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All Journal Jurnal Ilmiah Pendidikan Fisika JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Ivan Danar Aditya Irawan
Universitas Negeri Malang
Astronomy Education Electrical & Electronics Engineering Energy Physics

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FORBIS: Formative Feedback dengan Soal Isomorfik sebagai Sarana Pembenaran Pemahaman Konsep Siswa Materi Fluida Dinamis Fitria Andriana Rahayu; Sentot Kusairi; Dyah Palupi Rohmiati; Ivan Danar Aditya Irawan
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 10 No. 1 (2026): May Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v10i1.5154

Abstract

This study aims to develop computer-assisted FORBIS to facilitate the correction of students' conceptual understanding of dynamic fluid materials. This Research and Development (R&D) project utilized the Plomp development model, involving two physics lecturers and one physics teacher as expert validators. The subjects consisted of 36 eleventh-grade science students (12 male and 24 female students), with 31 students participating in the practicality test and 5 students involved in the effectiveness test. A stratified purposive sampling technique was employed to select the students for the product effectiveness test. The data collection instruments used were questionnaires and interview guides. This research produced a product named Formative Feedback with Isomorphic Multiple-Choice Questions (FORBIS) to help improve students' conceptual understanding and serve as a tool for independent learning. Based on the validity test, the results obtained were 96.5% (highly valid) for isomorphic questions, 95.7% (highly valid) for true-false questions, 96.5% (highly valid) for feedback, and 96.4% (highly valid) for the overall product. The result of the product practicality test by students was 93.9%, falling into the highly practical category. The effectiveness test was conducted through limited interviews with 5 students before and after using the product, which were analyzed using a descriptive-comparative method to determine changes in students' conceptual understanding. The interview results indicated a positive trend toward the improvement of students' understanding of physics concepts after using the product. Accordingly, this research has successfully developed a computer-assisted FORBIS that meets the criteria of being valid and practical, while also indicating a capacity to support students' conceptual understanding based on limited interview results.
An Analysis of The Application of The Arcs Model in Physics Learning: A Systematic Review of Studies from 2016-2024 Kafa Pramitha Anggraini Indhira Artanti; Sentot Kusairi; Nasikhudin Nasikhudin; Yustina Safitri; Monika Ruth Cahayana; Ivan Danar Aditya Irawan; Khoirun Nisa’
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 3 (2025): OCTOBER 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i3.16329

Abstract

This study investigates the development, implementation, and impact of the Attention, Relevance, Confidence, Satisfaction (ARCS) model in physics education. A Systematic Literature Review (SLR) using the PRISMA approach was conducted by analyzing relevant studies published between 2016 and 2024. From an initial search of 687 articles, 9 studies indexed in SINTA and Scopus met the inclusion criteria and were analyzed. This study found that research on the ARCS model in physics education shows a consistent publication trend, dominated by studies at the high school level and focused on basic physics topics such as kinematics, heat, and magnetism. The ARCS model was applied both independently and in combination with modern approaches, including flipped classrooms, e-learning, and mobile learning. The findings indicate that the ARCS model effectively enhances student motivation, learning outcomes, and conceptual understanding, demonstrating its strong pedagogical adaptability across learning contexts. However, most studies emphasize general motivation rather than higher-order outcomes. This study concludes that the ARCS model has significant potential as a flexible motivational framework in physics education, highlighting the need for future research on its effectiveness in promoting critical thinking, creativity, and concept mastery in more complex physics topics.
Co-Authors Dyah Palupi Rohmiati Fitria Andriana Rahayu Kafa Pramitha Anggraini Indhira Artanti Khoirun Nisa’ Monika Ruth Cahayana Nasikh Sentot Kusairi Yustina Safitri