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Journal of Teaching and Learning Physics
ISSN : 25285505     EISSN : 25803107     DOI : -
Core Subject : Science, Education,
JoTaLP: Journal of Teaching and Learning Physics is a peer-reviewed journal on Physics Education field and intended to communicate original research and current issues on the subject. This journal is published by Departement of Physics Education Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung. The editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published in this journal. All articles will be reviewed by experts before accepted for publication. JoTaLP: Journal of Teaching and Learning Physics published periodically every February and August (twice a year).
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Articles 101 Documents
APPLICATION OF THE DISCOVERY LEARNING MODEL TO IMPROVE CRITICAL THINKING ABILITY IN VIBRATION AND WAVE MATERIALS Oliviana Monik Boi; Nurul Ain; Akhmad Jufriadi
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.16384

Abstract

The aims of this study are (1) to determine the quality of the application of discovery learning learning models in improving students' critical thinking skills on vibration and waves, (2) whether the application of discovery learning models can improve students' critical thinking skills on vibrations and waves. This type of research is Classroom Action Research with a research design using the Lewin model. The subjects of this study were students of class VIII.2 SMP Nahdlatul Ulama, totaling 30 students. Data on the implementation of learning was obtained from the observation sheet on the implementation of learning, while the data on critical thinking skills was obtained from a multiple-choice test with reasoned. The results showed that, (1) The application of the discovery learning learning model can improve students' critical thinking skills in students' science learning, this can be seen from the results of the observation analysis of the implementation of the discovery learning learning model cycle I and cycle II which experienced a good increase of 18, 07%, that is from 62.93% to 81%. (2) There is an increase in critical thinking skills by applying the discovery learning learning model in terms of aspects, namely critical thinking indicators, namely the first cycle of 65% and the second cycle of 77% with an increase of 12%. Based on the results of the study, it can be concluded that by applying the discovery learning model, it can improve students' critical thinking skills in science learning with good improvement.
IDENTIFICATION OF PHYSICAL MISCONCEPTIONS AND THEIR CAUSES USING FIVE-TIER KINEMATICS TEST (FTKT) ON HIGH SCHOOL STUDENTS Nurul Naasyithotul Jannah; Winny Liliawati; Muslim Muslim; Novia Aditya
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.11282

Abstract

This study aims to identify misconceptions in physics concepts and find out the causes of misconceptions. This type of research is descriptive quantitative research. The research instrument used a five-tier diagnostic test. Determination of samples taken by purposive sampling technique. This research was conducted on 120 students with 55 male and 65 female students from senior high schools in West Bandung Regency and three high schools in Majalengka Regency. Based on the validation results, it shows that the 12 items are categorized as valid and the reliability value is 0.93 which is included in the very good category. The misconceptions identified with the largest percentage are in the concepts of distance, position, and displacement of 49.17%.
PHYSICS LEARNING MEDIA TO BUILD HIGH SCHOOL STUDENT'S UNDERSTANDING OF MOMENTUM MATERIAL Anisa Tri Rahayu; Nurul Jannah; Dwi Ayu Lestari; Teguh Gumilar
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.15720

Abstract

For most students, physics is one of the boring subjects and is considered difficult, the subject that is considered difficult is momentum, the level of students' understanding of the momentum material is still low. The use of learning media aims to facilitate the delivery of learning so that students can easily and efficiently achieve learning objectives. Therefore, the researcher considers the need for supporting learning media as an alternative to physics learning media on the concept of momentum, as well as testing the feasibility of media to support learning. The method used by researchers in research and development (R&D) following the steps of Borg and Gall, steps are developing products and testing the effectiveness of products to achieve goals. Meanwhile, data collection was carried out by distributing instruments in the form of questionnaires and LKPD to measure learning achievement and student responses. Based on the results of the study, all questionnaire scores scored almost four in the good category, and all students were able to answer the LKPD. Therefore, with the media students can construct an understanding of the concept of momentum. Students who previously did not know the concept of momentum became aware of it even to the point of being able to formulate its meaning mathematically. With the existence of learning media, learning physics on the concept of momentum becomes more fun, interesting, and can increase students' learning motivation.
CORRELATION OF SYMBOLIC LANGUAGE AND CAUSE AND EFFECT RELATIONSHIP TO MATHEMATIC MODELING IN SENIOR HIGH SCHOOL PHYSICS LESSONS Desy Kumala Sari; Pri Ariadi Cahya Dinata
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.11009

Abstract

The generic science skills are the basic abilities that must be possessed by every student who studies science. This ability consists of various indicators namely direct observation, indirect observation, symbolic language, logical inference, causal relations, mathematical modeling, and construct concepts. This study only focused on indicators of symbolic language, causal relationships, and mathematical modeling. This research is a correlation study that aims to find out the relationship between symbolic language abilities and causal relationships on mathematical modeling abilities in physics subjects. The results of the study indicate that there is a relationship in the ‘sufficient’ category between symbolic language abilities and causal relationships to mathematical modeling abilities in physics subjects. Suggestions for further researchers are that in the learning process it should focus on the science process, which needs to guide students to develop their generic abilities in science, especially physics.
LITERATURE REVIEW STUDENT'S METACOGNITIVE ABILITY: BIBLIOMETRIC ANALYSIS Ermia Fadilata Khoir; Nadi Suprapto; Woro Setyarsih; Utama Alan Deta
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.13698

Abstract

This study aims to determine the relationship between scientific literacy and students' metacognitive abilities. The research method used is literature study, bibliometric analysis using VOSViewers software, and Microsoft Excel processing. The research data was obtained from metadata from Scopus with the keywords science, literacy and metacognitive and in 3,881 documents from 2016-2020, but the first 2,000 documents could be used. The research was conducted in May 2021. The discussion results show that there is still little or no research on scientific and metacognitive literacy. Thus, the topic of scientific literacy and metacognitive trends has the opportunity to be studied more deeply. Nevertheless, scientific literacy has the most significant research opportunity on issues with science education.
DEVELOPMENT OF WEBTOON-BASED PHYSICS E-MODULES IN WORK AND ENERGY TOPICS ON STUDENTS' CRITICAL THINKING SKILLS Kristina Iwung; Andi Nugraha
Journal of Teaching and Learning Physics Vol 7, No 1 (2022): Journal of Teaching and Learning Physics (Februari 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i1.14286

Abstract

This study aims to make a product in the form of a webtoon-based e-module on business and energy materials that have been tested for feasibility, effectiveness and implementation in order to be able to improve students' critical thinking skills. This form of assessment is R & D (research and development), using the ADDIE development model, namely: 1) initial needs analysis to determine student needs; 2) initial media design and making research instruments; 3) e-module development using Gacha Life and Pinterest applications, as well as validation of material experts and media experts; 4) a small-scale limited test on 22 students of class X; 5) evaluation by users are students, subject teachers and the critical thinking index used. The critical thinking index used is: analysis, interpretation, inference and evaluation. The instruments used in this study were media validation questionnaires, material validation questionnaires, and student response questionnaires. The results of the description of input from media experts and webtoon-based e-module material experts deserve to be used as a new alternative for physics learning tools. Based on the feasibility assessment from media experts, a score of 3.28 was obtained in the "very good" category and material experts obtained a score of 3.1 in the "good" category. The results of the small-scale test assessment for 22 students obtained an average point of increasing students' critical thinking skills as much as 0.59 including in the "medium" category. As a result, it can be concluded that webtoon-based e-modules can improve students' critical thinking skills. This webtoon-based physics e-module can be used as an alternative source in physics learning so that learning becomes more interesting.
THE RELATIONSHIP BETWEEN BIMODAL LEARNING STYLES AND STUDENT'S LEARNING OUTCOMES IN WORK AND ENERGY TOPICS Heni Rusnayati; Wilda Oqctaria Neizar Putri
Journal of Teaching and Learning Physics Vol 7, No 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i2.18211

Abstract

This study aims to obtain information about the relationship between bimodal learning styles and students' cognitive learning outcomes in work and energy. The bimodal learning style in this research focuses on the visual-auditory and visual-kinesthetic learning styles. The research method used is the correlational method. This research was conducted in one of the schools in Kuningan district, West Java, with a research sample of 65 students. Data were collected through questionnaires and instruments about business and energy materials. The results of the study found that there was no significant relationship between learning styles and learning outcomes. This can be seen from the calculation of the learning style correlation test with learning outcomes obtained p-value> 0.05. The implication of this research is to provide information about student learning style (V-A) and (V-K) profiles and student learning outcomes profiles, and the absence of a relationship between learning styles and student learning outcomes. This research also provides information to students about their learning styles and educators so that they can apply teaching styles and methods that can accommodate students' learning styles so that students can be more active in following the learning process.
THE LEARNING DESIGN TO IMPROVE THE LEARNING OUTCOMES ON THE ELECTRICAL CIRCUIT TOPIC Ragustini Ragustini; Rizki Zakwandi; Teguh Gumilar; Rafhi Febryan Putera
Journal of Teaching and Learning Physics Vol 7, No 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i2.17773

Abstract

This study aims to determine the implementation of the project-based learning process on electrical energy topic in class VI and the improvement of student learning outcomes in science learning on electrical energy topic. This research was conducted on students of class VI with a total of 29 students consisting of 13 males and 16 females. There were three times of data collection in this study which included Pre-Cycle, Cycle 1, and Cycle 2. The results showed that the active involvement of students in learning activities could increase their understanding of the subject matter being taught. In addition, project-based learning by making series and parallel circuits in the implementation of making traffic lights makes students more enthusiastic and active in learning.
PRE-CLASS TUTORIAL (PCT): LEARNING STRATEGIES TO IMPROVE STUDENTS' UNDERSTANDING OF THE P–V–T DIAGRAM ON THERMODYNAMICS Yustiandi yustiandi; Duden Saepuzaman
Journal of Teaching and Learning Physics Vol 7, No 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i2.14775

Abstract

This research was motivated by students' difficulties drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. The method used in this study is a quasi-experimental method by comparing the results of the students' pre-test and post-test. This research was conducted on 21 students in one of the public schools in Pandeglang, Banten. Based on the study's results, PCT improved students' understanding of drawing and interpreting P-V-T diagrams to describe thermal processes and the ideal gas cycle. Several conceptual difficulties founded during the research. First, the most difficult in P-V, P-T, and V-T diagrams, respectively, is to draw the adiabatic process. Second, the percentage of students who answered the P-V diagram correctly was higher than those who answered the P-T and V-T diagrams. Third, students were more interested in and understood processes with unique characteristics such as isobaric, which means constant pressure; isochoric, which means constant volume and isothermal, which means constant temperature.
WEBTOON-BASED PHYSICS E-MODULE AS ALTERNATIVE MEDIA TO IMPROVE STUDENT'S CRITICAL THINKING ABILITY ON OPTICAL EQUIPMENT MATERIALS Hena Dian Ayu; Paskalina Jaya; Hestiningtyas Yuli Pratiwi; Akhmad Jufriadi
Journal of Teaching and Learning Physics Vol 7, No 2 (2022): Journal of Teaching and Learning Physics (Agustus 2022)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v7i2.17827

Abstract

This research focuses on developing and analyzing the qualifications, effectiveness, and reactions of e-module users on optical devices to improve critical thinking skills. The advantage of this e-module is that it contains material descriptions, videos, webtoons, and evaluation questions that can be accessed online. The research method uses research and development of the ADDIE model, with five stages: investigating student needs, designing learning media using pixton.com, canva.com, and the Flip PDF Professional application, and developing e-modules that are validated by media expert validators and material, amounting to two people. , product implementation to users, and evaluation of e-modules by teachers and students. Indicators of critical thinking skills tested include interpreting, analyzing, evaluating, and inferring skills. The feasibility of the e-module turned out to be valid by experts in the media and material obtained from the validation questionnaire. The results of the effectiveness of the e-module in improving critical thinking skills showed that the effectiveness was tested on 26 class X SMK students and user responses, namely teachers and students, were very positive.

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