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.
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.
Effectiveness of Online Physics Learning Platforms in Improving Students’ Learning Motivation
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.
Copyright (c) 2026 Maria Yuliana Kua, Afrianus Gelu, Sentot Kusairi, Theresia Mogi https://creativecommons.org/licenses/by-sa/4.0
Experience Learning Cycle-Based Classroom Management: Prophetic Integrated PhET Virtual Labs to Enhance Students' Understanding of Wave Concepts
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 and effective for supporting both conceptual learning and character development focused on integrity in wave instruction, offering a comprehensive contribution to higher-education physics education.
Copyright (c) 2026 Imas Ratna Ermawati, Dasmo, Sugianto, Martin, Onny Fitriana Sitorus, Harry Ramza, Lismawati https://creativecommons.org/licenses/by-sa/4.0
STEM-5E Integration and Local Wisdom of Geblek Making in Physics E-Books: Its Impact on Students' Digital Literacy Profiles
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.
Copyright (c) 2026 Ayu Mar'ati Barokatun Ni'mah, Supahar, Reny Afifah https://creativecommons.org/licenses/by-sa/4.0
Design and Validation of an Understanding by Design-Based Science Assessment Module for Secondary Schools under Indonesia’s Merdeka Curriculum
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 alignment between curriculum outcomes and assessment in secondary science. The module contributes to physics education by supporting teachers to design authentic, rubric-based assessments that better capture students’ scientific reasoning and conceptual understanding.
Copyright (c) 2026 Zulhelmi, Riza Andriani, Dina Syaflita https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Wordwall as a Gamification-Based Learning Medium in Enhancing Student Motivation and Learning Activities
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 the motivational and behavioral aspects of learning in elementary science education. In conclusion, Wordwall is an effective gamification-based learning medium for enhancing students’ motivation and engagement in science learning, and this study provides empirical evidence for the development of gamification-based instructional models in physics education at the elementary level.
Copyright (c) 2026 Muh. Al Amin, Nurwahid Syam, Juniarti Iryani https://creativecommons.org/licenses/by-sa/4.0
Development of a Physics Module Using Jampea Island Fishermen's Local Wisdom
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.
Copyright (c) 2026 Muhammad Qaddafi, Roni Ririn, Anas Irwan, Muhammad Rusmin https://creativecommons.org/licenses/by-sa/4.0
Development of a Nearpod-Based Digital Teaching Module Containing Sui Wu'u Ngada Local Wisdom to Improve Analytical Thinking Skills
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 learning in secondary education schools.
Copyright (c) 2026 Afrianus Gelu, Tri Magdalena Wea, Maria Yuliana Kua, Fransiska Anjelina Mola https://creativecommons.org/licenses/by-sa/4.0
Optimization of Project-Based Learning with Inquiry Approach in Rotational Dynamics Study
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-oriented instruction.
Copyright (c) 2026 Syahril, Ersa Desmelinda https://creativecommons.org/licenses/by-sa/4.0
Analyzing Students’ Creative Thinking Skills as a Basis for Developing Digital Physics Teaching Materials on Renewable Energy Topics
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 contextual, interactive digital physics teaching materials. This study contributes to physics education by offering diagnostic evidence to guide the design of digital learning innovations that foster creative thinking and sustainability-oriented understanding.
Copyright (c) 2026 Suci Rizki, Pakhrur Razi, Fatni Mufit, Fuja Novitra https://creativecommons.org/licenses/by-sa/4.0
Bridging Local Wisdom and Science Literacy: Development of a Physics Companion Book to Support SDG 4 in Secondary Education
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 achievement of SDG 4.
Copyright (c) 2026 Muhammad Taqwin, Sitti Mania, Andi Achruh, Muhammad Nur Akbar Rasyid https://creativecommons.org/licenses/by-sa/4.0
Validity and Reliability of Science Literacy Assessment Instruments for Measuring Science Competencies in the Context of PISA 2025 using the Rasch Model
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 education by strengthening evidence-based assessment of scientific reasoning and decision-making in physics-related and environmental contexts.
Copyright (c) 2026 Mentari Darma Putri, Dini Fitria, Nurlaini, Nur Jannah Berutu https://creativecommons.org/licenses/by-sa/4.0
Analisis Kemampuan Menggunakan Alat Ukur Fisika Dasar I dengan Menggunakan Scientific Approach Pada Mahasiswa Program Studi Pendidikan Fisika Unismuh Makassar
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
Copyright (c) 2018 Jurnal Pendidikan Fisika
Peningkatan Hasil Belajar Fisika Melalui Metode Eksperimen Pada Peserta Didik kelas X SMA Negeri 12 Makassar
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 disimpulkan bahwa dengan diterapkannya pembelajaran metode eksperimen dalam proses pembelajaran, maka terjadi peningkatan hasil belajar Fisika dan keaktifan peserta didik. Kata kunci: Hasil Belajar Fisika, metode eksperimen This research is compiled in a Class Action Research (Classroom Action Reseach) which aims to improve learning outcomes Physical material measuring tools by applying the experimental method. The subjects were the students of class X MIA2 SMA Negeri 12 Makassar semester of academic year 2016/2017 the number of students as many as 33 people consisting of 16 learners male and 17 female learners. Retrieval of data carried out by using the test results of learning, learning outcome data were analyzed using quantitative analysis and the data analyzed by the observation of qualitative analysis. As these changes are in the first cycle is the percentage of attendance of students has increased from cycle I to cycle II. In the first cycle the average attendance of learners at each meeting by 90.9% and increased to 100% in the second cycle. The percentage of learners who were present during the learning process from the first cycle to the second cycle is increasing. In the first cycle of students present at the time of learning as much as 28.6% and the second cycle increased to 32.3%. The percentage of students who pay attention to the teacher's explanations also increased from the first cycle and the second cycle. In the first cycle of students who pay attention to the teacher's explanation was 17.6% and increased in the second cycle to 30.6%. Learners who actively observe what happens to every teacher experiments conducted by following the steps that have been described only 17.6% in the first cycle and increased to 29.3% in the second cycle. In the first cycle of students who are active in the discussion as much as 11.6% increase in the second cycle to 19.6%. In the first cycle of students who asked this question increased by 12.6% in the second cycle to 17%. In the first cycle of students who answered the question as much as 11% on sikus II increased to 19.3%. From these results it can be concluded that with the implementation of the experimental method of learning in the learning process, then an increase in the learning outcomes of Physics and active learners. Keywords: Physical Learning, method experimental
Copyright (c) 2017 Jurnal Pendidikan Fisika
Using STEM-Based 3D-Multimedia to Improve Students' Critical Thinking Skills in Uniform Circular Motion
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.
Copyright (c) 2023 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
The Effect of Scientific Literacy Approach with Discovery Learning Model toward Physics Concepts Understanding
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.
Copyright (c) 2022 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
Upaya Meningkatkan Hasil Belajar Fisika Peserta Didik Melalui Model Pembelajaran Example Non Example Di Kelas VIII SMPN 1 Tanete Rilau Kabupaten Barru
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 times. Research procedures include planning, action, observation and reflection. Subjects in this study were students of class VIII SMPN 1 Tanete Rilau Kabupaten Barru many as 31 people. Achieved research results show: (1) in the first cycle of the average value of 68.87 with a standard deviation of 13.64. Percentage mastery learning outcomes of students by 70.97%; (2) in the second cycle of the average value of 74.68 with a standard deviation of 8.36. Percentage mastery learning outcomes of students at 80.65%. From the results of the analysis indicate that there is an increase in physics learning outcomes of students of class VIII SMPN1 Tanete Rilau Barru 9.68% after application of learning models Non Example Example and classically has met KKM. So that this model can be used as an alternative in the process of learning physics. Key words: inquiry based leaening, and physics learning outcomes
KONSTRUKTIVISME PENDIDIKAN MASA DEPAN MELALUI PENDEKATAN PERAN SERTA MASYARAKAT
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
Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa)
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 distribution table. Data was collected by employing observation sheet of students’ activity, questionnaire of creativity, and test of Physics learning outcomes. The result revealed that learning activity, creativity, and Physics learning outcomes were improved. The conclusion based on the result was the application of contextual learning in the learning process could improve learning activity, creativity, and Physics learning outcome of grade VIIIc students at SMPN3 Sungguminasa. Key words: Creativity, Learning Outcomes, Contextual
Optics Learning Transformation through Project-Based Learning: Enhancing Scientific Abilities and Affective Learning Outcomes in Students with the Pinhole Camera Project
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.
Copyright (c) 2025 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
The Development of Physics E-Module Based on Discovery Learning on Optics Materials in Senior High Schools
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.
PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN MOTIVASI, PARTISIPASI DAN HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 1 PANGKAJENE
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, Hasil Belajar Fisika This study aims to: (1) obtain device profiles authentic assessment is valid, effective and reliable (2) to increase student motivation by using the authentic assessment (3) determine the increase of student participation by using the authentic assessment (4) determine the increase results student learning. This research is a development (Research and Development), while the design development using 4-D model of a modified. Students who become the subject of research is class student X.2 as many as 30 students at SMA Negeri 1 Pangkajene. Research data collection is done through a questionnaire sheet motivation, observation sheets participation and achievement test and then the data were analyzed by using descriptive analysis. The results showed that the device is an authentic assessment developed included performance tests, journals students and LKS after expert validation and limited testing, the device authentic assessment is declared valid, practical and reliable, making it feasible to use in teaching physics, especially on material temperature and Heat. With the conclusion of a) a device profile Penialain valid authentic, practical and reliable, b) the authentic assessment increases student motivation, c) the authentic assessment increases student participation, d) authentic assessment tools improve student learning outcomes. The results of descriptive study showed that the enforceability of the authentic assessment is good and is in the category entirely accomplished with increased 18.95% student motivation, student participation increased by 26.67% and 16.56% of student learning outcomes. It is therefore recommended no studies that are relevant to this study by adding penilaia self (self-asessesment) and using authentic assessment as an alternative assessment for professional teachers. Keywords: Authentic Assessment, Physical Education, Motivation, Participation, Learning Outcomes Physics
PENGARUH PENGGUNAAN LEMBAR KEGIATAN SISWA TERSTRUKTUR TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI IPA SMA NEGERI 1 POL-UT KABUPATEN TAKALAR
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 and an average score of learning outcomes physics class XI IPA 2 SMA Negeri 1 Pol-ut Kab. Takalar taught without using student activity sheet structured 10.00 with a standard deviation of 3.53. It can be concluded that there is an influence on learning outcomes of students who are taught physics USING tertruktur student activity sheets that are in the category of "high". Keywords: True Experimental Research, Influence of Structured Student Activity Sheet, learning outcomes.
Analyzing Asynchronous Online Discussions in Solid-State Physics: Interaction Patterns and Cognitive Presence Among Distance Learners
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 learning.
Meta-Analysis: Effect of Using Inquiry Based Learning (IBL) Model on Students’ Competence
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.
The Relationship between Students’ Learning Motivation and Learning Outcomes through Guided Discovery Model Assisted Video and Interactive Simulation
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.
Copyright (c) 2021 Jurnal Pendidikan Fisika https://creativecommons.org/licenses/by-sa/4.0
Conceptual Change Level of K-11 Students on the Hydrostatic Pressure Concept Using Virtual Conceptual Change Laboratory
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.
Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Kooperatif Tipe Think Pair And Share Pada Peserta Didik Kelas VIII SMP Negeri 5 Makassar
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 learning outcomes through the implementation of cooperative learning model TPS in class VIII students of SMP Negeri 5 Makassar. The approach used is qualitative approach and the type of research is a class act that is carried out by two cycles and each cycle presented two meetings. Each cycle through the four phases: planning, implementation phase, observation and reflection stages. The focus of this research is the application of cooperative learning model Think Pair and Share and learning outcomes of students. In this implementation activities, researchers act as teachers of science subjects in class VIII and act as a facilitator and provide guidance to learners who have difficulties in learning. Data collection techniques using observation, testing and documentation. Data analysis techniques used are qualitative and quantitative. The results showed that in each cycle where in each cycle results learn science through cooperative learning model Think Pair and Share have increased that the first cycle in the category Fair (C) and the cycle of learning outcomes of students that are in the very good category (SB) , The conclusion of this study is that the implementation of cooperative learning model Think Pair and Share can improve learning outcomes of students in science subjects students class VIII SMP Negeri 5 Makassar. Key words: Learning Outcomes, Think Pair and Share, Students
Physics Learning Media Based on Social Media: STEM-Based Videos on Renewable Energy through TikTok Application
The integration of digital technology into senior high school physics teaching is becoming more urgent to support students’ engagement and understanding of abstract concepts, especially in time-limited classroom settings. TikTok, as a short-form video platform with strong visual and audiovisual features, offers potential to deliver brief, interactive learning content aligned with students’ digital habits. This study aimed to create STEM-based learning videos on renewable energy topics through TikTok and to evaluate their feasibility and appeal as teaching tools. The study used a Research and Development (R&D) approach, employing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), and was conducted at SMA Islam Elsyihab Bandar Lampung. Product feasibility was assessed by four validators two media experts and two content experts while user responses were gathered from a physics teacher and 37 students via questionnaires. The results show that the videos are highly feasible: media expert validation averaged 90%, and content expert validation averaged 84%, both classified as very feasible. User evaluations also demonstrated strong acceptance; the teacher rated the videos as 96% (very interesting), and student responses averaged 92% (very interesting), indicating high perceived attractiveness and educational support. The novelty of this study lies in combining a STEM instructional design with TikTok short videos on renewable energy physics, supported by a systematic ADDIE development process and tested by multiple stakeholders for feasibility and appeal. In conclusion, STEM-focused TikTok learning videos are feasible, engaging, and accessible digital resources that can supplement traditional instruction and promote student-centered learning in senior high school physics. This study advances physics education by offering a validated model for utilizing popular social media platforms to deliver structured STEM content and boost engagement through technology-rich learning environments.
Copyright (c) 2026 Yuberti, Muhammad Ridho Syarlisjiswan, Sri Latifah, Rahma Diani, Yani Suryani, Enike Ratnadilla https://creativecommons.org/licenses/by-sa/4.0
The Impact of Laboratory Management Module on Students' 4C Competencies in Physics Education
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.
Copyright (c) 2025 Ummiy Fauziyah Laili, Yulianti Yusal, Munifah, Slez Nazy, Dalila Haji Daud https://creativecommons.org/licenses/by-sa/4.0
The Impact of Augmented Reality Media on High School Students’ Critical Thinking Skills in Physics
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.