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INDONESIA
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
Arjuna Subject : -
Articles 210 Documents
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The Effectiveness of Quiz-Assisted Particle Dynamics E-Module in Practicing Problem-Solving Ability Dina Selvia; Abdul Salam M; Surya Haryandi; Mohd Ali Ibrahim
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.6781

Abstract

The lack of problem-solving skills students possess impacts the low completion of physics description questions in class. The purpose of this study is to determine the effectiveness of the e-module with the help of questions to train students' problem-solving skills that are suitable for use in learning activities in terms of their effectiveness in improving learning outcomes and achieving minimum completeness criteria. The type of research used is research and development using the ADDIE model, tested on 20 students of class X MIPA 2 Public High School in Banjarmasin. The data collection instrument used is the learning outcome test. The data analysis technique used is descriptive quantitative. The results showed that the electronic module was declared valid with an average validity score of 3.47 in the very good category, which was then continued at the field test stage to determine the effectiveness assessment of the electronic module so that it could be declared effective with an N-gain of 0.69 in the medium category. The research concludes that the electronic module developed is suitable for learning activities and can be applied to other learning.
Analysis of Availability of Case-Based Reasoning Approaches on Physics Textbooks Class X Semester 1 Nabila Melia Hanum; Fanny Rahmatina Rahim; Silvi Yulia Sari
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.7932

Abstract

Learning is strengthened by using an approach to learning. In the 2013 curriculum, it is recommended to use an approach to learning, one of which is the Case-Based Reasoning (CBR) approach. One approach similar to the current process standards is the CBR approach, which helps teachers provide more student involvement in learning activities. There are many physics textbooks that many publishers have circulated, so It is vital to investigate whether or not these books have provided a CBR approach to learning to improve reasoning skills and higher-order thinking as suggested in the 2013 curriculum. This research was done to analyze the CBR approach. CBR is in a physics textbook for class X, semester 1, at Public High Schools in the City of Padang. The research carried out included descriptive research using a qualitative approach. The research population consisted of all physics textbooks for class X high school published in Indonesia and used in the city of Padang. The research samples were three Physics textbooks for Class X High School Semester 1: ER, IP, and TS. The research results showed that no CBR approach was found in the three physics textbooks analyzed. Hence, we concluded that no textbooks are currently available that provide a CBR approach.
Needs Analysis for Practical Guide Based Augmented Reality (AR) in an Effort to Support Basic Physics Practicum Activities During the Covid-19 Pandemic Henny Johan; Desy Hanisa Putri; Eko Risdianto; Andik Purwanto; Septi Johan; Sipriyadi Sipriyadi
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.7693

Abstract

This study aims to conduct a field study on the need to develop Augmented Reality (AR) assisted practicum guidelines. Data collection instruments were in the form of questionnaires and interview guidelines. The subjects in this field study were students who became practicum assistants, physics laboratory staff, and lecturers of basic physics courses. Questionnaire data and interview results were analyzed qualitatively to see the real conditions of the practicum. Based on the results of data analysis, it is known that practicum manuals are still dominant in text, and practicum activities can be directed to practice problem-solving skills. The phenomenon of coastal areas can also be associated with physics practicum material. Based on the results of the practicum assistant's questionnaire, it is known that AR can facilitate physics practicum, so it is necessary to develop an AR-assisted practicum guide that presents audio-visual presentations. Based on the results of the interviews, it is also known that the constraints on practicum activities during this pandemic were that not all practicum courses were available at PheT to carry out virtual practicums, counter-dependence with assistant explanations in carrying out practicum procedures, so strict procedures could not be carried out, so it could be interpreted that a solution was needed an alternative practicum guide that is equipped with a video tutorial about practicum procedures. AR technology can be used to visualize tutorial videos that can be accessed offline.
The Effect of Ethnoscience-Based Science Environment Technology Society (SETS) Learning Model in Learning Physics and Biology Gunaria Siagian; Tomi Apra Santosa; Festiyed Festiyed; Yerimadesi Yerimadesi
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.9242

Abstract

This study investigates the effect of the ethnoscience-based Science Environment Technology Society (SETS) learning model on learning Physics and Biology. This type of research involves systematic research, literature reviews, and meta-analyses. The data sources were taken from an analysis of 100 international journals published from 2018 to 2023. Tracing data sources through Google Scholar, Eric, ScienceDirect, and ProQuest. The process of selecting data sources must meet the inclusion criteria analyzed by the JSAP application. The inclusion criteria in this study are: 1) the journal must be published in 2018–2023; 2) SINTA and Scopus/WOS must index the journal; 3) The journal uses experimental or quasi-experimental research methods; and 4) it has an effect size that can be calculated. The data collection technique is direct observation through the journal database. The results showed that the average effect size (ES = 0.873) is a large criterion. These findings explain that the ethnoscience-based Science Environment Technology Society (SETS) model significantly affects science learning. Furthermore, this SETS learning model helps students learn physics and biology more actively and creatively. These results are very important in evaluating the implementation of the school learning system. Furthermore, this ethnoscience-based SETS model must be applied in learning biology and physics to stimulate students to think critically.
The Analysis of Scientific Practices Skills of Students in Basic Physics Practicum: Authentic Assessment Nurfadilah Nurfadilah; Riskawati Riskawati; Fani Fani; Amalia Ahmad; Nur Fadilah Nur Fadilah
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.8062

Abstract

Assessment of practicum activities must encompass all aspects of scientific practices. Observations in this research indicate that the assessment utilized by the Physics Education Study Program at Universitas Muhammadiyah Makassar for practicum activities is an Authentic Assessment consisting of three assessment components: response, practicum activities, and report. This assessment is the result of development by one of the lecturers who taught courses integrated with practicum activities in 2015, and its implementation began in 2016. Using authentic assessment instruments in the form of worksheet, this study aims to assess the scientific practice skills of students enrolled in Basic Physics practicum. This research employed quantitative descriptive research. Thirteen first-semester students in the academic year 2022/2023 participated as the research subject. The results demonstrate that the assessment conducted using authentic assessment in practicum activities did not encompass all indicators of scientific practice skills. The authentic assessment did not include three of the eight indicators of scientific practice skills, namely the ability to ask questions, develop and use a model, and discover, evaluate, and communicate data findings. Therefore, it is necessary to utilize specialized assessment to measure the effectiveness of scientific practices, such as scientific practices assessment instruments.
Exploration of Increasing Students’ Critical Thinking in the Guided Discovery Learning Model on Light Waves Syarifah Zahra; Iwan Permana Suwarna
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.9141

Abstract

This study explored increasing students' critical thinking in the guided discovery learning model on light waves at one of the high schools in South Tangerang City. The research design employed a quasi-experimental nonequivalent control group design with students from class XI IPA 3 as the experimental group and class XI IPA 5 as the control group. Data was collected using a pretest and posttest instrument comprising ten essay questions and was analyzed using the n-gain method. The N-gain analysis indicated a significant improvement in critical thinking skills, with a score of 0,60 for the experimental group and 0,25 for the control group. This study concludes that using the guided discovery learning model effectively enhances students' critical thinking skills in light waves at one of the high schools in South Tangerang City. The implications of this study indicate that implementing the guided discovery learning model in teaching light wave material is highly relevant for enhancing students' critical thinking abilities. This approach enables students to actively engage, analyze information, and solve problems, thereby fostering the development of their critical thinking skills. By acquiring critical thinking skills through guided discovery learning, students become better prepared to tackle complex challenges and support integrating critical thinking development into diverse subjects within the curriculum.
Effectiveness of the CinQASE Web Integrated Learning Model to Train Higher Order Thinking Skills Rahmat Saifuddin Anwar; Abdul Salam; Surya Haryandi; Nur Farahwahidah Abdul Rahman
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.9191

Abstract

The lack of training in higher-order cognitive thinking skills in physics makes most students of class XI MIPA in a high school in Marabahan unable to solve problems that require the ability to analyze (C4) and evaluate (C5) well. This study was intended to describe the effectiveness of using the web-integrated CinQASE learning model to train higher-order thinking skills in the C4 and C5 domains. This study used the pre-experimental one-group pretest-posttest design. The efficacy of the web-integrated CinQASE learning model to train higher-order thinking skills is calculated with the eta-squared effect size for a paired sample t-test. In contrast, the description of students' achievement in higher-order thinking is viewed from the percentage of the average score of the student learning outcomes test on items that have C4 and C5 domains. The results showed that using the model had moderate effectiveness (η2 = 0.94) and helped train students’ ability to think at a higher level, as shown by an increase in students’ achievement in higher-level thinking in the good category. Thereby, the use of the web-integrated CinQASE learning model can supply considerable benefits in training students’ higher-order thinking skills. These results also write down a practical need for teachers and schools to implement learning approaches that use the potential of technology to enhance learners’ higher-order thinking skills in the 21st century.
REACT Learning on the Topic of Elasticity to Enhance Students' Analytical Abilities Dea Safira; Abdul Salam; Dewi Dewantara
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.9054

Abstract

Conventional learning in class so far has not been maximized to train students' analytical abilities. One of the lessons that can improve students' analytical skills is contextual learning, one of which is REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning. Therefore, further research is needed on REACT learning to improve students' analytical abilities. This study aims to describe the effectiveness of REACT learning on elasticity to improve students' analytical abilities. This research is a pre-experimental design with one group pre-test and post-test. The subjects of the research trial were 29 students of class XI MIPA 2 SMA Negeri 10 Banjarmasin. Data collection techniques in this study used student learning outcomes tests. Furthermore, research data analysis techniques are carried out by calculating N-gain based on student learning outcomes tests. The results showed that the effectiveness of REACT learning based on N-gain calculations was 0.74 in the high category. So, it can be concluded that REACT learning is effective and feasible for improving students' analytical abilities. This proves that the use of REACT learning plays an important role in improving students' analytical abilities and assisting the development of more effective and innovative learning methods.
Is 21st Century Learning Need STEM Approach built into Physics Comics? Maria Fatima Nareswari Mardi Utami; Mastuang Mastuang; Surya Haryandi
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.6780

Abstract

This study aims to analyze the effectiveness of using comic teaching materials in physics learning, focusing on the topic of effort and energy. The background of this research is based on the need to improve the quality of physics learning and improve student learning outcomes. In Indonesia's education context, efforts continue to be made to improve STEM-based education (Science, Technology, Engineering, Mathematics) to keep up with the development of the 21st century. In the context of this research, comic teaching materials are used as a new alternative to overcome problems in physics learning. This research was conducted in one of the public high schools in Banjarmasin and used the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through student learning outcomes tests before and after using comic teaching materials. The results showed that this comic teaching material significantly increased student learning outcomes. Student scores increased from a low of 0.00 to 43.00 and a high of 18.50 to 80.50. This increase in learning outcomes test is included in the medium category. This research contributes to developing comic teaching materials as an effective and innovative learning media in physics learning. It is expected that the results of this study can be a reference for educators and curriculum developers in improving the quality of physics learning in Indonesia. In addition, this research also encourages further development and utilization of creative media in education to increase student motivation and interest in learning.
An Analysis of Learning Styles on Renewable Energy Material in Independent Curriculum for Differentiation Learning Rolipa Rolipa; Ketang Wiyono; Sudirman Sudirman; Apit Fathurohman; Leni Marliana
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i2.9250

Abstract

This study aims to analyze the effectiveness of student learning styles on renewable energy material in the independent curriculum for differentiation. This research is a qualitative descriptive study. The method used was a learning style survey in the form of a questionnaire developed by Chislett and Chapman, which was conducted on 30 students in class X.4 of SMA Negeri 3 Banyuasin III. The results of the learning style survey were then analyzed and grouped by researchers according to the characteristics of learning styles, namely 50% visual learning style, 30% audio learning style, and 20% kinesthetic learning style. These results indicate that the tendency of students' learning styles varies in one class. Furthermore, a pretest and posttest assessment of renewable energy material was held for students. As for the results of the analysis of pretest, posttest, and gain learning outcomes, the average obtained by visual students was 19.3, audio 22.6, and kinesthetic 23.3 for posttest visual learning styles (77.0, audio 78.3, and kinesthetic 81.0), and visual gain was 57.7, audio 55.7, and kinesthetic 57.6. N-gain was analyzed to see the increase in learning outcomes, which obtained results for an average visual learning style of 0.71, audio 0.72, and kinesthetic 0.75. From this analysis, it can be concluded that differentiated learning with the learning style of renewable energy material can increase the number of students learning in the high category.

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