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All Journal Jurnal Penelitian Pembelajaran Fisika
Asrizal Asrizal
Department of Physics, Padang State University, Padang

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Effectiveness of E-SWS Sound Waves using the Discovery Learning Model on Student Learning Outcomes Az Zahra Murmiftah; Hidayati Hidayati; Asrizal Asrizal; Fuja Novitra
Jurnal Penelitian Pembelajaran Fisika Vol. 11 No. 2 (2025): JPPF (Jurnal Penelitian Pembelajaran Fisika)
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v11i2.27

Abstract

Learning physics on the subject of sound waves remains a challenge because abstract concepts are often difficult for students to understand. This study aims to test the effectiveness of using E-SWS sound waves using a Discovery Learning model that has been revised in accordance with the Independent Curriculum on student learning outcomes in cognitive and psychomotor aspects. The research method used is quasi-experimental with a posttest only control group design. The research sample consisted of two classes, Phase F5 and F6, at SMA Negeri 3 Payakumbuh, with F5 as the experimental class using Discovery Learning-based E-SWS and F6 as the control class using the Discovery Learning model without E-SWS. The research instruments were multiple-choice tests to measure cognitive aspects and science process skill observation sheets for psychomotor aspects. Data analysis was conducted through a two-sample t-test. The results showed that the average posttest score for the experimental class was 89.2, which was higher than that of the control class, which was 73.7. In terms of psychomotor skills, the average score for the experimental class was 78, which was also higher than that of the control class, which was 67.5. The t-test showed that the t-count was greater than the t-table, indicating a significant difference in both aspects. It was concluded that E-SWS using the Discovery Learning model was effective in improving students' cognitive learning outcomes and science process skills.
Meta-Analysis of Mobile Learning’s Effect on High School Students' Physics Learning Outcomes: Data Analysis Using the JASP Application Aldi Ryan Pratama; Dea Stivani Suherman; Asrizal Asrizal; Harman Amir
Jurnal Penelitian Pembelajaran Fisika Vol. 12 No. 2 (2026): JPPF (Jurnal Penelitian Pembelajaran Fisika) : In Progress
Publisher : Universitas Negeri Padang in collaboration with Association of Mathematics and Natural Sciences Institution for Education of Teaching Staff Indonesia (AMLI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jppf.v12i2.81

Abstract

The development of digital technology drives the need for innovation in education, particularly regarding instructional media in high school physics. However, most research on implementing android-based mobile learning still yields varied and inconsistent results. Therefore, this meta-analysis synthesizes and evaluates the influence of Android-based mobile learning on the physics learning outcomes of high school students. Guided by PRISMA standards, 24 quasi experimental primary studies were collected and quantitatively analyzed using JASP software via a random-effects model. The analysis revealed a pooled effect size of 1.42 (p < 0.001), categorized as a very large effect. Although the heterogeneity index was remarkably high (  = 95.43%), a deeper examination indicated that effect sizes approaching zero or taking on negative values were driven by internal student factors and variations in methodological quality of primary studies, rather than limitations of android technology itself. Consequently, android-based mobile learning is highly effective in enhancing students’ cognitive outcomes in physics. This study is expected to provide a scientific contribution and offers recommendations for practitioners to optimize android-based media by integrating it with active learning models and structured classroom management to foster self-regulated learning.
Co-Authors Aldi Ryan Pratama Az Zahra Murmiftah Dea Stivani Suherman Fuja Novitra Harman Amir Hidayati Hidayati