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All Journal COMPTON: Jurnal Ilmiah Pendidikan Fisika Kasuari: Physics Education Journal (KPEJ)
Inayatun Diraya
Universitas Negeri Malang
Education Physics

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Students' scientific abilities in the investigative science learning environment (ISLE) approach to static fluid material Inayatun Diraya; Sentot Kusairi; Hartatiek; Agus Budiyono; Oktavina Pandango
COMPTON: Jurnal Ilmiah Pendidikan Fisika Vol 12 No 2 (2026): Compton: Jurnal Ilmiah Pendidikan Fisika
Publisher : Prodi Pendidikan Fisika Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/cjipf.v12i2.21169

Abstract

Scientific abilities are essential for understanding complex physics concepts such as static fluids. However, these abilities remain low because physics instruction often emphasizes mathematical formulas and provides limited opportunities for investigative activities that connect concepts with empirical phenomena. This study aims to analyze students’ scientific abilities through the Investigative Science Learning Environment (ISLE) approach in static fluid learning and to identify developing indicators of scientific abilities. A mixed methods approach with an embedded experimental design was employed, involving eleventh-grade high school students assigned to an ISLE experimental class and a guided inquiry control class. Data were collected using scientific abilities tests and in-depth interviews. The results show that students in the ISLE class achieved greater improvement than those in the guided inquiry class, with an average N-Gain of 0.73 (high) and an effect size of 3.77 (very large), while the control class obtained an N-Gain of 0.30 (moderate). The highest improvement occurred in problem identification skills, whereas the lowest improvement was found in the ability to formulate testable hypotheses. These findings provide empirical evidence that the ISLE approach effectively enhances students’ scientific abilities and bridges conceptual understanding with investigative practices in physics learning, particularly for static fluid topics.
Fluistik Zone: Interactive Digital Media for Learning Static Fluid Concepts in Senior High School Physics Inayatun Diraya; Fati Matur Riska; Sujito
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/kpej.v8i2.939

Abstract

This study aims to develop an interactive digital learning media called Fluistik Zone on static fluid material using the 4D development model (Define, Design, Develop, Disseminate). This media covers the subtopic of introductory static fluids, consisting of density, hydrostatic pressure, Pascal's law, and Archimedes' law. The development procedure begins with a needs analysis through teacher interviews and literature reviews, followed by the initial design of Android application-based media equipped with features such as learning videos, interactive quizzes, and Online Active Learning Guide (OALG). Validation was carried out by material experts and media experts with average validity results of 94% and 99% respectively in the very valid category. The practicality assessment by teachers reached 94% in the very well category and student responses showed an average of 85% in the well category. These findings indicate that Fluistik Zone is valid, practical, and interesting for students in supporting physics learning interactively and contextually. This media is designed following the principles of multimedia learning to increase student engagement and understanding. Therefore, Fluistik Zone has the potential as an effective, interesting, and relevant physics learning media innovation to support 21st century learning. However, testing the effectiveness of the media on learning outcomes has not been carried out experimentally and the trial is still limited to one school. Further research is recommended to test the effect of using Fluistik Zone on student learning outcomes through a quasi-experimental design and expand the development to other physics topics and different levels of education.
Co-Authors Agus Budiyono Fati Matur Riska Hartatiek Oktavina Pandango Sentot Kusairi