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Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : 25499955     EISSN : 25499963     DOI : http://dx.doi.org/10.20527
Core Subject : Science, Education,
Education Physics
Jurnal Ilmiah Pendidikan Fisika publishes articles from research in the field of physics education, which have not been published elsewhere. This Jurnal Ilmiah Pendidikan Fisika is periodically published by the Physics Education Study Program, Mathematics and Science Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat in collaboration with Physical Society of Indonesia (PSI) published three times a year in February, June, and October. Jurnal Ilmiah Pendidikan Fisika publishes articles about the results of research in the field of physics education including: Learning models , Learning methods, Learning media , Assessment, Teaching materials Curriculum
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Pengaruh Penerapan Media E-Learning Edmodo Terhadap Minat dan Hasil Belajar Siswa Pada Pembelajaran Fisika Saat Tatap Muka Terbatas Salma Tua Nababan; Desy Hanisa Putri
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4410

Abstract

Tujuan dari penelitian ini untuk menganalisis ada tidaknya pengaruh penggunaan media e-learning Edmodo sekolah terhadap minat dan hasil belajar siswa pada mata pelajaran fisika saat tatap muka terbatas. Metode penelitian jenis eksperimen semu (Pre-Experimental) dengan menggunakan rancangan One Group pretest-posttest. Purposive sampling, digunakan sebagai teknik pengambilan sampel. Instrumen penelitian berupa angket minat sebelum dan sesudah perlakuan serta soal pre-test dan post-test. Statistik deskriptif, Pengujian normalitas, pengujian homogenitas, dan uji-t (hipotesis) dipergunakan dalam menganalisis data. Berdasarkan dengan temuan penelitian ini, minat siswa terhadap media pembelajaran e-learning Edmodo tergolong sedang yaitu “cukup berminat”. Hasil uji-t ialah 0,001<0,05, menurut temuan. Hal ini menyatakan bahwasanya penggunaan media pembelajaran e-learning Edmodo sekolah memiliki pengaruh pada minat belajar siswa. Sedangkan pada penelitian ini, hasil belajar siswa untuk media e-learning Edmodo berada pada rentang sedang, namun tidak masuk kriteria ketuntasan minimum (KKM). Berdasarkan hasil uji-t diperoleh hasil 0,00<0,05. Sehingga penggunaan media pembelajaran e-learning Edmodo sekolah berpengaruh terhadap hasil belajar siswa. Minat dan hasil belajar siswa pada pembelajaran fisika tatap muka terbatas dipengaruhi oleh penggunaan media e-learning Edmodo sekolah, menurut temuan penelitian ini. This study aimed to analyze whether or not the use of the school's Edmodo e-learning media on students' interest and learning outcomes in physics subjects when face-to-face was limited. The research method is a quasi-experimental type (Pre-Experimental) using the One Group pretest-posttest design. Purposive sampling is used as a sampling technique. The research instrument was an interest questionnaire before and after treatment and pre-test and post-test questions. Descriptive statistics, normality testing, homogeneity testing, and t-test (hypothesis) were used in analyzing the data. Based on the findings of this study, students' interest in the Edmodo e-learning media was classified as moderate, namely "quite interested". The t-test result was 0.001 < 0.05, according to the findings. This means that the use of the school's Edmodo e-learning media influences students' interest in learning. While in this study, student learning outcomes for the Edmodo e-learning media were in the moderate range but did not enter the minimum completeness criteria (KKM). Based on the results of the t-test, the results were 0.00 < 0.05. So that the use of the school's Edmodo e-learning media affects student learning outcomes. According to the findings of this study, students' interest and learning outcomes in face-to-face physics learning are limited by the use of the school's Edmodo e-learning media.  
Mengembangkan Keterampilan Berpikir Kreatif Calon Guru Fisika melalui Model Project Based E-Learning Irma Rahmawati
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4158

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kreatif calon guru fisika dan pelaksanaan model project-based e-learning. Penelitian ini menggunakan metode deskriptif. Data diperoleh melalui observasi terhadap pelaksanaan pembelajaran berbasis proyek menggunakan e-learning Moodle dan keterampilan berpikir kreatif calon guru fisika selama mengikuti pembelajaran. Instrumen pengumpulan data menggunakan lembar observasi pelaksanaan pembelajaran dan lembar penilaian keterampilan berpikir kreatif. Subjek penelitian ini terdiri dari 14 calon guru fisika yang menempuh mata kuliah multimedia pembelajaran fisika pada semester genap 2020/2021 di Tadris Fisika Universitas Islam Negeri Antasari Banjarmasin. Teknik analisis data menggunakan deskripsi kualitatif terhadap pelaksanaan pembelajaran dan deskripsi kuantitatif terhadap keterampilan berpikir kreatif. Hasil penelitian menunjukkan bahwa mata kuliah multimedia pembelajaran fisika telah dilaksanakan secara daring berbantuan e-learning Moodle dan menerapkan model project-based learning dengan tahapan 1) penentuan pertanyaan mendasar, 2) merancang proyek, 3) menyusun jadwal, 4) memantau kemajuan proyek, 5) penilaian hasil, 6) evaluasi pengalaman. Persentase pencapaian indikator keterampilan berpikir kreatif calon guru fisika termasuk dalam kategori sangat baik yaitu merinci/ elaboration (91%), sedangkan indikator lainnya termasuk dalam kategori baik, berpikir lancar/fluency (83%), keluwesan/ flexibility (83%), keaslian/ originality (80%). Dengan demikian project-based learning yang dilaksanakan secara daring dengan bantuan e-learning Moodle dapat diimplementasikan dalam perkuliahan untuk mengembangkan keterampilan berpikir kreatif calon guru fisika. This study aims to describe the creative thinking skills of physics teacher candidates and the implementation of a project-based e-learning model. This research uses a descriptive method. Data were obtained through observation of the implementation of project-based e-learning using Moodle and the creative thinking skills of physics teacher candidates during the lesson. The subjects of this study consisted of 14 physics teacher candidates who took multimedia courses in 2020/2021 at Tadris Fisika, Antasari State Islamic University, Banjarmasin. The results show that the multimedia course had been conducted with Moodle e-learning and applied a project-based learning model. The learning steps are 1) start with the essential question, 2) design project, 3) create a schedules, 4) monitor the progress of project, 5) assess the outcome , 6) evaluate the experience. The percentage of achievement indicators of creative thinking skills for physics teacher candidates is included in the very good category, namely elaboration (91%), while other indicators are included in the good category, fluently (83%), flexibility (83%), originality (80%). Thus, project-based learning with Moodle e-learning can be applied in lectures to develop the creative thinking skills of physics teacher candidates. 
Analisis Intensitas Pemanfaatan Laboratorium dan Dampaknya terhadap Pembelajaran Fisika di SMA Negeri Se-Kabupaten Luwu Timur Rafiqah Rafiqah; Muh. Syihab Ikbal; Arum Budiarti
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4964

Abstract

Penelitian ini adalah penelitian deskriptif kuantitatif yang bertujuan untuk menganalisis intensitas pemanfaatan laboratorium dan dampaknya terhadap pembelajaran fisika di SMA Negeri se-Kabupaten Luwu Timur. Metode penelitian yang digunakan yaitu metode penelitian survei. Subjek penelitian ini berjumlah 140 orang yang diperoleh dari 7 SMA Negeri di Kabupaten Luwu Timur yang memiliki laboratorium. Instrumen yang digunakan adalah angket dan wawancara. Hasil penelitian menunjukkan bahwa intensitas pemanfaatan laboratorium untuk kegiatan praktikum di SMA Negeri se-Kabupaten Luwu Timur masih berada pada level cukup efektif. Berdasarkan hasil wawancara yang dilakukan di SMA Negeri se-Kabupaten Luwu Timur disimpulkan bahwa intensitas pemanfaatan laboratorium fisika memberikan dampak terhadap pembelajaran fisika yaitu menjadikan peserta didik lebih termotivasi untuk belajar fisika serta meningkatkan pemahaman peserta didik terhadap konsep yang telah mereka pelajari di kelas. Implikasi dari penelitian ini adalah hasil analisis intensitas pemanfaatan laboratorium fisika di SMA Negeri se-Kabupaten Luwu Timur memberikan informasi bagi pihak sekolah tentang pentingnya pengelolaan dan pemanfaatan laboratorium dalam mendukung pembelajaran fisika. This research is a quantitative descriptive study that aims to analyze the intensity of the use of the laboratory and its impact on physics learning in State Senior High Schools throughout East Luwu Regency. The research method used is a survey research method. The subjects of this study amounted to 140 people who were obtained from 7 public high schools in East Luwu Regency, which had laboratories. The instruments used are questionnaires and interviews. The results showed that the intensity of the use of laboratories for practicum activities in State Senior High Schools throughout East Luwu Regency was still at a fairly effective level. Based on the results of interviews conducted at State Senior High Schools throughout East Luwu Regency, it was concluded that the intensity of the use of physics laboratories had an impact on physics learning, namely making students more motivated to learn physics and increasing students' understanding of the concepts they had learned in class. This research implies that the results of the analysis of the intensity of the use of physics laboratories in State Senior High Schools throughout East Luwu Regency provide information for schools about the importance of laboratory management and utilization in supporting physics learning.
Validitas Perangkat Pembelajaran Fisika Model Kooperatif Tipe Think-Pair-Share untuk Meningkatkan Kemampuan Pemecahan Masalah Fisika Peserta Didik Rizka Ramdhani; Ahmad Harjono; Wahyudi Wahyudi
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4966

Abstract

Riset ini bertujuan untuk mendeskripsikan validitas perangkat pembelajaran dengan model kooperatif tipe think-pair-share untuk meningkatkan kemampuan pemecahan masalah fisika peserta didik. Produk yang dikembangkan untuk divalidasi berupa silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), dan instrumen tes. Jenis riset ini termasuk Research and Development (R&D) model 4D, mencakup beberapa tahap yaitu define, design, develop dan disseminate. Riset ini dibatasi pada tahap develop.Tahap define yaitu langkah awal untuk mendefinisikan masalah. Tahap design yaitu merancang produk pengembangan. Tahap develop yaitu pengembangan produk dilakukan dengan validasi produk oleh validator ahli menggunakan instrumen lembar uji validitas berupa angket. Skor validasi diakumulasikan untuk memperoleh nilai validitas dan reliabilitas. Hasil penyelidikan berdasarkan validasi ahli membuktikan perangkat pembelajaran yang dikembangkan dalam kategori sangat valid dan reliabel. Hal ini menunjukkan perangkat pembelajaran ini layak diterapkan dalam aktivitas belajar dan mengajar untuk meningkatkan kemampuan pemecahan masalah fisika peserta didik. This research describes the validity of learning tools with a think-pair-share cooperative model to improve students' physical problem-solving abilities. The products are developed to be validated in a syllabus, Learning Implementation Plan (RPP), Student Worksheets (LKPD), and test instruments. This type of research includes the Research and Development (R&D) 4D model, consisting of several stages, namely define, design, develop and dissemination. This research is limited to the development stage. The define stage is the first step to defining the problem. The design stage is designing product development. The development stage, namely product development, is carried out with product validation by expert validators using a validity test sheet instrument in a questionnaire. Validation scores are accumulated to obtain validity and reliability scores. The results are based on expert validation to prove the learning tools developed in the very valid and reliable category. This shows that this learning tool is feasible to be applied in teaching and learning activities to improve students' physics problem-solving skills.
The Effectiveness of Hybrid Guided Inquiry for Optimizing HOTS and Communication Skills in Circular Motion Concepts Akhmad Jufriadi; Winda Agustina Rahayu; Hena Dian Ayu
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4134

Abstract

This research was conducted to analyze the effectiveness of Hybrid Guided Inquiry on HOTS and students' communication skills in Circular Motion material. The method used in this research is quantitative research with a quasi-experimental. 10th-grade students of MIPA in SMA Negeri 1 Malang were used as the observed population; the samples taken were students 10 MIPA 2 and 10 MIPA 4. The MANOVA test is a technique used to test hypotheses and then analyze the effectiveness of H-GI in optimizing HOTS and students' communication skills. Analysis of the results of this study found that the HOTS score for the experimental class was 78.4 while for the control class was 71.1. Meanwhile, the communication skills results between the experimental class and the control class were 78 for the experimental class and 72 for the control class. Thus, H-GI is effective in optimizing HOTS and communication skills of students compared to direct learning, which uses PBL. The research results could be the basis for making learning more effective in physics material, especially the Circular Motion concepts.
Pengaruh Penggunaan Model Pembelajaran Group Investigation dengan Media Articulate Storyline dalam Pembelajaran Daring Fisika Ayu Novianti; Sugianto Arjo; Ratih Komala
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4897

Abstract

Pembelajaran Fisika secara daring akan terasa lebih sulit dipahami jika tidak dilakukan dengan proses pembelajaran yang baik. Penelitian ini bertujuan untuk mengetahui adanya pengaruh penggunaan model pembelajaran Group Investigation dengan media Articulate Storyline dalam pembelajaran daring Fisika pada siswa kelas XII SMA Negeri 1 Ciampel Karawang pada semester 1 tahun ajaran 2021/2022. Metode penelitian yang digunakan yaitu kuasi eksperimen dengan non-equivalent control group design. Jenis pengambilan sampel yang digunakan adalah sampling purposive. Sampel yang digunakan sebanyak 25 peserta didik untuk masing-masing kelas, baik kelas eksperimen maupun kelas kontrol. Instrumen yang digunakan adalah instrumen soal essay sebanyak 10 soal yang sudah melalui uji validitas, reliabilitas, tingkat kesukaran dan daya pembeda. Selanjutnya, data analisis uji persyaratan yaitu uji normalitas dengan menggunakan uji Liliefors Galat Taksiran diperoleh Lhitung=0,164 < Ltabel=0,173, maka dapat disimpulkan bahwa data berdistribusi normal. Sedangkan uji homogenitas dengan menggunakan uji Bartlett diperoleh χ2h=6,02 < χ2t=9,49 maka dapat disimpulkan bahwa data yang didapat berasal dari populasi homogen. Pada uji hipotesis digunakan uji t diperoleh thitung>ttabel (2,94>1,71; 2,94>2,49), yang menyatakan bahwa terdapat pengaruh yang signifikan antara penggunaan model pembelajaran Group Investigation dengan media Articulate Storyline dalam pembelajaran daring Fisika. Learning Physics online will be more challenging to understand if it is not done with a good learning process. This study aimed to determine the effect of the used the Group Investigation learning model with the Articulate Storyline media in online learning of Physics in class XII students of SMA Negeri 1 Ciampel Karawang in semester 1 of the academic year 2021/2022. The research method used is a quasi-experimental design with a non-equivalent control group design. The type of sampling used is purposive sampling. The sample used was 25 students for each class, both the experimental and control classes. The instrument used was an essay question instrument with as many as ten questions that have been tested for validity, reliability, level of difficulty and distinguishing power. Furthermore, the data in the analysis of the requirements test, namely the normality test, used the Liliefors test, estimated error obtained Lcount=0.164 < Ltable=0.173. It can be concluded that the data is normally distributed. While the homogeneity test used the Bartlett test obtained χ2h=6.02 < χ2t=9.49, it can be concluded that the data obtained came from a homogeneous population. In the hypothesis test used t-test, obtained tcount>ttable (2.94>1.71; 2.94>2.49), which stated that there was a significant effect between the use of the Group Investigation learning model with the aid of Articulate Storyline media on the resulted of online learning in Physics.
Strategic Implementation of Assessment “for” and “as” Learning in Science Education Muhammad Minan Chusni
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4385

Abstract

The relatively needed assessments at this time are assessment for learning and assessment as learning. This study discusses the strategy to adopt these assessments in science class. The method used is a literature study by reviewing relevant research results from books and relevant article results. The criteria for the articles discussed are related to assessment of learning, assessment for learning, and assessment as learning. The research findings provide three strategies to conduct an assessment for learning and assessment as learning that are 1) self-assessment, 2) peer-assessment, and 3) feedback. We hope that these results can provide a new perspective for teachers in making assessment schemes.
Penerapan Virtual Laboratory untuk Mereduksi Jumlah Mahasiswa Calon Guru Fisika yang Mengalami Miskonsepsi Tentang Efek Foto Listrik Hamdani Hamdani
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4810

Abstract

Penelitian ini menggunakan virtual laboratory untuk mereduksi jumlah mahasiswa calon guru fisika yang mengalami miskonsepsi tentang efek foto listrik. One group pretest-posttest design digunakan sebagai rancangan penelitian. Ada 45 mahasiswa yang terlibat dalam menjawab 12 soal tes diagnostik berbentuk pilihan dengan alasan terbuka yang digunakan sebagai alat pengumpul data. Hasil penelitian menunjukkan terjadi perubahan konseptual mahasiswa tentang efek foto listrik yang signifikan setelah pembelajaran menggunakan virtual laboratory diterapkan yang ditandai dengan rata-rata 15x2"> hitung (10,51) > 15x2"> tabel(3,84) pada semua indikator; rata-rata persentase reduksi jumlah mahasiswa yang miskonsepsi setelah penerapan virtual laboratory sebesar 21,35%. Virtual laboratory diharapkan dapat dijadikan sebagai solusi untuk mereduksi jumlah mahasiswa yang mengalami miskonsepsi pada materi yang lain terlebih di masa pandemi dimana eksperimen secara langsung sulit dilakukan.This research uses a virtual lab to reduce the number of pre-service physics teacher misconceptions about the photoelectric effect. One group pretest-posttest design was used as the research design. There were 45 students involved in answering 12 selected diagnostic test questions for open reasons, which were used as a data collection. The results showed a significant students' conceptual change in photoelectric effect after learning using the virtual lab, marked with   15x2"> count > 15x2"> table on all indicators; the average percentage reduction in the number of students with misconceptions after the virtual lab was applied was 21.35%. Virtual labs are expected to be used to reduce the number of misconceptions students have on other subject matter, especially during a pandemic where real experiments are difficult to do. 
Validitas Perangkat Pembelajaran Model Kausalitik Berbantuan Google Classroom untuk Meningkatkan Kemampuan Pemecahan Masalah dan Berpikir Kreatif Fisika Peserta Didik Baiq Sonia Hartiani; Joni Rokhmat; Muhammad Taufik
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4992

Abstract

Penelitian ini ditujukan untuk menentukan dan merincikan validitas perangkat pembelajaran model kausalitik berbantuan google classroom untuk meningkatkan kemampuan pemecahan masalah (KPM) dan kemampuan berpikir kreatif (KBK) peserta didik pada topik usaha dan energi. Penelitian ini merujuk langkah-langkah model 4D (Define, Design, Develop,and Disseminate)  yang dibatasi hingga tahap develop dengan jenis penelitian pengembangan (R&D) oleh Thiagarajan. Pengumpulan data berupa validitas produk penelitian yang terdiri dari: RPP, Tugas Pendahuluan, LKPD dan Instrumen tes. Validitas produk penelitian ini ditentukan oleh 3 validator ahli dosen fisika Universitas Mataram serta 3 validator praktisi yakni guru fisika dari MAN 2 Mataram dengan menggunakan lembar validasi sebagai instrumen penelitian. Data yang telah dikumpulkan berupa lembar validasi kemudian dianalisis menggunakan skala Likert. Berdasarkan hasil analisis diperoleh bahwa perangkat pembelajaran yang dikembangkan memiliki rentang persentase dari 84,0% hingga 90,6% dengan kategori cukup valid hingga sangat valid, sehingga dapat disimpulkan perangkat pembelajaran model kausalitik berbantuan google classroom ini layak diterapkan dalam proses pembelajaran.  Implikasi dari penelitian ini adalah memberikan rujukan atau sebagai data pendukung terkait pengembangan model kausalitik yang masih terbatas. This research aims to determine and detail the validity of causalitic model learning tools assisted by Google Classroom in improving students’ problem-solving and creative thinking skills on the subject of work and energy. This research refers to the 4D model phase (Define, Design, Development, and Disseminate) limited to the development phase of development research by Thiagarajan in Sugiyono. Data collection in research product validity consists of lesson plans, preliminary assignments, student worksheets, and test instruments to measure students’ problem-solving abilities and creative thinking skills. The validity of this research product is determined by three expert validators of physics lecturers at the University of Mataram and three practitioners’ validators of physics teachers from MAN 2 Mataram by using the validation sheet as a research instrument. The data that has been collected is in the form of a validation sheet and then analyzed using a Likert scale. Based on the results of the validity analysis, it is obtained that the learning tools developed had a percentage range of 84.0% to 90.6% with valid to very valid criteria, so it can be concluded that the learning tools as a product of this research are suitable for use in. The implication of this research is to provide a reference or supporting data related to developing a causal model, which is still limited.
Remediasi Miskonsepsi dengan LKPD Model Guided Inquiry Learning Berbantuan PhET Simulation pada Materi Fluida Dinamis Fitra Itsnaini Rahmita; Wasis Wasis
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.5276

Abstract

Pada mata pelajaran fisika masih sering ditemui adanya miskonsepsi, seperti pada materi fluida dinamis. Penelitian ini bertujuan mendeskripsikan penurunan miskonsepsi peserta didik pada materi fluida dinamis setelah dilakukan remediasi miskonsepsi menggunakan LKPD model guided inquiry learning berbantuan PhET simulation pada materi fluida dinamis. Penelitian ini merupakan penelitian pre-experimental dengan desain one-group pretest-posttest. Teknik pengumpulan data pemahaman konsep peserta didik menggunakan pretest dan posttest berupa tes diagnostik empat tingkat. Teknik analisis menggunakan uji Wilcoxon dan uji Mann-Whitney. Hasil pada penelitian ini yaitu peserta didik mengalami penurunan miskonsepsi, ditunjukkan dengan adanya peningkatan pemahaman konsep secara signifikan setelah diberikan remediasi, serta ketiga kelas mengalami peningkatan pemahaman atau penurunan miskonsepsi yang tidak berbeda. Sehingga, remediasi miskonsepsi menggunakan LKPD model guided inquiry learning berbantuan PhET simulation dapat menurunkan miskonsepsi peserta didik pada materi fluida dinamis, ditandai dengan adanya peningkatan pemahaman konsep secara signifikan. Misconceptions, such as in dynamic fluid material, are often encountered in physics subjects. This study aims to describe the reduction of students' misconceptions on dynamic fluid material after remediation of misconceptions using guided inquiry learning LKPD model assisted by PhET simulation on dynamic fluid material. This study is a pre-experimental study with a one-group pretest-posttest design. The technique of collecting data on students' conceptual understanding used a pretest and posttest in the form of a four-level diagnostic test. The analysis technique used the Wilcoxon test and the Mann-Whitney test. This study showed that students experienced a decrease in misconceptions, indicated by a significant increase in concept understanding after being given remediation. The three classes experienced an increased understanding or a decrease in misconceptions that were not different. Thus, the remediation of misconceptions using the guided inquiry learning LKPD model assisted by PhET simulation can reduce students' misconceptions on dynamic fluid material, marked by a significant increase in conceptual understanding.

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