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All Journal Jurnal Pengajaran MIPA Edufisika: Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Jurnal Ilmiah Peuradeun JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA Jurnal Kumparan Fisika TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Asian Journal of Science Education IJIS Edu : Indonesian Journal of Integrated Science Education
Wahyuni, Agus
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Religion Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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The Effect of Google Sites-Based Physics Learning Media with Problem-Based Learning on Student Outcomes Nurulwati, Nurulwati; Amelia, Faraz Rizky; Susanna, Susanna; Elisa, Elisa; Hamid, Abdul; Wahyuni, Agus; Ali, Ruslan Mat
Asian Journal of Science Education Vol 7, No 1: April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v7i1.42368

Abstract

The limited integration of technology and innovative approaches in physics education has frequently hindered students' ability to comprehend abstract and complex concepts, contributing to suboptimal learning outcomes. This study investigates the impact of google sites-based physics instructional media, implemented in conjunction with a problem based learning model, on the learning outcomes of class XI students at SMAN 1 Darul Imarah, explicitly focusing on momentum and impulse topics. This research employs a quantitative approach using a quasi-experimental methodology with a nonequivalent control group design. The entire cohort of class XI students served as the population, with purposive sampling used to select class XI F-4 as the experimental group and XI F-5 as the control group. Data collection was performed through pretests and posttests, utilizing 20 multiple-choice questions designed to assess student comprehension. Data analysis was conducted using an independent sample t-test to determine the significance of differences between groups. The analysis revealed that a t-value (count) of 2.205 exceeded the critical t-value (table) of 1.996, indicating a statistically significant difference in learning outcomes associated with google sites-based physics instructional media using the probkem based learning model with respect to learning outcomes. These findings demonstrate that the integration of google sites as an instructional medium, coupled with the problem based learning approach, significantly enhances students' learning outcomes in the study of momentum and impulse.
The Effect of Web-based Inquiry Physics Problems on High School Students' Physics Learning Outcomes Herliana, Fitria; Mardila, Rini; Mahzum, Elmi; Zainuddin, Zainuddin; Wahyuni, Agus; Elisa, Elisa; Muliyati, Dewi
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17788

Abstract

Physics learning in high schools often faces challenges due to students' low conceptual understanding of abstract topics like sound waves. To address this challenge, this study investigates the effectiveness of Web-based Inquiry Physics Problems (WIPPer), an innovative learning platform that incorporates a problem-based learning approach within a blended learning framework. Using a pre-experimental one-group pretest-posttest design, the research was conducted on 20 eleventh-grade students at State Senior High School 2 Kuta Baro. Data were collected through a learning outcome test comprising 10 multiple-choice items (cognitive levels C1–C4), teacher and student response questionnaires, and observation sheets to monitor engagement throughout the WIPPer implementation. The results showed a medium average N-gain of 0.5116, with 70% of students achieving medium to high improvement categories. Observational analysis demonstrated 89% effectiveness across all learning phases. Teacher responses rated WIPPer as excellent (media: 93.33%, material and evaluation: 100%), while student responses were also highly favorable (media: 86.16%, material: 93.4%, evaluation: 90%). Cross-tabulation analysis revealed a strong correlation between student engagement and achievement, particularly in analytical activities. Students with high engagement demonstrated better ability in answering complex concept application questions (75.76%) compared to students with low engagement (16.67%). The novelty of this research lies in the integration of gradual assessment, virtual laboratory simulations, and adaptive feedback within a problem-oriented digital platform. This research concludes that WIPPer is a feasible and effective tool that enhances learning outcomes by fostering engagement and supporting independent learning. This research contributes to physics education by presenting WIPPer as a feasible and effective model that aligns with digital learning trends and supports the development of adaptive, student-centered instructional approaches.
Pengembangan E-Modul Berbasis Etnofisika Pada Materi Gelombang Bunyi Humaira, Siti; Ngadimin, Ngadimin; Wahyuni, Agus; Nurulwati, Nurulwati; Musdar, Musdar
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 2 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 2 August 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i2.46439

Abstract

Physics education in Indonesia often struggles to present abstract concepts in a way that is easily understood and engaging, leading to learning difficulties among students. Integrating ethnophysics—contextualizing physics within local cultural practices and knowledge systems—offers a promising approach, especially in culturally rich regions. Sound waves, as a fundamental topic, provide opportunities for such integration through instructional modules. This study aims to evaluate the feasibility of an ethnophysics-based electronic module (e-module) on sound wave material through a research and development (R&D) approach. The development process followed the ADDIE model, limited to the stages of analysis, design, and development, and was followed by a limited-scale trial. Data were collected using expert validation sheets and student and teacher response questionnaires. Four validators participated, comprising two subject matter experts and two media experts. The limited-scale trial was conducted with 11th-grade students (class F-6) at SMA Negeri 1 Darul Imarah, Aceh Besar. The validation results indicated high validity, with expert scores of 0.81 (subject matter) and 0.87 (media). Content validity scored 0.86, construct validity 0.85, and language validity 0.66, yielding an overall score of 0.84—classified as highly valid. Student and teacher response rates were 84.8% and 90.3%, respectively, indicating strong practicality. These findings suggest that the developed ethnophysics-based e-module is both valid and practical, with strong potential to support culturally relevant and effective physics instruction.
Students' Thinking Style in Analyzing Physics Concept Through the Kinametic Graphics Saminan, Saminan; Muliana, Endah; Wahyuni, Agus
Jurnal Ilmiah Peuradeun Vol. 7 No. 3 (2019): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v7i3.328

Abstract

Students' thinking style is influential in learning outcomes, but teachers have not yet focused on the teaching and learning process, resulting in students having difficulties in receiving the material, especially in the study of analyzing physical concepts through graphs on the concept of kinematics. Therefore, knowing the student's thinking style especially for the physics teacher is a very important effort to achieve teaching success. This study aims to determine the students' thinking style in analyzing physical concepts through graphs on kinematics concepts. The approach used in this study is a qualitative approach with a type of descriptive research. Subjects in this study were students of class X Mipa1 and X Mipa2. Data collection instruments in this study were questionnaire, observation and documentation. The questionnaire used was in the form of a closed questionnaire adapted from the Quantum Learning book written by Bobbi DePorter and Mike Hernacki, The results of this study indicated that the concrete sequential thinking style (S1) was 27 %, abstract sequential thinking style (S2) was 14%, random abstract (A1) was 34%, concrete random thinking style (A2) was 25%.
Identification of Difficulties of Physics Education Student Faculty of Teacher Training & Education in Online Learning Process On Covid-19 Pandemic Era Wahyuni, Agus; Wulandari, Sri; Farhan, Ahmad; Rizal, Syamsul
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v4i1.6504

Abstract

Online thesis guidance is an obstacle faced by students majoring in physics education, FKIP USK. This qualitative descriptive study aims to find out what difficulties affect the student learning process through online learning for Physics Education students. The sample in this study were all Physics Education students who carried out online learning, totaling 54 respondents. Data collection was obtained by using a questionnaire to determine learning difficulties in the online learning process. The data analysis technique used to determine the percentage of learning difficulties is sorting the data according to research indicators including internal factors, namely physical and psychological barriers, external factors, namely barriers to educators (lecturers), facilities, families, and extracurriculars. The results of data analysis showed that learning difficulties with percentages were physical barriers (61.1%), psychological barriers (56.7%), educators (lecturers) (58.7%), facilities (53.6%) ), family (49.7%), and extracurricular (47.4%). So it can be concluded that the main factor that affects the difficulty in the learning process is internal physical barriers
PENGARUH PEMBELAJARAN MENGGUNAKAN MIND MAPPING TERHADAP PENGUASAAN KONSEP DAN KREATIVITAS SISWA DALAM BELAJAR FISIKA Sari, Maya; Hamid, Abdul; Ngadimin, Ngadimin; Wahyuni, Agus
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v5i1.4564

Abstract

ABSTRACT In physics learning, concept mastery and student creativity are crucial factors that influence material comprehension and problem solving skills. However, these factors are often hindered by conventional teaching methods that lack interactivity. One strategy to overcome this issue is use of mind mapping. This research aims to determine the influence of learning using mind mapping on students' mastery of concepts and creativity in learning physics. The research method employed a quantitative approach with a one-group pretest-posttest design. Data collection techniques included tests and assessing students' creativity in mind mapping. The data analysis used normality as a prerequisite test, N-Gain test, and parametric test, specifically paired sample t-test using SPSS 18 for Windows. The research results showed that the calculated t-value was greater than the t-table value, specifically 8.356 > 2.079. Therefore, based on the testing criteria, the null hypothesis (H_o) was rejected. This implies that there is an influence of learning using mind mapping on the mastery of concepts. The N-Gain test results indicated a central tendency measure, with an average for the experimental group of 0.32, falling into the moderate category because 0.3 ? 0.32 < 0.7. Meanwhile, the analysis of the average creativity percentage showed an increase from the first meeting (61.5%) to 76.5%, with 19 out of 22 students scoring 75 or above, categorizing them as having high creativity (75%-100%). Based on the conducted research, it can be concluded that learning using mind mapping can influence the mastery of concepts and enhance students' creativity in learning physics. ABSTRAK Dalam pelajaran fisika, penguasaan konsep dan kreativitas siswa menjadi faktor yang sangat penting yang mempengaruhi pemahaman materi dan keterampilan pemecahan masalah. Tetapi faktor ini sering terhambat oleh metode pembelajaran konvensional yang kurang interaktif. Salah satu strategi untuk mengatasi masalah tersebut adalah dengan menggunakan mind mapping.  Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran menngunakan mind mapping terhadap penguasaan konsep dan kreativitas siswa dalam belajar fisika. Metode penelitian ini menggunakan pendekatan kuantitatif dengan bentuk one group pretest-posttest design. Teknik pengumpulan data dalam penelitian ini terdiri dari tes dan kreativitas siswa dalam mind mapping. Analisis data penelitian menggunakan normalitas sebagai uji prasyarat, uji N-Gain dan uji parametrik yaitu uji paired sample t test menggunakan SPSS 18 for windows. Dari hasil penelitian, maka diperoleh bahwa nilai t hitung > dari t tabel yaitu 8,356 > 2,079. Sehingga berdasarkan kriteria pengujian diperoleh hasil tolak . Artinya ada pengaruh pembelajaran menggunakan mind mapping terhadap penguasaan konsep. Hasil uji N-Gain yang diperoleh yaitu ukuran tendensi sentral yang meliputi rata-rata untuk kelas eksperimen sebesar 0.32 dan termasuk dalam kategori sedang karena 0,3 ? 0,32 <0,7. Sedangkan untuk hasil analisis nilai rata-rata persentase kreativitas meningkat dari pertemuan pertama (61,5%) yaitu sebesar 76,5% dengan siswa yang mendapat nilai 75 keatas ada 19 siswa dari 22 siswa, nilai ini termasuk kategori kreativitas tinggi (75%-100%). Berdasarkan hasil penelitian yang telah dilakukan dapat disimpulkan bahwa pembelajaran menggunakan mind mapping dapat mempengaruhi penguasaan konsep dan dapat meningkatkan kreativitas siswa dalam belajar fisika.
Development of An Electronic-Based Parabolic Motion Material Module Aprillia, Ajeng; Ngadimin, Ngadimin; Wahyuni, Agus
Berkala Ilmiah Pendidikan Fisika Vol 10, No 3 (2022): OCTOBER 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i3.13873

Abstract

This study aims to produce an electronic-based parabolic motion material module that is suitable for use as teaching material. The research uses research and development methods (R&D) and 4-D models as development models. This study's subjects are x grade students at SMAN 8 Banda Aceh. The research instruments used are module assessments validated by experts and response questionnaires of teachers and students. Analyze data using a percentage formula. Data analysis of the module assessment sheet by experts involves two validators who conduct assessments in media and materials. The average percentage obtained in the media and material aspects is 74.6% and 89.5%, including decent and very decent. The average percentage obtained from the teacher and student response questionnaires was 83.6% and 85% and was included in the worthy or very good category. The study results can conclude that the electronic-based parabolic motion material module that has been developed is suitable for use as teaching material and is expected to develop the learning media in electronic-based modules further. 
Enhancing Students' Scientific Attitudes through STEM-Integrated POE Learning Supported by the Web S.id Platform Susilawati, Susilawati; Hanifa, Nida; Ngadimin, Ngadimin; Hamid, Abdul; Susanna, Susanna; Musdar, Musdar; Wahyuni, Agus; Elisa, Elisa
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/1npc6334

Abstract

The development of students’ scientific attitudes remains a major concern in physics education, as classroom instruction still tends to prioritize cognitive achievement over cultivating attitudes such as curiosity, respect for evidence, critical reflection, flexibility in thinking, and sensitivity to the environment. This study aimed to examine the effect of integrating the STEM approach with the Predict–Observe–Explain (POE) learning model, supported by the Web S.id platform, on senior high school students’ scientific attitudes when studying static fluids. The study employed a quantitative quasi-experimental method using a nonequivalent control group pretest–posttest design. The participants were 63 eleventh-grade students selected through purposive sampling and divided into an experimental group (32 students) and a control group (31 students). Students’ scientific attitudes were measured using a 12-item questionnaire with acceptable reliability (Cronbach’s alpha = 0.72). The data were analyzed for normality and homogeneity, and an independent-samples t-test and N-gain analysis were conducted. The results showed that the experimental group achieved greater improvement than the control group, with posttest means of 49.16 and 46.61, respectively, and a statistically significant difference between groups (p = 0.032). The effect size was moderate (Cohen’s d = 0.55). N-gain analysis further indicated that all measured indicators of scientific attitude improved more strongly in the experimental group, with the highest gain found in sensitivity in investigating the environment (g = 0.350). The novelty of this study lies in integrating STEM and POE through the Web S.id digital platform, while positioning scientific attitude as the primary outcome in physics learning, particularly in a simple water-dispenser project on static fluids. In conclusion, the STEM-integrated POE learning model supported by Web S.id was effective in fostering students’ scientific attitudes. This study contributes to physics education by providing an empirically supported instructional alternative that integrates project-based STEM learning, inquiry-oriented pedagogy, and digital media to strengthen affective outcomes alongside conceptual learning.  
Co-Authors . Saminan A Halim A. Halim A.A. Ketut Agung Cahyawan W Abdul Hamid Ahmad Farhan, Ahmad Ali, Ruslan Mat Alinda, Maiza Amelia, Faraz Rizky Aprillia, Ajeng Dalimunthe, D Fitriyani Dewi Muliyati Elisa Elisa evendi, evendi Hanifa, Nida Herliana, Fitria Humaira, Haifa Humaira, Siti K, Caca Candra Kasli, Elisa Mahzum, Elmi Mardiah, Ainal Mardila, Rini Maulina, Raiyan Maya Sari Muliana, Endah Musdar Musdar Musdar, Musdar Ngadimin Ngadimin Nurulwati, Nurulwati Rahmina, Aula Saputri, Mawarni Sri Wahyuni Sri Wulandari Susanna Susanna Susilawati, Susilawati Syamsul Rizal Wati, Nurul Zainuddin, Zainuddin