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.
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Enhancing Students’ Levels of Understanding of the Sun–Earth System through a Phenomena-Driven Instruction Model Supported by Bi-Model Media
Understanding Sun–Earth system phenomena remains challenging for many students because the underlying astronomical mechanisms involve cosmic-scale objects, spatial relationships, and dynamic processes that cannot be directly observed in their entirety. These difficulties often lead to an incomplete understanding and persistent misconceptions about insolation, variations in day and night lengths, and seasonal changes. This study aimed to investigate changes in preservice elementary teachers’ conceptual understanding of the Sun–Earth system after the implementation of the Phenomena-Driven Instruction (PhDI) model, assisted by Bi-Model media. A pre-experimental method with a one-group pretest–posttest design was employed. The participants were 36 second-year students enrolled in an Elementary Teacher Education Program at a university in North Kalimantan, Indonesia. The instructional intervention was implemented through five stages of the PhDI model supported by Bi-Model media consisting of physical and virtual representations of the Sun–Earth system. Data were collected using the Level of Conceptual Understanding Test (LCUT), which covered four concepts: insolation, day and night duration, winter, and summer. The instrument was validated by five experts and demonstrated good internal consistency, with a Cronbach’s alpha coefficient of 0.80. The results showed a consistent shift from lower levels of understanding, including partial understanding with misunderstanding, misunderstanding, and no understanding, toward higher levels, particularly partial understanding and sound understanding. The percentages of students reaching sound understanding were 52% for isolation, 58% for day and night duration, and 61% for both winter and summer. The novelty of this study lies in integrating phenomena-driven learning with dual physical and virtual model representations to support conceptual reconstruction of astronomical concepts. These findings suggest that PhDI assisted by Bi-Model media can support more scientifically acceptable explanations of Sun–Earth system phenomena and contribute to physics education by offering an instructional approach for teaching abstract, cosmic-scale concepts to preservice elementary teachers.
Copyright (c) 2026 Kadek Dewi Wahyuni Andari, Andi Suhandi, Ida Kaniawati, Cepi Riyana, Mohd Zaidi Bin Amiruddin https://creativecommons.org/licenses/by-sa/4.0
Sustainability-Oriented STEM-PjBL: Improving Students’ Science Process Skills through Experimental Activities
Science process skills (SPS) are essential competencies in physics education because they enable students to investigate scientific phenomena, apply concepts, and communicate evidence-based findings in real-world contexts. However, students often have difficulty formulating hypotheses, planning experiments, and systematically presenting observational results, indicating the need for instructional approaches that explicitly support scientific inquiry. This study aimed to examine the effect of sustainability-oriented STEM Project-Based Learning (STEM-PjBL) physics worksheets on high school students’ SPS in renewable energy topics. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed at SMAN 2 Banda Aceh during the 2023/2024 academic year. The sample consisted of 70 tenth-grade students selected through simple random sampling at the class level and divided into an experimental class (n = 35) and a control class (n = 35). The experimental class used sustainability-oriented STEM-PjBL worksheets that integrated the stages of the Engineering Design Process, while the control class used conventional PjBL worksheets. Data were collected using a 20-item SPS test and observation sheets, and then analyzed using normality and homogeneity tests, normalized gain scores, and an independent-samples t-test. The results showed that the experimental class achieved a higher N-gain score of 0.70 in the high category, compared with 0.63 in the medium category for the control class. The posttest difference was statistically significant (p = 0.030), and the experimental class showed higher gains across all SPS indicators, particularly in predicting and communicating. The novelty of this study lies in explicitly integrating sustainability principles into the Engineering Design Process and mapping them to integrated SPS indicators. These findings suggest that sustainability-oriented STEM-PjBL worksheets provide an evidence-based instructional model for strengthening scientific inquiry and contextual learning in physics education on renewable energy.
Copyright (c) 2026 Wardatul Husna, Roza Zulfira, Mentari Darma Putri, Yuni Syahraini, Afrahun Naziah https://creativecommons.org/licenses/by-sa/4.0
Development of an OBE-Oriented Digital Computational Physics Practicum Module on Numerical Root-Finding Using GNU Octave
The rapid development of digital technology and computational systems has increased the need for physics learning resources that can strengthen students’ conceptual understanding, programming skills, and computational problem-solving abilities. In computational physics courses, students often have difficulty connecting numerical methods, algorithmic procedures, and software implementations, particularly in numerical root-finding. This study aimed to develop and determine the feasibility of an Outcome-Based Education (OBE)-oriented digital computational physics practicum module on numerical root-finding using GNU Octave. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The developed module integrates OBE-based learning outcomes, numerical root-finding concepts, numerical algorithms, GNU Octave programming tutorials, practicum worksheets, instructional videos, and learning evaluation components. The feasibility of the module was examined through material expert validation, media expert validation, a small-scale trial involving 23 Physics Education students, and a large-scale trial involving 75 students from several universities. The results showed that the material expert validation obtained an average score of 87%, while the media expert validation achieved 88%, both categorized as “Very Good.” Student responses in the small-scale trial showed percentages of 84.10% for display, 85% for material content, and 84% for video quality. In the large-scale trial, the display, material content, and video aspects obtained 85.3%, 87.78%, and 86.06%, respectively, all categorized as “Very Good.” The novelty of this study lies in integrating OBE principles with GNU Octave-based computational practicum activities into a structured digital module for numerical root-finding. The findings indicate that the developed module is feasible for supporting computational physics learning and contributes to physics education by providing an accessible, competency-oriented, and technology-based learning resource that strengthens students’ computational literacy, programming practice, and independent learning.
Copyright (c) 2026 Wahyu Dian Laksanawati, Feli Cianda Adrin Burhendi, Adinda Permata Fahira https://creativecommons.org/licenses/by-sa/4.0
Edlink LMS–Assisted Blended Learning: Its Impact on Students’ Physics Conceptual Understanding and Self-Regulated Learning
The rapid digitalization of higher education has created an urgent need for learning models that not only enhance students’ conceptual understanding but also foster their capacity for independent learning, particularly in physics education. In this context, integrating blended learning with a Learning Management System (LMS) offers a promising strategy to support more interactive, flexible, and student-centered instruction. This study aimed to examine the effect of blended learning, assisted by the Edlink LMS, on students’ conceptual understanding in physics and Self-Regulated Learning (SRL). The study employed a quantitative approach using a quasi-experimental design with a single-group pretest-posttest model. The participants were 32 students in the Physics Education Study Program at Universitas Flores. Data were collected using a four-tier diagnostic test to measure conceptual understanding and an expert-validated SRL questionnaire. The data were analyzed through descriptive statistics, normality and homogeneity tests, paired-sample t-test, and N-Gain analysis. The findings showed that students’ average score in physics conceptual understanding increased from 49.65 to 82.27, while the average SRL score improved from 50.27 to 83.18. The paired-sample t-test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), and the N-Gain values for conceptual understanding (0.65) and SRL (0.66) were both categorized as moderate. These results indicate that Edlink-assisted blended learning was effective in improving both cognitive achievement and learning independence. The novelty of this study lies in its focus on Edlink as a local LMS and in its simultaneous examination of conceptual understanding and SRL within physics education. In conclusion, integrating Edlink into blended learning provides an effective, contextually relevant approach to improving the quality of physics instruction. This study contributes to physics education by offering empirical evidence that local digital platforms can support the development of adaptive, independent, and conceptually competent future physics educators.
Copyright (c) 2026 Adrianus Nasar, Maria Evilina Pau, Agustina Boleng https://creativecommons.org/licenses/by-sa/4.0
Integrating the STEM Approach into Discovery Learning to Improve Students' Scientific Literacy in Temperature and Heat
Scientific literacy is an essential skill in physics education, as students must understand scientific principles, interpret evidence, and apply knowledge to real-world issues. In Indonesia, however, scientific literacy among students remains a concern, evidenced by low PISA science scores and predominantly teacher-centered classroom practices. This study aimed to analyze the effect of integrating the STEM approach into the Discovery Learning model on eleventh-grade students’ scientific literacy in the topic of temperature and heat. A quasi-experimental method with a non-equivalent control group design was employed at MA Nurul A'la Jatimulyo II during the odd semester of the 2025/2026 academic year. The participants were 58 eleventh-grade science students. The experimental class (n = 29) learned through STEM-integrated Discovery Learning (DL-STEM), whereas the control class (n = 29) received conventional instruction. Scientific literacy was measured using a 25-item multiple-choice test developed from five indicators: explaining scientific phenomena, using scientific evidence, identifying scientific statements, understanding phenomena, and solving problems. Data were analyzed using descriptive statistics, assumption tests, the Mann–Whitney test for initial equivalence, an independent-samples t-test for posttest comparison, effect size r, and N-Gain analysis. The results indicated that both groups had comparable baseline abilities. Post-intervention, the experimental group significantly outperformed the control group, with mean scores of 64.69 versus 53.93 (p < 0.001), and demonstrated a moderate effect size (r = 0.47). Moreover, N-Gain analysis revealed improvements across all scientific literacy indicators in the experimental group, categorized as moderate and surpassing those of the control group. The novelty of this study lies in mapping STEM components onto the Discovery Learning syntax through a simple thermos engineering task in temperature-and-heat instruction. These findings indicate that DL-STEM can support students in connecting physics concepts, scientific evidence, and engineering design, thereby contributing to scientific literacy-oriented physics education.
Copyright (c) 2026 Arini Rosa Sinensis, Roja Septiani, Febrianto Putra, Thoha Firdaus https://creativecommons.org/licenses/by-sa/4.0
Using Visual Media Based on Three Levels of Representation to Address Students’ Misconceptions About Parallel Resistor Circuits
Misconceptions about parallel resistor circuits remain a persistent problem in physics learning because students often rely on observable circuit behavior while failing to understand the invisible microscopic processes and symbolic relationships underlying current distribution. This study aimed to investigate the contribution of Conceptual Change Oriented Instruction (CCOI) supported by three-level representation-based visual media in remediating students’ misconceptions about parallel resistor circuits. A pre-experimental method with a one-group pretest–posttest design was employed. The participants were forty senior high school students in West Java, Indonesia, selected through purposive sampling based on the initial identification of misconceptions. Students’ conceptual states were measured using a validated Four-Tier Test consisting of conceptual questions, confidence ratings, reasoning choices, and confidence in reasoning. The remedial teaching process followed the CCOI stages and was supported by visual media representing macroscopic demonstrations, microscopic virtual simulations, and symbolic analogies. The study focused on two misconceptions: the belief that adding or removing branches affects the current in other branches, and the belief that changing the current in one branch affects the current in other branches. The results showed that 85% of students who initially held the first misconception shifted to scientific conception, while 80% of students who initially held the second misconception also shifted to scientific conception. The novelty of this study lies in integrating CCOI with a three-level, representation-based approach to visual media to explicitly remediate misconceptions in parallel resistor circuits. These findings suggest that representationally supported conceptual change instruction can help students reconstruct scientific understanding of current distribution. This study contributes to physics education by extending the application of Johnstone’s three-level representation framework to the remediation of misconceptions in electricity learning.
Copyright (c) 2026 Havez Rasya Lega Serano, Dadi Rusdiana, Lathifa Nur Ramdhania, Lasmita Sari; Mohd Zaidi Bin Amiruddin https://creativecommons.org/licenses/by-sa/4.0
STEAM-Integrated PjBL Learning Tools for Newton’s Laws to Improve High School Students’ Creative Thinking Skills
Creative thinking skills are essential competencies in physics education because students are expected not only to understand scientific concepts but also to apply them creatively in solving contextual problems. However, learning in physics on Newton’s Laws is often still dominated by routine problem-solving and formula-based instruction, which provides limited opportunities for students to develop fluency, flexibility, originality, and elaboration. This study aimed to develop and evaluate STEAM-integrated Project-Based Learning (PjBL) learning tools on Newton’s Laws to improve students’ creative thinking skills. This research employed a Research and Development design using the 4-D model, consisting of Define, Design, Develop, and Disseminate stages, with dissemination limited to classroom implementation and academic reporting. The developed products included a teaching module, student worksheets, and a creative thinking skills test instrument. The study involved 55 eleventh-grade science students at SMA Labschool UNESA 1 Surabaya, selected through purposive sampling. Data were collected through expert validation, learning implementation observation, pre-test and post-test, and student response questionnaires. Data were analyzed using descriptive statistics, normalized gain, and a paired t-test. The results showed that the developed learning tools were very valid, with an average validation score of 88.30%. The effectiveness test indicated a substantial increase in students’ creative thinking skills, with the pre-test average increasing from 38.14 to 89.86 in the post-test, an n-gain score of 0.85 in the high category, a significant paired t-test result (Sig. < 0.05), and positive student responses of 85%. The novelty of this study lies in the explicit integration of PjBL syntax, STEAM components, and indicators of creative thinking into structured learning tools for Newton’s Laws. These findings indicate that the developed learning tools are valid, practical, and effective, and that they contribute to physics education by offering a contextual, interdisciplinary, and student-centered instructional design to foster creative thinking skills.
Copyright (c) 2026 Dea Ramadhana Zsa Zsa Alifah, Titin Sunarti, Oka Saputra, Hanandita Veda Saphira https://creativecommons.org/licenses/by-sa/4.0
Enhancing Students’ Scientific Literacy through Socio-Scientific Issues-Based Project-Based Learning in Physics Education
Students’ scientific literacy in physics remains a major concern because classroom instruction often emphasizes conceptual understanding and mathematical problem-solving without sufficiently connecting physics concepts to real-life socio-scientific contexts. This study aimed to examine the effectiveness of Socio-Scientific Issues-based Project-Based Learning (SSI-PjBL) in improving eleventh-grade students’ scientific literacy in physics education. A quantitative quasi-experimental method with a non-equivalent control group design was employed. The study involved 67 students from a private senior high school in Bandung, Indonesia, divided into an experimental group and a control group. The experimental group received SSI-PjBL instruction, while the control group received conventional instruction. Data were collected using a scientific literacy test developed based on three core competencies: explaining scientific phenomena, evaluating and designing scientific inquiry, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics, normalized gain (N-Gain), an independent samples t-test, and Cohen’s d effect size. The results showed that the experimental group achieved a greater improvement in scientific literacy than the control group. The experimental group obtained an N-Gain score of 0.61, categorized as moderate, whereas the control group obtained an N-Gain score of 0.33, categorized as low. The independent-samples t-test indicated a significant difference between the two groups (p < 0.05), with a large effect size (Cohen’s d = 0.92). Improvement was observed across all scientific literacy indicators, with the highest gain in explaining scientific phenomena. The novelty of this study lies in integrating socio-scientific issues with project-based learning as a contextual instructional strategy for physics education. The findings conclude that SSI-PjBL effectively enhances students’ scientific literacy by supporting the application of physics concepts to authentic problems. This study contributes to physics education by providing empirical evidence for a student-centered, contextual, and project-based approach aligned with 21st-century science learning goals.
Copyright (c) 2026 Doni Nurdiansyah, Dadan Ramdany, Duden Saepuzaman https://creativecommons.org/licenses/by-sa/4.0
Development of Arduino-Based Temperature Control Teaching Aids with Matlab Interface as a Tool for Newton Cooling Practicum
Physics practicums require accurate, efficient, and traceable measurement systems, particularly in thermodynamic experiments involving continuous temperature changes. In the Newtonian Cooling practicum, conventional measurements with thermometers and stopwatches often lead to recording errors, inaccurate synchronization of temperature and time, limited data density, and reduced student focus on physical interpretation. This study aimed to develop, validate, and assess the practicality of an Arduino-based temperature control teaching aid integrated with a MATLAB graphical user interface (GUI) to support real-time data acquisition in the Newtonian Cooling practicum. The research employed a Research and Development (R&D) approach using the 4D model, consisting of the Define, Design, Develop, and Disseminate stages, with product development limited to expert validation and minimal practical testing. The tool was developed using an Arduino Uno microcontroller, a DS18B20 temperature sensor, and a MATLAB GUI that displays temperature-time graphs and automatically stores measurement data in Excel. The study involved two expert validators and 10 Physics Education students who participated in the Thermodynamics practicum. The validation results showed that all assessed indicators, including tool recognition, user control, application display, application assistance, and application output, obtained the highest score of 4, indicating very high validity. The practicality assessment also showed excellent results, with an average score of 4.0 and 98% of students reporting positive responses, indicating that the tool was highly practical for practicum use. The novelty of this study lies in integrating real-time temperature measurement, automatic temperature-time data synchronization, graphical visualization, and direct data storage into a single practicum-oriented system. The findings indicate that the developed teaching aid improves the efficiency and accuracy of temperature measurement, reduces manual recording errors, and helps students focus on analyzing cooling phenomena. This study contributes to physics education by providing an affordable, valid, and practical microcontroller-based teaching aid that strengthens laboratory-based learning and promotes data-driven scientific reasoning.
Copyright (c) 2026 Santih Anggereni, Tamsil, Anas Irwan; Amirin Kusmiran, Muhammad Qaddafi, Ali Umar Dani https://creativecommons.org/licenses/by-sa/4.0
Development and Evaluation of a Multi-Methods Discovery Learning Strategy to Enhance Students’ Critical Thinking Skills in Physics
Critical thinking is one of the essential competencies in physics education because it enables students to analyze phenomena, evaluate evidence, and draw logical conclusions in scientific learning. However, students’ critical thinking skills in physics remain relatively low, partly because instructional practices are still often dominated by single-method and teacher-centered approaches. This study aimed to develop and evaluate a multi-methods discovery-learning strategy to enhance senior high school students’ critical thinking skills in physics. The study employed a research and development approach using the ASSURE instructional design model, followed by a quasi-experimental posttest-only control group design. The participants were 64 eleventh-grade students in the physics specialization program at a public senior high school in Majene, Indonesia, divided into an experimental group and a control group, with 32 students in each class. The instruments included expert validation sheets, a learning implementation observation sheet, teacher and student response questionnaires, and a critical thinking skills test. Data were analyzed using descriptive analysis, Aiken’s V, and an independent samples t-test with the assistance of SPSS version 26. The results showed that the developed strategy met the criteria of validity, practicality, and effectiveness. Expert judgment indicated that the learning materials and instruments were valid, while teacher and student responses confirmed the strategy's practicality. Furthermore, the t-test results revealed a statistically significant difference in critical thinking scores between the experimental and control groups. The novelty of this study lies in the systematic integration of expository, practicum, trial, and simple research methods within a structured discovery learning framework. In conclusion, the multi-methods discovery learning strategy is effective in improving students’ critical thinking skills. It makes a meaningful contribution to physics education by providing an integrative, student-centered instructional approach.
Copyright (c) 2026 Muliadi Said, Helmi Abdullah , Muhammad Arsyad, Erma Suryani Sahabuddin https://creativecommons.org/licenses/by-sa/4.0
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
A Bibliometric Analysis (2015-2025): Research on the Implementation of Problem-Based Learning Using Visual Media in Physics Education
The rapid growth of digital technology has encouraged physics education to adopt more student-centered and visually supported learning approaches, particularly because many physics concepts are abstract, mathematically complex, and difficult for students to understand through conventional instruction. Problem-Based Learning (PBL) supported by visual media has been widely recognized as a promising approach for improving conceptual understanding, problem-solving skills, and student engagement; however, the development of this research area has not been comprehensively mapped. This study aims to analyze research trends on the implementation of PBL using visual media in physics education during the 2015-2025 period. A bibliometric method was employed using Scopus-indexed publications as the data source. A total of 137 selected documents were exported as CSV files and analyzed using VOSviewer to examine publication trends, country contributions, document types, relevant authors, keyword co-occurrence networks, thematic clusters, overlay visualizations, and highly cited documents. The findings show a consistent increase in publications, with the United States, China, and Indonesia emerging as the most productive contributing countries. The keyword analysis identified eight major research clusters, indicating that studies in this field are strongly associated with physics education, students, simulations, augmented reality, virtual reality, artificial intelligence, image processing, and learning outcomes. The overlay visualization revealed a thematic shift from conventional visual media toward more interactive, immersive, and computational technologies. The novelty of this study lies in its integrated bibliometric mapping of PBL, visual media, and physics education over the last decade. This study concludes that visual media play an important role in strengthening PBL-based physics learning and provides evidence-based directions for future research and instructional innovation in physics education.
Copyright (c) 2026 Katarina Sanca, Dwikoranto, Rahmatta Thoriq Lintangesukmanjaya, Indri Hapsari Khansa, Sukarni, Marsini https://creativecommons.org/licenses/by-sa/4.0
Analysis of Cognitive Ability Instruments Test Based on Marzano's Taxonomy on Temperature and Heat Material Using the Rasch Model
This study addresses the need for a valid and reliable instrument to assess students’ cognitive abilities in physics, particularly in the areas of temperature and heat, which are often associated with conceptual difficulties and misconceptions. The study aimed to evaluate the quality of a cognitive ability test instrument developed based on Marzano’s taxonomy by applying the Rasch measurement model. A quantitative design was employed, involving 138 high school students in grades XI and XII from one school in Bandung City, comprising 74 females and 64 males. The instrument comprised 25 multiple-choice items representing five cognitive aspects of Marzano’s taxonomy: retrieval, comprehension, analysis, knowledge utilization, and metacognition. Data were analyzed using Winsteps 3.73 to examine item fit, item difficulty, unidimensionality, reliability, person–item distribution, and Differential Item Functioning (DIF) based on gender. The results showed that the instrument generally met Rasch model expectations, with good internal consistency (Cronbach’s alpha = 0.76), very high item reliability (0.92), and fair person reliability (0.69). Most items fit the model, although several items showed overfit or unexpected response patterns and require refinement. The item difficulty distribution was dominated by difficult items; the raw variance explained by the measures was 20.3%, and the Wright map indicated that the instrument was reasonably aligned with students’ ability levels, though it was less optimal for very high-ability students. DIF analysis showed that most items were gender-neutral, while a small number indicated potential differential functioning. The novelty of this study lies in the systematic operationalization of Marzano’s taxonomy into item construction and its evaluation using Rasch analysis in the context of temperature and heat. Overall, the instrument is sufficiently valid for measuring cognitive ability and provides a useful contribution to physics education by offering a psychometrically informed framework for developing more rigorous and meaningful assessment instruments.
Copyright (c) 2026 Hani Nur Azizah, Muslim, Duden Saepuzaman, Lina Aviyanti 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
Application of Gauss-Jordan in Fixed Pulley System Solving to Mathematical Thinking Abilities and Learning Outcomes
Mathematical thinking ability is an essential component of physics learning because many physical phenomena are represented through mathematical models and systems of equations. However, students often have difficulty solving fixed-pulley system problems because they must simultaneously interpret physical concepts and solve systems of linear equations with multiple variables. This study aimed to analyze the application of the Gauss-Jordan elimination method in learning fixed pulley systems and to examine its effect on mathematical thinking ability, learning outcomes, and student responses. The study employed a quantitative approach with a posttest-only control-group quasi-experimental design. The participants comprised 130 respondents across two educational levels: 61 university students from the Physics Education Study Program at the University of Jember and 69 eleventh-grade students from SMAN 3 Jember. The experimental class was taught using the Gauss-Jordan elimination method, while the control class was taught using the substitution-elimination method. Data were collected through essay tests, learning outcome tests, and response questionnaires, and analyzed using the Independent Samples t-test and the Mann-Whitney U test, depending on the data distribution. The results showed that among school students, significant differences were found in the indicators of specializing (0.016), generalizing (0.001), and conjecturing (0.031), but not in convincing (0.468). Among university students, significant differences were found across all mathematical thinking indicators: specializing (0.007), generalizing (0.000), conjecturing (0.018), and convincing (0.004). Learning outcomes also differed significantly for both university students (0.000) and school students (0.010). In addition, student responses to the method's implementation were positive, averaging 71%. The novelty of this study lies in the integration of the Gauss-Jordan elimination method as a structured mathematical procedure in solving fixed pulley system problems in physics learning across two educational levels. In conclusion, the Gauss-Jordan elimination method can serve as an alternative instructional strategy that supports mathematical thinking, improves learning outcomes, and strengthens the connection between physical concepts and mathematical representations, thereby contributing to more systematic and meaningful physics education.
Copyright (c) 2026 Maryani, Bambang Supriadi , Ummi Zahrotul Ainiyah , Aulia Wulansari Agustin , Lutfiah Hafifatul Jannah , Sakti Kalisa Sefanda , Shinta Nuriyah Mahbubiyah Royani https://creativecommons.org/licenses/by-sa/4.0
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
Evaluating the Feasibility and User-Friendliness of an Augmented Reality–Integrated Physics Textbook on Motion Dynamics
Physics learning in the 21st century requires interactive, technology-enhanced instructional resources that support students' understanding of abstract concepts, particularly those related to the dynamics of motion. However, many augmented reality (AR)-based learning tools remain limited to standalone applications and are not adequately integrated into structured instructional materials, which may reduce their pedagogical value and classroom usability. Therefore, this study aimed to develop and evaluate an Augmented Reality Integration (ARI)-based physics textbook designed to improve the feasibility and user-friendliness of AR-supported learning materials in physics education. The study employed a development research approach based on the design thinking model, comprising five stages: empathize, define, ideate, prototype, and test. The ARI textbook was developed by integrating textbook content, student worksheets, and marker-based augmented reality features into a unified learning resource on motion dynamics. Data were collected through literature review, observations, interviews, expert validation, and usability testing involving teachers and students. Feasibility was assessed using Gregory’s expert agreement analysis, while usability and user experience were evaluated using the System Usability Scale (SUS) and the User Experience Questionnaire (UEQ). The results showed that the developed textbook achieved a Gregory coefficient of 1.00 for both content and language, indicating a high level of feasibility for classroom use. The SUS results further indicated that the textbook was acceptable for learning, although differences were found between Grade X and Grade XII students in terms of ease of use and independence. In addition, the UEQ results demonstrated improvements across all users experience dimensions after iterative refinement, particularly in stimulation, attractiveness, and perspicuity. The novelty of this study lies in integrating augmented reality into a structured physics textbook, developed through a user-centered design thinking approach, rather than as a standalone application. In conclusion, the ARI-based textbook is feasible and user-friendly, and it contributes to physics education by providing an innovative, interactive, and pedagogically meaningful learning resource for visualizing abstract concepts.
Copyright (c) 2026 Mutahharah Hasyim, Abdul Haris, Muhammad Takwin, Imam Ramadhan, Fatmawaty 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
Implementation of Student Worksheets Based on Discovery Learning Assisted by PhET Interactive Simulations to Improve Motivation and Cognitive Learning Outcomes
Physics learning in schools often remains dominated by conventional methods, resulting in low student motivation and suboptimal cognitive learning outcomes, particularly when abstract concepts are taught without adequate support for practicum. This condition becomes more challenging in schools with limited laboratory facilities. This study aimed to examine the implementation of discovery-learning-based student worksheets assisted by PhET Interactive Simulations and to determine their effects on students’ learning motivation and cognitive learning outcomes in physics, particularly in the direct current electricity material. This study employed a quasi-experimental method with a pretest-posttest nonequivalent control group design. The research was conducted at Muhammadiyah Senior High School Jayapura and involved 41 students selected through purposive sampling. The instruments used were a learning motivation questionnaire and pretest-posttest items measuring cognitive learning outcomes. The data were analyzed using descriptive statistics, N-gain, independent-samples t-test, and MANOVA using SPSS 16.0. The results showed that students who learned with discovery-learning-based student worksheets assisted by PhET interactive simulations had higher motivation and better cognitive learning outcomes than those who learned with textbook-based worksheets. The independent-samples t-test showed a significance value of 0.000 < 0.05, indicating a significant difference in learning motivation between the two groups. In addition, the MANOVA yielded a p-value of 0.000 < 0.005, indicating a significant difference in both motivation and cognitive learning outcomes. The novelty of this study lies in the integrated use of discovery-learning-based student worksheets and PhET interactive simulations to simultaneously enhance student motivation and cognitive achievement in physics. In conclusion, this approach is effective in fostering active, interactive, and meaningful learning while also serving as an alternative for schools with limited laboratory resources. This study contributes to physics education by providing empirical evidence that integrating structured worksheets, discovery learning, and virtual simulations can enhance both the quality of instruction and student learning performance.
Copyright (c) 2026 Siti Hajar, Adeline Silaban, Umi Purnama, Nur Ilmi Shaqinah, Mawardi Jalil Masri, Muhammad Akbar https://creativecommons.org/licenses/by-sa/4.0
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