to a platform for argumentation and critical reasoning. By highlighting which components of argumentation benefit most from AR and which require additional scaffolding, this research contributes both theoretical and practical insights for advancing critical thinking and argument…
subject: Articles
  topic: section
subject: applied physics
  topic: keywords
subject: augmented reality
  topic: keywords
subject: critical thinking
  topic: keywords
subject: Phys' AR
  topic: keywords
subject: scientific argumentation
  topic: keywords
creator: Faninda Novika Pertiwi
creator: Udomsak Kitthawee
creator: Nurul Huda Ramadhan
creator: Izza Aliyatul Muna
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 461
ending page: 478
doi: 10.26618/h80x0b78

Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications
type: item
description: Magnetism is a fundamental component of physics education that underpins both scientific literacy and technological innovation. Yet, research consistently shows that students struggle to achieve a deep conceptual understanding of this topic. Persistent misconceptions, particularly in visualizing three-dimensional vector relationships and applying the right-hand rule, hinder students’ ability to transfer knowledge to novel contexts. Addressing these difficulties requires not only innovative instructional media but also insights from teachers who directly observe and manage such challenges in classroom practice. This study aimed to explore high school physics teachers’ perspectives on the difficulties of teaching magnetism and their interpretations of students’ learning barriers. Using a qualitative descriptive design, data were collected through semi-structured interviews with three teachers from different regions of Indonesia, each with four to seven years of teaching experience. Thematic analysis of the interview transcripts revealed two major findings: teachers reported significant limitations in instructional resources, which restricted their ability to dynamically depict vector orientations and forces; and students were observed to rely on rote memorization, struggle with spatial visualization, and confuse the applications of the right-hand rule in different contexts. These results highlight the intersection of pedagogical and cognitive barriers, showing how inadequate media directly contributes to persistent student misconceptions. The novelty of this study lies in foregrounding teachers’ experiences, thereby filling a gap in the literature that has predominantly focused on student-centered analyses. The conclusions emphasize the need for interactive, spatially explicit media, supported by structured pedagogical guidance, to strengthen magnetism learning. This study contributes to physics education by integrating teachers’ perspectives into efforts to design fe…
subject: Articles
  topic: section
subject: high school
  topic: keywords
subject: interactive learning media
  topic: keywords
subject: magnetism
  topic: keywords
subject: right-hand rule
  topic: keywords
subject: spatial visualization
  topic: keywords
subject: Physics Education
  topic: disciplines
creator: Nur Akhyar Basri
creator: Sentot Kusairi
creator: Sunaryono
creator: Ivan Danar Aditya Irawan
creator: Dirga Kaso Sanusi
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 493
ending page: 506
doi: 10.26618/w21dyv67

Development of Project-Based Learning Materials for Basic Physics to Enhance Students' Critical Thinking Skills
type: item
description: The rapid advancement of education in the era of Industrial Revolution 4.0 demands the mastery of critical thinking as a core competency for students. However, physics learning at the tertiary level still tends to be teacher-centered, resulting in low levels of critical thinking skills. This study aimed to develop Project-Based Learning (PjBL) teaching materials to enhance students’ critical thinking abilities in physics, specifically in kinematics. The research employed the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate). Participants were physics education students at Makassar State University in the 2024/2025 academic year. Data were collected through expert validation sheets, student response questionnaires, project performance assessments, and critical thinking skill tests, and then analyzed using descriptive, quantitative, and qualitative approaches. The results showed that expert validation of the developed teaching materials reached an average of 96.96% (very valid), while student responses obtained 91.71% (very positive). Students’ project creation ability achieved an average score of 84.25 (in the good category). Critical thinking skills improved significantly, with pretest and posttest averages of 56.7 and 84.3, respectively, and an N-Gain score of 0.63 (moderate improvement). The novelty of this research lies in integrating PjBL into structured teaching materials that directly target critical thinking indicators, which were not thoroughly addressed in prior studies. In conclusion, the developed PjBL-based teaching materials are valid, practical, and effective in fostering critical thinking, and they provide an innovative contribution to physics education by offering a model that prepares students to meet 21st-century academic and professional challenges.
subject: Articles
  topic: section
subject: basic physics
  topic: keywords
subject: critical thinking
  topic: keywords
subject: higher education
  topic: keywords
subject: instructional material development
  topic: keywords
subject: project-based learning
  topic: keywords
subject: Physics Education
  topic: disciplines
creator: Usman Usman
creator: Trisno Setiawan
creator: Khaeruddin Khaeruddin
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 345
ending page: 362
doi: 10.26618/kmbtb222

Integration of PBL-Based E-Modules in Physics Education: Improving Problem-Solving Skills on Static Fluid Concept
type: item
description: Developing students’ problem-solving skills is a central aim of modern science education, yet many learners continue to struggle when applying physics concepts to authentic situations. In Indonesia, this challenge remains urgent, as national and international assessments consistently highlight gaps in higher-order thinking and reasoning. Responding to this need, the present study sought to investigate the effectiveness of a problem-based learning (PBL)–based electronic module (e-module) designed around Polya’s four problem-solving stages in improving high school students’ abilities in the static fluid topic. Using a pre-experimental one-group pretest–posttest design, the study involved 28 students who completed validated pretest and posttest instruments aligned with Polya’s framework. Data were analyzed descriptively and inferentially through the Wilcoxon Signed-Rank Test, normalized gain (N-gain), and Cohen’s d effect size. The results showed a clear increase in mean scores from 47.91 on the pretest to 73.11 on the posttest, with all four indicators: understanding the problem, planning solutions, implementing strategies, and evaluating outcomes. The Wilcoxon test confirmed statistically significant improvements for all participants, with an effect size of 1.971 indicating a very large practical impact. These findings demonstrate that integrating PBL with structured digital scaffolding can meaningfully enhance students’ problem-solving skills. The novelty of this research lies in adapting Polya’s classic model into an interactive e-module format and embedding it within PBL to promote inquiry and reflection. Overall, the study contributes to physics education by providing evidence that digital PBL resources can narrow performance gaps and foster deeper, more equitable learning outcomes in line with 21st-century educational demands.
subject: Articles
  topic: section
subject: 21st-century competencies
  topic: keywords
subject: e-modules
  topic: keywords
subject: problem-based learning
  topic: keywords
subject: problem-solving skills
  topic: keywords
subject: static fluid
  topic: keywords
subject: physics education
  topic: disciplines
subject: "physics learning media"
  topic: disciplines
creator: Hadma Yuliani
creator: Tiya Andani
creator: Luvia Ranggi Nastiti
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 384
ending page: 399
doi: 10.26618/0ddpg995

Development of STEM-Based Student Worksheets through a Fly Repellent Project to Foster Students' Creative Thinking
type: item
description: Creative thinking is one of the key competencies needed in twenty-first-century physics education. Yet, many classrooms still rely on traditional, teacher-centered instruction that leaves little space for student creativity or real-world application. At SMAN 4 Langsa, observations revealed that students often struggled to connect physics concepts with practical problems, underscoring the need for more context-based learning approaches. This study aimed to develop and evaluate STEM-based student worksheets centered on a fly repellent project to engage students in creative and applied problem-solving. Using a Research and Development (R&D) design guided by the ADDIE model Analysis, Design, Development, Implementation, and Evaluation the study involved 24 tenth-grade students. Data were gathered through expert validation, creative thinking tests administered before and after implementation, classroom observations, and response questionnaires. The worksheets were judged highly valid, with an average expert score of 90.5%, and proved effective in improving students’ creative thinking skills, with an average N-Gain score of 0.73, categorized as high. Significant progress was seen across all four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Student responses indicated that 87% found the worksheets engaging and useful in linking physics concepts to real-life issues, while teachers valued them as innovative and effective learning tools. The novelty of this research lies in embedding an environmental health problem into physics learning, providing students with a meaningful context in which to apply their knowledge. These findings highlight the potential of STEM-based, project-oriented worksheets to make physics learning more relevant, engaging, and effective in fostering twenty-first-century skills.
subject: Articles
  topic: section
subject: creative thinking
  topic: keywords
subject: fly repellent
  topic: keywords
subject: project-based learning
  topic: keywords
subject: STEM education
  topic: keywords
subject: student worksheets
  topic: keywords
subject: science education
  topic: disciplines
creator: Defi Elvina
creator: Saminan Saminan
creator: Evendi Evendi
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-30
publication date: 2025-09-30
starting page: 329
ending page: 344
doi: 10.26618/c92eyw25

Analysis of the Impact of Contextual Teaching and Learning Integrated with Quizizz on High School Students’ Learning Outcomes
type: item
description: Physics education often faces persistent challenges in enhancing students' engagement and conceptual understanding, especially when abstract topics are taught through traditional, teacher-centered approaches. This study addresses these issues by investigating the impact of integrating the Contextual Teaching and Learning (CTL) model with the gamified digital platform Quizizz on student learning outcomes in high school physics. Employing a true experimental pretest-posttest control group design, the study involved 54 Grade XII students at SMA Negeri 1 Malunda, divided into an experimental group (CTL with Quizizz) and a control group (direct instruction). Data were collected using a validated multiple-choice test (validity = 90.81%, reliability = 0.82) and analyzed through descriptive and inferential statistics, including N-Gain and t-tests. The results showed a significant improvement in the experimental group's average posttest scores (from 41.39 to 59.57), with an N-Gain of 0.30 (moderate), compared to the control group's minimal increase (from 49.96 to 49.31), with an N-Gain of 0.07 (low). Statistical tests confirmed a significant difference between the groups (p < 0.05). This study demonstrates that combining CTL and Quizizz not only supports conceptual learning through real-world contexts but also increases motivation and active participation through interactive gamification. The novelty of this research lies in the effective integration of CTL with digital gamified tools to enhance physics instruction. The findings contribute to the advancement of physics education by providing empirical evidence for adopting CTL-Quizizz as a powerful instructional strategy to enhance conceptual understanding and academic achievement in secondary education.
subject: Articles
  topic: section
subject: contextual teaching and learning
  topic: keywords
subject: gamification
  topic: keywords
subject: learning outcomes
  topic: keywords
subject: physics education
  topic: keywords
subject: quizizz
  topic: keywords
creator: Nur Aisyah Humairah
creator: Andi Rosman
creator: Faizal Amir
creator: Ummu Kalsum
creator: Ilda Ilda
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
date: 2025-04-30
publication date: 2025-04-30
starting page: 243
ending page: 259
doi: 10.26618/jpf.v13i2.17915

Mapping the Evolution of Tiered Diagnostic Instruments for Identifying Students’ Misconceptions in Physics: A Systematic Review of Indonesian Research (2015–2025)
type: item
description: Misconceptions in physics education are a significant challenge, hindering students' understanding and ability to solve scientific problems. Addressing these misconceptions is essential for enhancing learning outcomes and improving instructional methods. This study seeks to provide a comprehensive analysis of how diagnostic tests have been developed and applied to identify misconceptions in the context of physics education in Indonesia. A Systematic Literature Review methodology was used to analyze 186 scientific articles published between 2015 and 2025, indexed in Google Scholar. The research followed the PRISMA framework to ensure a transparent, replicable process. The findings indicate that diagnostic tests in Indonesia have evolved from simpler two-tier formats to more complex six-tier systems. Among these, the four-tier diagnostic test was the most commonly utilized, proving effective in identifying misconceptions by capturing students' answers, the reasoning behind those answers, and their confidence levels. The review also identified specific topics where misconceptions were most prevalent, including Particle Dynamics, Heat and Temperature, and Vibrations and Waves. These areas showed consistent patterns of misunderstanding across multiple studies. This study underscores the need for continued advancements in diagnostic tools to improve their reliability and validity. It also highlights the importance of exploring less-studied physics topics and expanding the use of multi-tier diagnostic tests. Such efforts are crucial for refining instructional strategies and improving students' conceptual learning in Indonesian physics education. The findings contribute to the field of physics education by offering actionable insights for educators and researchers in designing targeted interventions and advancing conceptual learning.
subject: Articles
  topic: section
subject: diagnostic test
  topic: keywords
subject: misconceptions
  topic: keywords
subject: multi-tier instruments
  topic: keywords
subject: physics education
  topic: keywords
subject: systematic literature review
  topic: keywords
subject: Physics education
  topic: disciplines
creator: Agus Budiyono
creator: Syifaul Aini Mulyadi
creator: Arin Wildani
creator: Novia Ayu Sekar Pertiwi
creator: Fathiah Alatas
rights: Copyright (c) 2025 Jurnal Pendidikan Fisika
date: 2025-04-30
publication date: 2025-04-30
starting page: 225
ending page: 242
doi: 10.26618/jpf.v13i2.17879