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Contact Name
Dewi Muliyati
Contact Email
dmuliyati@unj.ac.id
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Journal Mail Official
dmuliyati@unj.ac.id
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Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
Jurnal Penelitian & Pengembangan Pendidikan Fisika
ISSN : 24610933     EISSN : 24611433     DOI : -
Core Subject : Science, Education,
The Jurnal Penelitian & Pengembangan Pendidikan Fisika (JPPPF) is dedicated to all physics education practitioners. The coverage of JPPPF includes: experimental research, action research, qualitative research, quantitative research, and development research (model, media, and learning evaluation) aimed to improving the quality and building innovation in Physics Education.
Arjuna Subject : -
Articles 19 Documents
Search results for , issue "Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D" : 19 Documents clear
Back Matter JPPPF Volume 5 Issue 2, December 2019 Editor JPPPF
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.052111

Abstract

Front Matter JPPPF Volume 5 Issue 2, December 2019 Editor JPPPF
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.05200

Abstract

Students’ Strategic Thinking Ability Enhancement in Applying Scratch for Arduino of Block Programming in Computational Physics Lecture Umi Pratiwi; Dwi Nanto
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.201 KB) | DOI: 10.21009/1.05215

Abstract

As newbie programmers, university students are not accustomed to computer coding. It difficult to solve programming problems especially related to physics phenomena. They need strategic thinking ability to solve problems. Therefore, computational physics subject/lesson applies learning of Scratch for Arduino on block programming in order to enhance students' strategic thinking. This attempt is examined by a study using a quasi-experimental method pre-experimental design approach which is one group pretest-posttest design using third-year physics education students 2018/2019 as the sample. The result shows that students happened to increase their strategic thinking up to 11.7%, particularly on the ability to prove the chosen solution it is appropriate to students' problems in finishing projects categorized as “very good.” It enables them to finish simple physics cases by using Arduino programming and improve their coding ability significantly.
Discovery Learning based on Natural Phenomena to Improve Students' Science Process Skills Rudi Haryadi; Heni Pujiastuti
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.621 KB) | DOI: 10.21009/1.05214

Abstract

The purpose of this research is to find out the science process skills of students through discovery learning. The process of science is essential for students to have because it is the process of forming science. Science process skills can accustom students to learning through scientific work processes and systematic work. The research method uses a quasi-experiment with one group pretest-posttest design. This study does not use a comparison class, because it already uses a preliminary test so that the magnitude of the effect or effect of using discovery learning can be known with certainty. In this study, research subjects were first given a pre-test (pretest) to find out the extent of the students' initial abilities before being given physics learning by using discovery learning. After the initial test is given, then the student is given treatment, namely learning physics by using discovery learning. After completing physics learning with discovery learning, then all students are given a final test (posttest) to determine the extent of the effect of physics learning by using discovery learning on students' science process skills. The instrument used in this study was a science process skills test on the material elasticity and Hooke law, in the form of 20 multiple-choice tests and tested on 30 students in Prisma City High School. Each question evaluates aspects of conclusions, observations, identification, predictions, and interpretation of data. The results of the analysis show an increase in observational indicators from 39.95 to 66.62, concluding from 53.86 to 69.4, identifying from 36.6 to 73.3, predicting from 39.43 to 68.31 and interpreting from 73.3 to 98.3. Based on the results of the analysis, the learning of physics-based on natural phenomena through discovery learning models can improve students' science process skills.
Development of Teacher Guidebook for Photoelectric Effects Instructional Using Predict-Observe-Explain Strategy with PhET Interactive Simulation Siswoyo Siswoyo
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (694.448 KB) | DOI: 10.21009/1.05208

Abstract

This study developed a teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation. This study used the ADDIE Model consisting of Analysis, Design, Develop, Implementation and Evaluation. The results of the validation component of the graphics feasibility were 91.1 (very feasible), the validation of the content feasibility component was 97.5 (very feasible), and the validation of the instructional feasibility component was 81.7 (very feasible). While the test component of instructional feasibility by the teacher obtained results of 85.9 (very feasible). The results concluded that the teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation was declared very feasible to be used as a teacher guidebook.
Development of Interactive Physics Mobile Learning Media for Enhancing Students’ HOTS in Impulse and Momentum with Scaffolding Learning Approach Erlin Eveline; Suparno Suparno; Tiara Kusuma Ardiyati; Beatrix Elvi Dasilva
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (505.21 KB) | DOI: 10.21009/1.05207

Abstract

The study objectives are to (1) produce an android-based Interactive Physics Mobile Learning Media (IPMLM) product in impulse and momentum material that is feasible to improve higher-order thinking skills (HOTS) of high school students; (2) know the effectiveness of android-based IPMLM in impulse and momentum material with a scaffolding approach toward HOTS of high school students. This research was Research and Development (R&D) with a 4D model. The development steps were: (1) Defining, including needs analysis activities; (2) Designing, the selection and design of research instruments and IPMLM activities; (4) Developing, an activity of developing research instruments and IPMLM, assessment of the feasibility of learning instruments, validation of research instruments, and assessment of the feasibility of IPMLM by experts, limited tests, and extensive tests; (4) Disseminating, an IPMLM dissemination activity. IPMLM feasibility assessment was carried out to determine the feasibility of IPMLM. Products that have been assessed by experts were further limited and extensively tested. The limited test subjects consisted of 13 students in the SMA Yayasan Pendidikan Kristen, Pontianak, while the extensive test subjects consisted of 48 students in SMA Koperasi Pontianak. The results show: (1) IPMLM is feasible to be used for enhancing students’ HOTS with “very feasible” criteria based on expert judgment; (2) IPMLM is effective for enhancing students' HOTS. The learning process assisted by IPMLM media with a scaffolding approach can help student complete tasks in the HOTS aspect and improve learning with 21st-century learning-based activities.
Textbooks Equipped with Augmented Reality Technology for Physics Topic in High-School Fauzi Bakri; Oktaviani Marsal; Dewi Muliyati
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.927 KB) | DOI: 10.21009/1.05206

Abstract

This article aims to publish research results on the development of physics textbooks equipped with 3D media based on Augmented Reality technology. AR Technology can provide solutions when students face difficulties illustrating physics material in physics learning textbooks. This research uses the research & development method of the Dick & Carey model. The resulting book displays physics material in multi representations with verbal forms, pictures, tables, graphs, mathematical equations, and 3D media. Augmented Reality technology-based multi representation is displayed with a marker that is scanned through a smartphone application with an Android system. The scanning process requires an average of two seconds from each marker. The time of this scan shows that the media produced is more effective and efficient when compared with the activities of searching and downloading animations or videos by students. The feasibility of the book was tested with a Likert scale questionnaire instrument. For material, the worthiness was 71.45% while 93.3% for the media. The trial results are limited to five materials giving N-Gain values ranging from 0.3 to 0.47. Based on these results it can be concluded that the book model enriched with 3D media with AR technology is already feasible as a textbook in learning physics.
E-Learning Using Wordpress on Physics Materials with The 5E Learning Cycle Strategy Dewi Muliyati; Herga Marizka; Fauzi Bakri
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1021.881 KB) | DOI: 10.21009/1.05205

Abstract

This article aims to publish research results in developing e-learning tools using WordPress in high school physics learning with the 5E Learning Cycle strategy. The 5E Learning Cycle Strategy consists of five stages: Engagement, Explore, Explain, Elaborate, and Evaluate. The 5E Learning Cycle Strategy refers to learner-centered learning so that online-based learning media is needed that can condition the implementation of learning following the 5E Learning Cycle stages. This study uses research and development that refers to the Dick and Carey model. E-learning products produce five physics topics, namely 1) Direct Current (DC) Circuit; 2) Static Electricity; 3) Magnetic Field; 4) Electromagnetic Induction; and 5) Alternating Current (AC) Circuit. It was validated by material physic experts, media experts, and learning experts, in the form of a Likert-scale questionnaire. The results of field trials using e-learning products produce N-Gain values ranging from 0.35 to 0.40. The study concluded that the developed e-learning could support physics learning with the Learning Cycle 5E strategy.
Group Investigation and Explicit learning Models in Learning Physics at Senior High Schools I Wayan Santyasa; I Nyoman Kanca; I Wayan Sukra Warpala; I Komang Sudarma
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.324 KB) | DOI: 10.21009/1.05216

Abstract

Physics teaching in high school is still dominated by explicit learning models, relatively rarely empowering the potential of group inquiry based on social interaction. This has become one of the reasons for the lack of optimal student learning products. This study aimed to analyze the difference of effect between the group investigation (GI) model and the explicit learning (EL) model in achieving critical thinking skill, social attitude, spiritual attitudes, and student character in learning physics. To achieve this goal, a quasi-experimental study was conducted using a nonequivalence posttest only control group design. The study population was 16 classes (566 people) XI MIPA class students who came from two SMAs, namely 8 classes (280 students) SMA 1 Tabanan and 8 classes (286 students) SMA 1 Kediri Tabanan. The sample in each high school consisted of 2 classes selected by a random assignment technique. The whole sample was 4 classes (140 students, or 24.73% of the total population), 2 classes learned with GI model and 2 classes with the EL model, each learned sound wave and lightwave. Data on students' critical thinking skill was collected by 12 items test. Data on students’ social attitude, spiritual attitude, and character were collected with a social attitude questionnaire which consists of 30 items, a spiritual attitude questionnaire which consists of 30 items, and a character questionnaire which consists of 18 items. The research data were analyzed by one way MANOVA. The results showed that the GI model had a higher effect than the EL model in achieving critical thinking skill, social attitude, spiritual attitude, and the character of the students in learning sound wave and lightwave in high school physics.
The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School Yulkifli Yulkifli; Melia Vivi Ningrum; Widyaningrum Indrasari
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 5 No 2 (2019): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 5 Issue 2, D
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.749 KB) | DOI: 10.21009/1.05210

Abstract

The significant influence of the 21st century brought a change in Physics learning. Students are required to have the skills to think, work, and live in the surrounding environment. To achieve 21st-century skills needed teaching materials that can support the learning process.With the presence of teaching materials, students are more active in building their knowledge and easy to understand the material provided. Teaching materials that can guide students with a productive task to practice is the student worksheet. A student worksheet is a teaching material that contains a set of activities to maximize students understanding in achievement of competence. To improve the competence of students, one of the efforts that teachers to develop quality student worksheet. A student worksheet is considered qualified if has validity criteria. The validity assessment of the student worksheet is carried out by expert reviews. This research aims to determine the validity of the student worksheet using an inquiry-based learning model with a science process skills approach. The research conducted is design research using the Plomp model with the type of development studies, where validity is at the stage of development. The research instrument used a validity questionnaire to be filled by expert reviews, then analyzed using Aiken's V formula. The result of the validity showed that the student worksheet using an inquiry-based learning model with a science process skills approach having valid criteria with a value of 0.88. It means that the student worksheet is decent for use in Physics learning.

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