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Dewi Muliyati
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dmuliyati@unj.ac.id
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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 17 Documents
Search results for , issue "Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 2, D" : 17 Documents clear
Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material I Made Astra; Raihanati Raihanati; Nur Mujayanah
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06205

Abstract

This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.
The Correlation of Isomorphic, Open-Ended, and Conventional Score on the Ability to Solve Kinematics Graph Questions Tomy Suganda; Sentot Kusairi; Nur Azizah; Parno Parno
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06204

Abstract

isomorphic and conventional to open-ended can reflect students' learning difficulties on kinematic's graphs. This study used a quantitative descriptive form of survey research. The respondents were twenty-nine senior high school students from Semarang. The instruments were adopted from the Test of Understanding Graphs-Kinematic (TUG-K) by Robert J.Beichner (1994). There were nine questions used from the TUG-K with open-ended questions that have been validated. The results show that students have difficulties learning about kinematic's graphs, and there is no relation between open-ended scores and the other two scores. Nonetheless, judging from the correlation coefficient, the correlation between open-ended and conventional tasks is 0.075, which means low correlation, while for isomorphic score and open-ended score in the amount of 0.109 is higher than the correlation of traditional and open-ended. This correlation is insignificant. However, the closest correlation direction to the open-ended test is isomorphic compared to the conventional one. Therefore, it is concluded that isomorphic assessment is more useful than traditional review in kinematic graphics.
Developing Physics Learning Tools of Blended Learning Using Schoology with Problem-Based Learning Model Dwi Ulan Rahmawati; Jumadi Jumadi; Eko Mhd Ramadan
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06201

Abstract

This study is a development of research that aimed to (1) produce Physics learning tools based on blended learning that are suitable to be used in learning, and (2) determine the quality of learning tools that had been developed. This study used a 4D model, consisting of the defining, designing, developing and disseminating. The learning tools that had been developed consisted of Syllabus, Lesson Plan (RPP), Student Worksheet (LKPD), Handouts, and Learning Media of Web Schoology. The results of the development of learning tools established were included in the “excellent category” based on qualitative and quantitative assessments from expert lecturers, Physics teachers and peers with an average score of around 95 – 98. In addition, the testing of learning tools was carried out to 33 students that showed an average score of students’ response of 77.51, which was included in a “good category”, used in the learning process of large – scale field tests. Furthermore, each phase of the implementation of the lesson plan was categorized very well for each meeting with the achievement of the score of observations of around 80% - 100%.
Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning Fatni Mufit; Asrizal Asrizal; Reni Puspitasari
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06213

Abstract

Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.
Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction Ketang Wiyono; Zulherman Zulherman; Saparini Saparini; Melly Ariska; Rini Khoirunnisa; Sri Zakiyah
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06210

Abstract

This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.
The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept Rudi Haryadi; Heni Pujiastuti
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06202

Abstract

The purpose of this study was to determine the results of the use of serious games in physics learning in light material at Serang 6 Public High School. The research design used was the Pre-Test Randomized Control Group Post-Test Design. The population of the study was all of the eleventh grade students’ of Serang SMA 6 which numbered six classes. The study sample consisted of one experimental class (XI MIPA 1) and one control class (XI MIPA 2). The results showed that the application of physics learning used a serious game on light material in class XI of Serang 6 High School which took place very well and had a positive effect on student learning outcomes. In addition, the students’ response to the application of physics learning using the serious game was very good. The N-gain result shows that the use of the serious game is 0.89.
The 3D Printing in Material Research and Medical Physics Education and Its Accuracy Study Talitha Asmaria; Rafida Rahmi; Muhammad Satrio Utomo; Franciska Pramuji Lestari; Aprillia Erryani; Patmah Fathoni; Tutun Nugraha; Ika Kartika
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06209

Abstract

This study aims to construct prototypes using three-dimensional (3D) printing technology as a research apparatus and a physics education instrument, particularly in medical physics education. Two main designs of prototypes have been arranged. Two foam NaCl templates are drawn using computer-aided design (CAD) software. Image processing techniques achieve a 3D model of a thoracic vertebra. All 3D model data are printed using polylactic acid (PLA) filament. The prints of foam NaCl templates are utilized for holding the NaCl powder. The prototype of a human vertebra is used for visualization of the real condition of the human bone anatomy. The results of the prototypes are analyzed to investigate the similarity between the model and the prints. This investigation is done using a Vernier Caliper and CT Scan. The measurement using Caliper shows a higher percentage in likeness than the CT-Scan. All the accuracy study shows they have more than 83% in similarity. It can be concluded that all built prototypes have prominent exactitude and can support the material research using the printed NaCl templates. Hereafter, a bone mock-up’s genuine perception can function for further application, such as implant or surgery planning.
Teaching Material using SETS Approach for Volcanic Dust Disaster Mitigation Cherly Salawane; Supriyadi Supriyadi; Ani Rusilowati; Dyah Rini Indriyanti; Achmad Binadja
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06206

Abstract

Mitigation education is a stage of preparedness to minimize losses due to a disaster. The purpose of this study is to develop teaching materials with the SETS (Science, Environment, Technology, and Society) approach Integrated Science subjects of solar system competencies and the earth surface structure to reduce the risk of the Mount Lokon volcanic ash disaster in North Sulawesi Province. This research uses Research and Development Methods. The subjects in this study were 30 students at SMP Kristen Credo Kolongan, Minahasa Regency. The results showed that the teaching material developed was declared valid by experts, practical was used, and effectively viewed from the cognitive aspect with an increase in the pretest score (54.5) to the posttest (92), and the affective aspects of the average score very good average (87.3) so that this teaching material is valid, practical, and effectively used in learning activities to reduce the risk of volcanic ash disaster.
Study of The Lazy Nature of Physics Students Using The Quadratic Optimal Control Method Dimas Kukuh Nur Rachim
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06214

Abstract

The lazy nature of learning is an obstacle in teaching and learning activities. The higher level of laziness will reduce the students learning achievement. This problem has motivated the author to make a mathematical model of student learning's lazy nature and analyze it. The lazy nature of learning is modeled to a discrete-time system with , denotes a state vector of the lazy nature, represents an input vector system in time, and denotes a coefficient matrix of and . The optimal quadratic control method is applied in the model to analyze the system's stability and give the interpretation of the model based on the graphics info obtained during the simulation process. The feedback controller is obtained as a result of optimizing the quadratic objective function. a feedback controller's existence makes the lazy nature of learning physics students decrease from time to time, and the system becomes stable.
The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses A. Halim; Soewarno Soewarno; Elmi Elmi; Zainuddin Zainuddin; I. Huda; Irwandi Irwandi
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 2 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 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: 10.21009/1.06207

Abstract

The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.

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