Jurnal Pembelajaran Fisika
Jurnal Pembelajaran Fisika (JPF) is a national peer-review and open access journal that publishes research papers covering physics, physics education, and natural science education. Jurnal Pembelajaran Fisika (JPF) publishes 4 editions in 1 volume per year. First published, volume 1 issue 1, as of June 2012 is available electronically since 2015. Journal of Physics Learning indexed by Google Scholar since 2012. Our journals scope include : 1. Physics learning innovation 2. Physics learning media 3. Physics learning assessment 4. Physics Education Philosophy and curriculum 5. Earth and space physics 6. Materials physics 7. Theoretical and computational physics 8. Instrumentation physics
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<![CDATA[IDENTIFIKASI MISKONSEPSI MAHASISWA PROGRAM STUDI PENDIDIKAN FISIKA ANGKATAN 2018 UNIVERSITAS JEMBER PADA PEMAHAMAN KONSEP LISTRIK STATIS DAN DINAMIS ]]>
<![CDATA[Fitriana Novitasari]]>;
<![CDATA[Bambang Supriadi]]>;
<![CDATA[Maryani Maryani]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15228
<![CDATA[Abstract This research was conducted based on the results of Based on the results of the analysis of the data obtained, it can be concluded that there are 15.3% of the answers in the conceptual understanding category, 5.1% of the answers in the conceptual understanding category but not sure, 35.6% of the misconception category answers and 44% of the answers in the category do not understand the concept. Students' understanding of the concept of static and dynamic electricity is still lacking. Key words: research, concept,]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN FISIKA BERBASIS ANDROID BERBANTUAN WEB APPSGYESER PADA MATERI ALAT-ALAT OPTIK KELAS XI DI SMA ]]>
<![CDATA[Nirsa Nindia Putri]]>;
<![CDATA[Subiki Subiki]]>;
<![CDATA[Sudarti Sudarti]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15234
<![CDATA[Abstract This study was conducted with the purpose of describing to produce a valid android based learning media, to know the effectiveness of android-based learning media on the materrial of optical tools, to know the students' learning response after using android based learning media on the materrial of optical tools gravity. This research is a development research with Nieveen's development model. Field trials were carried out in class XI MIPA 4 SMAN 1 Pakusari with a total of 34 students.The data acquisition instrument used is a learning media validation sheet. Questionnaire method is used to determine student's learning respose. Analysis of pretest and posttest data using N-Gain to find out the effectiveness of android-based learning media on optical tools material . Based on the results of expert validation, android based learning media is categorized valid with the validity value of 84% and on the results of user validation categorited very valid with the validity value 90,6 %, so it is suitable for use in learning activities. The level of effectiveness of android-based learning media Student learning outcomes consisted of the pretest and posttest scores analyzed using the N-gain got the high criteria with a result of 0.70%. The results of the distribution of questionnaire responses of students with aspects of the response consisting of Display, Student Learning Instructions, Learning Objectives, and Content with an average percentage of total responses was 91,8% % which is included in the category of "Very Positive" and means students are interested in using media in learning. Keywords: learning media based on android, media effectiveness, media validity, student response]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN KIMIA: Materi Reaksi Redoks dan Elektrokimia MENGGUNAKAN MODEL PROBLEM BASED LEARNING ]]>
<![CDATA[Muhamad Rosid]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.16831
<![CDATA[Abstract: This study aimed to analyze the learning activities of students inthe chemistry learning process by using the problem base learning (PBL)learning model. This research was an experimental study using ControlGroup Design on 12th grade science students at High School TegaldlimoBanyuwangi, East Java. As a control class was class 12 IPA-1 and as anexperimental class was class 12 IPA-2. Learning chemistry of redox andelectrochemical reaction materials in the experimental class used theproblem base learning model, while learning in the control class did not usethe problem base learning model. Aspects of critical thinking skills reviewedinclude 3 aspects: (1) Elementary clarification (giving basic explanations),which was about what known and what the core problem; (2) The basis forthe decision (determining the basis for decision making), namely the rightreasons as the basis before a step was taken; (3) Inference (drawingconclusions), namely drawing correct conclusions must be based on reasonsthat are reasonable or logical. Student learning activities during the studywere also observed to include: 1) involvement in discussion, 2) involvementin carrying out practicum, 3) discipline in learning, 4) responsibility. Theresults of the analysis using the t-Test statistical analysis with a 95%confidence level proved that the students' ability to provide explanations,decision making, and the ability to draw conclusions in the experimentalclass students were significantly higher than those in the control class.Keywords: Problem Based Learning Model, Critical Thinking Ability]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKANOPEN-ENDED QUESTION PADA MATERI FLUIDA STATIS DI SMA ]]>
<![CDATA[Maydini Eka Rizki]]>;
<![CDATA[Albertus Djoko Lesmono]]>;
<![CDATA[Bambang Supriadi]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i1.11672
<![CDATA[AbstractScience learning is expected to be able to deliver students to meet the capabilities in the 21st century. One of the things that must be considered to change individuals who can satisfy global demands is to produce generations who have critical thinking skills that are a logical attitude in examining every belief and assumptions based on the evidence and conclusions caused. Physics lessons are considered difficult because students do not have deep thinking skills in solving physics problems. The open-ended approach provides opportunities for students to gain experience in exploring and solving problems with several techniques. The purpose of this study was to analyze students' critical thinking skills in an open-ended question solution on static fluid material in senior high school. This research is a descriptive research. The research method uses a test. The test instrument uses a descriptive question with an open-ended approach of 5 items and a questionnaire for student self-assessment. The study was conducted in class XI of SMAN 1 Cluring Banyuwangi. The results showed that the level of students' critical thinking skills in the complete of the open-ended question at SMAN 1 Cluring was quite good.Key Word: Critical Thinking Skills, Open-Ended Question, Physics]]>
<![CDATA[LKS KONTEKSTUAL BERBASIS PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MATERI GERAK MELINGKAR KELAS X ]]>
<![CDATA[Zulva Nurhayati]]>;
<![CDATA[Bambang Supriadi]]>;
<![CDATA[Maryani Maryani]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15229
<![CDATA[Abstract This research is development research. This study aims to examine expert validation, describe student learning outcomes, and describe the effectiveness of Contextual LKS Based Process Oriented Guided Inquiry Learning (POGIL) Class X Motion Material. The research subjects were 39 students of SMAN 1 Gambiran class X. Data on expert validation was obtained from five the validator is two lecturers of the University of Jember Physics Education Program, and three high school Physics study teachers in the development test. Data on learning outcomes are obtained from the results of post tests conducted after the learning is complete. The results showed that quantitative data validation logic from five validators for Contextual LKS Based on Process Oriented Guided Inquiry (POGIL) of 3.53 with a fairly valid category. This assessment is the average of the assessment of conformity components of 3.5; the effectiveness component is 3.875, and the feasibility component is 3.22. Cognitive domain assessment gets the lowest score among the other domains at 63. Classically the average student learning outcomes are 73.61 and are categorized as being moderate. The conclusions obtained from this study are 1) Validation results from 5 validators consisting of two physics education lecturers and 3 Public High School 1 Gambiran teachers Contextual LKS Based on Process Oriented Guided Inquiry Learning (POGIL) categorized as quite valid, 2) Student learning outcomes after using Contextual LKS Based on Process Oriented Guided Inquiry Learning (POGIL) in physics learning as a whole is 73.61 and categorized as moderate, and 3) Effectiveness based on learning outcomes can be seen in high criteria. These results can be used as a reference for validation of good literary audiences so that the Contextual LKS Based on Process Oriented Guided Inquiry (POGIL) can be said to be effective. This study can be used to identify factors that influence the level of mastery of concepts and student learning attitudes so that teachers can determine worksheets that suit the needs of students. Keywords: conceptual, contextual, POGIL, LKS]]>
<![CDATA[KETERAMPILAN INFERENSI SISWA SMPN 2 JEMBER DALAM PEMBELAJARAN IPA DENGAN MODEL INKUIRI TERBIMBING ]]>
<![CDATA[Febrianti Utami]]>;
<![CDATA[Arum Ariyani]]>;
<![CDATA[Dama Nuri]]>;
<![CDATA[Irnawati Irnawati]]>;
<![CDATA[Supeno Supeno]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15235
<![CDATA[Abstract: This study was conducted to analyze inference skills of students on the material temperature and heat accompanied by application of guided inquiry learning model in SMP Negeri 2 Jember. This study uses classroom action research conducted in the first semester of the academic year 2019/2020. The subject of research is VII E grade from SMP Negeri 2 Jember include 30 people. Study period is 3 months from August to September 2019. In practice, this study apply 2 learning cycles, each cycle was conducted 4 stages: planning, implementation, monitoring/observation, and reflection. The data collection is done by using a essay test contained in the worksheet learners. Data collected from essay test then analyzed with qualitatively. Based on the analysis of the data obtained showed that the implementation of the learning cycle I, the results of students' mastery of inference skills by 69%, which means its not yet to reach the indicators set. In the second learning cycle results obtained completeness inference skills of students by 77% so that it has reached the specified indicators.The results showed inference skills of students in the material heat and temperature increased significantly after conducting guided inquiry learning model. Keywords: inference, guided inquiry, natural science.]]>
<![CDATA[PENERAPAN DEMONSTRASI INTERAKTIF PADA PEMBELAJARAN IPA TENTANG SIFAT-SIFAT BENDA PADAT DAN CAIR UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS II DI SDN KEPATIHAN 03 KECAMATAN KALIWATES KABUPATEN JEMBER ]]>
<![CDATA[Anik Supraptianingsih]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15326
<![CDATA[Abstract: This research is conducted based the fact that student learning outcomes in science subjects have not yet reached the minimum completeness criteria. The reason of this condition is the learning process carried out by the teacher still uses conventional learning methods. Based on the fact, one of the efforts to improve student learning outcomes in natural science learning about the properties of solid and liquid objects is implementation an interactive demonstration method. The purpose of this study is to describe the implementation of learning by applying interactive demonstration methods in improving the learning outcomes of natural sciences about the properties of solid and liquid objects in class II B students at Kepatihan 03 Elementary School Kaliwates, Jember, academic year 2017/2018. The subjects of this study were class II B students, amounting to 29 children. Class II B student learning outcomes have increased from pre-cycle to second cycle. Classically in the pre-cycle of 58.62%, while in cycle one increased to 72.41%, and in cycle two increased to 86.21%. Based on the results, it can be concluded that the implementation of interactive demonstration methods in natural science subjects the topic of the properties of solid and liquid objects can improve student learning outcomes in grade II B SDN Kepatihan 03 Jember District Kaliwates Jember 2017/2018 school year.]]>
<![CDATA[PENGEMBANGAN MODUL PEMBELAJARAN FISIKA BERBASIS CONTEXTUAL TEACHING AND LEARNING (CTL) PADA POKOK BAHASAN RANGKAIAN ARUS SEARAH DI SMA ]]>
<![CDATA[Yuliske Yuliske]]>;
<![CDATA[Singgih Bektiarso]]>;
<![CDATA[Sudarti Sudarti]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15230
<![CDATA[Abstract The objectives of this study are: 1) developing contextual teaching and learning (CTL) based physics modules on the subject of direct current series in high school, 2) testing the validation of contextual teaching and learning (CTL) based physics modules on the subject of direct current series in high school , 3) testing the effectiveness of contextual teaching and learning (CTL) based physics modules on the subject of a series of direct current in high school. This study uses research and development procedures according to Nieven (2006) which includes 3 stages, namely: (1) Preliminary research (2) Prototype stage, and (3) Assessment Phase. The instruments used in this study were validation sheets and formative tests in the form of description of pre-test and post-test questions. Based on the results of the validation analysis, the validity category is very valid with a reliability coefficient of 93.06%. The results of the field test analysis obtained an average N-Gain score of 0.71 so that the module was declared effective for use in learning direct current circuit material for class XII Science. Keywords : Contextual teaching and learning , Validation, Effectiveness.]]>
<![CDATA[ANALISIS KETERAMPILAN BERTANYA SISWA PADA PEMBELAJARAN IPA MATERI SUHU DAN KALOR DENGAN MODEL PROBLEM BASED LEARNING DI SMP NEGERI 2 JEMBER ]]>
<![CDATA[Dewi Ika Pratiwi]]>;
<![CDATA[Nur Wandiyah Kamilasari]]>;
<![CDATA[Dama Nuri]]>;
<![CDATA[Supeno Supeno]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15236
<![CDATA[Abstract: The knowledge has always starts with asking. For teachers, asking questions is seen as an activity to encourage, guide, and assess students' thinking abilities. For students, asking questions is an important part of exploring information, informing what is known, and directing what is not yet known. The aim of this research is to determine the quantity and quality of students' asking ability based on revised Bloom's taxonomy by applying the problem based learning model to the material temperature and heat. The method in this research is descriptive qualitative method. This research was conducted at SMP Negeri 2 Jember with research respondents being all students of class VII F of the odd semester of the 2019/2020 school year. Data collection using observation sheets to ask students. Based on the data obtained, it shown that the quantity of students who ask questions is 37.63%. The quality of questions in this research is 100% in the low level but there are no questions classified as high level. Based on these results, it can be concluded that the asking ability of students of class VII F in SMP Negeri 2 Jember are relatively low and need to be improved. Keywords: question skills, problem-based learning, natural science.]]>
<![CDATA[PENGEMBANGAN VIDEO PEMBELAJARAN KONTEKSTUAL PADA MATERI ALAT-ALAT OPTIK (MATA, MIKROSKOP, DAN TELESKOP) DI SMA ]]>
Nur Faizah;
<![CDATA[Singgih Bektiarso]]>;
<![CDATA[Sudarti Sudarti]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 4 (2019): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i4.15232
<![CDATA[Abstract This study was conducted with the aim of describing the validity of contextual learning videos on the material of optical devices (eyes, microscopes, and telescopes) in high school and describing students' responses to the video using the response questionnaire. The method used in this research is research and development (Research and Development) by applying the Nieveen design to develop videos. Based on the results of the three stages of validation obtained an average validity for each aspect of the assessment of the validation of experts and users, namely, Relevance 87.5%, Accuracy of 93.75%, Contextual Learning 87.50%, and Linguistics 95%, so that a final validity of 90% is obtained with the category "It is very valid and can be used without improvement", meaning that the video developed is appropriate for use in learning. The results of the distribution of questionnaire responses of students of XII MIPA 1 and XII MIPA 3 in MAN Lumajang with aspects of the response consisting of Display, Student Learning Instructions, Learning Objectives, and Content with an average percentage of total responses was 89.52% which is included in the category of "Very Positive" and means students are interested in using video in learning. Keywords: learning videos, contextual, validity, and student responses]]>
